How are we better together?
DAY 1 - PLAN 1
DAY 2 - PLAN 2
DAY 3 - PLAN 3
DAY 4 - PLAN 4
DAY 5 - PLAN 5
DAY 6 - SEED 1
DAY 7 - SEED 2
DAY 8 - SEED 3
DAY 9 - Seed 4
DAY 10 - PLAN 6
DAY 11 - SEED 5
DAY 12 - SEED 6
DAY 13 - PLAN 7
DAY 14 - SEED 7
DAY 15 - SEED 8
DAY 16 - PLAN 8
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
How do families and friends work as a team?
Mama's Coming Home by Kate Banks
Text Complexity Considerations:
Quantitative Measure (Readability measures and other scores of text complexity): Reading Level: 4.0
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): First grade students who are already proficient with decoding will be able to read this text with its helpful picture clues and a repeating line: "Mama's coming home." Students will readily relate to the idea of working together to prepare for someone's arrival.
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed): Read this story aloud to notice and imitate the author's craft – the use of strong verbs to convey the story action.
Set a purpose for rereading the story, Mama's Coming Home: Listen and look for words the author uses to show what people in the family are doing e.g. sprawling, crawling, etc. Tell students that authors use strong action words to show what is happening in a story. Have students wave their hands when they see or hear a strong action word. List strong verbs from the story on chart paper.
Model revisiting your personal narrative to decide where a strong action word would show the reader what is happening in your story. Revise the sentence(s) to include one or more strong verbs. (Revise and add the strong verb right on the draft. Cross out the weak or ordinary verb and write in the strong verb or write the strong verb on masking tape placed over the weak verb.) Have students work with a partner to add at least one strong action word (verb) to their personal narrative drafts. (Students may need examples of strong verbs to replace commonly used verbs: went, did, saw, etc.)
Continue the writing process during subsequent class period by having students proofread and edit their writing (for sentence capitals and end punctuation) and publishing their work (by preparing a neat, illustrated paper or electronic copy for placement in the class library).
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Teamwork wherever possible.
Speaking & Listening