TEACHER: N.

Strick

Morning
Work
7:45 8:10

Calendar

Math SOL

Math
Equity Shot
TIME

Math
Groups/
Math
Daily 3
TIME

DATE: November 10-14

Monday

Tuesday

Wednesday

Thursday

Friday

- plus 4
-When students finish
they can get math
activity to do at their
seats.
Focus on counting by 1s,
5s, 10s, Today is,
Yesterday was,
Tomorrow will be, and
weather graph, even and
odd numbers, money,
number of the day,
shapes, 2D and 3D
shapes, fractions, time
SOL: Investigations Unit
3
Visuals / Anchor
Charts: Problem solving
steps and strategies,
manipulatives, math
word wall, number line,
handwriting without
tears number line (1-10)
Vocab: addition,
missing addend, count
on, subtraction,
doubles
Math Focus:
Addition/subtraction
and missing addends
Materials: game
materials for Sort to Get
to, and How many am I
Hiding? and addition
strategy anchor chart

- Time
-When students finish
they can get math activity
to do at their seats.

- Doubles
-When students finish
they can get math
activity to do at their
seats.
Focus on counting by
1s, 5s, 10s, Today is,
Yesterday was,
Tomorrow will be, and
weather graph, even
and odd numbers,
money, number of the
day, shapes, 2D and 3D
shapes, fractions, time
SOL: Investigations Unit
3
Visuals / Anchor
Charts: Problem solving
steps and strategies,
manipulatives, math
word wall, number line,
handwriting without
tears number line (1-10)
Vocab: addition,
missing addend,
count on,
subtraction, doubles
Math Focus: Word
problem strategies
Materials: Problems of
the day, addition anchor
chart

- Past and Present

-When students finish
they can get math
activity to do at their
seats.
Focus on counting by 1s,
5s, 10s, Today is,
Yesterday was,
Tomorrow will be, and
weather graph, even and
odd numbers, money,
number of the day,
shapes, 2D and 3D
shapes, fractions, time
SOL: Investigations Unit
3
Visuals / Anchor
Charts: Problem solving
steps and strategies,
manipulatives, math
word wall, number line,
handwriting without
tears number line (1-10)
Vocab: addition,
missing addend, count
on, subtraction,
doubles
Math Focus: Addition/
subtraction and
missing addends
Materials: game
materials for Counters in
a Cup and Dot Addition,
addition strategy anchor
chart

- Doubles
-When students finish
they can get math
activity to do at their
seats.
Focus on counting by 1s,
5s, 10s, Today is,
Yesterday was,
Tomorrow will be, and
weather graph, even and
odd numbers, money,
number of the day,
shapes, 2D and 3D
shapes, fractions, time
SOL: Investigations Unit
3
Visuals / Anchor
Charts: Problem solving
steps and strategies,
manipulatives, math word
wall, number line,
handwriting without tears
number line (1-10)
Vocab : addition,
missing addend, count
on, subtraction,
doubles
Math Focus: addition/
subtraction and
missing addends
Materials: game
materials for Counters in
a Cup and Dot Addition,
addition strategy anchor
chart

Math By
Myself- Moby Max

Math with
a Partner- Start
With/Get to, How Many
am I Hiding?
Math
Writing/Teacher

Math By
Myself- Moby Max

Math with a
Partner- Start with/ Get
to, How Many and I
Hiding?
Math
Writing/Teacher

Word Problem
Wednesday!

Math By
Myself- Moby Max

Math with
a Partner- Counters in a
Cup, Dot Addition
Math
Writing/Teacher
Table- Circle

Math By
Myself- Moby Max

Math with a
Partner- Counters in a
Cup, Dot Addition
Math
Writing/Teacher
Table- Circle

Focus on counting by 1s,

5s, 10s, Today is,
Yesterday was,
Tomorrow will be, and
weather graph, even and
odd numbers, money,
number of the day,
shapes, 2D and 3D
shapes, fractions, time
SOL: Investigations Unit 3
Visuals / Anchor
Charts: Problem solving
steps and strategies,
manipulatives, math word
wall, number line,
handwriting without tears
number line (1-10)
Vocab: addition,
missing addend, count
on, subtraction,
doubles
Math Focus:
Addition/subtraction
and missing addends
Materials: game
materials for Sort to Get
to, and How many am I
Hiding? and addition
strategy anchor chart

-whole group word

problem in students
math journals
-Doubles Activity

TEACHER: N. Strick

DATE: November 10-14

Table- Nine Toys
Word Problem

Table- Nine Toys

Word Problem

Students:
16, 17, 1, 18,
4

Students: 14, 15, 6,

7

Math
Closure

What went well today in

your activity?

What went well today in

your activity?

Word Study
Groups /
Information
Introduce
sort on
Monday
Assessment
on Friday

8 Octopus:
LN
Th and Wh
-----------------------------STUDENT NAMESIsaiah
Shawn
Brandon
Ben
Lexie
Diane
Michael

Monday-color
headers, cut, sort,
read to friend, write
words and highlight
feature

Literacy SOL

SOL: 1.9 c, e, f, g
Visuals / Anchor
Charts: Basic
beginning, middle, and
end graphic organizer,
make connections, hook
book graph

9 Dolphins:
LN & WW
Long A, Short A, Odd
-----------------------------STUDENT NAMESAaron
Gavin
Katlyn
Andre
Taylor
Kilee
Abby
Kali
Ladaisha

Tuesday- write
headers, sort, read to
friend, draw 8
SOL: 1.9 c, e, f, g
Visuals / Anchor
Charts: Basic beginning,
middle, and end graphic
organizer, make
connections, hook book
graph

map with
different ways
to come up with
a number

What went well today in

your activity?

map with
different ways to
come up with a
number

Students:11, 20,
19, 9, 12

Students: 10, 3, 21,

5, 13

What went well today in

your activity?

Students will share their

shape monster

3 Seahorse:
WW 10
Short and Long Vowels
-----------------------------STUDENT NAMESChristian
Ruby
Cadence

Thursday- write
headers, sort, read to
friend, 4 sentences

SOL: 1.9 c, e, f, g
Visuals / Anchor
Charts: Basic
beginning, middle, and
end graphic organizer,
make connections, hook
book graph

SOL: 1.9 c, e, f, g
Visuals / Anchor
Charts: Basic beginning,
middle, and end graphic
organizer, make
connections, hook book
graph

Friday- sort, read to

friend, glue, highlight
feature. Assessment

Wednesday- write
headers, sort, read to
friend, 2 colors on
white board,
underline feature

SOL: 1.9 c, e, f, g
Visuals / Anchor
Charts: Basic beginning,
middle, and end graphic
organizer, make
connections, hook book
graph

TEACHER: N. Strick
Equity Shot
TIME

Literacy Focus:
identify parts of a
story- characters,
setting, and events,
ask and answer
questions (5Ws and an
H), relate previous
experiences to what
is read, retell
beginning, middle,
and end of story.
Graphic Organizer:

Students
Independent

Read to Self

Word Work -write

headers, sort, read to
friend, draw 8

Work on Writing- Over

the weekend..

Read to Someone
Listen to Reading

Students Independent
Read to Self
Word Work -write

headers, sort, read to

friend, draw 8
Work on WritingRead to Someone
Listen to Reading

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Toby
and the Big Red Van/
16
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students

Basic beginning, middle,

and end graphic
organizer
Daily 5
TIME

Green
Group

Reading Group
9:50-10:10
Gavin, Abigail,
Kilee, Kali

DATE: November 10-14

Literacy Focus:
identify parts of a
story- characters,
setting, and events,
ask and answer
questions (5Ws and
an H), relate
previous
experiences to what
is read, retell
beginning, middle,
and end of story.
Graphic Organizer:

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: The
Very Busy Spider/ I
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using

Basic beginning, middle,

and end graphic organizer

Literacy Focus:
identify parts of a
story- characters,
setting, and events,
ask and answer
questions (5Ws and
an H), relate
previous
experiences to
what is read, retell
beginning, middle,
and end of story.
Graphic Organizer:

Literacy Focus:
identify parts of a
story- characters,
setting, and events,
ask and answer
questions (5Ws and
an H), relate
previous
experiences to what
is read, retell
beginning, middle,
and end of story.
Graphic Organizer:

Literacy Focus:
identify parts of a
story- characters,
setting, and events,
ask and answer
questions (5Ws and an
H), relate previous
experiences to what
is read, retell
beginning, middle,
and end of story.
Graphic Organizer:

Students
Independent
Read to Self

Word Work- write

headers, sort, read to

friend, 2 colors on
white board,

underline feature

Work on Writing
Read to Someone
Listen to Reading
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Come
Sit Speak/ 15
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do
you know?
During: Students
should be using

Students
Independent

Read to Self

Word Work- sort, read

to friend, write 4

sentences
Work on Writing
Read to Someone

Listen to Reading

Students Independent
Read to Self
Word Work- sort, read
to a friend, glue
Work on Writing- Free
Write
Read to Someone
Listen to Reading

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: The
Tree House/ 15
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: The Tree
House/ 15
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using

Basic beginning, middle,

and end graphic
organizer

Basic beginning,
middle, and end
graphic organizer

Basic beginning, middle,

and end graphic organizer

TEACHER: N. Strick
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions
Orange
Group

Reading Group
10:10-10:30
Shawn, Lexie,
Michael, Katlyn,
Brandon

Red Group
Reading Group
10:30-10:50
Isaiah, Aaron,
Diane, Ben

DATE: November 10-14

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Little
Miss Muffet/ 8
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Ask
Nicely/ 9
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text

reading strategies,
pointing to words,
looking for the
characters and
setting
After: Review
unfamiliar words,
sequences of events
in story (beginning,
middle, and end) , 5
Ws and a H questions
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Look
Out for Bingo/ 8
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do
you know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and
setting
After: Review
unfamiliar words,
sequences of events
in story (beginning,
middle, and end) , 5
Ws and a H questions
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text

reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Max
and the Little Plant/
8
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Kitty Cat
Plays Inside/ 8-9
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text

TEACHER: N. Strick
(This group will
be pulled twice a
day- they will
also work with
teacher aid from
10:00-10:20 with
another guided
reading group)

Blue Group

Reading Group
10:50-11:10
Cadence, Andre,
Ladaisha

DATE: November 10-14

Book/Level: Mumps/
6
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Book/Level: Walking
in the Jungle/ D
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Getting
to Grandpas/ K
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Getting
to Grandpas/ K
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the

Book/Level: The
Thing That Visited
Our Camp/ D
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do
you know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and
setting
After: Review
unfamiliar words,
sequences of events
in story (beginning,
middle, and end) , 5
Ws and a H questions
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: The
Enormous Turnip/ K
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do
you know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the

Book/Level:
Elephant Walk/ 6
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Book/Level: Mary
Wore Her Red Dress/
6
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: The
Enormous Turnip/ K
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: The
Enormous Turnip/ K
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the

TEACHER: N. Strick

Purple
Group
Reading Group
TIME 10:5011:10 (every
other day or
during star time)
Christian, Ruby

Literacy
Closure
11:15-11:45
11:45-12:00
12:00-12:45
12:45-1:15

DATE: November 10-14

characters and setting

After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

characters and setting

After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Nate
the Great and the
Tardy Tortoise/ 26
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Nate the
Great and the Tardy
Tortoise/ 26
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

What went well?

What went well?

characters and
setting
After: Review
unfamiliar words,
sequences of events
in story (beginning,
middle, and end) , 5
Ws and a H questions
Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Nate
the Great and the
Tardy Tortoise/ 26
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do
you know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and
setting
After: Review
unfamiliar words,
sequences of events
in story (beginning,
middle, and end) , 5
Ws and a H questions
What went well?
Lunch
Transition
Encore
Recess

characters and setting

After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

characters and setting

After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Nate
the Great and the
Tardy Tortoise/ 26
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

Fluency Materials:
vocabulary cards,
unfamiliar words,
reading strategies, reread previous text
Book/Level: Nate the
Great and the Tardy
Tortoise/ 26
Before: picture walk,
review reading
strategies, and point
out unfamiliar words,
discuss whether this
book is fiction or nonfiction and how do you
know?
During: Students
should be using
reading strategies,
pointing to words,
looking for the
characters and setting
After: Review
unfamiliar words,
sequences of events in
story (beginning,
middle, and end) , 5
Ws and a H questions

What went well?

What went well?

TEACHER: N. Strick
RTI
(Star Time)

Writing SOL

Writing
TIME

Unit SOL

Unit
Instruction
TIME

Unit Closure

DATE: November 10-14

This time is being

used as my equity
shot-

This time is being used

as my equity shot

This time is being

used as my equity
shot

This time is being

used as my equity
shot

This time is being used

as my equity shot

SOL 1.12 a-c, 1.13, a,

b, d, e
Visuals / Anchor
Charts: CUPS,
POWERS , four square,
writing paper
Vocabulary: Edit,
sentence, capital
letter, punctuation,
CUPS, POWERS,
Central Square, Prove
It!, Topic
Focus- expositor
Teacher will model
Four Square using
sentence for central
square (Prove it!)
(connect to main
idea in equity shot)
Resources: Four
Square materials pg.
20-25

SOL 1.12 a-c, 1.13, a,

b, d, e
Visuals / Anchor
Charts: CUPS,
POWERS , four square,
writing paper
Vocabulary: Edit,
sentence, capital letter,
punctuation, CUPS,
POWERS, Central
Square, Prove It!,
Topic
Focus- expositor
Teacher will model
Four Square using
sentence for central
square (Prove it!)
(connect to main
idea in equity shot)
Resources: Four
Square materials pg.
20-25

SOL 1.12 a-c, 1.13, a,

b, d, e
Visuals / Anchor
Charts: CUPS,
POWERS , four square,
writing paper
Vocabulary: Edit,
sentence, capital
letter, punctuation,
CUPS, POWERS,
Central Square, Prove
It!, Topic
Focus- expositor
Teacher will model
Four Square using
sentence for central
square (Prove it!)
(connect to main
idea in equity shot)
Resources: Four
Square materials pg.
20-25

SOL 1.12 a-c, 1.13, a,

b, d, e
Visuals / Anchor
Charts: CUPS,
POWERS , four square,
writing paper
Vocabulary: Edit,
sentence, capital
letter, punctuation,
CUPS, POWERS,
Central Square, Prove
It!, Topic
Focus- expositor
Teacher will model
Four Square using
sentence for central
square (Prove it!)
(connect to main
idea in equity shot)
Resources: Four
Square materials pg.
20-25

-handwriting edit
sentences
- Veterans Day Letter

-handwriting edit
sentences
-Nick and Puff
Assessment

SOL 1.12 a-c, 1.13, a,

b, d, e
Visuals / Anchor
Charts: CUPS,
POWERS , four
square, writing paper
Vocabulary: Edit,
sentence, capital
letter, punctuation,
CUPS, POWERS,
Central Square,
Prove It!, Topic
Focus- expositor
Teacher will model
Four Square using
sentence for
central square
(Prove it!) (connect
to main idea in
equity shot)
Resources: Four
Square materials pg.
20-25
-handwriting edit
sentences
-Tree map on ideas for
I love Fluvanna

-handwriting edit
sentences
-Friday-write sentences
from Four Square

SOL: 1.1, 1.10

Visuals/ Anchor
Charts: Long
ago/today class sort

SOL: 1.1, 1.10

Visuals/ Anchor
Charts: Long
ago/today class sort

SOL: 1.1, 1.10

Visuals/ Anchor
Charts: Long
ago/today class sort

-handwriting edit
sentences
-Four Square on why I
love Fluvannaand
edit
SOL: 1.1, 1.10
Visuals/ Anchor
Charts: Long
ago/today class sort

-Read book teaching past

and present
-create whole group
anchor chart

-Then and now T-chart

-Then and Now Timeline

of Me

-Whole group Venn

Diagram on Then and
Now

- Past and Present Picture

sort

Tell your partner

something that we
used to have that we
do not have today.

Tell your partner

something we have
today that we didnt
used to have.

Tell your partner

something that we
used to have that we
do not have today.

Tell your partner

something we have
today that we didnt
used to have.

Tell your partner

something that we
used to have that we
do not have today.

Nick and Puff Common

Assessment

SOL: 1.1, 1.10

Visuals/ Anchor
Charts: Long
ago/today class sort

TEACHER: N. Strick

DATE: November 10-14

Dismissal

Pack up

Pack up

Pack up

Pack up

Pack up

Reflection

What went well today?

What didnt go very
well? How can we fix it
for tomorrow?

What went well today?

What didnt go very
well? How can we fix it
for tomorrow?

What went well

today? What didnt go
very well? How can
we fix it for
tomorrow?

What went well today?

What didnt go very
well? How can we fix it
for tomorrow?

What went well today?

What didnt go very
well? How can we fix it
for tomorrow? What
are you doing this
weekend?