Download Carey Cross November 30th –December 4th

Carey Cross Lesson plans January 4-8th
Summary:
The first week of Unit 3 will focus on blending words with the long /a/ vowel sound,
analyzing story structure, making predictions, reviewing high frequency words: away,
late, school, why, and today, and identifying verbs.
Lasting Ideas & Results:
Throughout the Unit students will identify and decode words with long vowel sounds
including long /a/. Students will learn the definition of a verb and how identify it in a
sentence. Students will continue to identify and retell the main ideas and the sequence of
events from a story. Students will learn how to visualize to get a better understanding of
characters and the setting of the story. Students will make predictions about a story.
Students will continue to build fluency through guided reading.
Essential Questions:
Can students identify the long /a/ sound words(-ake, -ame, -ate)? Can students say, spell,
and write H.F. words? Can students identify verbs and identify them in a sentence? Can
students recognize a common/proper noun? Can students recall events and details from
the story? Can students state the author’s purpose for writing a story? Can they use
visualization to get a better understanding of characters and the setting of a story? Can
students make predictions after taking a picture walk of the story? Can students use
correct punctuation and capitalization in their writing?
Desired Learner Outcome(s):
Students will be able to understand the strategy, analyze story structure; analyze
characters by looking at their words and actions; apply the strategy and skill with the Big
Book; identify the main idea and events/details that support it. Students will understand
that a verb is an action and be able to locate them in a sentence. Students recognize
proper, common, and plural nouns. Students will recognize the author’s purpose in
writing a story.
Standards:
Reading 3.1A Concept about print, 3.1B Phonological Awareness, 3.1C Decoding and
Word Recognition, 3.1H Inquiry and Research, Speaking 3.3A Discussion
Daily Engagement Activities/Procedures:
Day One-Morning Message
Can I play with you today? Will you be my friend?
PICTURE PROMPT: What do friends do together? How can you be a good friend?
Ask children to tell about friendships they have. Discuss how good friendships are very
special relationships in our lives.
BIG BOOK: Preview and predict by displaying the cover and reading the title of A
FRIEND FOR LITTLE BEAR. Ask the children: Who are the characters on the cover?
Do you think they are friends? What do you think the story is going to be about? Read
the story. After reading, discuss the sequence of events. Have children discuss what they
visualized as they heard the story. Invite children to respond to the story by drawing a
picture and writing about it.
PHONEMIC AWARENESS: Write the rhyme “Jake the Snake” on chart paper. Read
the rhyme and then encourage volunteers to find the rhyming words. Think of other
words that could rhyme that were not mentioned in the story. Ask children to listen for
the long /a/ sound in the rhyming words. Help children practice identifying the same
middle phoneme with examples (tape, made, cane).
DECODABLE READER- Review H.F words (late, today, school, away, why). Preview
and predict the story by having students look at the cover and reading the title Jane and
Wade. Ask the children: Who you think you see in the picture? What do you think will
happen in the story? Turn to page 2 and have children point to each word, sounding out
decodable words and saying the high-frequency words quickly. Have class read the story
as a whole group either taking turn by table or volunteers.
GRAMMAR/SHARED WRITING – Tell children that a word that shows action is
called a verb. Explain that stories use many different verbs to show action. Complete a
Verb check-in and ask students to think of action words. Create a list of students’ ideas.
Discuss with children actions that Little Bear did on the island in A Friend for Little
Bear. What would you do if you were on an island alone? Brainstorm with children a
list of verbs on chart paper. Tell children that they will write a letter to Little Bear telling
him what you would do if you were on the island. Ask students to think of what to write
using the verbs listed on the chart paper. Children can illustrate their letter if there is
time.
Day Two-Morning Message
I like to play with my friend. We make up games. We have fun!
Model/practice concepts of print, review high-frequency words, and extend weekly
theme. Talk about the words relationship and friendship. Define the words and use each
in a sentence.
BIG BOOK- Display the cover of the Big Book and read the title aloud of A Friend for
Little Bear. Ask the children what they remember about the story. Remind children that
visualizing a selection will help them understand it better. After reading the story list the
sequence of event on chart paper (first, next, then, last).
PHONEMIC AWARENESS- Practice blending words with long /a/ (-ame, -ake, -ate).
Next categorize words with the same ending sounds. Have children sound out and read
each word. Students can make sentences using some of the words.
H.F. WORD REVIEW/READ ALOUD- Introduce new H.F words: hello, could, walk,
pull, all, oh. Point to each word and read it, spell it, and use it in a sentence. Have
children write the words down on sentence strips to make into flash cards.
GET READY STORY –Read the title and have children preview/predict “A Good
Game for All” Ask: What do you think will happen in this story? Read aloud the “Read to
Find Out” question. As students to take turns reading the story and be sure to point out
new H.F words. Have students Buddy read with a partner.
GRAMMAR/WRITING–Remind children of what a verb is and how we can identify a
verb in a sentence. Play Verb Check-In and make a list of new verbs that children name.
Have students write sentences on chart paper and have students circle the verbs in each
sentence.
SOCIAL STUDIES-Introduce students to letter writing. Discuss how letters are sent
and reasons for writing a letter. Discuss that we will have pen pals from Medford Lakes
School District. Locate New Jersey on the map. Ask students if they have ever had a pen
pal before. What types of things did you write to your pen pal? Brainstorm ideas to
write about in a letter to a pen pal. Reread the ideas together. Ask students to continue to
think of ideas during centers. Have students make a list of questions to ask their pen pal
or ideas to write about to their pen pal. Share students’ lists after centers.
Day Three-Morning Message
It is good to have friends. Who are your friends? How are they special?
Model/practice concepts of print, review high-frequency words, and extend weekly
theme. Talk about the words relationship and friendship. Define the words and use each
in a sentence. Asks: What kind of games can friends play? Create a game web. Discuss
how playing together helps us learn about our friends.
INTERACTIVE READ ALOUD- Share the information about rhyming stories found in
the Read-Aloud Anthology. Read “Anasi” Read the fable aloud with expression. As you
read, point out aspects of fluent reading. Ask children to retell what happened in the
story. Describe the spider in the story. How did the antelope help Anasi? What was
special about Anasi’s relationship with his friend, the antelope? What did you learn
about their friendship from this fable?
H.F. WORDS- Display vocab cards for could, oh, walk, pull, all, hello. Explain that
you will write and read some sentences. Read sentences that have the H.F words in them.
Have the children raise their hand when they hear a H.F word. Then have volunteers
come up and underline the word.
GRAMMAR/SHARED WRITING –Discuss how good writers use short and long
sentences to make what they write more interesting. Write a short sentence and long
sentence on chart paper to show an example of each. Remind children that friendships
are important relationships. We do many things with our friends. What are some things
you do with your friends? Ask students to write a letter to a friend telling them what they
like to do with that person. Students will write short and long sentences and illustrate
their work. Students will share their work with the person that their letter was written to
in the class.
Day Four-Morning Message
I made a friend at school. Where do you make friends?
Model concepts of print, review H.F. words, extend weekly theme. Ask children to act
out things friends might do together at school.
ORAL VOCABULARY- Discuss how most of our friends live close by, but sometimes
they may live far away, too. How can you keep a friendship when someone moves
away? What can you do to keep your relationship strong? Have children list ways
friends can stay in contact with each other, even when they are far apart.
INTERACTIVE READ ALOUD- Read “Close Friends” and model fluent reading.
Read the dialogue the way you think characters might say it. Ask children to tell what
happened in the beginning, in the middle, and end. Invite children to respond on what
they visualized in the story in their journal.
PHONEMIC AWARENESS-Write the word “wave” on the board and show children
how to blend words with inflectional endings –ed and –ing (wave, waved, waving). Have
kids practice blending together words with short and long /a/.
Have children practice dropping the final e before adding inflectional ending –ed or –ing.
Make other words ending like that using the
H.F. WORD REVIEW/READ ALOUD- Hold up vocabulary cards for hello, could,
walk, pull, all, and oh. Call on individual children to say each word. Then have the
children call out words for a partner to write. Display teaching chart 47 and model
reading each sentence with expression and have the children echo-read it back. Repeat
several times. End with a review of last weeks words.
SOCIAL STUDIES- Review Tuesday’s lesson on pen pals. Tell children that they are
going to read a selection on how to write letters. Write the words address, city, and post
office on chart paper. Ask volunteers to help define each word and use it in a sentence.
Explain to children that they will see these words in the story. Review aspects of a
nonfiction story and compare it to the story Kate’s Game. Have children turn to student
book page 32 and read the title. What information do you think you might learn in this
story? What do you think you will see in the story? Read the story When You Mail a
Letter. Give children a chance to discuss they story after reading. Talk again about their
pen pals and have children begin writing a letter to their pen pal. Review the
brainstorming ideas from Tuesday. Children may work on their letters during small
groups/centers. Have children read each others letters or work with a buddy.
Day Five-Morning Message
Friends can like the same things. Friends can like different things. What makes a good
friend?
Model concepts of print, review H.F. words, and conclude weekly theme. Have children
discuss what they have learned about friendship. Record the children’s answers on chart
paper.
PHONEMIC AWARENESS-Have children practice blending individual phonemes.
Have children blend three and four phonemes using the examples: tame, gave, plate,
cake, gate, lake, save, and safe. Use letter cards to sound out other words with long /a/
a_e. Write other words on chart paper and have volunteers read them. Finish with
workbook page 92 in centers. Children may also make sentences with words that have
the long /a/.
H.F. WORD REVIEW-Review each word by having students say, spell, and us each
word in a sentence. Students will be given a written assessment on this week’s high
frequency words.
COMPREHENSION –Remind children as they read Kate’s Game they paid attention to
how the story was put together. Seeing how the parts fit together helped them understand
the story better. Model how this strategy helped you. Discuss how this can help them
with future stories. Ask children to recall all the stories they have read throughout the
week. Have children make connections between the stories. Example: the stories Kate’s
Game and A Friend for Little Bear were both about friendship. Have volunteers make
their own connections and share with the class.
GRAMMAR – Write this short letter on the board. Read it and ask volunteers to come
up and to circle the commas and underline the verbs.
Dear Jim,
Thank you for playing ball with me. We threw, hit, and ran!
Your Friend,
Al
WRITING- Have children share his or her letter from yesterday with the class. Help
children recognize the vocabulary of social communication. Allow children to draw a
picture to accompany their letter to their pen pal.
Summative Assessments: Students will be given a spelling test every Friday and will be
informally/formally assessed in whole group and small group. In small groups, we will
give fluency assessments as needed. Students were asked to create and study flashcards
for all H.F. words up to this point. Students choose a book to read with a family member
each night. Students will take home each other’s Gingerbread stories in their books
baggies for the next two weeks. Each family received a packet of home activities that
focus on their child’s needs. We created packets based on reading level (approaching
level, on level, and beyond level). We will continue to work with families to strengthen
weak areas in reading and writing.
Pre-requisite Knowledge and Skills:
Students should have all high frequency words (from Smart Start) and letters/beginning
sounds mastered at this time. Students should be identifying/using blends and short
vowel sounds more successfully in writing.
MODIFICATIONS/ADAPTATIONS (SMALL GROUPS)
The “Approaching Level” students will follow the Howard Street Tutoring Manual. The
students will still be reading the decodable readers and reviewing high-frequency words.
The following plan will be implanted everyday for 20 minutes.
1.) Word study (5 minutes) - students will work on alphabet, beginning consonants,
short-vowel word families, or vowel patterns.
This week: Students will play word family games with short /i/ and /u/ words
2.) Rereading books (3minutes) – students will read one decodable reader that they
have already previously read to practice fluency, review old high-frequency
words, and building confidence.
This week’s book is Let’s Put On a Show!
3.) Introducing a new book- Take a picture walk through they book pointing out new
words and making predictions based on pictures. Have children take turns reading
pages of the book. This week’s book is Come On, Clem!
4.) Sentence writing (5 minutes) - Each student is to write at least one sentence. This
can be a sentence of their choosing or something they liked about the book. Be
sure to have children using correct punctuation.
This week the children will be working on putting sentences together.
Small Group Plans for “On Level”
Modifications, Adaptations, and Accomodations:
On Level-Day 1
Objective: Decode words with long a in connected text.
Materials: Decodable Reader: Jane and Wade
Independent Practice: Book O, page 85 and review of H. F words.
On Level-Day 2
Objective: Read to analyze story structure and make predictions.
Materials: Leveled Reader: Friends Can Help, chart paper
Independent Practice: Book O, page 86 and students will recall details from the story
and put the sequence of events in order.
On Level-Day 3
Objective: Reread to build fluency and make predictions.
Materials: Leveled Reader: Friends Can Help, chart paper, and pocket chart
Independent Practice: Students will make sentences using the sentence strips that
include this weeks high-frequency words.
On Level-Day 4
Objective: Practice fluency through repeated choral and partner readings.
Materials: Student Book: Kate’s Game
Independent Practice: Book O, page 90
On Level-Day 5
Objective: Compare and contrast predictions across texts.
Materials: Leveled Reader: Friends Can Help, Student Book: Kate’s Game
Independent Practice: students will have a discussion on all the books each student will
make a connection or comparison about at least two of the books,
Reflection:
Noticed that students are frequently confusing the words; where, what, and when and
there, that, then. We will be working on distinguishing those words. Will continue to
work on word families with the approaching level students and finding more activities
and games for home. Students enjoyed a new game where they put the correct picture
with the correct word family. The students where then to write the word for each picture.