Accelerated Instruction Teacher (AIT) - Ms. Macias
1st Nine Weeks
August 27-October 26
WEEK # | Unit 1 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 1 | Lesson 1 | A Fine, Fine School | Humorous Fiction & Informational Text |
Week 2 | Lesson 2 | The Trial of Cardigan Jones | Fantasy & Reader’s Theatre |
Week 3 | Lesson 3 | Destiny’s Gift | Realistic Fiction & Informational Text |
Week 4 | Lesson 4 | Pop’s Bridge | Historical Fiction & Information Text |
Week 5 | Lesson 5 | Roberto Clemente | Biography & Poetry |
WEEK # | Unit 2 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 6 | Lesson 6 | Max’s Words | Humorous Fiction & Poetry |
Week 7 | Lesson 7 | What Illustrations Do? | Informational Text & Fairy Tale |
Week 8 | Lesson 8 | The Harvest Birds | Folk Tale & Reader’s Theatre |
Week 9 | Benchmark Week-Prep/Assess/ Analyze (Reading) |
WEEK # | Unit 2 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 10 | Lesson 9 | Kamishibia Man | Realistic Fiction & Information Text |
Week 11 | Lesson 10 | Young Thomas Edison | Biography & Informational Text |
WEEK # | Unit 3 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 12 | Lesson 11 | Jump! | Biography & Informational Text |
Week 13 | Lesson 12 | The Science Fair | Realistic Fiction & Poetry |
Week 14 | Lesson 13 | Yonder Mountain: A Cherokee Legend | Legend & Informational Text |
Week 15 | Lesson 14 | Aero and Officer Mike | Informational Text |
Week 16 | Lesson 15 | The Extra-good Sunday | Humorous Fiction & Reader’s Theatre |
WEEK # | Unit 4 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 17 | Lesson 16 | A Mr. Rubbish Mood | Humorous Fiction & Informational Text |
Week 18 | Benchmark Week-Prep/Assess/ Analyze (Reading) |
3rd Nine Weeks
January 22-March 29
WEEK # | Unit 4 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 19 | Lesson 17 | The Albertosaurus Mystery | Informational Text |
Week 20 | Lesson 18 | A Tree is Growing | Informational Text & Poetry |
Week 21 | Lesson 19 | Dogzilla | Fantasy & Informational Text |
Week 22 | Lesson 20 | Life on the Ice | Informational Text & Reader’s Theatre |
WEEK # | Unit 5 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 23 | Lesson 21 | Two Bad Ants | Fantasy & Poetry |
Week 24 | Lesson 22 | The Journey: Stories of Migration | Informational Text & Fable |
Week 25 | Lesson 23 | The Journey of Oliver K. Woodman | Fantasy & Informational Text |
Week 26 | Lesson 24 | Dog-of-Sea Waves | Realistic Fiction & Informational Text |
Week 27 | Benchmark Week-Prep/Assess/ Analyze (Reading) |
4th Nine Weeks
April 1- June 7
WEEK # | Unit 5 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 28 | Lesson 25 | Mountains: Surviving on Mt. Everest | Informational Text & Play |
WEEK # | Unit 6 | MAIN SELECTION TITLES | MAIN & PAIRED GENRES |
Week 29 | Lesson 26 | The Foot Race Across America | Informational Text & Traditional Tale |
Week 30 | STAAR Prep/Review | ||
Week 31 | STAAR –Reading & Math | ||
Week 32 | Lesson 27 | The Power of Magnets | Informational Text |
Week 33 | Lesson 28 | Becoming Anything He Wants to Be | Informational Text & Journal Entry |
Week 34 | Lesson 28 | A New Team of Heroes | Play & Informational Text |
Week 35 | Lesson 30 | Saving Buster | Fiction & Informational Text |
Week 36 | Fountas & Pinnell Assessment |
(A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;
(B) use place value to compare and order whole numbers through 9,999; and
(C) determine the value of a collection of coins and bills.
(3.2) The student is expected to:
(A) construct concrete models of fractions;
(B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;
(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and
(D) construct concrete models of equivalent fractions for fractional parts of whole objects.
(3.3) The student is expected to:
(A) model addition and subtraction using pictures, words, and numbers; and
(B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999.
(3.4) The student is expected to: revised August 2012
(A) learn and apply multiplication facts through 12 by 12 using concrete models and objects;
(B) solve and record multiplication problems (up to two digits times one digit); and
(C) use models to solve division problems and use number sentences to record the solutions.
(3.5) The student is expected to:
(A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and
(B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.
(3.6) The student is expected to:
(A) identify and extend whole-number and geometric patterns to make predictions and solve problems;
(B) identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and
(C) identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.
(3.7) The student is expected to:
(A) generate a table of paired numbers based on a real-life situation such as insects and legs; and
(B) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.
(3.8) The student is expected to:
(3.9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:
(A) identify congruent two-dimensional figures; revised August 2012
(B) create two-dimensional figures with lines of symmetry using concrete models and technology; and
(C) identify lines of symmetry in two-dimensional geometric figures.
(3.10) The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.
(3.11) The student is expected to:
(A) use linear measurement tools to estimate and measure lengths using standard units;
(B) use standard units to find the perimeter of a shape;
(C) use concrete and pictorial models of square units to determine the area of two-dimensional surfaces;
(D) identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass;
(E) identify concrete models that approximate standard units for capacity and use them to measure capacity; and
(F) use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.
(3.12) The student is expected to:
(A) use a thermometer to measure temperature; and
(B) tell and write time shown on analog and digital clocks.
(3.13) The student is expected to:
(A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;
(B) interpret information from pictographs and bar graphs; and
(C) use data to describe events as more likely than, less likely than, or equally likely as. revised August 2012
(3.14) The student is expected to:
(A) identify the mathematics in everyday situations;
(B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(C) select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and
(D) use tools such as real objects, manipulatives, and technology to solve problems.
(3.15) The student is expected to:
(A) explain and record observations using objects, words, pictures, numbers, and technology; and
(B) relate informal language to mathematical language and symbols.
(3.16) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to:
(A) make generalizations from patterns or sets of examples and nonexamples; and
(B) justify why an answer is reasonable and explain the solution process.