10/1-10/5

Mrs. Brownfield's class has weekly (rather than daily) goals and objectives. Depending on the students' comprehension of the material, we may spend longer or shorter than intended on specific activities. The following is intended to be covered this week:
1. Essential Question(s) for Unit
- Can I apply my knowledge of language and its conventions when writing, speaking and/or listening?
- Can I choose language that expresses ideas precisely and concisely, eliminating wordiness and redundancy?
- Can I correctly use frequently confused words (e.g. to/too/two, there/their/they're)?
- Can I apply previously learned knowledge to improve my reading fluency an comprehension?
2. Daily Objective(s)/Learning Target(s)
- I can segment sounds in words and syllables into words and discriminate short and long vowel sounds.
- I can apply specific "spelling rules" ("Double It", "Drop-e") to spell words with the "silent-e" pattern correctly.
- I can create my own definitions of words using categories and attriubutes.
- I can identify nouns, verbs, adverbs, adjectives, and appropriate verb tense.
- I can define vocabulary using context-based strategies.
- I can generate sentences using a six-stage process and use signal words to answer comprehension questions.
3. Agenda (major components of the lesson, activities)
- Complete consonant/vowel charts
- "Move It, Mark It" (syllable practice)
- "Identify It" (nouns and verbs)
- Essential Words Spelling Pretest
- Masterpiece Sentences
4. How students will demonstrate learning (assessment)
- Students will be assessed (formally and informally) by warm-ups, exit slips, class participation and in-class activities.
5. Homework (include day assigned, day due)
- There will be no homework assigned in this class. Extra skill practice/reading suggestions for your student are available upon request or will be provided periodically to your student.

9/4-9/7

Essential Questions:
- Can students determine
a theme of a text and
discuss its development
throughout the text?
- Can students provide an
objective summary of text?
MONDAY - 9/3 TUESDAY 9/4 WEDNESDAY 9/5 THURSDAY 9/6 FRIDAY 9/7
Language! NO SCHOOL! DEA Testing in the
Computer Lab!

Learning Target: Reading to increase fluency; reading to make real-life connections.

Agenda: Read 'Bud, Not Buddy' chapter 10 together.

Assessment: Students will be assessed on participation in discussion and completion of Activity 6 "The Color Factor"

HW: NONE
Learning Target: Reading to increase fluency; reading to make real-life connections.

Agenda: Read 'Bud, Not Buddy' chapter 12-13 with a partner

Assessment: Students will be assessed on participation in discussion and completion of journal assignment. Prompt- How do you think children who are not prejudiced become prejudiced as adults?

HW: NONE
Learning Target: Reading to increase fluency; reading to make real-life connections.

Agenda: Read 'Bud, Not Buddy' chapter 13-14 along with the audio tape.

Assessment: Students will be assessed on participation in discussion and completion of Activity 7 "Grampa, Who Is This Bud?"

HW: NONE
Learning Target: Reading to increase fluency; reading to make real-life connections.

Agenda: Read 'Bud, Not Buddy' chapter 14-15 individually.

Assessment: Students will be assessed on participation in discussion and completion of Activity 9 "Bud Meets Herman"

HW: NONE

8/20-8/24

MONDAY 8/20 TUESDAY 8/21 WEDNESDAY 8/22 THURSDAY 8/23 FRIDAY 8/24
RESOURCE (4TH) NO CLASS NO CLASS NO CLASS NO CLASS NO CLASS
LANGUAGE! (5TH) - Introductions
- Class expectations
- Student Interest Survey
- Assignment Book check
- Assignment Book POP quiz
PBIS Kick-off Day...
NO CLASS
- AIMSweb Surevey Level Assessments - Continue Language! placement testing
LANGUAGE! (8TH) - Student Interest Conference with Mrs. Brownfield
- What's In A Name? poster
- JINGO
- "Everyday Heroes" Story
- Discussion Questions
PBIS Kick-off Day...
NO CLASS
- Begin Language! placement testing - Complete Language! placement testing