Tinsley Elementary School

Sherry Williams 	OI 2nd & 3rd Grades				Week of                        

Monday	Tuesday	Wednesday	Thursday	Friday	
8:00-8:30   Students arrive 
Seat work at circle table/ and living books (on computer) listening center, seat work  for early  arrivals	8:00-8:30   Students arrive 
Seat work at circle table/ and living books (on computer) listening center for early  arrivals.	8:00-8:30   Students arrive 
Seat work at circle table/ and living books (on computer) listening center for early  arrivals.	8:00-8:30   Students arrive 
Seat work at circle table/ and living books (on computer) listening center for early  arrivals.	8:00-8:30   Students arrive 
Seat work at circle table/ and living books (on computer ) listening center for early  arrivals	
8:30-9:15  Breakfast
	8:30-9:15  	8:30-9:15 Breakfast
	8:30-9:15 Breakfast
	8:30-9:15Breakfast
	
9:15-9:30 Calendar activities 
Calendar activities. 
Morning message. (Today is ...) 
Predictable (repeated daily) pattern
spell out words as I write
Pose questions “ Where do I start writing?
Circle words you can read.
Weather graph
review daily schedule and times of activities 
Make individual schedules.	9:15-9:30 Calendar activities 
Calendar activities. 
Morning message. (Today is ...) 
Predictable (repeated daily) pattern
spell out words as I write
Pose questions “ Where do I start writing?
Circle words you can read.
Weather graph
review daily schedule and times of activities 
Make individual schedules.	9:15-9:30 Calendar activities 
Calendar activities. 
Morning message. (Today is ...) 
Predictable (repeated daily) pattern
spell out words as I write
Pose questions “ Where do I start writing?
Circle words you can read.
Weather graph
review daily schedule and times of activities 
Make individual schedules.	9:15-9:30 Calendar activities 
Calendar activities. 
Morning message. (Today is ...) 
Predictable (repeated daily) pattern
spell out words as I write
Pose questions “ Where do I start writing?
Circle words you can read.
Weather graph
review daily schedule and times of activities 
Make individual schedules.	9:15-9:30 Calendar activities 
Calendar activities. 
Morning message. (Today is ...) 
Predictable (repeated daily) pattern
spell out words as I write
Pose questions “ Where do I start writing?
Circle words you can read.
Weather graph
review daily schedule and times of activities 
Make individual schedules.	

9:30-10-:00 Working with Words
Getting to know you. Pick out a child for  student of the day.  Interview child asking questions about likes and dislikes .  Take the child’s  name off magnetic board and read it as a group.  Count the letters in the name.  Say the letters and identify initial sounds . Chant the letters as a group.  Discuss letters in name . Cheer the  letters in the name. Give me a C. Give me an A and so on. Let the child  lead the class in a cheer of his/her name.  During seat work draw a picture of the child of   the  day. 
Phonemic Awareness activity (Sing, Spell , Write phonics program) 
Rhymes
Working with words 
word wall words 
On-the -back activity:
Words activity :making words
guess the covered word
using words you know 
rounding up the rhymes
reading/writing/rhymes 	9:30-10-:00 Working with Words
Getting to know you. Pick out a child for  student of the day.  Interview child asking questions about likes and dislikes .  Take the child’s  name off magnetic board and read it as a group.  Count the letters in the name.  Say the letters and identify initial sounds . Chant the letters as a group.  Discuss letters in name . Cheer the  letters in the name. Give me a C. Give me an A and so on. Let the child  lead the class in a cheer of his/her name.  During seat work draw a picture of the child of   the  day. 
Phonemic Awareness activity (Sing, Spell , Write phonics program) 
Rhymes
Working with words 
word wall words 
On-the -back activity:
Words activity :making words
guess the covered word
using words you know 
rounding up the rhymes
reading/writing/rhymes 
	9:30-10-:00 Working with Words
Getting to know you. Pick out a child for  student of the day.  Interview child asking questions about likes and dislikes .  Take the child’s  name off magnetic board and read it as a group.  Count the letters in the name.  Say the letters and identify initial sounds . Chant the letters as a group.  Discuss letters in name . Cheer the  letters in the name. Give me a C. Give me an A and so on. Let the child  lead the class in a cheer of his/her name.  During seat work draw a picture of the child of   the  day. 
Phonemic Awareness activity (Sing, Spell , Write phonics program) 
Rhymes
Working with words 
word wall words 
On-the -back activity:
Words activity :making words
guess the covered word
using words you know 
rounding up the rhymes
reading/writing/rhymes 	9:30-10-:00 Working with Words
Getting to know you. Pick out a child for  student of the day.  Interview child asking questions about likes and dislikes .  Take the child’s  name off magnetic board and read it as a group.  Count the letters in the name.  Say the letters and identify initial sounds . Chant the letters as a group.  Discuss letters in name . Cheer the  letters in the name. Give me a C. Give me an A and so on. Let the child  lead the class in a cheer of his/her name.  During seat work draw a picture of the child of   the  day. 
Phonemic Awareness activity (Sing, Spell , Write phonics program) 
Rhymes
Working with words 
word wall words 
On-the -back activity:
Words activity :making words
guess the covered word
using words you know 
rounding up the rhymes
reading/writing/rhymes 	9:30-10-:00 Working with Words
Getting to know you. Pick out a child for  student of the day.  Interview child asking questions about likes and dislikes .  Take the child’s  name off magnetic board and read it as a group.  Count the letters in the name.  Say the letters and identify initial sounds . Chant the letters as a group.  Discuss letters in name . Cheer the  letters in the name. Give me a C. Give me an A and so on. Let the child  lead the class in a cheer of his/her name.  During seat work draw a picture of the child of   the  day. 
Phonemic Awareness activity (Sing, Spell , Write phonics program) 
Rhymes
Working with words 
word wall words 
On-the -back activity:
Words activity :making words
guess the covered word
using words you know 
rounding up the rhymes
reading/writing/rhymes 	
10:00-10:30

Sight word program
Step 1 : Introduce poem poster
Go over pictures. Write predications on chart. 
Unfold poem and read it aloud
Step 2: discussion
Step 3: Flash cards 
Point to the four sight words and high light them with cellophane paper. 
Show flash cards of words
read it again as a group or let one student read it aloud.  
At this point....... will move to seat work or computer.  HE will work on reading work book, spelling book , type spelling and reading words, daily calendar sheet or English book,,
Steps 4: matching game
Discuss poems meaning line by line. 
Use flash cards. Go over matching game together.  
Put four cards in the correct place on the word wall
seat work 
spelling books: chapter
	10:00-10:30
.........will move to seat work or computer.  HE will work on reading work book, spelling book , type spelling and reading words, daily math sheet or English book,,
Sight word program
step 5 kinesthetics
Kinesthetics : read and act out the weeks poem  
review sight words and go over meaning and usage of each word. Have each child write them in a sentence. 
steps 6 The words 
step 7 tactile activities
Spell kinesically 
tactile activities where we write and trace the sight words
step 8: word wall and banks 
put words in individual  word wall book and type them in folder on computer.   
spelling books : chapter	10:00-10:30
Sight word program
step 9 : cloze reading
read poem and complete cloze reading activity
At this point ,,,,,,, will move to seat work or computer.  He will work on reading work book, spelling book , type spelling and reading words, daily math sheet or English book,,
step 10: worksheets:
do four work sheets independently as seat work

spelling books: chapter	10:00-10:30
Sight word program
Step 11 reviews:
At this point ,,,, will move to seat work or computer.  He will work on reading work book, spelling book , type spelling and reading words, daily math sheet or English book,,
spelling books: chapter

	10:00-10:30
Sight word program
spelling test
At this point ,,,, will move to seat work or computer.  He will work on reading work book, spelling book , type spelling and reading words, daily math sheet or English book,,
Step 12: assessment

	
10:30-11:00 
Guided reading 
Segment One: before reading: discuss story to be read as a group  5-10 minutes
Segment two: reading during : 15-20 minutes
group 1 will listen to the story on tape or with Mrs.
group two will read silently or aloud with Mrs. 
Segment 3 :after: both groups will discuss the story together.  reading: 5-10 minutes
Literacy activities (journal writing) 
	10:30-11:00 
Guided reading 
Segment One: before reading: discuss story to be read as a group  5-10 minutes
Segment two: reading during : 15-20 minutes
group 1 will listen to the story on tape or with Mrs.
group two will read silently or aloud with Mrs. 
Segment 3 :after: both groups will discuss the story together.  reading: 5-10 minutes
Literacy activities (journal writing) 
	10:30-11:00 
Guided reading 
Segment One: before reading: discuss story to be read as a group  5-10 minutes
Segment two: reading during : 15-20 minutes
group 1 will listen to the story on tape or with Mrs.
group two will read silently or aloud with Mrs. 
Segment 3 :after: both groups will discuss the story together.  reading: 5-10 minutes
Literacy activities (journal writing) 
	10:30-11:00 
Guided reading 
Segment One: before reading: discuss story to be read as a group  5-10 minutes
Segment two: reading during : 15-20 minutes
group 1 will listen to the story on tape or with Mrs.
group two will read silently or aloud with Mrs. 
Segment 3 :after: both groups will discuss the story together.  reading: 5-10 minutes
Literacy activities (journal writing) 
	10:30-11:00 
Guided reading 
Segment One: before reading: discuss story to be read as a group  5-10 minutes
Segment two: reading during : 15-20 minutes
group 1 will listen to the story on tape or with Mrs.
group two will read silently or aloud with Mrs. 
Segment 3 :after: both groups will discuss the story together.  reading: 5-10 minutes
Literacy activities (journal writing) 

11:00-11:30
Literacy Centers (all students will select several of the following daily. ) 
spelling book 
English book
listening center
computer
writing center
reading around the room
ABC
browsing box
poems
independent reading
buddy reading 
games 
reading journal
magnetic board
pocket chart
literature circle	11:00-11:30
Literacy Centers (all students will select several of the following daily. ) 
spelling book 
English book
listening center
computer
writing center
reading around the room
ABC
browsing box
poems
independent reading
buddy reading 
games 
reading journal
magnetic board
pocket chart
literature circle	11:00-11:30
Literacy Centers (all students will select several of the following daily. ) 
spelling book 
English book
listening center
computer
writing center
reading around the room
ABC
browsing box
poems
independent reading
buddy reading 
games 
reading journal
magnetic board
pocket chart
literature circle	11:00-11:30
Literacy Centers (all students will select several of the following daily. ) 
spelling book 
English book
listening center
computer
writing center
reading around the room
ABC
browsing box
poems
independent reading
buddy reading 
games 
reading journal
magnetic board
pocket chart
literature circle	11:00-11:30
Literacy Centers (all students will select several of the following daily. ) 
spelling book 
English book
listening center
computer
writing center
reading around the room
ABC
browsing box
poems
independent reading
buddy reading 
games 
reading journal
magnetic board
pocket chart
literature circle	
11:20-12:00 Lunch
Mrs. eats with the students. 
	11:20-12:00 Lunch
Mrs. eats with the students. 	11:20-12:00 Lunch
Mrs. eats with the students. 	. 11:20-12:00 Lunch 
Mrs. eats with the students. 	 11:20-12:00 Lunch
Mrs. eats with the students. 
	
12:00-12:45
Mrs. lunch time  
Self-selected Reading
theme:
segment one: 5-10 minutes
teacher read aloud.
Segment 2: Independent reading and conferencing. 15 -20 minutes
Each student picks an appropriate level book on subject and moves to the  desks to read. 
Reading conferences:
Segment 3: sharing 5-15 minutes each students shared what they have read back at center table. 		12:00-12:45
Mrs. lunch time  
Self-selected Reading
theme:
segment one: 5-10 minutes
teacher read aloud.
Segment 2: Independent reading and conferencing. 15 -20 minutes
Each student picks an appropriate level book on subject and moves to the  desks to read. 
Reading conferences:
Segment 3: sharing 5-15 minutes each students shared what they have read back at center table. 		12:00-12:45
Mrs. lunch time  
Self-selected Reading
theme:
segment one: 5-10 minutes
teacher read aloud.
Segment 2: Independent reading and conferencing.15 -20 minutes 
Each student picks an appropriate level book on subject and moves to the  desks to read. 
Reading conferences:
Segment 3: sharing 5-15 minutes each students shared what they have read back at center table. 		12:00-12:45
Mrs. lunch time  
Self-selected Reading
theme:
segment one: 5-10 minutes
teacher read aloud.
Segment 2: Independent reading and conferencing. 15 -20 minutes
Each student picks an appropriate level book on subject and moves to the  desks to read.
Reading conferences:
Segment 3: sharing 5-15 minutes each students shared what they have read back at center table. 		12:00-2:45
Mrs. lunch time  
Fun Friday
Media center 12:30-1:00

	
12:45-1:50 Math 
Two math groups.  , at first grade level working in math books. 
in kindergarten books and MTW activities 	12:45-1:50 Math 
Two math groups. Antonio, at first grade level working in math books. 
in kindergarten books and MTW activities 	12:45-1:50 Math 
Two math groups.   Antonio, at first grade level working in math books. 
in kindergarten books and MTW activities 	12:45-1:50 Math 
Two math groups.   Antonio, at first grade level working in math books. 
in kindergarten books and MTW activities 	Art: 1:00-1:45	
1:45-2:30 PE 
Mrs. stays with the class during PE
Planing period for Mrs. 	1:45-2:30 PE
Mrs. stays with the class during PE
Planing period for Mrs. 	1:45-2:30 PE
Mrs. stays with the class during PE
Planing period for.  Mrs. 	1:45-2:30 PE
Mrs.   stays with the class during PE
Planing period for Mrs. 
	1:45-2:30 PE
Mrs.   stays with the class during PE
Planing period for  Mrs. 	
2:30-3:00  Prepare to go home; centers for the late departures	2:30-3:00  Prepare to go home; computer for the late departures	2:30-3:00  Prepare to go home; computer for the late departures	2:30-3:00  Prepare to go home; computer for the late departures	2:30-3:00  Prepare to go home; computer for the late departures