The document provides lesson plans for a writer's workshop focusing on taking small moments from students' lives and stretching them into larger stories. The plans include three sessions: 1) Students learn to focus topics by placing events from their lives on a timeline. They select one event to write and draw about. 2) Students look closely at their drawings to brainstorm details for a graphic organizer. 3) Students use the graphic organizer to write a 5 sentence story about their event. They may share their writing with partners. The goal is to help students incorporate more details into their writing about specific moments or events in their lives.

1. Panther Lesson Plans November 14th, 2016
Procedures from Breakfast to Morning Meeting:
Breakfast routine:
 Andre/Jasper is at the door greeting students and checking off attendance. Students will match their
names to the picture of themselves on the chart on the outside of classroom.
 Ms. Brown, Ms. Faith and Ms. Takia are with students to put up backpack, take seat at the rectangle
tables (no assigned seating) and begin breakfast.
 Ms. Brown/Mr. Andre find read aloud books for the day reflecting Project Work and replace independent
books if necessary
o If students do not want breakfast, they can place breakfast in the center of table.
Alternative Activities
(Offered for students who finish eating will be)
 coloring with crayons
 legos
 reading books
Students will remain at rectangle tables unless they are playing with legos (on the carpet).
TA’s and DA’s will sit with students. When SS are seeking the attention of the TX will prompt students raise a
silent hand? TX will model while prompting by raising their own hands and placing a finger over their mouths.

2.  Low volume calming music will be played from the speakers.
 Tx will assist in maintaining low volume levels during breakfast. Although positive conversations are
encouraged.
TX notify students know that we have 10 minutes,5 minutes and 2 minutes left until general education morning
meeting.
Tx will assist SS with Transitioning to Morning Meeting.

3. Reader’s Workshop 9:20-10:00 (40 mins) DATE: WEEK OK November 14th, 2016
Objective: SWBAT: Read more and more
 Enagage in partner reading
 Remind their partner to use good reading habits
Materials:
 Reading Habits Anchor Chart
 Teacher Book
 3 sets of books for each student(s) target text
 Reading habits prompt sheet
Introduction (5 mins)
Students will be split into reading Groups based upon Reading Level at this time
Daniel, Devonte, Adrian – Level F- Ms. Takia’s Group
Spencer, Sophia, E’Lon - Level C book for word practice, then Level E book for comprehension - Ms. Faith’ Group
Monday-Tuesday
Review good reading habits, Interact with students to ask what good habits they use when they read.
Tx: “For the next few days you’re going to learn some more habits that can help you to read hard words in your
books”
I am going to teach you a new habit, good reader don’t just take a sneak peek to think what the book is going to
be about. They also take a sneak peek at what the page is going to be about. Then when good readers get stuck
on a word, they use the whole page to think, ’What might this word say?’ This gives readers the power to push
through those trick words.

4. Ask your students and or staff for feedback was that bumpy and boring so I've reread it to make it smoother as
soon as a listen and let them know if you reading is better this time you want to make a sharp distinction between
your first bump being born reading voice and you're smooth expression reading voice as you read.
Good readers need to read every day to get better. Review Anchor Chart
 Take a sneak peek at the beginning
 Check your sneak peek
 Do something at the end
 Read more and more!
Mini Lesson (10 mins) Monday only
Demonstrate the way you over the page before attempting to read the words and use knowledge gathered to help
you think, “What might this word say?”
Place book under Document Camera. Make sure as I’m thinking, make sure you’re thinking along with me. Let’s use
your mind and let’s keep our voices quiet.
Watch how I look at the whole page before I zoom into the words. (Point to different parts of the page and
place hand finger on the different parts of the illustrations)
What do you see?
Then, lets read the words. Pretend to get stuck on a trick word. “But wait the sneak peek I did can help me! Let
me think what’s happening on the page.

5. Hmm this word starts with the letter_____. Make a guess on the word. Did I see this in the picture? Does this
make sense?
ReRead Sentence, point below each word to cross-check the visual information.
Debrief:
Before I jumped into the words it really helped me push through trick words on the page.
Guided Reading (15 mins per station)
(Center 1) Fluency Reading (Mr. Andre)
 Take turns reading pages of book together page by page
 Listen attentively
 Students periodically to correct each other and ensure they use all of their good reading habits referring
the reading habits prompt sheet.
 On each page, before attempting to read the words and use knowledge gathered to help ss think, “What
might this word say?”
 Reread challenging text to smooth out their voice.
 Move through the reading habits prompt sheet verbally and physically pointing to our good habits.
(Center 3) Independent Reading (All Teachers not at a station)
 Students will pick a book to read with teacher guidance. Teachers will support readers.
 While students read, go to individuals and listen to each read aloud to confirm reading level
appropriateness.

6.  Engage each student in conversation about the text’s meaning and what he or she likes about it.
 Encourage students to engage in short conversations amogst each other with a low volume voice.
(Center 2) Comprehension (Ms. Brown and Mr.Jasper)
 Teachers will read book to students, while using the good reading habits checklist.
 Read through the preselected text and ask questions marked in the book.
 Record students answers and level of prompting on data sheet (gestural such as pointing or verbal such as
hinting)
 Encourage students to use the pictures and text in the book to help them find an answer.
IEP Goals
Group 1
E’Lon
1. E’lon will provide the sounds made by at least 15 letters when asked to do so, and select at least 20
letters when given the sound over three consecutive data collection days.
2. When presented with a word card, E’lon will match at least 25 words to the corresponding pictures
over three consecutive data collection days.
3. E’lon will appropriately gain the attention of others by using a name or tapping an arm while
maintaining appropriate personal space (arm’s length) in 90% of observed opportunities across 3
weeks.
Sophia
1. Sophia will answer "wh-" reading comprehension questions about familiar stories with 80% accuracy.
2. Sophia will identify 50 high frequency words from the Fountas & Pinnell "sight word" list with 100%
accuracy.
3. Sophia will read text on her level with fluency , in 3 out of 4 opportunities at 60%accuracy.

7. 4. Sophia will follow two step directions with only verbal cues across 10 different opportunities with 100%
accuracy.
Spencer
1. By February 2017, when given a text that includes a total of (30) consonant blends, long and short vowel
patterns, prefixes and suffixes, Spencer will read aloud the text correctly producing recognizable words
for (24 out of 30) words containing letter patterns in (4 out of 5 reading activities) as measured by
(teacher-charted observations). (1)
2. By February 2017, when given a section of an instructional-level passage with pictures supporting the text,
Spencer will read aloud fluently with appropriate intonation and expression with no more than (5) errors
(excluding self-corrections) in (4 of 5) trials as measured by (teacher running record).
3. By February 2017, after reading a familiar nonfiction text, when verbally prompted by the teacher (e.g.
Teacher says “Tell about something important that we learned from the text.”), Spencer will verbally
respond with (1) question or statement about the text (e.g. Student asks “I was wondering how bears
know when to wake up from hibernation?”) during (3 out of 3) text discussions.
[‘o1
1. By April 2017, when Aya receives a picture walk of a book, and is then read the selection aloud, Aya will
answer 5 questions regarding essential elements of the text (ex. 'wh' questions such as "Where does the
story take place?) with 80% accuracy in 4 out of 5 read aloud activities.
2. By April 2017, when given the Word List B and C from the TC Word Identification Assessment , Aya will
correctly read 40 out of 50 target words aloud within 3 seconds, in 4 out of 5 sight-word activities.
3. By April 2017, when given an event or vocabulary word, Aya will independently write 1 complete sentence
describing a detail in the event and create 1 picture that illustrates the event in 4 out of 5 trials as
measured by student work samples.
4. By April 2017, when given a list of 15 consonant-vowel-consonant words (i.e. cat, hen, big, job, run), Aya will
be able to decode and blend the word, producing a recognizable word, scoring 12 out of 15 correct

8. responses in 4 of 5 short vowel activities.
5. By April 2017, after participating in a preview of the text, then participating in a read aloud of
instructional level text, Aya will retell the story in sequence, including 3 key details with teacher
prompting (e.g. "What happened in the beginning?" in 4 out of 5 consecutive trials as measured by teacher-
charted observation.
Group 2
Daniel
1. With verbal prompts and cues, Daniel will retell a familiar story including 4 key details by using sequencing
picture cards at 80% accuracy (e.g. “What happened in the beginning?”) in 4 out of 5 opportunities.
2. Daniel will attend to small-group or individual instruction and remain engaged with the teacher and/or peers
and responding to questions (either verbally or with visual manipulatives), completing tasks, or offering on-
topic comments for 20 minutes with no more than 1 verbal or gestural prompts on 5/5 opportunities.
3. Given a text on his instructional reading level by way of small group, Daniel will read the text and answer who,
what, when and where questions on 4 out of 5 trials with 80% accuracy as measured by teacher created
assessment.
4. When engaged in an academic task (e.g., independent reading, group work), and given an alerting cue (e.g.,
“Eyes on me!”, ringing bell, lights off), Daniel will immediately signal his attention (e.g., eye contact, thumbs-
up) in 5 out of 5 opportunities.
Adrian
1. During guided reading, and read aloud, with fading prompts, Adrian will correctly answer verbally, or by
pointing, “wh” questions relating to characters, settings, vocabulary in the text, and major events following a
read aloud in 10 out of 10 opportunities.
2. Adrian will identify 100 high-frequency “sight” words from the Fountas & Pinnell 100 sight word list with
100% accuracy.

9. 3. While reading a passage, Adrian will use decoding and word recognition skills with 50% accuracy four of five
trials.
Devonte
1. Given a simple text and visual supports, Devonte will independently answer simple wh- questions (who, what,
where) when presented to him with 80% accuracy across 3 consecutive days.
2. Given a sight word based reading curriculum (i.e. Edmark), Devonte will master 50 sight words as measured by
80% accuracy across reading lessons.
3. Devonte will recognize and sound out the letters phonemically when learning new words 80% of the time over
3 consecutive days.
4. Given a text on his reading level, Devonte will independently answer simple inferential/“why” and evaluative
thinking questions about the text with at least 80% in 4/5 trials.
Sean
1. During guided reading, and read aloud, with fading prompts, Sean will correctly answer verbally, or by
pointing, "wh" questions relating to characters, settings, vocabulary in the text, and major events following a
read aloud in 10 out of 10 opportunities.
2. Sean will identify 100 high-frequency "sight" words from the Fountas & Pinnell 100 sight word list with 80%
accuracy.
3. While reading a passage, Sean will use decoding and word recognition skills with 50% accuracy four of five
trials.

10. Subject: Writer’s workshop/ Literacy November 14th, 2016 10:10-10:40 Grade Level:
____2nd
/3rd
Prepared by: Andre Aina
Objective:
 Take small moments in their lives and stretch them
into larger stories.
Common Core Standard:
ProductionandDistributionof Writing
2.W.5.
Withguidance andsupportfrom adultsandpeers,focusona topic
and strengthenwritingasneededbyrevisingandediting.
Researchto BuildandPresentKnowledge
2.W.7.
Participate insharedresearchandwritingprojects(e.g.,reada
numberof bookson a single topictoproduce a report;record
science observations).
Materials:
1. Main idea graphic organizers
2. Journal paper
3. Blank sheets for drawing
4. Crayons and Pencils
Modifications:
 Students will use rotation schedules to assists
with what center to go to after timer has gone
off.
Overview:
 Students use a timeline to break a larger topic into several events or moments; then, each student selects an
event to write about from the timeline.
 Students first work with a whole-class topic, then apply this strategy to self-selected topics. Students
share their writing and respond constructively to one another's efforts.
 Teacher–student conferences help students incorporate feedback and work on specific weaknesses. (Friday)

11. Mini Lesson: Session 1
1. Explain to students that they will be learning how to focus their writing on a specific
topic.
2. Begin with a description of the difference between very general topics and more
focused topics. For example, if a student were to write about a day spent with his or
her grandfather, that could include many different things. But if the topic is about
making biscuits with his or her grandfather on Sunday morning, then the writing is
going to be about that one specific moment or event.
3. Explain that this kind of focused writing is often stronger than general writing and
includes more details about the topic.
4. Provide students with a model by selecting a topic from your own life and fill out the
graphic organizer, narrowing down the general topic into several specific events. (You
may want to choose only a few events for younger writers.) Model for students how
you are thinking through and selecting these moments and placing them on the
timeline.
Depending on students' needs and abilities, you might not want to focus on what time things
happened. Instead, use the timeline to establish an order in which things happened and to
emphasize the idea of specific moments and events happening within a general topic.
5. Next, select one of the events along the timeline to write about. Show students how
you select a topic that is most meaningful to you or that you think would make the best
piece for focused writing (you have enough to say about an event, for example).
Session 2

12. 1. Gather students for a mini-lesson. Using your own example from the previous session,
show students your drawing.
2. Model how you would look carefully at the drawing and think about the details you have
included. Model how you would move from drawing to writing by filling out graphic
organizer starting with the main idea.
3.
Guided Practice
 Write about a time when you helped your parents make dinner. What did you
cook?
 The last time you went to your favorite restaurant.
Session 1
Independent work
1. Ask students for topic ideas from a shared experience, such as events in a day at
school (e.g., recess, field trip, lunch).
2. Decide on a main idea, ask students questions to ensure they will have enough to write
about.
3. Have each student draw a picture of the event. (This should take 10–20 minutes
depending on grade level and ability.) Explain that drawing is meant to help them
"rehearse" for their writing. It is a chance for them to explore and work out their
ideas about the event before writing.
4. With less experienced writers, you may want to model how you move from selecting an
event to creating a detailed drawing. Use the event you selected from your personal
timeline as an example.
Session 2
Brain storm on Graphic Organizer
1. Ask students to reflect on topic ideas from a shared experience, such as events in a
day at school (e.g., recess, field trip, lunch).

13. 2. Model how you would look carefully at the drawing and think about the details you have
included. Model how you would move from drawing to writing.
3. Decide on a main idea, ask students questions to ensure they will have enough to write
about.
4. Fill out graphic organizer.
Session 3
Writing
1. Use graphic organizer to create writing piece.
2. At least 5 sentences (scribe for students if need be but have them trace it
afterwards.
(If time permits) Share:
Collaborative work. Have students work with partners or in small groups to share their
drawings. (Allow 5–10 minutes for this step, depending again on students' needs.)
Talking about their drawings further helps students prepare to write their pieces and often
generates details they might not otherwise have included. Encourage students to add details
to their drawings as a result of their conversations.
IEP Goals E’Lon
When given a pre-drawn model, drawing utensil and paper, E’Lon will copy vertical, horizontal,
crossed vertical and horizontal lines, circles, to closely resemble the model for 4 out of 5
times, 3 times within a one week period.
2.When given a pre-drawn model, drawing utensil and paper, E’Lon will copy diagonal and
crossed diagonal lines to closely resemble the model for (4 out of 5) tries, (3) consecutive
days.

14. 3.When given a pre-drawn model, drawing utensil and paper, E’Lon will copy diagonal and
crossed diagonal lines to closely resemble the model for (4 out of 5) tries, (3) consecutive
days.
4.To demonstrate motor control needed for prewriting tasks, E’Lon will draw a vertical line,
horizontal line, cross, and circle within a 1/4 inch wide 5-inch long path without touching the
sides, 3 times within a one week period.
Sophia
1. Sophia will follow two step directions with only verbal cues across 10 different
opportunities with 100% accuracy.
Spencer
1. Spencer will participate cooperatively and constructively in group situations by a
variety of means (e.g. taking turns with adults and peers, sharing, using appropriate
conflict resolution strategies, participate in a conversation) in 80% of opportunities
over 3 sessions.
2. Spencer will demonstrate the ability to transition between classroom activities,
understanding the end of the current activity and the beginning of the next, without
becoming distracted by peers and/or irrelevant objects within his immediate
surroundings with no more than 2 verbal prompts 4 out of 5 observed opportunities.
Devonte
1. Devonte will recognize and sound out the letters phonemically when learning new words
80% of the time over 3 consecutive days.
2. Devonte will complete 25 different fill-in-the-blank phrases (e.g. you eat...You sleep
in...shoes and...) 80% of the time over 3 consecutive tries.

15. Adrian
1. Given behavioral supports (such as a token board or first-then board), Adrian will
engage in whole or small group instruction in the general education setting for 15
minutes with no more than 3 prompts to attend or refrain from off topic speech.
Daniel
1. During a writing assignment, with verbal prompts and cueing, Daniel will write 2-3
complete simple sentences, containing 3-5 words, simple subjects and verbs with 60%
accuracy.
2. With verbal prompts and cues, Daniel will retell a familiar story including 4 key details
by using sequencing picture cards at 80% accuracy (e.g. “What happened in the
beginning?”) in 4 out of 5 opportunities.
3. Daniel will attend to small-group or individual instruction and remain engaged with the
teacher and/or peers and responding to questions (either verbally or with visual
manipulatives), completing tasks, or offering on-topic comments for 20 minutes with no
more than 1 verbal or gestural prompts on 5/5 opportunities.
Sean
1. While reading a passage, Sean will use decoding and word recognition skills with 50%
accuracy four of five trials.
2. Sean will sit in a 20-minute group session involving 5 or more children without
disruptive behaviors, and answer 5 intraverbal questions with 100% accuracy across 4
out of 5 opportunities.

16. WORD WORK/READ ALOUD 10:40-11:00 (20 mins)
DATE: WEEK OK November 14th, 2016 Prepared by: Andre Aina
Objective: SWBAT:
 building vocabulary
 developing understandings of story structures
 supporting developing connections between print elements
 encouraging high levels of understanding
 teaching the reading process in a meaningful context
 modeling fluency
 motivating students to read
Materials:
Read Aloud Book (Which reflects Project Work topic)
Magnifier/ Projector
Reading
 Write open-ended questions on sticky notes or in the margins in the places you want students to discuss
them. Develop questions that will support student discussion and depth of thought as they move in the
direction of this big idea. This isn’t a search for “right answers,” nor does it eliminate the possibility of
other ideas surfacing during discussion. This guiding idea is simply a plan for supporting thoughtful
discussion.
 Examine the vocabulary in the text. Are there words that students must know in order to arrive at
understandings around the “big idea”? Develop a plan for introducing words quickly before or during
reading.
 After reading, support deeper conversation in the direction of the big idea. Support students as they mine
for connections and push for deep thought, particularly around the big idea.

17. Project Work
Date
10/27/2016-01/19/2016
Classroom
Panthers
Big Idea/Title of Lesson
“Let’s Classify It!”
Essential Questions
What is it made of? What does it look like? How does it feel? Where does it belong?
Objective
Students will be able to observe and classify materials based on their
observable properties such as color, texture, size etc.
Standard
1-PS1-1: Plan and conduct an investigation to describe and classify different
kinds of materials by their observable properties.
Materials
 Gloves
 Trays
 Magnifying glasses
 Rocks
 Coins
 Sponges

18.  Play-Doh
 Cotton balls
 Golf balls
 Glass
 Plastic
 Pencils
 Pens
 Rubberbands
Vocabulary
 Size
 Shape
 Color
 Texture
 Material
 Hard
 Soft
 Smooth
 Rough
 Paper
 Plastic
 Metal
 Shiny
 Dull
 Dark
 Light
 Magnet
Teaching
The teacher will utilize fun interactive videos and visuals that show students a variety
of materials and how they are classified. The teacher will place a heavy emphasis on
vocabulary so the students grasp the concepts and terms used in the lesson. The

19. teacher will use colorful, fun worksheets and hands-on experiments to teach students
how to observe and classify different types of materials. Make sure all teaching
instructions are simple and modified for the students benefit. The simpler, the better.
Active Engagement
Student will answer questions during videos to check their comprehension and
understanding. Students will complete worksheets that will allow them to comprehend
the lesson and objectives. Students will do hands-on experiments that allow them to
classify different types of materials.

20. Subject: MATH WORKSHOP Grade Level: 2nd
/3rd
Prepared by: Andre Aina WEEK OF November 14th, 2016
Objective:
Add numbers with sums within 20.
Break down 3-digit numbers into appropriate place
values and read 3-digit numbers.
Skip Count by 5’s and 10’s
Common Core Standard:
CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of
several objects to the nearest whole unit, or by
making repeated measurements of the same object.
Show the measurements by making a line plot, where
the horizontal scale is marked off in whole-number
units.
CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet,
centimeters, and meters.
CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is
than another, expressing the length difference in
terms of a standard length unit.
Materials:

Modifications:
Mini Lessons Three Digit Place Value (Monday)
 Discuss what the digits mean in each of these numbers, and how their placement is

21. vitally important to the number. The 6 in 607 is very different than the 6 in 706. You
can highlight this to students by asking them if they would rather have the “6”
quantity in money from the 607 or the 706.
 Model 706 on the board or on the overhead, and then have students draw 706 and
other numbers with base 10 blocks. If neither of these materials are available, you can
represent hundreds by using large squares, tens by drawing lines, and ones by drawing
small squares.
Instruction:
(15 mins at
each Station)
Addition Bingo (Mr. Jasper)
1. Students will receive a bingo board
2. The rules are the same as traditional Bingo in that the winner must have 5 covered Bingo
spaces in a row, either horizontally, diagonally, or vertically.
3. To start, the first player draws an equation, states the color and answers the equation
aloud.
4. Model working through the equation with students and have students follow your lead.
5. Example: Clara draws a yellow 3+3. She says to the other players: “Yellow 3+3 equals 6.
Yellow 6.” Then everyone else looks on their boards to see if they have a Yellow 6. If
they do, they put a token on the space.
Skip counting by 5’s and 10’s (Ms. Brown)
1. Student will receive filled out 1-100 chart (10s.

22. 2. Teacher will model counting by 10’s (while pointing to numbers)
3. Students will then count individually by 10 pointing to the numbers on their filled out
sheet.
4. Students will then fill out fill in the blank 1-100 chart.
Part 2
1. Student will receive filled out 1-100 chart (5s)
2. Teacher will model counting by 5’s (while pointing to numbers)
3. Students will then count individually by 5 pointing to the numbers on their filled out
sheet.
4. Students will then fill out fill in the blank 1-100 chart by 5.
***Important: ensure students are filling out 5’s sheet in order, left to right. Don’t allow
students to go straight don’t such as 5-15-25-35***
Part 3
1. Students will receive a disk with numbered holes (either 5’s or 10’s) around the edges.
2. Students will take the ribbon attached to the disk and weave through holes in numerical
order.
Place Value (Mr. Andre)
 Point student’s attention to card with 3- digit number on it.
 Student will write down the 3-digit number on HTO chart.
 Students will ID Hundreds, Ten, Ones

23.  Then assist students in verbalizing the 3-digit number.
 Students will create a physical/tactile version of the number using base blocks of 1’s, 10’s
and hundreds.
IEP Goals Group 1
E’Lon
1. When presented with numbers in any order, E’lon will tact the numbers 1-20 over 3
consecutive data collection days.
2. When given number cards and quantity cards, E’lon will match number-to-quantity, and
quantity-to-number for the numbers 1-20 over three consecutive data collection days.
3. When presented with objects or pictures, E’lon will correctly respond to listener tasks
involving 10 different math concepts, such as more/less, big/little, long/short, first/last,
and near/far, etc over three consecutive data collection days.
Sophia
1. Sophia will identify the numerals 1- 40 with 100% accuracy.
2. Sophia will complete simple addition and subtraction problems, using numbers within 10,
with 100% accuracy.
3. Sophia will rote count from 1-40 with 100% accuracy.
Daniel
1. With verbal prompts, when given addition problems in picture form within 20, Daniel will
use manipulatives to solve for the sum with 80% accuracy.

24. Group 2
Sean
1. With 80% accuracy, Sean will make sets of 1-20 objects when prompted with "give me
_____ (number)"
2. With 100% accuracy and minimal verbal prompts and cues, Sean will accurately rote count
from 1 to 40.
3. With fading prompts, Sean will complete simple addition and subtraction problems with
numbers within 20 with 100% accuracy.
Adrian
1. With 80% accuracy, Adrian will make sets of 1-15 objects when prompted with “give me
_____(number)”
2. With 100% accuracy and minimal verbal prompts and cues, Adrian will accurately rote
count from 1 to 60.
3. With no more than 2 verbal prompts, Adrian will identify the numbers 1-40 with 100%
accuracy.
4. Adrian will solve simple addition and subtraction problems / word problems within 20, with
60% accuracy.
Group 3 (Alone)
Spencer
1. By February 2017, given a list of (20) numbers from 1 to 1000 in standard numeric form,
Spencer will state the number out loud and write the number in word form and in

25. expanded form, scoring (16/20) correct in (4 out of 5) student work samples.
2. By February 2017, when given (20) addition and (20) subtraction problems involving one-
digit numbers with sums less than 20 and a time limit of (1 minute) per set of (20)
problems, Spencer will calculate the answer from memory scoring (32 out of 40) correctly
in (4 out of 5) math fluency activities.
Devonte
1. Devonte will be able to count from 1 to 100 by putting cards in order, pointing to a number
line or saying them out loud 80% of the time over 3 consecutive tries.
2. Devonte will understand one to one correspondence with numbers 1 to 30 with 80%
accuracy over 3 consecutive trials.
3. Devonte will be able to add and subtract single and double digit numbers without
regrouping with the use of manipulatives and/or touch math supports with 80% in 4 out of
5 trials.
Aya
1. By April 2017, when given a verbal counting starter and beginning at any number ("1, 2,
3..."), Aya will count aloud by 1's to 100, correctly naming each number in the sequence for
4 out of 5 counting activities.
2. By April 2017, when given 10 addition and subtraction problems within 20 and
manipulatives or a number line, Aya will independently solve 8 of the 10 problems by
finding the sum or difference in 4 of 5 addition and subtraction tasks.
3. By April 2017, when presented with flashcards of the numerals 1-50, Aya will verbally
identify 40 of the 50 numerals within 3 seconds in 4 of 5 numeral identification fluency
activities.
4. By April 2017, and when given 10 pairs of numbers between 10 and 40, Aya will use
physical manipulatives to represent each number then compare and circle the correct

26. symbol ">,=,<" for 8/10 problems in 4 out of 5 two digit number comparison activities.
Subject: SOCIAL SKILLS Grade Level: 2nd
/3rd
WEEK OF: November 14th, 2016 (Repeat only had time to do this once last week)
Objective:
 Increasing repertoire of functional responses to teasing and
bullying
 Increasing ability to distinguish “friendly” from“mean” teasing
and to distinguish intentional from unintentional harm
 Increasing ability to cope with anger, anxiety, sadness and
other emotions associated with being teased and bullied

Common Core Standard:
N/A
Materials:
o What to think cards
o six illustrated panels
Modifications:
Intro First, they are to be displayed while using the cards to help children know how to respond to the questions and challenges
on the cards.
Activity There are three kinds of cards:

27. 1. ” What to do?” cards: These cards describe hypothetical kids in a variety of problem scenarios, and the
person drawing the card has to figure out possible solutions. There is often more than one answer.
2. “What about you?” cards: These cards require the person drawing them to carry out a variety of brief
learning tasks or to reflecton their own experience with teasing and bullying.
3. “What to think?” cards: Each card contains a thought bubble featuring a particular thoughtor belief
that can increase the harm caused by the unkindness of peers. The task is to try to counter the harmful
thought with one or more “antidote thoughts.” A good way to use these cards is for you, the adult, to play
the role of a child who endorses the thought in the thought bubble. The child(ren) then have to talk you
out of this way of thinking.
Closing Connect the game to personal experiences, actions, and beliefs. You will want to reinforce any
skills or beliefs you are hoping players will carry beyond the game.