minutes_04162012

April 16-20 Reading: Focus Skill: I can identify mulitple meaning words. Target Strategy: I can reread to self-correct. *Vocabulary *building background-make a web of Neighborhood Sounds 200T *Prereading Strategies- Preview/predict/discuss genre/set purpose 201C *Sharing Literature-Nathan and the Baby Grand 200H/221E, Way Down in the Music 200P/225D *Compare Max to Nathan from Nathan and the Baby Grand 227F *Guided Reading *trifold *Retelling-complete a sequence chart 221A *Think and Respond questions/ Extended response prompt *writing extension- plan a poem /draft a poem 225A *Companion Selection-City Music poem 222-223 Focus Skill: I can summerize and restate the text. Target Strategy: I can look for patterns to decode new words. *Vocabulary *building background- share schema on cowboys in a web 228T *Prereading Strategies- Preview/predict/discuss genre/set purpose 229C *Sharing Literature-Jalapeno Bagels 228H/245E, Horses/Johnny Had a Black Horse 228P/247D <span style="font-family: Georgia,serif;">*Compare and contrast Anthony Reynoso to the boy in Jalapeno Bagels 249H <span style="font-family: Georgia,serif;">*Retelling-Complete a story web 245A <span style="font-family: Georgia,serif;">*Think and Respond questions/ Extended response prompt <span style="font-family: Georgia,serif;">*Scavenger hunt <span style="font-family: Georgia,serif;">*leveled readers
 * <span style="font-family: Georgia,serif;">Continue Max Found Two Sticks (4/11-4/18) **
 * Grammar:I can use past tense verbs.
 * Word Work: I can use ew and ui patterns. Review prefixes mis-, under- <span style="font-family: Georgia,serif;">*Scavenger hunt *leveled readers
 * [] Check out this link for some great resources! (Nice find Candyce!!)**
 * Begin Anthony Reynoso Born to Rope (4/19-4/26)**
 * Grammar:I can use am, is, are, was and were correctly.
 * Word Work: I can use diagraphs gh/ph
 * discoveryed.com-roping
 * PBS.com Buster Goes to Texas
 * Spanish/English worksheet- see Candyce :O)
 * [] Check out this link for some great resources! (Nice find Candyce!!)**

Use MCAP/MCOMP scores to review as needed MCAP -probe
<span style="font-family: Georgia,serif; font-size: 19px;">Spelling: Lesson 26: I can spell -air and -are words. <span style="font-family: georgia,serif; font-size: 19px;">Math: <span style="font-family: Georgia,serif;">10.2 I can estimate, write dollar notation and name money. <span style="font-family: Georgia,serif;">10.3 I can enter money amounts into a calculator and interpret the display. <span style="font-family: Georgia,serif;">10.4 I can compare prices and solve problems about price differences. <span style="font-family: Georgia,serif;">10.5 I can estimate cost and calculate exact cost. <span style="color: #000000; font-family: Georgia,serif; font-size: 20px;">Science: Continue Plant Unit Activity 1: I can list schema on plants. Activity 2: I can develop and answer questions about plant needs. Activity 3 (2 days) I can plant seeds for observation. Activity 4: I can identify parts of a seed. Activity 5: I can classify seeds by their method of travel. Activity 6: I can determine the function of roots. Activity 7: I can determine the function of stems. Activity 8: I can determine the function of leaves. Activty 9: I can determine the function of flowers. Activity 10: I can demonstrate knowledge of plants and their life cycles. <span style="font-family: Georgia,serif; font-size: 19px;">Writing: Continue Poetry Unit <span style="color: #000000; font-family: georgia,serif; font-size: 17px;">SEL Targets: <span style="color: #000000; font-family: georgia,serif; font-size: 17px;">Notes: <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">* PDW: Math content standards. Read article-link is on the wiki <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*4 hours of "summer hours" to revamp unit adding 21st century and SEL-6/6 @8:30-12:30 <span style="color: #000000; font-family: georgia,serif; font-size: 14px;">*PLC survey
 * 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.