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Amanda Martin Monday February 1st, 2021 Math Investigations - Group investigations – math centers with different stations Linear relationships – describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – pronouns and capitalizations, and punctuation. READING – Starbucks hour – self-guided reading with writing prompts. (chapter books only) Tech Time - seesaw that reflect current lessons Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Objectives: Students will be able to understand Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Texas useful for interpreting information and solving problems. The student is expected to: 6. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; 7. (B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more; 8. (C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and 9. (D) draw conclusions and make predictions from information in a graph.

Amanda Martin 10. (G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. 11. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; Tuesday February 2nd 2021 Math Investigations - Linear relationships – describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision Students will hear the word, then spell it in their notebooks, after they will list the words alphabetically in their notebooks to ensure retention. ELA – pronouns and capitalizations, and punctuation. READING – Charlotte’s web Tech Time - seesaw - literacy activities Centers: JCS note cards – will have phonemes listed on each index card, students will make notes in their ISN’s, selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Worksheet centers – students will copy answers from worksheets into their ISN’s after solving the worksheet. Objectives: Students will recognize pronouns, punctuation differences, and capitalizations. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met – Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Texas useful for interpreting information and solving problems. The student is expected to:

Amanda Martin 1. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; 2. (B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more; 3. (C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and 4. (D) draw conclusions and make predictions from information in a graph. (10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: (F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and 12. (G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. 13. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; Wednesday February 3 rd , 2021 Math Investigations - Group investigations – math centers with different stations Linear relationships – describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – pronouns and capitalizations, and punctuation. READING – Starbucks hour – self-guided reading with writing prompts. (chapter books only) Tech Time - seesaw that reflect current lessons Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Objectives: Students will be able to understand Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw.

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Amanda Martin Standards Met - Vermont CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Standards Met: Texas useful for interpreting information and solving problems. The student is expected to: 1. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; 2. (B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more; 3. (C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and 4. (D) draw conclusions and make predictions from information in a graph. (10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: (G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. 14. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; Thursday February 4 th . Math Investigations - Linear relationships – describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision

Amanda Martin Students will hear the word, then spell it in their notebooks, after they will list the words alphabetically in their notebooks to ensure retention. ELA – pronouns and capitalizations, and punctuation. READING – Charlotte’s web Tech Time - seesaw - literacy activities Centers: JCS note cards – will have phonemes listed on each index card, students will make notes in their ISN’s, selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Seesaw – Students will progress through their pre-selected activities with SeeSaw. Worksheet centers – students will copy answers from worksheets into their ISN’s after solving the worksheet. Objectives: Students will recognize pronouns, punctuation differences, and capitalizations. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work. Standards Met - Vermont CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Standards Met: Texas: useful for interpreting information and solving problems. The student is expected to: 1. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; 2. (B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more; 3. (C) write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one; and 4. (D) draw conclusions and make predictions from information in a graph.

Amanda Martin (10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: (F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and 15. (G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. 16. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; February 5 th , Friday Math Investigations - Group investigations – math centers with different stations Linear relationships – describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – pronouns and capitalizations, and punctuation. READING – Starbucks hour – self-guided reading with writing prompts. (chapter books only) Tech Time - seesaw that reflect current lessons Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - Objectives: Students will be able to understand Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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Amanda Martin CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or to5pics in order to build knowledge or to compare the approaches the authors take. Standards Met: Texas E) determine a solution to a problem involving length, including estimating lengths; (10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: (F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and 17. (G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. Monday Feb 8th Math Investigations - Group investigations – math centers with different stations Comparing tables – describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – pronouns and adjectives, and punctuation. READING – Starbucks hour – self-guided reading with writing prompts. (chapter books only) Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Seesaw – Students will progress through their pre-selected mini lessons with SeeSaw. Objectives: Students will be able to understand Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text.

Amanda Martin CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or to5pics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Massachusetts Curriculum Framework for English Language Arts and Literacy 44 Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. Tuesday February 9th Math Investigations - Comparing tables - describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. Chinese new year – measure a dragon, sentence prompts with Chinese new year theme. JCS – Phonogram card revision, Morrison McCall spelling words revision Students will hear the word, then spell it in their notebooks, after they will list the words alphabetically in their notebooks to ensure retention. ELA – pronouns, adjectives, and punctuation. READING – Charlotte’s web Tech Time - literacy activities Centers: JCS note cards – will have phonemes listed on each index card, students will make notes in their ISN’s, selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s Worksheet centers – students will copy answers from worksheets into their ISN’s after solving the worksheet. Objectives: Students will recognize pronouns, punctuation differences, and capitalizations. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Amanda Martin CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Standards Met: Texas: useful for interpreting information and solving problems. The student is expected to: Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: (A) determine whether a number up to 40 is even or odd using pairings of objects to represent the number; (8) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: (B) use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and (C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms inthe problem. (10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: (F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit; and (G) read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m. (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category; Wednesday February 10th Math Investigations - Group investigations – math centers with different stations Chinese new year – measure a dragon, sentence prompts with Chinese new year theme. Comparing tables - describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – pronouns, adjectives, and punctuation. READING – Starbucks hour – self-guided reading with writing prompts. (chapter books only) Tech Time - prodigy Centers:

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Amanda Martin Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s Objectives: Students will be able to understand new words and their meanings Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Standards Met: Massachussets Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Massachusetts Curriculum Framework for English Language Arts and Literacy 44 Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words. Thursday February 11th Math Investigations - Comparing tables– describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. Chinese new year – measure a dragon, sentence prompts with Chinese new year theme. JCS – Phonogram card revision, Morrison McCall spelling words revision Students will hear the word, then spell it in their notebooks, after they will list the words alphabetically in their notebooks to ensure retention. ELA – pronouns, adjectives, and punctuation. READING – Charlotte’s web

Amanda Martin Tech Time - literacy activities Centers: JCS note cards – will have phonemes listed on each index card, students will make notes in their ISN’s, selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Seesaw – Students will progress through their pre-selected activities with SeeSaw. Worksheet centers – students will copy answers from worksheets into their ISN’s after solving the worksheet. Objectives: Students will recognize pronouns, punctuation differences, and capitalizations. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Standards Met: Texas: useful for interpreting information and solving problems and relationships within the numeration system related to place value. The student is expected to: 1. (A) apply mathematics to problems arising in everyday life, society, and the workplace; 2. (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; 3. (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; 4. (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 5. (E) create and use representations to organize, record, and communicate mathematical ideas; 6. (F) analyze mathematical relationships to connect and communicate mathematical ideas; and 7. (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. 8. (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

Amanda Martin 1. (B) use standard, word, and expanded forms to represent numbers up to 1,200; 2. (C) generate a number that is greater than or less than a given whole number up to 1,200; February 12 th , Friday Math Investigations - Group investigations – math centers with different stations Chinese new year – measure a dragon, sentence prompts with Chinese new year theme. Comparing tables – describing and representing ratios Centers with previous lessons : adding, subtracting, sentence questions. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – pronouns and capitalizations, and punctuation. READING – Starbucks hour – self-guided reading with writing prompts. (chapter books only) Tech Time - seesaw that reflect current lessons Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s Objectives: Students will be able to understand Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets Know and apply grade-level phonics and word analysis skills in decoding words. Distinguish long and short vowels when reading regularly spelled one-syllable words. Know spelling-sound correspondences for additional common vowel teams. Decode regularly spelled two-syllable words with long vowels. Decode words with common prefixes and suffixes. Massachusetts Curriculum Framework for English Language Arts and Literacy 44 Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.

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Amanda Martin Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; 1. (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; 2. (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; 3. (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 4. (E) create and use representations to organize, record, and communicate mathematical ideas; 5. (F) analyze mathematical relationships to connect and communicate mathematical ideas; and 6. (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication 7. (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; 1. (B) use standard, word, and expanded forms to represent numbers up to 1,200; 2. (C) generate a number that is greater than or less than a given whole number up to 1,200; February 16 th , Tuesday Math Investigations - Group investigations – math centers with different stations Comparing tables – ratio relationships with pattern blocks Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – subject and predicate, prepositions, and punctuation. READING – Charlotte’s Web Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will re-write the words unknown to them in the selected readings in their ISN’s – and we will go over the word on the board. Objectives: Students will be able to understand new words and their meanings, be able to solve mathematical equations with automaticity.

Amanda Martin Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.a Print upper- and lowercase letters legibly and fluently. L.2.b Capitalize holidays, product names, and geographic names. o Capitalizing days, months, and holidays ( 2-ZZ.2 ) o Capitalizing the names of places and geographic features ( 2-ZZ.3 ) L.2.c Use commas in greetings and closings of letters. o Greetings and closings of letters ( 2-ZZ.6 ) Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; (B) use standard, word, and expanded forms to represent numbers up to 1,200;

Amanda Martin (5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties. (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs. February 17 th , Wednesday Math Investigations - Comparing tables – ratio relationships with pattern blocks Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. ELA – subject and predicate, prepositions, and punctuation. READING – Charlotte’s Web Character Development – students pick a character to follow for the rest of the story and make notes in their ISN’S. Life expectancy of living things – Students will learn about life expectancies of mammals vs. insects.

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Amanda Martin JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) Centers: JCS note cards – will have phonemes listed on each index card, students will make notes in their ISN’s, selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Worksheet centers – students will copy answers from worksheets into their ISN’s after solving the worksheet. Objectives: Students will recognize pronouns, punctuation differences, and capitalizations. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Standards Met: Texas: useful for interpreting information and solving problems and relationships within the numeration system related to place value. The student is expected to: 9. (A) apply mathematics to problems arising in everyday life, society, and the workplace; 10. (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; 11. (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; 12. (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 13. (E) create and use representations to organize, record, and communicate mathematical ideas; 14. (F) analyze mathematical relationships to connect and communicate mathematical ideas; and 15. (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. 16. (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

Amanda Martin 3. (B) use standard, word, and expanded forms to represent numbers up to 1,200; 4. (C) generate a number that is greater than or less than a given whole number up to 1,200; February 18 th , Thursday Math Investigations - Comparing tables – ratio relationships with pattern blocks Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. READING – “Starbucks hour” – Student reading time What kind of theme is your book? Who is the hero and the villain? Which character would you be friends with? Why? ELA – subject and predicate, prepositions, and punctuation. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will re-write the words unknown to them in the selected readings in their ISN’s – and we will go over the word on the board. Objectives: Students will be able to understand new words and their meanings, be able to solve mathematical equations with automaticity. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.a Print upper- and lowercase letters legibly and fluently. L.2.b Capitalize holidays, product names, and geographic names. o Capitalizing days, months, and holidays ( 2-ZZ.2 )

Amanda Martin o Capitalizing the names of places and geographic features ( 2-ZZ.3 ) L.2.c Use commas in greetings and closings of letters. o Greetings and closings of letters ( 2-ZZ.6 ) Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; (B) use standard, word, and expanded forms to represent numbers up to 1,200; (5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties. (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs. February 19 th , Friday Math Investigations - Comparing tables – ratio relationships with pattern blocks

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Amanda Martin Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. ELA – subject and predicate, prepositions, and punctuation. READING – Charlotte’s Web Character Development – students pick a character to follow for the rest of the story and make notes in their ISN’S. Life expectancy of living things – Students will learn about life expectancies of mammals vs. insects. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) Centers: JCS note cards – will have phonemes listed on each index card, students will make notes in their ISN’s, selected readings - students will circle or highlight the words in the selected readings, then write them in their ISN’s - seesaw Worksheet centers – students will copy answers from worksheets into their ISN’s after solving the worksheet. Objectives: Students will recognize pronouns, punctuation differences, and capitalizations. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-LITERACY.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Standards Met: Texas: useful for interpreting information and solving problems and relationships within the numeration system related to place value. The student is expected to: 17. (A) apply mathematics to problems arising in everyday life, society, and the workplace; 18. (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; 19. (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; 20. (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Amanda Martin 21. (E) create and use representations to organize, record, and communicate mathematical ideas; 22. (F) analyze mathematical relationships to connect and communicate mathematical ideas; and 23. (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. 24. (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; 5. (B) use standard, word, and expanded forms to represent numbers up to 1,200; 6. (C) generate a number that is greater than or less than a given whole number up to 1,200; February 22nd, Monday Math Investigations - Group investigations – math centers with different stations Comparing tables – ratio relationships with pattern blocks Review Students will go over what they learned the previous week. Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – past, present, future verb tenses READING – Charlotte’s Web Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will re-write the words unknown to them in the selected readings in their ISN’s – and we will go over the word on the board. Objectives: Students will be able to understand new words and their meanings, be able to solve mathematical equations with automaticity. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Amanda Martin CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.a Print upper- and lowercase letters legibly and fluently. L.2.b Capitalize holidays, product names, and geographic names. o Capitalizing days, months, and holidays ( 2-ZZ.2 ) o Capitalizing the names of places and geographic features ( 2-ZZ.3 ) L.2.c Use commas in greetings and closings of letters. o Greetings and closings of letters ( 2-ZZ.6 ) Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; (B) use standard, word, and expanded forms to represent numbers up to 1,200; (5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.

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Amanda Martin (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs. February 23rd, Tuesday Math Investigations - Comparing tables – cube train patterns page 77. Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. READING – “Starbucks hour” – Student reading time What kind of theme is your book? Who is the main character? ELA – past present and future verb tenses JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will re-write the words unknown to them in the selected readings in their ISN’s – and we will go over the word on the board. Objectives: Students will be able to understand new words and their meanings, be able to solve mathematical equations with automaticity. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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Amanda Martin Standards Met: Massachussets L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.a Print upper- and lowercase letters legibly and fluently. L.2.b Capitalize holidays, product names, and geographic names. o Capitalizing days, months, and holidays ( 2-ZZ.2 ) o Capitalizing the names of places and geographic features ( 2-ZZ.3 ) L.2.c Use commas in greetings and closings of letters. o Greetings and closings of letters ( 2-ZZ.6 ) Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; (B) use standard, word, and expanded forms to represent numbers up to 1,200; (5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties. (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to:

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Amanda Martin (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs. February 24th, Wednesday Math Investigations - Group investigations – math centers with different stations Cube train patterns page 77 & 78 Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) ELA – past, present, future verb tenses READING – Charlotte’s Web What kind of story do you think this is? Have them draw what they think is going to happen in the next chapter. Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will re-write the words unknown to them in the selected readings in their ISN’s – and we will go over the word on the board. WEDNESDAYS AFTER LUNCH IS PRODIGY Objectives: Students will be able to understand new words and their meanings, be able to solve mathematical equations with automaticity. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons

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Amanda Martin Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.a Print upper- and lowercase letters legibly and fluently. L.2.b Capitalize holidays, product names, and geographic names. o Capitalizing days, months, and holidays ( 2-ZZ.2 ) o Capitalizing the names of places and geographic features ( 2-ZZ.3 ) L.2.c Use commas in greetings and closings of letters. o Greetings and closings of letters ( 2-ZZ.6 ) Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; (B) use standard, word, and expanded forms to represent numbers up to 1,200; (5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to:

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Amanda Martin (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties. (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs. February 25th, Thursday Math Investigations - Comparing tables – cube train patterns page 77 & 79 Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. READING – “Starbucks hour” – Student reading time Name three characters in your book. What genre is your book? What kind of book is it? ELA – past present and future verb tenses JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks.

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Amanda Martin selected readings - students will re-write the words unknown to them in the selected readings in their ISN’s – and we will go over the word on the board. Objectives: Students will be able to understand new words and their meanings, be able to solve mathematical equations with automaticity. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.a Print upper- and lowercase letters legibly and fluently. L.2.b Capitalize holidays, product names, and geographic names. o Capitalizing days, months, and holidays ( 2-ZZ.2 ) o Capitalizing the names of places and geographic features ( 2-ZZ.3 ) L.2.c Use commas in greetings and closings of letters. o Greetings and closings of letters ( 2-ZZ.6 ) Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and

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Amanda Martin (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; (B) use standard, word, and expanded forms to represent numbers up to 1,200; (5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties. (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs. FRIDAY 26 TH HOLIDAY NO SCHOOL MONDAY MARCH 1 ST Math Investigations - Comparing tables – cube train patterns page 77 & 79 Centers with previous lessons : adding, subtracting, sentence questions, measurements, dice multiplication. READING – “Starbucks hour” – Student reading time

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Amanda Martin Name three characters in your book. What genre is your book? What kind of book is it? ELA – Subject and predicate revision, verb tense revision JCS – Phonogram card revision, Morrison McCall spelling words revision added to their notebooks (per alice nine’s instruction) Centers: Clock centers – students will be able to use their clocks to tell the times that are written down and display them in worksheets inside their math notebooks. selected readings - students will re-write the words unknown to them in the selected readings in their ISN’s – and we will go over the word on the board. Objectives: Students will be able to understand new words and their meanings, be able to solve mathematical equations with automaticity. Assessment of Learning: Formative and summative assessment: Students’ work in their ISN, at centers, and their JCS notebook. Differentiation of assessment: students will be coached through any activity if they are struggling during these lessons Feedback: Students will receive verbal feedback throughout the lesson. Visual progress: will be able to see completed and unfinished program work through SeeSaw. Standards Met - Vermont CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why , and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standards Met: Massachussets L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.a Print upper- and lowercase letters legibly and fluently. L.2.b Capitalize holidays, product names, and geographic names. o Capitalizing days, months, and holidays ( 2-ZZ.2 ) o Capitalizing the names of places and geographic features ( 2-ZZ.3 ) L.2.c Use commas in greetings and closings of letters. o Greetings and closings of letters ( 2-ZZ.6 ) Standards Met: Texas relationships within the numeration system related to place value. The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution;

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Amanda Martin (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; (F) analyze mathematical relationships to connect and communicate mathematical ideas; and (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones; (B) use standard, word, and expanded forms to represent numbers up to 1,200; (5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to: (A) classify matter by physical properties, including relative temperature, texture, flexibility, and whether material is a solid or liquid; (B) compare changes in materials caused by heating and cooling; (C) demonstrate that things can be done to materials such as cutting, folding, sanding, and melting to change their physical properties; and (D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties. (17) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs.

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Feb. 2nd grade lesson plans AM

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