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Day/Ti
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PK4
Services: Resource Room M-F
Reading (Spanish)
Social:
TEK: III.C.2. Child
TEK: I.B.3.a Child
recognizes at least 20
sustains attention to
distinct letter sounds in personally chosen or
the language of
routine (teacherinstruction.
directed) tasks until
IEP: Nayla will be able
completed.
to identify and name
ELP: C3G Express
letters (upper case and opinions, ideas and
lower case).
feelings.
IEP: Child regulates
8:15-8:45 (30 mins)
own behavior with
occasional reminders
or assistance from
teacher.
Math (English):
TEK: 5.A.1 Child
knows that objects, or
parts of an object, can
be counted.
ELP: 1E Use and
reuse new basic and
academic language to
internalize language.
IEP: Nayla will be
able to number
objects or parts of
objects.
12:00-12:30 (30
mins)
10:30-11:00 (30
mins)
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Activity: Letters in My
Name
TTW: review the letters
by playing a video and
signing along.
Model using letter
manipulatives Esta es
la letra a avion a,a,a
Primary focus on letter
formation (letters in
name)
Model how to write
letter N.
TSW: sing along to the
song and try to name 20
letters
(uppercase/Lowercase).
Work on writing the
letter N.
Accommodations:
partial physical
prompting, broken down
steps, visual aids,
frequent breaks.
Activity: Letters in My
Name
Activity: Working
with the Number 1!
TTW: play interactive
video of the number
1. Model using the
number 1
manipulative, visuals
of the number 1 and
fingers.
TSW: sing along and
say/ or point to the
number 1.
Identify the number 1
when given 2 or more
numbers.
Accommodations:
broken down steps,
visual aids, gestural
prompting, and verbal
prompting.
Activity: Working
with the Number 1!
TTW: review
classroom
expectations. Give
student options of
activities. Model
appropriate
behaviors, sentence
stems (I want to play
with____; Can you
play with me?; I dont
like___; Can I play
with ____)
TSW: Choose
activity and have a
simple conversation
with teacher of her
choosing.
Accommodations:
broken down steps,
visual aids.
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Activity: Letters in My
Name
TTW: review the letters
by playing a video and
signing along.
Model using letter
manipulatives Esta es
la letra a avion a,a,a
Primary focus on letter
formation (letters in
name)
Model how to write
letter a.
TSW: sing along to the
song and try to name 20
letters
(uppercase/Lowercase).
Work on writing the
letter a.
Accommodations:
partial physical
prompting, broken down
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Activity: Letters in My
Name
TTW: review the letters
by playing a video and
signing along.
Model using letter
manipulatives Esta es
la letra a avion a,a,a
Primary focus on letter
formation (letters in
name)
Model how to write
letter y.
TSW: sing along to the
song and try to name 20
letters
(uppercase/Lowercase).
Work on writing the
letter y.
Accommodations:
partial physical
prompting, broken down
steps, visual aids,
frequent breaks.
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Activity: Letters in My
Name
TTW: review the letters
by playing a video and
signing along.
Model using letter
manipulatives Esta es
la letra a avion a,a,a
Primary focus on letter
formation (letters in
name)
Model how to write
letter l.
TSW: sing along to the
song and try to name 20
Accommodations:
broken down steps,
visual aids, gestural
prompting, and verbal
prompting.
Activity: Working
with the Number 1 &
2!
TTW: play interactive
video of the number
1. Model using the
number 1 & 2
manipulative, visuals
of the number 1 & 2
and fingers. Model
making the number 1
& 2 out of play dough.
TSW: sing along and
say/ or point to the
number 1 & 2.
Identify the number 1
& 2 when given 3 or
more numbers.
Make the number 1
&2 with teacher
direction out of playdough.
Accommodations:
broken down steps,
visual aids, gestural
prompting, and verbal
prompting.
Activity: Working
with the Number 1 &
2!
TTW: play interactive
video of the number 1
& 2. Model using the
number 1 & 2
manipulative, visuals
of the number 1 & 2
and fingers. Model
making the number 1
& 2 out of play dough.
Model writing the
number 1 & 2 using
pencil and paper.
Day/Ti
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Services: Resource Room M-F
Math (English)
Reading (Spanish)
TEK: 2.B read, write and represent
TEK: K14.A Dictate and writing
whole numbers from 0 to at least 20
verbal sentences to tell a story
with and without objects or pictures.
and write chronological order.
ELP: Use visual, contextual
K15.A They write from a dictate
linguistic support to confirm and
or create a list
enhance understanding.
IEP: By the end of 36 weeks,
IEP: By the end of 36 weeks,
Dayana will be able to name at
Dayana will use words to rote count
least 20 letters, recognize at
from 1-30, count 10 items, with one
least 20 letter sounds and
count per item, count up to 10
produce the correct sounds for at items, and demonstrate that the last
least 10 letters.
count indicates how many items
were counted; and recognize one
9:00-10:00 (60 mins)
digit numerals, with 70% accuracy
when working one on one.
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Day/Ti
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Accommodations: visuals,
broken down steps, verbal and
gestural prompting.
Activity: Writing Stories/ syllable
m
TTW: go over letters and letter
sounds using visuals, songs and
movement. Practice syllables M.
Model how to write a sentence
(sounding out letters, appropriate
spacing, punctuation and
capitalization) by thinking out
loud.
TSW: Identify all letters and
sounds.
Write a story using words that
contain syllables with m.
Ask for help when needed.
Accommodations: visuals,
broken down steps, verbal and
gestural prompting.
Activity: Writing Stories/ syllable
m
TTW: go over letters and letter
sounds using visuals, songs and
movement. Practice syllables M.
Model how to write a sentence
(sounding out letters, appropriate
spacing, punctuation and
capitalization) by thinking out
loud.
TSW: Identify all letters and
sounds.
Write a story using words that
contain syllables with m.
Ask for help when needed.
Accommodations: visuals,
broken down steps, verbal and
gestural prompting.
5th Grade
Services: Resource Room M & W
Reading (English)
Math (English)
TEK: 7 Students understand,
TEK: 5.3I Represent and solve
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Day/Ti
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6th Grade
Services: Resource Room M-F Reading & M-W Math
Reading (English)
Math (English)
TEK: 2B use context (e.g., cause TEK: 6C represent a given situation
and effect or compare and
using verbal descriptions, tables,
contrast organizational text
graphs, and equations in the form y
structures) to determine or
= kx or y = x + b.
clarify the meaning of unfamiliar
ELP: 1.A Use prior knowledge and
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experiences to understand
meanings.
IEP: (JA) The student applies
mathematical process standards to
use multiple representations to
describe algebraic relationships, to
develop concepts of expressions and
equations, to use geometry to
represent relationships and solve
problems and to use equations and
inequalities with 55% accuracy when
provided allowable
accommodations.
10:30-11:00 (30 mins)
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word).
TSW: Read independently and
take notes or underline important
information within the text. Solve
difficult words using any of the
strategies modeled by the
teacher.
Accommodations: dictionaries,
extra time, modified language,
and visuals if needed.
Activity: Close Reading: main
idea
TTW: Read the first paragraph
for the group and write what that
paragraph was about in one
sentence in the graphic
organizer, thinking out loud the
process. (Whats important
information? What did I learn just
now about the story?). Model
how to define unknown words
(context clues, using a
dictionary, or looking for words
within the word).
TSW: Read independently and
take notes or underline important
information within the text. Write
what each paragraph is about.
After reading story, come up with
a main idea using the
information they gathered from
their graphic organizer. Solve
difficult words using any of the
strategies modeled by the
teacher.
Accommodations: dictionaries,
extra time, modified language,
graphic organizer, and visuals if
needed.
Activity: Benchmark Testing
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Day/Ti
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7th Grade
Services: Resource Room Reading M-F, Math W & Th
Reading (English)
Math (English)
TEK: (1) Reading/Fluency.
TEK:
Students read grade-level text
ELP: 3.D speak using grade-level
with fluency and comprehension. content area vocabulary in context
Students are expected to adjust
to internalize new English words and
fluency when reading aloud
build academic language proficiency.
grade-level text based on the
IEP: (FD) Provided
reading purpose and the nature
accommodations/modifications such
of the text.
as calculator and supplemental aids,
ELP: 4.I Demonstrate English
Francisco will perform computations
comprehension and expand
and use algebra to solve meaningful
reading skills by employing
problems with 75% accuracy.
inferential skills such as
W 9:00-9:30 FD (30 mins)
predicting, making connections
Th 9:30-10:00 FD (30 mins)
between ideas, drawing
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Understanding
TTW: Model metacognitive skills
to use while reading a text to find
the authors message using and
filling in a graphic organizer.
TSW: use of the metacognitive
skills to better understand his
reading and to fill out the graphic
organizer.
Accommodations: simplified
language/vocabulary,
dictionaries, graphic organizer,
supplemental aids.
Activity: Reading for
Understanding
TTW: assist students if needed
when using the previously
learned skills.
TSW: use of the metacognitive
skills to better understand his
reading and to fill out the graphic
organizer.
Accommodations: simplified
language/vocabulary,
dictionaries, graphic organizer,
supplemental aids.
Activity: Reading for
Understanding
TTW: assist students if needed
when using the previously
learned skills.
TSW: use of the metacognitive
skills to better understand his
reading and to fill out the graphic
organizer.
Accommodations: simplified
language/vocabulary,
dictionaries, graphic organizer,
supplemental aids.
Activity: Reading for
Understanding
TTW: assist students if needed
when using the previously
learned skills.
TSW: use of the metacognitive
skills to better understand his
reading and to fill out the graphic
BENCHMARK TESTING
Day/Ti
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8th Grade
Services: Resource Room Reading W & Th
Reading (English)
TEK: (1) Reading/Fluency. Students read grade-level text with fluency
and comprehension. Students are expected to adjust fluency when
reading aloud grade-level text based on the reading purpose and the
nature of the text.
ELP: 4.I Demonstrate English comprehension and expand reading skills
by employing inferential skills such as predicting, making connections
between ideas, drawing
IEP: (GG) Within one school year, George will be able to read a grade
level passage independently and provide evidence of understanding by
drawing conclusions, making inferences and answering wh questions.
(GG) Within one school year, George will have acquired new vocabulary
appropriate for age and grade level as demonstrated in his
understanding of grade level passages and use of new unfamiliar words
in his writing prompts. (AG) By the end of 36 weeks, Ashley will
understand and draw conclusions about the structure and elements of
informational and literary text and provide evidence from text to
support her understanding with 75% accuracy wen provided with tools
to know the process.
2:30-3:00 (30 mins)
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