ELA K-2

Math 2-3

Math K-1

Standard:

RI 1.1, RI 1.3, RI1.4

Standard: 2.OA.4

Standard: K.CC.5, K.MD.3

Learning Intention:

I can answer questions about details in a text.

I can describe how pieces of information are connected in a text.

I can learn the meanings of words in a text.

Learning Intention:

I can use a drawing to show equal groups

I can use repeated addition to show equal groups.

Learning Intention:

I can sort & count in columns and rows

I can count to say "how many"

Success Criteria:

I can describe the connection between organs, systems, and networks in the human body

I can explain that the human body is a network of systems

I can identify new meanings for the word organs and apply them accurately

Success Criteria:

I can correctly draw groups and place an equal number in each group.

I can correctly write an addition sentence to match the picture.

Success Criteria:

I can correctly put items into columns and rows and then count them.

I can count each item to say how many items there are

ELA

Math

Standard:

RI 4.1, 4.2

SL 4.1

Standard: 4.NBT.5

Learning Intention:

I can explain what a text says using specific details from the text. I can determine the main idea using specific details from the text. I can effectively engage in discussions with diverse partners about fourth-grade topics and texts.

Learning Intention:

I can use what I know about finding the area to help me solve multiplication equations.

Success Criteria:

I will identify the gist in each paragraph by using the who, what, where, when and why of the information provided.

I will use evidence to answer text based questions.

Success Criteria:

I correctly make the area model diagram and explain how I used it

I correctly solve the problem

ELA

Math

Standard:

RL 6.1

Standard:

6.NS.C.7a, 6.NS.C.7b

Learning Intention:

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I can use evidence from the text to make inferences.

Learning Intention:

I can use positive & negative numbers to indicate a gain or loss with a fixed reference point.

I can use precise vocabulary to describe and represent situations involving integers

I can choose an appropriate scale for a number line when given positive & negative numbers to graph

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Success Criteria:

I can make 3-5 accurate inferences to learn more about the main character that are supported by evidence from the text in the first chapter.

Success Criteria:

When given a scenario with gains & less, I can accurately make a number line with an appropriate scale to represent these gains and losses.

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I can clearly explain what a number line represents using the vocabulary and context of the scenario I am describing.

Science

Standard: MS-LS1-1

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Learning Intention:

• investigate examples of living organisms, noting commonalities to generate characteristics of living organisms.

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• develop an explanation for how an example organism demonstrates characteristics of life.

Success Criteria:

I can accurately determine the 7 characteristics of living organisms and apply them appropriately to a given example, explaining how each characteristics is present

10:10-10:20

Introduction & Community Building activity

10:20-10:30

Model to all in-person & virtual

10:30-11:00

Guided Practice with all in-person & virtual

Collaborative Practice: pairs in-person, pairs virtually

Independent Practice: digital for in-person & virtually; check in & give feedback with virtual students first, then circulate in-person for feedback

11:00-11:10

Whole Group - share out/feedback, reflection

10:10-10:20

Introduction & Community Building activity

10:20-10:30

Model to all in-person & virtual

10:30-11:00

Guided Practice with all in-person & virtual

Collaborative Practice: pairs in-person, pairs virtually

Independent Practice: digital for in-person & virtually; check in & give feedback with virtual students first, then circulate in-person for feedback

11:00-11:10

Whole Group - share out/feedback, reflection

10:10-10:20

Introduction & Community Building activity

10:20-10:30

Model to all in-person & virtual

10:30-11:00

Guided Practice with all in-person & virtual

Collaborative Practice: pairs in-person, pairs virtually

Independent Practice: digital for in-person & virtually; check in & give feedback with virtual students first, then circulate in-person for feedback

11:00-11:10

Whole Group - share out/feedback, reflection

10:10-10:20

Introduction & Building Background, Learning Intentions

10:20-10:35

Model and Guided Practice-all students

10:35-11:00

Collaborative Practice: Grouping virtual and in person students together

Teacher Feedback as needed

11:00-11:10

Independent Practice Exit Ticket, Silent Reading

Teacher feedback as needed

10:10-10:20

Introduction

10:20-11:05

Teacher Led Group-Modeling/Guided Practice/Feedback

Collaborative Practice: Groups of 4 students (virtual and in person)

Independent Practice: digital for in-person & virtually; feedback on independent activities following lesson.

11:05-11:10

Whole Group - share out/feedback, reflection

10:10-10:20

Introduction

10:20-11:05

Teacher Led Group-Modeling/Guided Practice/Feedback

Collaborative Practice: Groups of 4 students (virtual and in person)

Independent Practice: digital for in-person & virtually; feedback on independent activities following lesson.

11:05-11:10

Whole Group - share out/feedback, reflection