(Learning CentersThis week our learning center will have a planting theme. There will be five different centers to explore.VAK-Attack! Centers will include V-visual (see), A-auditory (hear) & K-kinesthetic (hands-on)activities.1. Book Basket plant books2. Listening Center A Carrot Seed3. Sort and Label:1 seed or 2?4. Computers-Living vs. Non-living things5. Writing A flower poemKnow & Want to KnowI want to know what information students know and want to know about plants. We will record information on a chart.Make a PredictionStudents will predict how many seeds are in each fruit I bring in. Feel free to donate fruit for smoothies this week! Start You FinishWe will use this strategy during reading. You can use it while reading take-home books for homework.One Say All SayWe will practice saying vocabulary with this strategy. The student who knows their words will say the word and the class will repeat.Mini-celebrationIn class we celebrate correct answers and good tries with creative celebrations. Ask your child to demonstrate Snap Crackle Pop or the Water Sprinkler! Hand Raising SignalWithout saying a word I will raise my hand as a signal to stop and listen. The class will mimic my signal as nonverbal attention getter. One Minute WarningThis signal is given to bring an activity to a close. Students will finish up then begin cleaning up. I will adjust time if necessary.Safety Drill: We will continue to practice walking in line using a safe distance between us.Management StrategiesFirst Grade Active Learning StrategiesMrs. Garcias Parent NewsletterBrain DrainWe may go outside for a Brain Drain activity after completing difficult assignments.Energizing Activity I like to keep kids moving! This weeks energizing activity will be: Quiz-Quiz Trade with sight words.Promoting KindnessI encourage the kids to give praise words to each other. As Teacher & Parent we can model this strategy.Once PrincipleWith this strategy I I warn students that I will only give directions one time. It is their job to listen closely for themselves and so they can help others.Prize SprinkleI love rewarding individuals or groups for hard work. Students may receive stickers or a pack of Smarties!)Artifact A

Date:

9:05-9:30Reading & Conference9:30-10:00 ReadingIntervention

10:00-11:30Reading Part B & C

11:30-12:00Grammar &Writing

12:0012:45 Lunch

12:50-1:00 calendar1:00-2:00MathMathIntervention2:05-2:302:30-3:15 3:15-4:00 Science/Social Study PE, Music, Tech, Art, Library

Monday

From Head to Toe

Vocab: stomp, arch, thump

Students

Approaching:

On Level

AM Message

PWIM, Phonics- Smt Board

word sort on yellow chart

-ad, -ap, -ack

decodable readers- I Can I Can

WW post- jump, up, down, not

unique, interest

Smart Brdword order

baggies

1.6compare

& order #s

monster squeeze

groupsTIER 3TIER 2

TIER 1

Art

PE

Tuesday

From Head to Toe

Sequence

Beyond Level:

AM message

Vocabulary: too, it, yes, over

movement, express

Phonemes odd one out

Read: Yes, I Can! complete graphic organizer first next last

Word Order

Unscramble sentencesTE p.43A

Elmo< = >compare

& order #s

students make their own Dot Cards

Open House Puppetwith poem

Tech

Wednesday

Yes We Can

retell

Approaching

M. Letters Go FishT. Letters matching-Computer

W. Writing Letters

Th. Letters Bingo

F. Letters & Sounds

AM message

Blending

4 square-sight words QA

Word Wall Cheers

Read: I Can Can You?

sequence with cards then

Web what you can do

1.7Recording tally counts

Top- It

Rock Paper Scissors

Music

PE

Thursday

Tortoise & Hare

retell

On M-Phrase Card Bang

T-sight word bingo

W-Computer

Th- Read w/me

F- Reading

AM message

Phonics

Blending

fluency drill

Re-read with/partners

fill out graphic organizer

Using Correct

Punctuation

1.8 Investigating

Equally Likely OutcomesRock, paper, scissors

Tallying dice rolls

Music

Social Studies

Friday

Tortoise & Hare U-stream

compare/

contrast

Beyond

M-sight word bingo

T-Phrase Card Bang

W-Reading

Th-Computer

F-Read w/me

Weekly Assessment

Individual Fluency test

Then Go to Reading Centers: Listening, Book Basket, Word Building, Computers

Write to the prompt: I can ______________________________

Listening Tally

pg 46

Tallying apples/pennies

Smart Board

Science

observing liquidsexperiment

Library

Artifact A

Lesson Plan Template

5 Day Strategy Plan for Active Learning

Target

Strategies

Application

Support/Materials Needed

Inspirational Climate

Student Engagement

Mastering Content

New or Good 9:4

Boss Secretary 17:8

Note Taking Template 23:2

First thing Monday Morning

Completing Math Boxes

During Video on: Insects

Toss around ball or stuffed animal

Homogeneous Partners

Independent activity: like Jot Thoughts

Student Engagement

Student Engagement

Inspirational Climate

Dramatic Reading 15:9

Partner Restatement 13:10

Nod of Recognition 16:7

Day 2 of Reading Selection

During Part A. Read-A-Loud

Focus on high volume question periods such as Daily Calendar routine

Student Textbook, Whole Group

Are You An Ant? Whole Group

Inform students of what The Nod means

Mastering Content

Mastering Content

Mastering Content

Mental Pictures 21:5

Face-Off Game 16:10

Learning Map 17:3

During Part A. Read-A-Loud Anthology

Use during Making Words with letter cards

Use as a graphic organizer after reading The World of Insects

The Ant & The Pigeon

letter cards: o, u, w, c, l, n, h, s, m, t, d, r

Topic-Main Idea- Details

Student Engagement

Mastering Content

Inspirational Climate

Question All-Write 16:3

Rotating Pairs 7:3

Spontaneous Delights 20:10

During Mental Math Review

Writing/Science Integration Activity

Specific and intentional praise throughout the day

White Boards & Dry Erase Markers

Books about various insects

Focus on one group at a time. Each student should be praised by days end

Mastering Content

Active Engagement & Inspirational Climate

Student Engagement

Option Display 17:18

Relaxation Exercise 9:6

Sketching To Review 11:5

Big Question: How could we show in different ways?

Post Zoo Activity: Before continuing next lesson, Allow students time to rest with lights off & soft music. Ask students to think of 3 animals that were very different

Post Zoo Activity: Sketch 3 different animals

Students work in groups to answer Question

Enya CD: A Day Without Rain

Partners that were paired at the Zoo will work together

Works cited

Ciaccio, J. (2004). Totally Positive Teaching. Alexandria, Va.: Association for Supervision and Curriculum Development.

Harmin, M., & Toth, M. (2006). Inspiring Active Learning. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Reflecting On Curriculum

Experience with Curriculum

As a student, I have experienced a vast variety of curriculum. Curriculum committees comprised of local teachers and specialist, choose appropriate curriculum to assist students meet a set of standards and indicators. In my experiences, I have encountered very interesting and thought provoking curriculum and the reverse being mundane and uninformative. The classes and teachers that stand out in my mind were those that really made curriculum come to life. I can recall reading groups in second grade being so much fun. A history course in middle school stands out for its group projects and challenges issued by the teacher. Then there were classes such as Algebra, and Consumer Education that were extremely difficult and irrelevant to real life. As I reflect on these negative experiences I had to ask myself, was it the curriculum I had problems with or was it the instruction?

As a teacher I have piloted two different companies materials in order to make an informed decision on what content would best meet the needs of students in our district. The fact that teachers are involved in the process of selecting curriculum speaks volumes of how our district officials value the opinions and experiences of teachers as professionals in our field. This process took a year of teaching and meeting to discuss positives and negatives when using the given curriculum. From this opportunity I learned the difference between solid content versus fluff.

Professional Interaction with Curriculum

As a first grade teacher it is my responsibility each day to provide learning experiences for my students involving curriculum. Our State provides standards based on national mandates stemming from the No Child Left Behind Act of 2001. The local district provides the necessary curriculum to help students reach benchmark goa