{"id":39,"date":"2013-09-17T08:22:12","date_gmt":"2013-09-17T12:22:12","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/rydlicc\/?p=39"},"modified":"2013-09-17T08:22:12","modified_gmt":"2013-09-17T12:22:12","slug":"this-week-we-will-learn-916-920","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/rydlicc\/2013\/09\/17\/this-week-we-will-learn-916-920\/","title":{"rendered":"This Week we will learn: 9\/16-9\/20"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n
SIOP Format<\/b><\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/b><\/p>\n

Content Objective:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

I can demonstrate knowledge of number \u00a0patterns by completing a 100 chart.<\/td>\nI can demonstrate application of the 100 chart by solving of addition problems determining the sum using the chart.<\/td>\nI can explain why different numbers can be shown in a variety of ways by using my knowledge of the 100 chart and the patterns found there.<\/td>\nI can describe how repetitive patterns can be shown on a calculator based upon patterns I observed on the 100 chart.<\/td>\nI can demonstrate application of the use of the 100 chart by applying what ive learned to play math games.<\/td>\n<\/tr>\n
 <\/p>\n

Language Objective:<\/b><\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
 <\/p>\n

Vocabulary:<\/b><\/p>\n

 <\/td>\n

Addition, compare, patterns<\/td>\nNumber grid, compare, sum, addition<\/td>\nEquivalent names, patterns<\/td>\nCalculator, pattern, repetitive<\/td>\n <\/td>\n<\/tr>\n
Supplementary Materials:<\/b><\/td>\nNumber scroll sheet, I chart, number cards<\/td>\nBlank number grid, completed number grid, dice.<\/td>\nWhite boards<\/td>\nLesson 1.10 Calculator counting<\/td>\n <\/td>\n<\/tr>\n
Presentation:<\/b><\/p>\n

(Objectives, Comprehensible input, modeling, strategies,<\/b><\/p>\n

scaffolding and sequence, interaction, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

TTW Explain how to begin a number scroll.\u00a0 Next, TTW Create an I chart\u00a0 for partner work.\u00a0 Then, model how to play addition top it.<\/p>\n

 <\/p>\n

 <\/td>\n

TTW facilitate a game with students finding the missing numbers on a number grid.<\/p>\n

 <\/p>\n

TTW explain and model how to play the number grid game.<\/td>\n

TTW model how to create equivalent names for numbers\u2026tally, math sentence, words, money etc.<\/td>\nTTW model how to use a calculator.\u00a0 Next TTW model how to\u00a0 play calculator counting with a partner.<\/td>\nReview week\u2019s lessons.<\/p>\n

 <\/p>\n

Make up what was missed.<\/td>\n<\/tr>\n

Practice and application:
\n(Meaningful activities, interaction, strategies, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

Students will play addition top it with a partner.<\/p>\n

 <\/p>\n

Students will begin a number scroll.<\/td>\n

Students will find the missing numbers on the grid as a group.\u00a0 Then, play the number grid game with a partner.<\/td>\nStudents will work with a partner to create equivalent names for numbers using a white board.<\/td>\nStudents will practice using a calculator.\u00a0 Then, begin to play calculator counting with a partner.<\/td>\nPlay math games in centers.<\/td>\n<\/tr>\n
Assessment:<\/b><\/td>\n <\/p>\n

Observations<\/p>\n

 <\/td>\n

Number grid<\/td>\nWhite board observations<\/td>\nobservations<\/td>\n <\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

Notes:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

 <\/td>\nFind rules in flipchart<\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Dates: <\/b><\/p>\n

Subject: Reading\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week: \u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0<\/b>\u00a0\u00a0\u00a0\u00a0\u00a0Weekly Lesson Plan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rydlicki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
SIOP Format<\/b><\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/b><\/p>\n

Content Objective:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

I can demonstrate application of voracious reading by increasing my time reading during daily 5. (R.A.T. 02.02.)<\/td>\nI can demonstrate comprehension of a story by recalling and restating the story.<\/td>\nI can demonstrate apply my prior knowledge to the text that I am reading to make a\u00a0 connection.<\/td>\nI can practice how to choose books that are a \u00a0good fit for my reading ability by choosing appropriate books.<\/td>\nI can demonstrate comprehension by summarizing a text in my own words.(R.M.T.02.03)<\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

 <\/p>\n

Language Objective:<\/b><\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
 <\/p>\n

Vocabulary:<\/b><\/p>\n

 <\/td>\n

Voracious reading, vocabulary,<\/td>\nRead to Someone<\/td>\nPrior, knowledge, connection<\/td>\n <\/td>\nPredict, confirm, meaning<\/td>\n<\/tr>\n
Supplementary Materials:<\/b><\/td>\nCAF\u00c9 menu, books<\/td>\nI chart<\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

Presentation:<\/b><\/p>\n

(Objectives, Comprehensible input, modeling, strategies,<\/b><\/p>\n

scaffolding and sequence, interaction, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

TTW introduce Voracious reading to expand vocabulary.<\/td>\nTTW create an Ichart for \u201cRead to Someone\u201d and model the correct behaviors.<\/td>\nTTW model using prior knowledge to connect with text.<\/td>\nTTW review how to choose good fit books.<\/td>\nTTW model Predict and Confirm meaning.<\/td>\n<\/tr>\n
Practice and application:
\n(Meaningful activities, interaction, strategies, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

Students will practice voracious reading.<\/td>\nStudents will practice reading to someone.<\/td>\nStudents will practice using prior knowledge to connect with text.\u00a0 Sharing their connections orally.<\/td>\nStudents will practice creating a good fit book.<\/td>\nStudents will practice predicting and confirming meaning.<\/td>\n<\/tr>\n
Assessment:<\/b><\/td>\nObservation<\/p>\n

 <\/p>\n

 <\/td>\n

observation<\/td>\nObservation<\/td>\nObservation<\/td>\nobservation<\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

Notes:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Dates: <\/b><\/p>\n

Subject: \u00a0Writing\u00a0\u00a0\u00a0\u00a0 Minutes Per Week: \u00a0\u00a0\u00a0\u00a0\u00a0<\/b>\u00a0\u00a0\u00a0\u00a0\u00a0Weekly Lesson Plan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rydlicki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
SIOP Format<\/b><\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/b><\/p>\n

Content Objective:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

I can\u00a0 demonstrate knowledge of revising and editing by describing the difference between each. (W.PR.02.07)<\/td>\nI can demonstrate synthesis of the publishing process by developing and publishing my final draft.<\/td>\nI can demonstrate synthesis of the publishing process by developing and publishing my final draft<\/td>\nI can demonstrate evaluation of the writing process by listing and summarizing each step.<\/td>\nI can demonstrate synthesis \u00a0of the writing process by producing a complete draft. (W.PR.02.03)<\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

 <\/p>\n

Language Objective:<\/b><\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
 <\/p>\n

Vocabulary:<\/b><\/p>\n

 <\/td>\n

Editing, capital, punctuation<\/td>\nPublish, proud<\/td>\nPublish, proud<\/td>\nWriting process, sequence<\/td>\nWriting process, sequence, independence<\/td>\n<\/tr>\n
Supplementary Materials:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

Presentation:<\/b><\/p>\n

(Objectives, Comprehensible input, modeling, strategies,<\/b><\/p>\n

scaffolding and sequence, interaction, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

TTW create an editing poster with the class explaining how to edit for Capital letters, no words left out, makes sense, punctuation.<\/td>\nTTW create a publishing poster explaining how to publish their work.<\/td>\nTTW revisit the publishing poster and discuss their progress.<\/td>\nTTW review the six steps of the writing process showing examples of each step.<\/td>\nTTW review the six steps of the writing process showing examples of each step.<\/td>\n<\/tr>\n
Practice and application:
\n(Meaningful activities, interaction, strategies, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

Students will begin to edit their work using the guidelines from the editing poster.<\/td>\nStudents will begin to publish their work based upon the publishing poster.<\/td>\nStudents will continue to publish their work based upon the publishing poster.<\/td>\nStudents will begin a new writing piece following the same DLC we followed for the last piece.<\/td>\nStudents will begin a new writing piece following the same DLC we followed for the last piece.<\/td>\n<\/tr>\n
Assessment:<\/b><\/td>\n <\/p>\n

 <\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

Notes:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Dates: <\/b><\/p>\n

Subject: Science \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Minutes Per Week: \u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0<\/b>\u00a0\u00a0\u00a0\u00a0\u00a0Weekly Lesson Plan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rydlicki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
SIOP Format<\/b><\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/b><\/p>\n

Content Objective:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

I can demonstrate knowledge of what a scientist is by describing what a scientist does.<\/td>\n <\/td>\nI can demonstrate knowledge of the scientific method by listing the steps.<\/td>\n <\/td>\nI can demonstrate application of the scientific process applying the process as I take notes of outside observations.<\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

 <\/p>\n

Language Objective:<\/b><\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
 <\/p>\n

Vocabulary:<\/b><\/p>\n

 <\/td>\n

scientist<\/td>\n <\/td>\nScientific process, steps<\/td>\n <\/td>\nObservations, notes<\/p>\n

 <\/td>\n<\/tr>\n

Supplementary Materials:<\/b><\/td>\nYou tube video, science book<\/td>\n <\/td>\nJournal, scientific process<\/td>\n <\/td>\njournals<\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

Presentation:<\/b><\/p>\n

(Objectives, Comprehensible input, modeling, strategies,<\/b><\/p>\n

scaffolding and sequence, interaction, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

TTW ask students to draw a picture in their journal of what they think a scientist is\/does.<\/p>\n

 <\/p>\n

TTW show a video of what a scientist does (Youtube)<\/td>\n

 <\/td>\nTTW introduce the scientific process to the students and create a poster.<\/td>\n <\/td>\nTTW take students outside with their science journals to make observations and make notes.<\/td>\n<\/tr>\n
Practice and application:
\n(Meaningful activities, interaction, strategies, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

Students will draw a picture of what they think a scientist is\/does.<\/p>\n

 <\/p>\n

Students will discuss their ideas after watching the video.<\/td>\n

 <\/td>\nStudents will write the scientific method in their science journal.<\/td>\n <\/td>\nStudents will make observations about the outside and write notes in their notebook.<\/td>\n<\/tr>\n
Assessment:<\/b><\/td>\n <\/p>\n

 <\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

Notes:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

Dates: <\/b><\/p>\n

Subject: Social Studies \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Minutes Per Week: \u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0<\/b>\u00a0\u00a0\u00a0\u00a0\u00a0Weekly Lesson Plan\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Teacher: Rydlicki<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
SIOP Format<\/b><\/td>\n\n

M<\/p>\n<\/td>\n

\n

T<\/p>\n<\/td>\n

\n

W<\/p>\n<\/td>\n

\n

TH<\/p>\n<\/td>\n

\n

F<\/p>\n<\/td>\n<\/tr>\n

\u00a0<\/b><\/p>\n

Content Objective:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

 <\/td>\n <\/td>\nI can demonstrate knowledge of the past by sorting differences between past and present. (H2.02.4)<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
\u00a0<\/b><\/p>\n

 <\/p>\n

Language Objective:<\/b><\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
 <\/p>\n

Vocabulary:<\/b><\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\nPast, present, sort T-chart<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Supplementary Materials:<\/b><\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Presentation:<\/b><\/p>\n

(Objectives, Comprehensible input, modeling, strategies,<\/b><\/p>\n

scaffolding and sequence, interaction, feedback)<\/b><\/td>\n

 <\/td>\n <\/td>\nTTW review past and present from last week.\u00a0 Give students a list of things seen in the past: horses, dirt roads, candles, one store, water troughs, one room school house,<\/td>\n <\/td>\nTTW<\/td>\n<\/tr>\n
Practice and application:
\n(Meaningful activities, interaction, strategies, feedback)<\/b><\/p>\n

\u00a0<\/b><\/td>\n

 <\/td>\n <\/td>\nStudents will create a T chart of things we see now and things we saw in the past as we observe outside of Oakman.<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Assessment:<\/b><\/td>\n <\/p>\n

 <\/p>\n

 <\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n
Notes:<\/b><\/p>\n

\u00a0<\/b><\/td>\n

 <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

SIOP Format M T W TH F \u00a0 Content Objective: \u00a0 I can demonstrate knowledge of number \u00a0patterns by completing a 100 chart. I can demonstrate application of the 100 chart by solving of addition problems determining the sum using the chart. I can explain why different numbers can be shown in a variety of Continue reading →<\/a><\/p>\n","protected":false},"author":547,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-39","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/posts\/39","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/users\/547"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/comments?post=39"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/posts\/39\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/media?parent=39"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/categories?post=39"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/rydlicc\/wp-json\/wp\/v2\/tags?post=39"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}