# data[].attributes.body
Next week will be the last week for the domain review.  Beginning on the week of 2/15, the focus will be on Domain 7, Westward Expansion.

# data[].attributes.attachment_link.readable_text
This Tell It Again! Read-Aloud Anthology for Westward Expansion contains background information and resources that the teacher will need to implement Domain 7, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 9 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able to:

1. Describe a pioneer family's journey westward;
2. Describe family life on the frontier;
3. Explain the significance of the steamboat;
4. Identify Robert Fulton as the developer of the steamboat;
5. Identify steamboats, canals, and trains as new means of travel that increased the movement of people west;
6. Describe the importance of canals;
7. Identify the Erie Canal as the most famous canal built during the Canal Era;
8. Demonstrate familiarity with the song "The Erie Canal";
9. Explain the significance of Sequoyah's invention of the Cherokee writing system;
10. Explain why writing was important to Sequoyah and the Cherokee;
11. Describe the Cherokee writing system in basic terms;
12. Explain that the U.S. government forced Native Americans from their lands;
13. Identify the Trail of Tears as a forced march of the Cherokee;
14. Identify the Oregon Trail as a difficult trail traveled by wagon trains;
15. Identify the Pony Express as a horseback mail delivery system;
16. Identify steamboats, canals, and trains as new means of travel that increased the movement of people west;
17. Identify the transcontinental railroad as a link between the East and the West;
18. Identify "iron horse" as the nickname given to the first trains in America;
19. Explain the advantages of rail travel;
20. Demonstrate familiarity with the song "I've Been Working on the Railroad";
21. Explain that westward expansion meant displacement of Native Americans;
22. Explain that the development of the railroad ushered in a new era of mass exodus of the Native Americans from their land;
23. Describe the effect of diminishing buffalo on the life of Plains Native Americans;
24. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song;
25. Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
26. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships;
27. Identify the main topic of a multi-paragraph nonfiction/informational read-aloud as well as the focus of specific paragraphs within the text;
28. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud;
29. Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
30. Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud;
31. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
32. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2-4;
33. Plan and/or draft, and edit an informative/explanatory text that presents information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section;
34. Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic);
35. Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds;
36. With assistance, categorize and organize facts and information within a given domain to answer questions;
37. Generate questions and gather information from multiple sources to answer questions;
38. Use agreed-upon rules for group discussion (e.g., look at and listen to the speaker, raise hand to speak, take turns, say "excuse me" or "please," etc.);
39. Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age;
40. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
41. Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
42. Ask questions to clarify directions, exercises, classroom routines, and/or what a speaker says about a topic to gather additional information, or deepen understanding of a topic or issue;
43. Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
44. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings;
45. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
46. Use word parts to determine meanings of unknown words in fiction or nonfiction/informational read-alouds and discussions;
47. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
48. Provide synonyms and antonyms of selected core vocabulary words;
49. Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
50. Learn the meaning of common sayings and phrases;
51. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy);
52. Prior to listening to a read-aloud, identify orally what they have learned that may be related to the specific read-aloud; and
53. Share writing with others.

Common Core Learning Standards

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply...

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding...

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within...

# data[].attributes.attachment_link.title
Grade 2: Listening & Learning Domain 7 Anthology "Westward Expansion" | EngageNY

# data[].attributes.attachment_link.description
This Tell It Again! Read-Aloud Anthology for Westward Expansion contains background information and resources that the teacher will need to implement Domain 7, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 9 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources.

# data[].attributes.body
This video will introduce to the students what they will learn about in the new domain.

# data[].attributes.attachment_link.title
CKLA - Grade 2 - Listening and Learning Domain 7 - Lesson 1 "Going West"

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.body
1. Good Bye lists should begin the lesson.
2.  To make sure that all students are focused, the Teacher/Student game is to be played (refer to handout).
3.  List should be a mixed list of words and sounds.
4.  New words should take up a third of the list and be placed at the top of the list.
5.  Mix in words with VCV, CVC, etc.
6.  Sounds should be held for 2 seconds.
7.  Be aware of your finger position and hand placement.
8. No more than 18 words should make up the word list. Make sure that the presentation with the words is large enough to be seen in the classroom.

# data[].attributes.body
Please refer to the chart below to see how the sounds build upon each other as the students move from grade level to grade level.

# data[].attributes.body
1.  All assessments for Eureka are to come from Affirm.
2.  There are videos and other resources that are located within the Affirm platform.  I will set time for 1:1 conferences to be able to walk through these resources.
3.  Happy Counting is to occur every day.
4.  Now that most of our students are back in the building, you are to make sure to complete the Sprints.  This give you another data point to see where the learning gaps are occurring.

# data[].attributes.body
1.  Please make sure that you are entering your exit ticket data daily!
2.  The data from your exit tickets should be used to help you with reteaching concepts and ideas.
3. Videos are great, however, they are NOT to replace in person/live teaching and making those connections. Make sure that your students are using hands on materials to help them connect concepts.

# data[].attributes.headline
Tips of fitting in Eureka within 60 minutes

# data[].attributes.subject
Tips of fitting in Eureka within 60 minutes

# data[].attributes.attachment_link.readable_text
Are you struggling to adapt or adopt Engage NY's math modules? You are not alone....and these tips may help!

Last year, my school adopted Math Modules (Eureka Math). This is my second year teaching the 4th grade Math Modules. I am frequently asked how I manage to squeeze in a whole module in 60 minutes. Trust me, it is hard...and there really is no short answer for how to make it work. However, here are a few tips to make implementing the math modules easier in 4th grade:

Break up the Lesson - If the whole module lesson from Application Problem to Exit Ticket seems overwhelming to both you and your students try breaking it up. Complete half the lesson before lunch or special and half after. Try completing the fluency during morning meeting. Activities like skip counting can be done while lining up throughout the day. Sprints sometimes fit perfectly between the awkward break between lunch and recess.

I have students keep a Problem of the Day Journal for the Application Problems. You can download them for free

Use Exit Tickets for Review - Rather than use an Exit Ticket to assess students daily, use a problem or two from the Problem Set to look over after each lesson and save the Exit Ticket to review for the Mid-Module and End-Module Assessments. The modules (as of now) don't contain any review materials to prepare for their tests. However, the Exit Tickets are short and sweet. Combine a few to create a review packet or use the questions to make a class Jeopardy game!

Highlight Problems - Does the Problem Set take your students too long to complete? Do they struggle with the front side and have little to no time to complete the back side? Highlight the problems you'd like them to focus on. If they finish early, they can always go back and work on the rest. This way students get a variety of problems to solve. No time to highlight? Write down the letter or numbers you want students to complete on your whiteboard. Don't skip the word problems at the end. Chances are, those are the problems that will best prepare your students for the state test.

Send Home Problem Set Answer Keys - Are your parents confused as to how to complete this "new math"? Download the Word document of the lesson from Engage NY's website. Copy and paste the Problem Set Answer Keys from the teacher directions. I like to enlarge them, print & copy them, and send them home in a packet for parents to use to assist students with their homework.

Prepare the Concept Development Problems in Advance - Look over the lesson ahead of time, select which problems you would like students to focus on, and create a Power Point or a Smart Notebook file with the problems. That way, when you teach, the problems are already written out for you and you won't have to hold on to the script and continually refer back to it. Teachers Pay Teachers has a wealth of pre-made resources that you can use.

Last, but not least, make it fun! Add some review games or keep a record of student math knowledge with an Interactive Notebook. Don't be afraid to add, modify, or tweak the curriculum to best meet your individual students' needs. After all, you know them best!

What other tips do you have for making the Math Modules more user friendly and easy to implement?

*

# data[].attributes.attachment_link.title
Tips for Implementing Engage NY's Math Modules in 60 Minutes

# data[].attributes.attachment_link.description
Are you struggling to adapt or adopt Engage NY's math modules? You are not alone....and these tips may help! Last year, my school adopted Math Modules (Eureka Math ). This is my second year teaching the 4th grade Math Modules. I am frequently asked how I manage to squeeze in a whole module in 60 minutes.

# data[].attributes.attachment_link.description
Mar 2, 2019 - Help your students succeed in math with this Tape Diagram Anchor Chart. Simply print, cut, and glue. Laminate your chart for added durability! Please note that this is a Large 25 X 30 inch chart! This chart is aligned with 2nd grade Module 4 Eureka Math.Use with 25 x 30 inch chart paper.

# data[].attributes.body
The purpose of the I Can statements is to give students a learning target. At the end of a lesson, the students should be able to produce products that support the I Can statement.

# data[].attributes.attachment_link.readable_text
Are you required to post daily learning targets, learning objectives, or "I Can" statements in your classroom? If so, I'm here to keep you afloat! There's a few key pieces of research-based practice that you should know before embarking on this new journey! Depending on your district or your campus administrators, your requirement for this task may look differently. Educational gurus, including John Hattie, Robert Marzano, and Doug Lemov, all agree that it is essential for you and your students to be clear about what you want them to learn in each lesson. You'll soon master how to set a purpose for your classroom using "I Can" statements this school year!

Using "I Can" Statements or Daily Learning Targets in Your Classroom

Are you framing your daily lessons?

At the simplest level, a lesson frame represents the beginning and end of a lesson. There are two distinct parts that form a lesson frame.

The first part of a lesson frame is the daily learning objective. It is a quick summary statement of what the students can expect to learn within the lesson.

The second part is the closing question, product, or task. The closing question, product, or task clearly states how the students will demonstrate their personal learning of the daily objective. The students are required to prove to the teacher and themselves that learning took place by answering, producing, or completing a task.

We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites, at no extra cost to you. These small commissions keep this very website online! I only recommend these resources that I use and know you will love!

Daily Learning Target

The first part of a lesson frame is the daily learning objective. It is a quick summary statement of what the students can expect to learn within the lesson.

The daily learning objective addresses only a single day of instruction.

What specifically we will do TODAY?

It should be written in concrete, student-friendly language, in the form of a "We will..." statement.
We will identify the attributes of a circle.
The math standard might include the attributes of a variety of two-dimensional shapes, but we hone in on a very clear and specific element for each lesson.

Many schools have adopted the usage of "I can" to personalize the instruction.

TEACHER TIP: While stating the daily learning target at the beginning of the lesson, I use a visual cue so students make a connection to what I am referencing. I make a fist and simply punch out in front of me. {BAM! This is the target!} I do not make the sound effect, but they know it's like I am hitting the target!

As I reference the target throughout the lesson, I might use that gesture again, and have the students tell me the target.

This visual cue helps us stay on track throughout the lesson. This stay clear!

Teaching Practice

Doug Lemov, author of Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path to College, suggests to display the daily lesson objective where everyone can see it in your classroom.

Posting the objective helps you, your students, and your administrators identify the purpose for teaching that day.

Students will watch better in the classroom if they know what they are looking for during the lesson.

Lemov points out that you can take this practice one step further by adding the objective part of the classroom conversation. Students can discuss, review, copy, or read the objective of the day.

Take it a step further! Tell your students WHY this matters and connect it to their prior learning.

Closing Question, Product, or Task

The second part is the closing question, product, or task. The closing question, product, or task clearly states how the students will demonstrate their personal learning of the daily objective.

The demonstration of student
understanding serves as a conclusion of the lesson. It also provides proof to the teacher and student that the objective of the lesson was met. This is helpful information for the teacher to have so that no one's academic struggles go unnoticed. This is a key to early intervention for students who are struggling.

The closing question, product, or task should address the specific objective and learning that occurred during the lesson. It should be written in concrete, student-friendly language, in the form of a "I will..." statement.

I will write down two attributes of a circle and share with my team.

Research Says...

John Hattie has found that teacher clarity is one of the most potent influences on student achievement.

Robert Marzano, author of Classroom Instruction that Works, even includes lesson goals in his list of the top five factors that affect how well students do at school.

Get acquainted with your team and learn the specifics about your campus. If there is no requirement, I still highly recommend this technique in your classroom.

Knowing what I know now, I wouldn't teach without stating and posting a lesson objective!

It is research-based, and let's just face it, it makes sense. When you are going somewhere, it helps to know your destination!

In the words of a young, Texas athlete, J.J. Watts, "If you don't have that vision for the end goal, you have no clue where you're going, and you're going to work very hard to go nowhere."

Make sure to pin and save this post for future reference.

# data[].attributes.attachment_link.title
How to Set a Purpose with I Can Statements

# data[].attributes.attachment_link.description
Are you required to post daily learning targets, daily learning objectives, or "I Can" statements in your classroom? If so, I'm here to keep you afloat! There's a few key pieces of research-based practice that you should know before embarking on this new journey!

# data[].attributes.body
For the upcoming week, you are to embed the usage of Jamboard into at least 1 of your lessons per day. This needs to be reflected in your lesson plans.

# data[].attributes.attachment_link.title
How to Use Google Jamboard - Beginner's Tutorial