The document outlines Jacqueline Miller's daily schedule and lesson plans for her 1st and 2nd grade autistic support class, including the materials, objectives, assessments, and state standards for each subject area such as morning meeting, math, reading, and activity time. The schedule details the procedures, timing, and student or teacher-led activities for each lesson.

1. Jacqueline Miller
Morning Meeting (8:55-9:15)
Grade Level: 1st and 2nd grade Autistic Support
February 25, 2016
Enthusiastic About:
I am enthusiastic about using a more hands on approach with the students.
Materials:
Smart board, calendar, weather chart, even and odd number chart, dry erase markers, white
boards, money, temperature chart, and clock.
Objectives:
Students will be able to look out the window and tell me what the weather is. Students will be
able to recite the even and odd numbers, the days of the week, the months, the ordinal numbers
and skip count. Students will be able to recognize and show me how much money should go into
the pig.
Assessment:
I will assess the students while they are participating during morning meeting.
Procedure with Amount of Time:
20 minutes: Teacher and student
2 minutes: First, we will go over the calendar by saying the days of the week, the months and I
will call on the students to come up to the smart board to write their answers.
1 minute: Sing the days of the week song
2 Minutes: We will go over what day was yesterday, today and tomorrow. Again call on each
student to write down their answer on the smart board.
2 minutes: Students then look outside to see what the weather is like. They then will be called
upon to move the correct weather icon on the smart board. I ask different students what they
predict the weather will be like tomorrow.
4 minutes: Students will take turns telling me what time it is on the smart board. Have each
student write the time on their white boards.

2. 4 Minutes: Write an amount on the pig and call on each student to move the correct coins into
the pig and make the correct change.
2 minutes: Go over the skip counting and have a student point to the numbers as students count
out loud. Do the same for the ordinal numbers.
3 minutes: Lastly, call on each student to tell you an even or odd number. Then have a student
the student pick two numbers and count.
Students will write down on their white boards something that they learned during the morning
meeting.
State Standards:
Standard - CC.2.1.1.B.1
Extend the counting sequence to read and write numerals to represent objects.
Standard - CC.2.4.1.A.2
Tell and write time to the nearest half hour using both analog and digital clocks.
Standard - CC.2.4.1.A.4
Represent and interpret data using tables/charts
Standard - CC.2.4.2.A.3
Solve problems and make change using coins and paper currency with appropriate symbols.
Standard - CC.2.4.2.A.4
Represent and interpret data using line plots, picture graphs, and bar graphs.

3. Jacqueline Miller
Math (Base Ten Unit 9:20-9:50)
1st and 2nd Grade Autistic Support
Title: Base Ten Fun!
Big Ideas:
How will you use base ten in your daily lives?
Enthusiastic:
Introducing a new topic to the students
Materials:
Base ten packet, pencils, paper, markers, my visuals.
Concepts:
Students will be able to understand how to write numbers in written form, numerical form,
expanded form, and model form.
Competencies:
The students will work together as a group to fill in their own chart about place values. Student’s
will know how to read a pictograph.
Assessment:
I will throw a ball to each student at the end of the class and ask them to tell and write down on
their paper about base ten.
Procedure:
Time: 25 minutes
Teacher- 15 minutes: I will go over what base ten is with the students. I will write on their tables
ones, tens, hundreds and thousands. I will write on my white board a number. The students will
then look at the number and write it in the correct spots on their chart. This will be a review, I
will also show the students the numbers in written form and review with them until I feel they
understand. The students will be able to pull out their reference papers and answer the questions.
I will ask the students to write on the smart board what expanded, written, numerical, and model
form is.

4. Teacher and student- We will go over examples until I feel the students understand how to write
it in numerical, written, expanded, and model form. This may or may not take 15 minutes. If I
feel we need extra time I will expand the morning math time. I will show them examples of how
we use base ten daily in our lives to help them generalize it.
Student- 5 minutes: Students will open their packets and complete pages in their packet.
Teacher and student- 5 minutes: Lastly, I will write examples of expanded, written, model, and
written form on the board. I will have correct answers and some that are not correct. They will
have to answer the questions correctly.
State Standards:
Standard - CC.2.1.1.B.2
Use place value concepts to represent amounts of tens and ones and to compare two digit
numbers.
Standard - CC.2.1.2.B.1
Use place value concepts to represent amounts of tens and ones and to compare three digit
numbers.

5. Jacqueline Miller
Reading and Decoding (9:55-10:25)
1st and 2nd Grade Autistic Support
Enthusiastic:
Watching the students become better independent readers.
Materials:
SRA orange book, worksheet and Pencils.
Objective:
The students will be able to retell the story with details. Students will be able to answer
comprehension questions and write down their answers on the worksheet.
Assessment:
I will assess the worksheet after the students are finished.
Procedure:
30 minutes
Teacher- 15 minutes: I will go over new and older vocabulary with the students. They will spell
and say the words with me.
Student- 15 minutes: The students will go with their staff and read out loud. They will complete
the worksheet and hand it in.
Student- Staff will ask the students three comprehension questions from the story. They will
report back to me on how their student comprehended the story.
Standards
Standard - CC.1.1.1.B
Demonstrate understanding of the organization and basic features of print. • Recognize the
distinguishing features of a sentence.
Standard - CC.1.1.1.C
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Distinguish
long from short vowel sounds in spoken single-syllable words. • Count, pronounce, blend, and
segment syllables in spoken and written words. • Orally produce single-syllable words, including

6. consonant blends and digraphs. • Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words. • Add or substitute individual sounds (phonemes) in
one-syllable words to make new words.
Standard - CC.1.1.1.D
Know and apply grade level phonics and word analysis skills in decoding words. • Identify
common consonant diagraphs, final-e, and common vowel teams. • Decode one and two-syllable
words with common patterns. • Read grade level words with inflectional endings. • Read grade-
appropriate irregularly spelled words.
Standard - CC.1.1.1.E
Read with accuracy and fluency to support comprehension: • Read on-level text with purpose
and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings. • Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.

7. Jacqueline Miller
Arithmetic (10:30-11:00)
1st and 2nd Grade Autistic Support
Enthusiastic:
Having the students work independently.
Materials:
Math packet, pencils, multiplication chart, cards for the scavenger hunt, white boards, markers.
Objective:
Recognize the connection between equal groups and skip counting.
Use their understanding of number combinations to develop fluency in the use of basic facts for
addition and subtraction.
Assessment:
I will walk around to each student to see how they are doing (teacher observation) I will collect
the packets and assess the work they have just finished.
Procedure:
30 minutes.
Student- 26 minutes: The students will work independently with their staff member to complete
the next two pages in their packet.
Teacher- 4 minutes: When they are finished I will quiz them with flash cards to see how well
they are remembering their math facts.
State Standards:
Standard - CC.2.1.1.B.2
Use place value concepts to represent amounts of tens and ones and to compare two digit
numbers.
Standard - CC.2.1.1.B.3
Use place value concepts and properties of operations to add and subtract within 100.
Standard - CC.2.2.2.A.1

8. Represent and solve problems involving addition and subtraction within 100.
Standard - CC.2.2.2.A.3
Work with equal groups of objects to gain foundations for multiplication.

9. Jacqueline Miller
Story (11:00-11:15)
1st and 2nd Grade Autistic Support
Enthusiastic:
I enjoy seeing the student’s comprehension getting better each time we read the story.
Materials:
James and the Giant Peach by Ronald Dahl, Journal, pencils, crayons, graphic organizer.
Objective:
Students will be able to predict what will happen next in the story.
Assessment:
I will look over the student’s journals to see how well they have done. I will also collect their
graphic organizer at the end of the class period. In their journals are the questions that I have
asked the students about James and the Giant peach. They are responsible to write a short
sentence. I also have the students add on to their web each day about the characters that we have
just read about.
Procedure
15 minutes.
Teacher- 2 minutes: First go over the characters and their characteristics with the graphic
organizer in their journals.
Teacher- 10 minutes: I will read the book to the students. They will follow along with their copy.
Teacher and student- 4 minutes: After the chapters have been read write a sentence on the smart
board. The students will write down their answer using a complete sentence. After they have
finished that have the students color a picture about what they have just read about.
Standards
Standard - CC.1.5.1.F
Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and
feelings.
Standard - CC.1.5.1.E

10. Produce complete sentences when appropriate to task and situation.
Standard - CC.1.5.2.B
Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.

11. Jacqueline Miller
Money and Time (11:45-12:00)
1st and 2nd Grade Autistic Support
Enthusiastic:
This is a hands on activity.
Materials:
Money and time paper, pencils, currency, white boards, markers, clocks.
Objective:
Students will demonstrate knowledge of coin value by showing coin that correlate to a given
number.
Assessment:
I will observe the students saying and writing down their answers.
Procedure
15 minutes.
Student- 15 minutes: Students will work with their staff to create the correct amount of money
and time.
State Standards:
Standard - CC.2.4.1.A.2
Tell and write time to the nearest half hour using both analog and digital clocks.
Standard - CC.2.4.2.A.3
Solve problems and make change using coins and paper currency with appropriate symbols.

12. Jacqueline Miller
Saxton Math (Graphing Unit12:05-12:35)
1st and 2nd Grade Autistic Support
Title: Oh Good Graph!
Big Ideas:
What are graphs?
How can we use graphs?
Essential Questions:
How can data be organized and represented?
Enthusiastic:
Having the students create their own class graph.
Materials:
Paper, pencil, graph packet, smart board, Graph Worksheet, pencils.
Objective:
Students will be able to create their own graph using the worksheet that I have given them. They
will complete the next 2 pages in their packets.
Concepts:
Students will be able to make their own pictograph. Students will independently be able to
complete the pages in their packet.
Competencies:
Students will be able to generalize that graphs are found all around them in their daily lives.
They will be able to identify and read different graphs.
Assessment:
I will assess the worksheets in their packets. I will ask the students how fractions are used in
their daily lives and why it is important that we learn how to read graphs.
Procedure:
30 minutes

13. Teacher- 10 minutes: I will re -introduce to the students several graphs that they will encounter
in their packets. I will go over how to read them and ask each student if they have ever seen a
graph and where.
Student- 10 minutes: I will ask the students and staff to go around the school and find out what
color the staff’s eyes are. They will need to write down the staff names.
Student and teacher- 8- 10 minutes: I will record their answers on the smart board. We will
create our own class pie graph.
Teacher and staff- 2 minutes: I will ask the students to look at the graph and tell me what the
most common eye color is at New Story.
Standards:
Standard - CC.2.4.1.A.4
Represent and interpret data using tables/charts

14. Jacqueline Miller
Reading Comp. (12:40-1:10)
1st and 2nd Grade Autistic Support
Enthusiastic:
Starting guided reading with the students.
Materials:
Orange SRA Reading Mastery book, white boards, magnetic letters, copies of the story.
Literacy centers- blend worksheet, smart board (listen to storylineonline.com), headphones, and
sorting digraphs paper, books.
Objective:
Identify important details that support the key ideas in an informational text.
Use illustrations and details to describe the key ideas in an informational text.
Students will be able to answer “W” questions.
Students will identify and spell the key vocabulary words.
Assessment:
I will write down how each student does during guided reading. I will ask each student questions
about the story. I will ask the students to spell the vocabulary words on their white boards.
Procedure:
30 minutes.
Teacher- 20 minutes: I will work with 3 students at the round table for guided reading. We will
read the story, ask questions, and go over the vocabulary words.
Student- 20 minutes: The other 2 students will be working at the 3 centers that I have created. In
the centers they will be able to listen to literature online, learn blends, spelling words, digraphs,
and word families. The centers will rotate daily so that the students will not be doing the same
thing over and over again.
Student- 10 minutes: Students will go back to their desks and read silently.
State Standards:

15. Standard - CC.1.1.1.B
Demonstrate understanding of the organization and basic features of print. • Recognize the
distinguishing features of a sentence.
Standard - CC.1.1.1.C
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Distinguish
long from short vowel sounds in spoken single-syllable words. • Count, pronounce, blend, and
segment syllables in spoken and written words. • Orally produce single-syllable words, including
consonant blends and digraphs. • Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words. • Add or substitute individual sounds (phonemes) in
one-syllable words to make new words.
Standard - CC.1.1.1.D
Know and apply grade level phonics and word analysis skills in decoding words. • Identify
common consonant diagraphs, final-e, and common vowel teams. • Decode one and two-syllable
words with common patterns. • Read grade level words with inflectional endings. • Read grade-
appropriate irregularly spelled words.
Standard - CC.1.1.1.E
Read with accuracy and fluency to support comprehension: • Read on-level text with purpose
and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings. • Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Standard - CC.1.1.2.E
Read with accuracy and fluency to support comprehension: • Read on-level text with purpose
and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings. • Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Standard - CC.1.2.1.A
Identify the main idea and retell key details of text.
Standard - CC.1.2.1.E
Use various text features and search tools to locate key facts or information in a text.
Standard - CC.1.2.2.B

16. Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

17. Jacqueline Miller
Activity (1:15-1:30)
1st and 2nd Grade Autistic Support
Enthusiastic:
I am enthusiastic about seeing the student’s handwriting improve.
Materials:
paper, pencils.
Objective:
The students will be able to write the letters and sentence.
Assessment:
I will collect the paper.
Procedure
15 Minutes.
Teacher- 1 minute: Hand out the paper to each student.
Have the students copy the letters and the sentence on their paper.
Teacher and student- 14 minutes:
State Standards:
Standard - CC.1.1.K.B
Demonstrate understanding of the organization and basic features of print. • Follow words left to
right, top to bottom, and page by page. • Recognize that spoken words are represented in written
language by specific sequences of letters. • Understand that words are separated by spaces in
print. • Recognize and name all upper and lower case letters of the alphabet.

18. Jacqueline Miller
Social Skills (1:35-1:55)
1st and 2nd Grade Autistic Support
Title: Social Skills
Enthusiastic:
Encouraging the students to work together as a team.
Materials:
Game from the shelf
Objective:
The object is to have the students work together getting inside the hula hoop without falling.
Assessment:
I will watch as the students play the game.
Procedure
15-20 minutes- this activity could take 2 minutes or 20 minutes depending on how quickly the
students catch on.
Teacher and student- The students will pick a game from the shelf to play.
Why is teamwork important?
What is hard about teamwork?
What was challenging?
State Standards:
Standard - 10.5.3.F
Recognize and describe game strategies using appropriate vocabulary.
Standard - 10.4.3.F
Recognize positive and negative interactions of small group activities.