minutes_04302012

April 30-May 4 Reading: Focus Skill: I can recognize and restate important details in a story. Target Strategy: I can create mental images to understand text.
 * Begin Chinatown (4/26-5/2)**
 * Vocabulary
 * building background- review neighborhoods/web Chinatown 250T (show photographs/illustrations of objects related to Chinese culture.)
 * Prereading Strategies- Preview/predict/discuss genre/set purpose 250U
 * Sharing Literature-Lion Dancer 250H/271E, I Was Born Here in This City 250P/275D
 * Compare and contrast Lion Dancer to Chinatown. Partners could draw pictures of the characters from each story and discuss 277F
 * Retelling-Complete a detail web 271A
 * Think and Respond questions/Extended response prompt
 * Grammar:I can use have, has, had correctly.
 * Word Work: I can prefixes and suffixes.
 * Scavenger hunt
 * leveled readers
 * test ** [] Check out this link for some great resources! (Nice find Candyce!!)**

Focus Skill: I can interpret information from charts, graphs and diagrams. Target Strategy: I can reread aloud to improve understanding.
 * Begin From Seed to Plant (5/3-5/9)**
 * Vocabulary
 * building background- create a web or KWL on seeds and plants.
 * Prereading Strategies- Preview/predict/discuss genre/set purpose 313C
 * Sharing Literature-Pumpkin Circle 312H/331F, Maytime Magic 312P/335D
 * Compare and contrast From Seed to Plant to Pumpkin Circle 337F
 * Retelling-Complete a sequence diagram 331A
 * Think and Respond questions/Extended response prompt
 * Grammar:I can write the months of the year.
 * Word Work: I can use consonant blends and r-controlled words.
 * scavenger hunt
 * leveled readers
 * Students can select a plant shown in the text, find information about that plant and create clues/riddles for their plant.*test ** [] Check out this link for some great resources! (Nice find Candyce!!)**

Use MCAP/MCOMP scores to review as needed MCAP -probe
Spelling: Lesson 28: I can spell like group and through. Math: 10.10 I can use place value to 10,000's. 1o.11 I can use parentheses in number models. Unit 10 Review Unit 10 Test Social Studies: Begin Geography Unit/Beginner's World Atlas Day 1: Day 2: Day 3: Day 4: Day 5 Begin Landform project Day 6 Writing: Continue Poetry Unit SEL Targets: Notes: * PDW: SEL sharing -give 3/get 3 *4 hours of "summer hours" to revamp unit adding 21st century and SEL-6/6 @8:30-12:30 *Common plan time for next year *Flooding next year <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*Curriculum parties 2012-2013 <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*volunteer breakfast 5/11--fruit
 * “What Do I Know About A Map” web whole class
 * Introduction: Sing “Place Where We Live” Unit 1, Page 2 (TE & SE)
 * Intro Vocab words: symbols, key, directions, features, distance, compass through Read a City Map (pages 20-21)
 * Color Compass Rose
 * Read Aloud “Home, Sweet Home” (page 36A TE)
 * Where Do I Live? photos on pages 36-37.
 * Read Harcourt pages 308-313 using guided questions
 * Students make a “Where Do I Live” flowchart with map key – kids make the key page 36
 * Students find their own home on Google Earth maps
 * Play “Treasure Map” using cardinal directions and street names labeled in the classroom – hide something in the room
 * Work in small groups to complete “Welcome to the Neighborhood” worksheet – Dan
 * “Our Country is Part of our World” page 36-39 TE
 * Discuss the seven continents and five oceans – Erin and Dan
 * Play the “Round the World” game in Pearson Book page 41a TE
 * Listen to Harcourt CD page 320-325
 * Smartboard matching activity with landforms to map symbols – page ___; Kristen
 * Discuss North American Physical map Harcourt page 325
 * Listen to Harcourt page 328: North American people, countries, cities, languages and products
 * Landform riddles (page 61A TE)
 * Assessment for Unit: Skills review Pearson page 93; What did you learn? Page 95
 * Close Study:** Revisit the poems. Discuss similarities and differences between poems with the goal of categorizing the poems. Onces poetry has been sorted provide students with specific name and definition. Discuss if their sorting revealed the specific names and definitions.
 * Generating:** Brainstorm ideas/topics for poetry writing.
 * Select and Plan:** Complete graphic organizer or prewriting tool based on structure of the poem.
 * Drafting:** Teacher models how to write the selected type of poem and students begin to do the same.
 * Revising:** Teacher models how to apply characteristics of the form of poem. Possible mini lessons: letter format for acrostic, parts of speech for cinquain, rhyming for couplet, description for definition.
 * It is recommended that teachers take each form of poetry one at a time and spend about 4 days to complete the phases of: generating, selecting and planning, drafting, revising and editting.
 * <span style="font-family: Georgia,serif; font-size: 13px;">I can listen to other people’s ideas
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can make positive choices when working with others.
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can identify ways to work and play well with others.
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can follow directions
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 13px;">I can manage my behavior.