Download Unit 4 Lesson 2 Developing Readers and Writers

Campus: Harper
Author(s): McIntire, Brenner
Date Created / Revised: July 13, 2016
Six Weeks Period: 4th
Grade Level & Course: First Grade Language Arts
Timeline: 10 Days
Unit Title: Unit 04 Lesson 2 Developing Readers and Writers
Using Informational Text
Stated
Objectives:
TEK # and SE
Lesson # 2
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed.
Students are expected to:
1.1A Recognize that spoken words are represented in written English by specific sequence of letters; (ongoing guided reading)
1.1B identify upper- and lower-case letters; (ongoing- guided reading)
1.1C sequence the letters of the alphabet; (ongoing – guided reading)
1.1D recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);
(ongoing – writer’s workshop)
1.1E read text by moving from top to bottom of the page and tracking words from left to right with return sweep; and
(ongoing – guided reading)
1.1F identify the information that different parts of a book provide (e.g., tittle, author, illustrator, table of contents).
(ongoing – read aloud/guided reading)
1.2 Reading/Beginning Reading Skills/Phonological Awareness. Student display phonological awareness. Students
are expected to:
1.2A orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ain, -ant, -ain)
and consonant blends (e.g., bl, st, tr); (ongoing)
1.2B distinguish between long- and short- vowel sounds in spoken one-syllable words (e.g., bit/bite) (ongoing)
1.2C recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,
/b/l/o/w/ to /g/l/o/w) (ongoing)
1.2D blend spoken phonemes to form one-and two-syllable words, including consonant blends (e.g., spr); (ongoing)
1.2E isolate initial, medial, and final sounds in one-syllable spoken words; and(ongoing)
1.2F segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat /s/p/l/a/t/).(ongoing)
1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling
patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with
greater depth in increasingly more complex texts.
Students are expected to:
1.3A Decode words in context and in isolation by applying common letter-sound
correspondences, including:
1.3Ai single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r,
s=/s/, s=/z/, t, v, w, x=/ks/, y, z; (ongoing – guided reading)
1.3A.ii single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long I (i-e),
long o (o-e), long u (u-e), y=long e, and y=long i. (ongoing – guided reading)
1.3A.iii consonant blends (e.g., bl, st); (ongoing – guided reading)
1.3Aiv consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, dge, and ph;(ongoing – guided
reading)
1.3B combine sounds from letters and common spelling patters (e.g., consonant blends, long- and short-vowel
patters) to create recognizable words; (ongoing)
1.3C Use common syllabication patterns to decode words, including:
1.3Ci closed syllable (CVC) (e.g., mat, rab-bit); (ongoing – guided reading)
1.3C.ii open syllable (CV) (e.g., he, ba-by).
1.3C.vi r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or).
1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick).
1.3E read words with inflectional endings (e.g., plurals, past tense);
1.3H Identify and read at least 100 high-frequency words from a commonly used list.
1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as
needed. Students are expected to:
1.4A confirm predictions about what will happen next in text by “reading the part that tells” (ongoing – guided
reading)
1.4B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts.
1.4C Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments
when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions,
re-reading a portion aloud).
1.5 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
1.5A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and
comprehension.
1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
Students are expected to:
1.6A Identify words that name actions (verbs) and words that name persons, places, or things (nouns); (ongoing –
writer’s workshop)
1.6B Determine the meaning of compound words using knowledge of the meaning of their individual component
words (e.g., lunchtime);
1.6C Determine what words mean from how they are used in a sentence, either heard or read;
1.6D Identify and sort words into conceptual categories (e.g., opposites, living things); and
1.6E Alphabetize a series of words to the first or second letter and use a dictionary to find words.
1.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both
assigned and independent reading to understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The
student is expected to:
1.Fig19A Establish purpose for reading selected text based upon desired outcome to enhance comprehension.
(ongoing)
1.Fig19B Ask literal questions of text; (ongoing)
1.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images,
rereading a portion aloud).
1.Fig19D Make inferences about text and use textual evidence to support understanding.
1.Fig19E Retell or act out important events in stories in logical order; and
1.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss
textual evidence.
1.12A Read independently for a sustained period of time. (ongoing – guided reading)
1.13 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and
draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to:
1.13A Identify the topic and explain the author's purpose in writing about the text.
1.14 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw
conclusions about expository text and provide evidence from text to support their understanding. Students are
expected to:
1.14A Restate the main idea, heard or read.
1.14B Identify important facts or details in text, heard or read.
1.14C Retell the order of events in a text by referring to the words and/or illustrations.
1.14D Use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.
1.15A follow written multi-step directions with pictures cues to assist with understanding and;
1.15B explain the meaning of specific signs and symbols (e.g., map features).
1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students are expected to:
1.17A plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (ongoingwriter’s workshop)
1.17B develop drafts by sequencing ideas through writing sentences; (ongoing- writer’s workshop)
1.17C Revise drafts by adding or deleting a word, phrase, or sentence. (ongoing- writer’s workshop)
1.17D Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric. (ongoing- writer’s
workshop)
1.17E publish and share writing with others. (ongoing- writer’s workshop)
1.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work related texts to
communicate ideas and information to specific audiences for specific purposes. Students are expected to:
1.19A Write brief compositions about topics of interest to the student.
1.19B write short letters that put ideas in chronological order or logical sequence and use appropriate conventions
(e.g., date, salutation, closing); and
1.19C Write brief comments on literary or informational texts.
1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of
academic language when speaking and writing. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
1.20A Understand and use the following parts of speech in the context of reading, writing, and speaking:
1.20Ai verbs (past, present, future); (ongoing – writer’s workshop)
1.20Aii nouns (singular/plural, common/proper); (ongoing – writer’s workshop)
1.20Aiiiadjectives (e.g., time: before, next); (ongoing – writer’s workshop)
1.20A.iv adverbs (e.g., time: before, next).
1.20A.v prepositions and prepositional phrases.
1.20Avi pronouns (e.g., I, me); and (ongoing – writer’s workshop)
1.20Aii time-order transition words;
1.20B speak in complete sentences with correct subject-verb agreement; and (ongoing)
1.20C ask questions with appropriate subject-verb inversion. (ongoing)
1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use
appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
1.21A form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right, top-tobottom progression), including spacing between words and sentences; (ongoing)
1.21B Recognize and use basic capitalization for:
1.21Bi the beginning of sentences;
1.21B.ii the pronoun "I"
1.21B.iii names of people
1.21C Recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.
1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
1.22A Use phonological knowledge to match sounds to letters to construct known words.
1.22B Use letter-sound patterns to spell:
1.22Bi consonant-vowel-consonant (CVC) words; (ongoing – guided reading)
1.22B.ii consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope")
1.22Biii one-syllable words with consonant blends (e.g., “drop”); and (ongoing – guided reading)
1.22C Spell high-frequency words from a commonly used list.
1.22D Spell base words with inflectional endings (e.g., adding "s" to make words plurals).
1.22E Use resources to find correct spellings.
1.23 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering
them. Students are expected to:
1.23A Generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the
topics (with adult assistance).
1.24 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources
addressing a research question and systematically record the information they gather. Students are expected to:
1.24A Gather evidence from available sources (natural and personal) as well as from interviews with local experts
(with adult assistance).
1.24B Use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture
dictionaries) to locate information (with adult assistance).
1.24C Record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) (with adult
assistance).
1.27A listen attentively to speakers and ask relevant questions to clarify information; and (ongoing, author’s chair)
1.27B follow, restate, and give oral instructions that involve a short related sequence of actions. (ongoing, author’s
chair)
1.28A share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using
the conventions of language. (ongoing, author’s chair)
1.29A follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making
appropriate contributions. (ongoing)
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Readers monitor comprehension in order to gather information and gain an understanding of a
topic.
Readers choose text to reflect purpose and interest.
Knowledge of a topic is demonstrated in a variety of forms.
Readers interpret written directions in order to learn how to do new things.
The ability to focus on decoding patterns of the English language promotes reading fluency.
Authors use conventions of letter writing to communicate clearly and effectively.
Readers use processes to support understanding of written text.
Awareness of word patterns support the development of word reading, fluency, and spelling.
Misconceptions
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None Identified
Key Vocabulary
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Expository text – a type of informational text that clarifies or explains something
Text features – features in text to help locate information (e.g., title, table of contents,
illustrations, photographs, bold text, italicized texts, charts, graphs)
Procedural text – a type of informational text that is written with the intent to explain the steps
in the procedure, as in a recipe
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Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials,
Resources, Notes
Day 1
Engage
Explain/Explore
Extend
Elaborate
Explain/Explore
Extend
Day 2
Engage/Explain
Explore
Phonics
1. Introduce verb tenses with video:
http://www.brainpopjr.com/readingandwriting/word/tenses/.
2. Explore past tense words using the basal picture.
3. Introduce the 3 types of sounds –ed can make (t, ed, d.) Hide words
around the room. Ask students to find the words. Then as a group,
sort the words on the whiteboard into the three sounds of -ed.
4. Introduce reading words with -ed using the basal. “Words I Can
Blend.” Encourage students to practice reading the sentences.
5. Read the decodable story 16A introduce ending blends. Encourage
students to practice decoding words with ending sound of ed.
6. Give students a sentence strip. Have students fold the strip in half,
then in half again. Have students cut on the lines. Then write a word
with –ed on the end on one card. Then students should fold and cut
the rest of the cards in half. Staple the sheets on top of the first word.
Make sure the –ed is NOT covered up by the pages. Students will flip
the words reading them with and without an ed ending.
Skill – Main Idea
7. BEFORE the lesson prepare main idea bags with items such as the
ones seen on page 8 of the Brown Bag Main Idea packet. Other
thematic bags can be used as well such as holidays or ingredients for
a recipe.
8. Choose two bags (one for beginning and one for end of the lesson) to
complete together as a class. Use one copy of the main idea form on
page 11 of the brown bag main idea unit and the document camera to
complete this activity as a class.
9. In table groups or partners give students a bag and each student a
main idea form copied front and back. Ask students to complete the
form for their bag.
10. Finally, put the last bag on the document camera and have students
complete the backside of their page independently.
11. To reteach alphabetizing, students can write the names of the objects
in alphabetical order.
Writing
12. Review the parts of a letter with the song from previous lesson. Give
students plain writing paper. Together,
show students placement of letter
elements.
13. Complete parts of a letter flap book as
seen here:
http://www.teachingmaddeness.com/201
2/11/friday-flashback-linky-friendlyletters.html
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Phonics
1. Review word tenses using video:
http://www.quia.com/pop/112244.html?AP_rand=1486158387
2. Give each student a copy of The Cars Raced mini phonics reader. In
partners, ask students to read the story aloud to one another. Then,
encourage students to work together to find all the words with
inflectional ending –ed. Remind students they are looking for words
that have –ed ADDED to a root word. (walked) NOT words where ed
is part of the root (ex: red.)
3. Give students a piece of blank white paper. Have students fold the
paper until they have 16 (or more) squares. Give students a sentence
strip with a root verb. Students will wear their sentences strip with a
verb. Then they will walk around the room writing the verbs other
students are wearing. One in each box. Once students have the
words written in the boxes, they should return to desks to add the –ed
to the end of each word and illustrate each word. Then students
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Computer/
projector
Basal
Decodable
Student
whiteboards
Ed word cards
recording page
(1 per student)
Writing paper
White paper
Main idea bags
*see the Brown
Bag Main Idea
Packet
Main idea form
Paper for
alphabetizing
Parts of a letter
anchor chart
and song
Parts of a letter
flap book
Writing paper
Computer/
projector
Basal
Decodable
Sentence
strips (2 per
student)
Recording
sheet
Story sort
pictures
Writing paper
Explain/Explore
Extend
Day 3
Engage
Explain/Explore
Extend
Explain/Explore
Extend
Explain/Explore
should cut boxes apart and alphabetize the words and glue onto
another sentences strip.
Skill – Main idea
4. Pre-Reading Routine author, illustrator, parts of a book - Read basal
story Frog and Toad Together. Post-Reading Routine - Discuss
characters, setting, problem/solution, genre, complete day 5 story sort
to retell the story using beginning, middle, end. Discuss the author’s
purpose in writing the story. Ask students to think about the main idea
of this story. What is the story mostly about? Give students the frog
and lily pad page. Ask students to write the main idea on the frog and
the supporting details on the lily pads.
Writing
5. In writer’s workshop, ask students to write a letter to either Frog or
Toad that correlates with the story. Review the parts of a letter with
the song from previous lesson. Give students plain writing paper.
Together, show students placement of letter elements on the plain
writing paper.
Phonics
1. Introduce ar patterns with: http://www.starfall.com/n/make-aword/control-ar/load.htm?f Practice blends words with this game to
help students associate the /ar/ sound with the letters.
2. Read interactive story: http://www.starfall.com/n/controlar/ar/load.htm?f As you read, look for /ar/ words in the story.
3. As you read, ask students to write the ar words they hear and see on
their whiteboards.
4. Practice spelling pattern with “Words I can Blend” in the basal.
Encourage students to practice the “Sentences I Can Read” as well.
5. Ask students to practice reading words with the /ar/ pattern in the
decodable story 16B. Remind students that words with the /ar/ pattern
are in books and stories we read. Have students practice reading the
story then, with a partner, ask students to find all the words in the
story with the /ar/ pattern.
6. Give students a car and racetrack game. Ask students to write ar on
the track. Students can then play the game and as they come to a
word, they should read the word. Students can play in partners or
alone, per teacher’s choice.
Skill - Making inferences
7. Introduce term making inferences.
Use this song found here:
http://oneextradegree.blogspot.com/2
012/12/i-can-make-inference-dancemix-free-mp3.html
8. Read an expository nonfiction story
about whales. BEFORE reading,
cover the pictures with paper. As you
read, ask students to write animals
facts on their whiteboards. When you finish, ask students to analyze
the facts and tell you the most likely animal. Remind students that we
need to look for clues in the story to help us understand something
that my not be clear. Remind students that clues in a story may also
give us information such as the main idea.
9. Once the story is complete, uncover the pictures and discuss the text
features of an expository text such as table of contents, labels, bolded
or italicized text, photographs, etc.
10. We can inference about things in our everyday life as well. Show
students (some) of the contents of your purse. Ask students what
they can inference from things such as your house key, car key,
pictures of children in wallet, hand sanitizer, a baby or child toy etc.
11. Give students a paper bag and white piece of paper. Ask students
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Computer/
projector
Basal
Decodable
Student
whiteboards
Car and
racetrack /ar/
game
Inferences
song
Expository text
about whales
Appropriate
contents of
purse that
describe
aspects of
teacher’s life
White paper
Paper bag 1
per student
Sentence
strips
whale flap
book
Letter writing
paper
Extend
Day 4
Engage
Explain/Explore
Extend
Explain/Explore
Extend
Engage
Explore
draw items and place them in the bag that will give us clues about
them. Once complete, gather students and ask them to share. As a
class make inferences about one another.
12. Read story Dear Mr. Blueberry or watch it here:
https://www.youtube.com/watch?v=7tQJEHe6Ti8
13. Discuss the interactions between the characters; remind students that
letters are conversations between people. Discuss the main idea of
the story as a class and write it on the whiteboard. Ask table groups
to write supporting details on sentence strips. Once complete, ask
each group to share the supporting details they wrote.
14. Give each student a copy of the whale page. On the flap, ask
students to write the main idea. Have students write three supporting
details under the flap.
Writing
15. Have students write a letter to Emily from the story Dear Mr.
Blueberry. Review the parts of a letter with the song from last week.
Give students plain writing paper. Together, show students placement
of letter elements.
Phonics
1. To review inflectional endings have students complete ‘Roll, Read,
Write’ page. Encourage students to read and write the words each
time they roll.
2. Decodable 15C -ed, -ing -ar – once you have read the story together,
ask students to get into groups and re-read the story for fluency.
Remind students that the goal of fluency is to read the words
accurately but quickly. Students should take care to read the story
correctly before they work on reading the story quickly.
3. Review /ar/ sounds with this game. It also has /a/ and al patterns.
http://www.bbc.co.uk/schools/wordsandpictures/phonics/sandcastle/fla
sh/game.shtml
4. Ask students to complete the /ar/ word endings page. Students
should write in two more words they could think and write the
variations for each. Teacher assistance might be required if /ar/ words
are expected. On the back, ask students to use each word in a
sentence.
5. Review sight words with PowerPoint.
6. Review sight words with Day 2 vocabulary activities on
pearsonsuccessnet.com
7. Use basal “Words I can read” in basal to assess students’ ability to
read the words in isolation. Use “I can Read!” poem to assess
students’ ability to read the sight words in context.
8. Paired Selection in the basal.
Skill – Making Inferences and Main Idea
9. Review making inferences and main idea with the story I Wanna
Iguana. You can watch it here:
https://www.youtube.com/watch?v=7PgUqbBqYeI
10. Give students a printout of the boy from the story. Ask students to
write inferences based on the interactions the boy and his mom have
in the story.
11. Using the same story, write the main idea and 3-5 supporting details
from the story (I Wanna Iguana) on sentence strips. As a class sort
them into main idea and supporting details. Discuss.
12. Hide main idea/supporting detail cards around the classroom. When
all cards have been found, read and discuss each card (page 26-27
main idea madness packet) together and sort them. Then use the
supporting details to identify the main idea.
13. Give each table group a different sorting page from packet. (pgs. 1317 in the main idea madness packet) Ask students to read the
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Computer/
projector
Roll, read,
write page
Dice
Sight word
PowerPoint
Basal
Decodable
Word ending
page
Book: I Wanna
Iguana by
Karen Kaufman
Orloff
Boy print out
Sentence
strips
Main idea/
supporting
details cards
from Main Idea
Madness
packet
Letter writing
Extend
passage and sort the sentences. DO NOT GLUE. Rotate groups until
students have completed all the pages.
14. Individually, give students one last page. Ask students to complete
this page on their own. Remember, students should be reading the
stories on their own at this point in the year.
Writing
15. In writer’s workshop, students could write a letter to either you or a
parent asking for a pet or the child in the story. You can also use the
craftivity pages in the reading activities packet.
Day 5
Engage
Explore
Evaluate
Phonics
1. Play a teacher’s choice spelling game.
2. Inflectional ending mystery page
3. Spelling test
Skill – Making Inferences
4. Prior to the start of the school day, set up a
crime scene in the classroom. Give
students clue page and a magnifying glass.
Ask students to write clues on their page
based on the scene before them. Have
students get into groups and discuss the
clues. Ask groups to write a brief explanation of what they think
happened. Ask all the groups to share as time allows.
5. Main Idea – Give partners or small groups leveled readers and the
main idea form. Ask students to read their book together, and then
complete the main idea form. Monitor and question students carefully.
Redirect and assist as necessary but encourage students to work
together to complete the form independently.
6. For the next activity, give students a highlighter (or light colored
crayon) and a main idea story page from the packet. Copy the page
with two stories. One on the front and one on the back. One side you
will do together the other will be completed independently by the
students.
7. First, allow students to read the page independently. Then, read it
aloud. Give students an opportunity to discuss the story and two
possible main ideas in table groups. Ask students to share their ideas
with the class. Establish the main idea, then use the story to identify
supporting details. Highlight supporting details in the story to prove
the main idea.
Writing
8. Read Letters From LaRue or watch here – this one is in 2 parts:
https://www.youtube.com/watch?v=9jD7qHWjQLg
https://www.youtube.com/watch?v=H3LZDWcM5fM
In writer’s workshop, ask students to write a letter based on the story
read. Assess student’s ability to correctly complete the parts of a
letter.
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Phonics
1. Tell the story of the 3 princesses: ir, er, ur or the bossy R triplets.
Either of these stories will reinforce the concept of three patterns that
all make one sound.
2. Read ir story and ask students to circle all the ir words they see. Then
partner students. Ask them to practice oral fluency as they read to
their partner.
3. Hide words around the room. Ask students to find the words. Then
as a group, sort ir, er, ur words matching them to the correct princess
or triplet. Discuss how all the words have the /r/ sound but sometimes
r is with a different vowel.
4. Introduce ir, er, ur patterns with video:
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Explain/Explore
Explain/Evaluate
Evaluate
Day 6
Engage
Explain/Explore
Explore
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Spelling game
materials
mystery page
crime scene
materials for
making
inferences
clues for crime
scene activity
leveled
readers, 1 per
pair
main idea/
details
recording form
highlighter or
light colored
crayon
main idea story
page
spelling test
Book:
Detective
LaRue: Letters
From the
Investigation
By Mark
Teague
Letter writing
paper
Computer/
projector
Basal
Decodable
Ie, er, ur word
cards
Student
whiteboards
Animal clue
cards
Zoo animals,
Explain/Explore
Extend
Day 7
Engage
Explore
Explain/Explore
Extend
http://www.youtube.com/watch?v=je-ItR2Vfmo Skip ahead to 35
seconds in to see the video. The video ends at 2:11.
5. Practice making words with starfall game:
http://www.starfall.com/n/make-a-word/control-r/load.htm?f
6. Explore the /ur,er,ir/ sound using the basal picture. Encourage
students to look for items in the picture with the /r/ pattern. Discuss
which vowel is with the R as students right the words on individual
whiteboards.
7. Introduce reading words with /r/ sound using the basal. “Words I Can
Blend.” Encourage students to practice reading the /r/ words in
sentences.
8. Read the decodable story 17A introduce the ir, er, ur. Encourage
students to practice decoding words with the ir, er, ur pattern in the
story.
Skill – Making Inferences/prepositions
9. Making Inferences – give each table a set of clue cards for one
animal. Have the students make inferences to determine their animal.
Then give each group an animal and have them write clues that will
help others infer what animal the clues are about. Share as times
allows.
10. Prepositions – Show students a zoo animal and a fence. Ask students
to explain the animals’ location related to the fence. As they share the
prepositions, write the words on the board. Repeat until you have a
list of words to use. Ask students to think about what the words have
in common. Intro term preposition. Watch preposition grammar
jammer on www.pearsonsuccessnet.com Unit 5, Week 6, Day 3.
Writing – Using Prepositions in writing
11. In writer’s workshop, give each student an animal and fence.
Students will write a sentence to describe the animal and the fence.
Students can then write a story about their animal.
Phonics
1. Review using game: http://www.starfall.com/n/sorting/rcontrolled/load.htm?f - this game reviews all sounds /ar/, /or/, /ir/.
2. Continue practicing ir, and er with http://roythezebra.com/readinggames/long-vowel-phonemes-er-ir.html
3. Give each student a copy of the ER phonics story. In partners, ask
students to read the story aloud to one another. Then, encourage
students to work together to find the ir, er, ur words in the story.
Encourage students to practice their oral fluency and inflection when
reading to one another.
4. Hide sentences around the room. Give students recording sheet.
Have students move around the room and write the words from the
sentences in the correct column. Once complete, students can use
words in a sentence on the back.
Skill – Make Inferences
5. Read basal story I’m a Caterpillar. Ask students to think about the
main idea of this story. What is the story mostly about? Make the
lifecycle of a butterfly craftivity. Ask students to make inferences
about each step in the cycle. For ex: the baby caterpillar is hungry
because he wants to eat a lot of food.
6. Making Inferences- Read a valentine’s story such as Mouse’s
Valentine. Ask students to make inferences using the story.
7. Prepositions- Read We’re going on a bear hunt! By Michael Rosen
and act it out. Discuss prepositions and how they help our sentences
show relationships between objects.
Writing – Using Prepositions in writing
8. In writer’s workshop, give students a heart and a teddy bear. Have
students discuss with a partner the position of the heart to the teddy
bear. Ask students to write a story about their teddy bear using
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fence
Construction
paper
Writing paper
Computer
/projector
Basal
Student
whiteboards
Er story
Sentences to
hide around
room
Recording
sheet
Butterfly craft
materials
White paper
Letter Writing
paper
Book: We’re
going on a
bear hunt! By
Michael Rosen
Teddy Bear
and heart page
Writing paper
prepositions.
Day 8
Engage
Extend
Explain/Explore
Extend
Explain/Explore
Extend
Phonics
1. Review contractions with the contraction action song found here:
http://www.carlscorner.us.com/contractions.htm
2. Complete contraction flap book. Students will put the two words in a
sentence on the top and the contraction in the same sentence
underneath.
3. Review ir, er, ur sounds with interactive story:
http://www.starfall.com/n/control-r/r/load.htm?f As you read, ask
students to write the ir,er,ur words they hear and see on their
whiteboards.
4. Practice spelling pattern with “Words I can Blend” in the basal.
Encourage students to practice the “Sentences I Can Read” as well.
5. Decodable 17B – ‘ve, ‘re, ‘d As you read, ask students to practice
writing the contractions with the apostrophe on their whiteboards.
6. Give students r-controlled game, paperclip and recording sheet.
Students will spin, move that many spaces, read the word, write on
recording sheet. Students can play in partners or alone.
Skill – Making Inferences/prepositions
7. Making Inferences – read a teacher selected story and make
inferences. Give students pictures and have them write what they can
infer based on the picture and color the evidence. For example, if they
have a picture of a girl wearing a chef hat stirring a pot with a cupcake
pan on the counter, they can infer that she is baking cupcakes. If the
picture is in color, students can infer the flavor of the cupcakes ex:
brown cupcakes could be chocolate. Etc.
8. Prepositions – Hide hearts around the room. Ask students to find the
hearts and write a sentence describing it’s location using prepositions.
9. Students will partner up and use the desks to quiz each other. One
student will give a command and the other student must determine the
preposition and do what the partner suggested. “The boy is
underneath the desk” (partner would get underneath the desk,)
10. Give students 6 stickers and word mat. Have students place the
sticker then draw a picture around it to show the preposition.
Writing – Procedural Text
11. Read a valentine’s story about making valentines such as Roses are
Pink….and Your Feet Really Stink by Diane de Groat.
12. In writer’s workshop, ask students to write a procedural text that
includes step by step directions how-to make a valentine. Once they
are complete, partner students and ask them to trade and actually do
the steps.
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Computer/
projector
Contraction
flap-book
Decodable
Basal
Student
whiteboards
Counters, 1 per
student
Paper clip
Recording
page for /ir er
ur/ game
Making
Inferences
pictures
Writing paper
Hearts for
prepositions
Word mat, 1
per student
Stickers, 6 per
student
Book: Roses
are Pink….and
Your Feet
Really Stink by
Diane de Groat
How-to writing
paper
Supplies to
make
Valentines
Day 9
Engage
Explain/Explore
Extend
Explain/Explore
Elaborate
Explore
Evaluate
Explain/Explore
Extend
Elaborate
Day 10
Engage
Explore
Evaluate
Explain/Explore/
Evaluate
Extend
Phonics
1. Play game to review ir, er, ur pattern.
http://www.bbc.co.uk/schools/wordsandpictures/phonics/sandcastle/fla
sh/game.shtml
2. Complete another r-controlled story. Have students circle all the
words with the ur pattern. Remind students that it makes the same
sound as er, ir. It just has a different vowel.
3. Roll, read, write page with ir, er, ur. Encourage students to read and
write the words as they work.
4. Decodable 17C - contractions and ir, er, ur. As you read, encourage
students to practice reading in context for the vowel patterns listed
above.
5. Give students contraction book. As you read the book, have students
write the two words under each underlined contraction.
6. Review sight words with PowerPoint.
7. Review sight words with Day 2 vocabulary activities on
pearsonsuccessnet.com
8. Use basal “Words I can read” in basal to assess students’ ability to
read the words in isolation. Use “I can Read!” poem to assess
students’ ability to read the sight words in context.
Skill – Making Inferences/prepositions
9. Making Inferences – give students 3 sentences and have them write
inferences and highlight text evidence. Remind students to use their
question words when making inferences. Students should ask
themselves WHY a character does a particular action.
10. Prepositions – Read Preposition Pony Show. Have students use
white boards to write prepositions they hear in the story.
11. Give students a large pony and premade obstacle course (1 per
group) and a page of written directions with picture cues. Invite
students to work together to follow a page of written directions. Ask
students to read directions to help the pony complete the obstacle
course.
12. Ask students to create their own pony show on construction paper.
Students should draw and label an obstacle course for their pony with
a symbol key.
Writing – Procedural text – how to do each task on their obstacle course
as well as using prepositions in writing.
13. In writer’s workshop, students should then write a story explaining how
their pony completes each task using prepositions.
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Phonics
1. Play a teacher’s choice spelling game.
2. Ask students to complete ir, er, ur mystery page. Remind students to
only color words they have the /r/ sound as they are reading.
3. Spelling test
Writing/making inferences/prepositions
4. Read a story such as: The Day it Rained Hearts by Felicia Bond.
Ask students to think about what could cause it to rain hearts? What
would make the hearts colored? How are the drops shaped like
hearts (maybe two hearts are stuck together)? Why? Make
inferences about the weather and how we should dress on a day like
this one. What would we need? Ask students to write a story
describing what it would be like if it rained hearts here. Encourage
students to use prepositions throughout their story.
5. Once students are finished, they can use crayons and watercolors to
make a resist illustration.
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Roll, read,
write page
Decodable
Computer/
projector
Sight word
PowerPoint
Basal
Contraction
book, 1 per
student
UR-controlled
story
Making
inferences
page
Highlighter or
light colored
crayon
Book:
Preposition
Pony Show by
Justin McCory
Construction
paper
Paper pony
How-to writing
paper
large pony and
premade
obstacle
course (1 per
group)
written
directions
Spelling game
materials
 Mystery page
 Spelling test
 Book: The Day
it Rained
Hearts by
Felicia Bond
 Writing paper
 Water colors
 Water color
paper
Other Book
Choices:
 The Biggest
Valentine Ever
by Steven Kroll
 Love, Splat By
Rob Scotton
 Froggy’s First
Kiss by
Jonathon
London
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.