Download Unit 3 Lesson 2 Developing Readers and Writers

Campus: Harper
Author(s): Geddie, Brenner
Date Created / Revised: July 13, 2016
Six Weeks Period: 3rd
Grade Level & Course: First Grade Language Arts
Timeline: 13 Days
Unit Title: Unit 3 Lesson 2 Developing Readers and Writers
Through Literary Works
Stated
Objectives:
TEK # and SE
Lesson # 2
1.1A recognize that spoken words are represented in written English by specific sequences of
letters; (on going)
1.1B identify upper-and lower-case letters; (on going)
1.1C sequence the letters of the alphabet; (on going)
1.1D recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending
punctuation); (on going)
1.1E read texts by moving from top to bottom of the page and tracking words from left to right
with return sweep; and (on going)
1.1F identify the information that different parts of a book provide (e.g., title, author, illustrator,
table of contents). (on going)
1.2A orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake
-ant, -ain) and consonant blends (e.g., bl, st, tr) (on going)
1.2B distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,
bit/bite);
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/);
1.2D
blend spoken phonemes to form one-and two-syllable words, including consonant blends
(e.g., spr); (on going)
1.2E
Isolate initial, medial, and final sounds in one-syllable spoken words; and(on going)
1.2F
Segment spoken one-syllable words of htree to five phonemes into individual phonemes
(e.g.,splat=/s/p/l/a/t/).(on going)
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 and z; (on-going)
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;
1.3Aiii consonant blends (e.g., bl, st); (on-going)
1.3A.iv consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
1.3B
combine sounds from letters and common spelling patterns (e.g., consonant blends,
long- and short-vowel patterns) to create recognizable words;
1.3C.i closed syllable (CVC) (e.g., mat, rab-bit); (on going)
1.3C.iv vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);
1.3D
decode words with common spelling patterns (e.g., -ink, -onk, -ick);
1.3E
read base words with inflectional endings (e.g., kite, hide); (on going)
1.3F
use knowledge of the meaning of base words to identify and read common compound
words (e.g., football, popcorn, daydream);
1.3H
identify and read at least 100 high-frequency words from a commonly used list
1.3I
monitor accuracy of decoding. (on going)
1.4A
confirm predictions about what will happen next in text by "reading the part that tells";
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).
1.5A
read aloud grade-level appropriate text with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension
1.6A
identify words that name actions (verbs) and words that name persons, places, or things
(nouns); (on going)
1.6B
determine the meaning of compound words using knowledge of the meaning of their
individual component words (e.g., lunchtime);
1.6C
1.6D
determine what words mean from how they are used in a sentence, either heard or read;
identify the sort words into conceptual categories (e.g., opposites, living things); and (on
going)
1.6E
Alphabetize a series of words to the first or second letter and use a dictionary to find
words.
1.Fig19A establish purposes for reading selected texts based upon desired outcome to enhance
comprehension;
1.Fig19B ask literal questions of texts; (on going)
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;
1.Fig19F make connections to own experiences, to ideas in other texts, and to the larger
community and discuss textual evidence.
1.7A
connect the meaning of a well-known story or fable to personal experiences
1.7A
connect the meaning of a well-known story or fable to personal experiences
1.7B
explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily
ever after") in traditional folk- and fairy tales.
1.8A
respond to and use rhythm, rhyme, and alliteration in poetry
1.9A
describe the plot (problem and solution) and retell a story's beginning, middle, and end
with attention to the sequence of events
1.9B
describe characters in a story and the reasons for their actions and feelings.
1.10A determine whether a story is true or a fantasy and explain why
1.11A recognize sensory details in literary text
1.12A read independently for a sustained period of time(on going)
1.17A plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key
ideas(on going)
1.17B develop drafts by sequencing ideas through writing sentences; (on-going)
1.17C revise drafts by adding or deleting a word, phrase, or sentence;
1.17D edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
1.18A write brief stories that include a beginning, middle, and end
1.18B write short poems that convey sensory details.
1.19C write brief comments on literary or informational texts.
1.20Ai Verbs (past, present, and future); (ongoing)
1.20Aii Nouns(singular/plural, common/proper); (ongoing)
1.20Aiii Adjectives (e.g., descriptive: green, tall); (ongoing)
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)
1.20A.vii time-order transition words;
1.20B
speak in complete sentences with correct subject-verb agreement;
and(on-going; guided reading)
1.22Bi
consonant-vowel-consonant (CVC) words; (on-going; guided reading
and writers workshop)
1.20C ask questions with appropriate subject-verb inversion.
1.21A Form upper-and lower-case letters legibly in text, using the basic
conventions of print (left-to-right and top-to-bottom progression), including
spacing between words and sentences (on-going; writer’s workshop)
1.21B Recognize and use basic capitalization for: (on-going; writer’s workshop)
1.21Bi The beginning of sentences; (on-going; writer’s workshop)
1.21Bii The pronoun “I”; and(on-going; writer’s workshop)
1.21Biii Names of people; and(on-going; writer’s workshop)
1.21C recognize and use punctuation marks at the end of declarative, exclamatory, and
interrogative sentences.
1.22A use phonological knowledge to match sounds to letters to construct known words;
1.22B.ii consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope")
1.22Biii one-syllable words with consonant blends (e.g., “drop”) (on-going;
guided reading and writers workshop)
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.
1.27A
1.27B
1.28A
1.29A
Listen attentively to speakers and ask relevant questions to clarify information; and (ongoing; guided reading)
Follow, restate, and give oral instructions that involve a shot related sequence of actions.
(on-going; guided reading)
share information and ideas about the topic under discussion, speaking clearly at an
appropriate pace, using the conventions of language.
follow agreed-upon rules for discussion, including listening to others, speaking when
recognized, and making appropriate contributions.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Awareness of sound structure of a spoken word supports the development of word reading,
comprehension, and spelling.
Understanding that print is associated with spoken language supports the development of
word recognition and enhances oral and written communication.
Awareness of word patterns supports the development of word reading, fluency, and spelling.
Writers use conventions of written language to communicate clearly and effectively.
Recognizing different literary genres helps readers make meaning of the text.
Writers use literary techniques to enhance the reader’s and/or listener’s experience.
Effective oral conventions enhance interpretation of the message.
Fluent readers group words quickly to help them gain meaning from what they read.
Authors write for a purpose and readers choose text to reflect purpose and interest.
Understanding literary elements facilitates the reader’s ability to make meaning of the text.
Readers use strategies to support understanding of text.
Readers create connections to make text personally relevant and useful.
Misconceptions
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Some students believe that rate is the most important component of fluency; however, the goal
of fluency is appropriate phrasing, accuracy, and expression to support comprehension.
Key Vocabulary
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Plot – the basic sequence of events in a story. The plot includes the problem – the conflict
within a story and solution – the resolution within a story.
Characters – the person(s) or animal(s) within a story.
Alliteration – the repetition of the same sounds at the beginning of two or more adjacent words
or stressed syllables
Sensory detail – a detail in writing that describes what is seen, heard, smelled, tasted, or
touched.
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Suggested Day
5E Model
Instructional Procedures
Day 1
Engage
Phonics
1. Read Pete’s Sheep interactive story to practice reading words with
long /e/ in text. http://www.starfall.com/n/long-e/le/load.htm?f
2. Use the basal picture on page 172-173 to find items that have the
long /e/ sound.
3. Give students e long/short /e/ picture sort. Remind students to
say the words as they are sorting the pictures.
4. Introduce reading words with the long /o/ sounds with page 174 in
the basal. “Words I Can Blend.” Encourage students to practice
reading the sentences.
5. Read the decodable story 12A introduce long /e/. Encourage
students to practice decoding words with long /e/.
6. Give students a piece of grey construction paper and a paper
sheep. Have students write spelling words on the strips of grey
Explore/Explain
Extend
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials,
Resources, Notes
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Computer/
projector
Basal
Long e/short e
picture sort
Decodable
Whiteboards/
markers
Writing paper
Book Russell’s
Christmas
Magic
Russell the
Explore/Explain
Extend
Day 2
Engage
Extend
Explore/Explain
Extend
Explore/Explain
Extend
Day 3
Engage
Explore
Evaluate
and curl then glue to the paper sheep.
Skills
7. Pre-Reading Routine author, illustrator, parts of a book. Read
Russell’s Christmas Magjc by Rob Scotton. Post-Reading
Routine - Discuss characters, setting, problem/solution, genre,
retell (beginning, middle, end.) Discuss the author’s purpose in
writing the story and how the author in the story used different
types of language to make us feel a certain way in the story.
Discuss author and illustrator’s job. Introduce students to the idea
of one person being both the author and the illustrator.
8. Complete a Russell the Sheep story map.
Writing
9. Have students identify words from the story as nouns (common),
things, or places.
10. Invite students to make a Russell the sheep craftivity. Then have
students extend the story. Use writer’s workshop to practice
handwriting, basic capitalization, beginning of sentences, using
the proper noun ‘I’ and names of people.
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Phonics
1. Play game on starfall.com to introduce /e/. Discuss how two e’s can
work together in a word to make the long vowel sound. Discuss how
one /e/ on the end of the word can also be long.
http://www.starfall.com/n/make-a-word/long-e/load.htm?f
2. Give students a hive and honey bees. Ask students to write their
spelling words on the bees, glue them to the hive, and color it.
3. Read Basal story – Honey Bees. Discuss the genre, and a story map
with characters, setting, problem, solution. Complete the day 5 story
sort to sequence the story include BME in your discussions.
Skills
4. Pre-Reading Routine author, illustrator, parts of a book - Read
Skippyjon Jones by Judy Schachner. Post-Reading Routine - Discuss
characters, setting, problem/solution, genre, retell (beginning, middle,
end.) Discuss the author’s purpose in writing the story and how the
author in the story used different types of language to make us feel a
certain way in the story.
5. Give students a paper plate. Ask students to draw three black lines to
equally divide the plate into sections. In each section, ask students to
write one of the following: characters, setting, problem, and solution
for the story. Students should write in pencil, then trace with white
crayon. Ask students to use water colors (black and yellow) to paint
over the crayon to make a honey bee. Finally students can use tissue
paper to attach wings to the plate to complete the bee.
Writing
6. Give students the poem “Bees.” Ask students to identify
characteristics that make the story a poem, then highlight the rhyming
words and verbs(singular/plural).
7. Encourage students to write their own poem (either couplet or
limerick) about bees. Remind students that these types of poems
rhyme. Give students time to share their couplet. Use writer’s
workshop to practice handwriting, basic capitalization, beginning of
sentences, using the proper noun ‘I’ and names of people.
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Phonics
1. Use this interactive poem to identify words with the long /e/ sound.
Then play ‘find the word’ using the poem.
http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/flash/f
poem1.shtml
2. Play game toss the ball spelling to review spelling pattern long /e/.
3. Practice spelling pattern with “Words I can Blend” page 176 in the
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sheep story
map
Cotton balls
Markers
Russell page
Computer/
projector
Bee hive and
honey bees
Basal
Paper for BME
Book
Skippyjon
Jones by Judy
Schachner
Writing paper
Water colors
Paper plates
White crayon
White tissue
paper
Computer/
projector
Soft ball
Basal
Decodable
Book The
Explore/Explain
Extend
Explore/Explain
Evaluate
Explore/Explain
Day 4
Engage
Explain/Explore
Explore/Explain
Extend
Explore/Explain
Extend
Day 5
Engage
Elaborate
Evaluate
basal. Encourage students to practice the “Sentences I Can Read” as
well.
4. Read decodable story 12B (vc/cv). As you read point out story
elements and phonics patterns we are teaching. Ask students to take
turns reading the story out loud to a partner to practice oral fluency.
5. Give students a paper Christmas tree and ornaments. Ask students
use the decodable story to write vc/cv words on the ornaments and
glue them to the tree.
Skills
6. Pre-Reading Routine author, illustrator, parts of a book - Read The
Perfect Tree or Moosletoe. Post-Reading Routine - Discuss
characters, setting, problem/solution, genre, retell (beginning, middle,
end.) Discuss the author’s purpose in writing the story and how the
author in the story used different types of language to make us feel a
certain way in the story.
7. Complete a problem solution story map. Identify how the author uses
the problem/solution in the story to add interest.
8. Introduce the poem: Diamante. Remind students that adjectives are
words that describe. Together, write a poem about a Christmas tree
using the form provided.
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Phonics
1. Roll, read, write page with long /ee/ words.
2. Review sight words with PowerPoint.
3. Read decodable story 12C (ee/e/ vc/cv.) Ask partners to write all
words with contraction and plural or past tense on white boards. Then
ask students to use them in a sentence.
4. Review sight words with Day 2 vocabulary activities on
pearsonsuccessnet.com
5. Use basal “Words I can read” page 175 to assess students’ ability to
read the words in isolation. Use page 177 “I can Read!” poem to
assess students ability to read the sight words in context.
6. Paired Selection Poetry: “Under a Rock,” “Night Song.” Give students
the two poems printed in on venn diagram. Have students highlight
aspects that are the same in each in yellow and different in green.
Students should write two differences in the middle.
7. Give students a copy of “Night Song” poem from the basal. Label the
parts of the poem – stanzas, number the lines, author, title, etc.
Skills
9. Pre-Reading Routine author, illustrator, parts of a book - Read Santa’s
Stuck by Rhonda Gowler Green. Post-Reading Routine - Discuss
characters, setting, problem/solution, genre, retell (beginning, middle,
end.) Discuss the author’s purpose in writing the story and how the
author in the story used different types of language to make us feel a
certain way in the story.
8. Complete a Santa story map to go with the story – characters, setting,
problem, solution.
Writing
9. Give each student the Santa’s stuck writing craftivity. Ask students to
include all story elements we are learning (characters, setting,
problem, solution.) Use writer’s workshop to practice handwriting,
basic capitalization, beginning of sentences, using the proper noun ‘I’
and names of people.
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Phonics
1. Play a teacher’s choice spelling game.
2. Long /ee/ mystery page
3. Spelling test
Skills
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Perfect Tree or
Moosletoe
Page: moose
story map or
Christmas tree
story map
Writing paper
Tree writing
paper
Computer/
projector
Page: roll and
read – long e
Decodable
Basal
Book Santa’s
Stuck By
Rhonda Green
Santa Story
map
Santa’s stuck
craftivity
Writing paper
Venn Diagram
“Night Song”
poem page
Spelling game
materials
Long e
mystery page
Spelling test
Explain/Explore
Extend
Extend/Explain
Day 6 Holidays
Around the World
Engage, explore
Extend
Evaluate
Day 7Engage
Explore
Explain
Extend
Evaluate
Day 8 – Literature
Engage/Explain/
Explore
Extend
4. Read a story (teacher’s choice – Dear Santa Claus by Alan Durant is
a good choice) with a clear setting, problem, solution, and characters.
Give students a blank story map after the story is finished. Ask
students to complete the story map independently.
5. Complete a Santa’s sleigh story map. Students should be able to
recall information from the story independently.
6. Introduce letter writing. Give students a letter to Santa page. Help
students complete the parts of a letter. Then, students should write to
Santa. See me for details on the “magic envelope” we can use to
“mail” the letters.
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Holidays Around the World
1. Students will rotate through each first grade class to learn about
different holiday traditions celebrated around the world. In each class,
students will listen to a story, fable, or folktale that describes the
traditions and make a memento from each country. Allow 1-1/2 hours
total with each class being 15-20 minutes long.
2. When students return, discuss what was discovered about different
holiday traditions. Ask students to share what some of his/her favorite
holiday traditions are at home. Pair students to talk about it.
3. Give students a venn diagram. Ask students to write our holiday
traditions at the top of one circle and traditions from another country at
the top of the second circle. Students should compare and contrast
our traditions to that of the other country.
4. Students will write a letter to someone from another country explaining
our holiday traditions.
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Character emotions/media vs. print – How the Grinch Stole Christmas
1. Pre-reading routines. Complete the “K” part of a KWL chart about the
story “How the Grinch Stole Christmas” by Dr. Seuss. Then discuss
what they want to learn more about and write questions they have on
the “W” part of the story. Read the story.
2. Discuss story elements while reading the story. Have students
complete the Grinch story map to review characters, setting, and story
plot including problem/solution and story sequence.
3. Discuss the transitions of emotions throughout the story. Students will
complete the Grinch character emotions activity. Students should
draw each emotion and write sentences to explain why the Grinch felt
that way.
4. To review the comparison between media and text, watch the movie
version of the Grinch (animated version.) Ask students to discuss
findings with a partner. Discuss which version was easier to
understand and why.
5. Compare the print version to the media version using venn diagram.
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1. Students will rotate through each first grade class to review story
elements and text features – characters, setting, problem/solution,
sequencing, parts of a book, author/illustrator, etc. Each teacher will
read a holiday story. In each class students will have a mini lesson on
one story element or text feature. Allow 1-1/2 hours total with each
class being 15-20 minutes long.
2. Divide students into groups (one group per, book read during the
rotation.) Ask students to work together in their groups to complete a
story map of one book read. Have students present a complete story
map for each book read during the rotation.
3. Ask students to think about their favorite book that was read to them
during the rotation. Have students write a book review telling other
students why they should read that story too.
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Book: Dear
Santa Claus by
Alan Durant
Story map:
Santa’s Sleigh
Letter writing
paper
Fable, folktale,
or story from
the country of
choice.
Activity to
accompany the
story.
Venn Diagram
Letter writing
paper
KWL chart
Book: How the
Grinch Stole
Christmas by
Dr. Seuss
Story map
Character
emotion
activity page
Animated
version of How
the Grinch
Stole
Christmas by
Dr. Seuss
Venn diagram
Holiday story
Large story
maps (1 per
group)
Book review
page
Day 9
Engage
Explore/Explain
Extend
Explore/Explain
Extend
Day 10
Engage
Explain/Explore
Extend
Evaluate
Phonics
1. Read My Family interactive story to practice reading words with Y as a
vowel in text. http://www.starfall.com/n/y-as-e/y-as-e/load.htm?f
2. Use the basal picture to find items that have Y as a long E or I sound.
3. In table groups, give students sounds of Y detective cards. Students
will draw a card. If they read the word correctly, they should keep it.
Remind students to say the words as they are sorting.
4. Introduce reading words with the sounds of Y with the basal. “Words I
Can Blend.” Encourage students to practice reading the sentences.
5. Read the decodable story 13A introduce sounds of Y. Encourage
students to practice decoding words with sounds of Y.
6. Give students a large white paper Y. Then ask students to draw black
stripes on it. See example: http://2.bp.blogspot.com/hLKE1QzN_58/T3XagqytvlI/AAAAAAAABZk/GEPXBNk81uU/s1600/D
SC02215.JPG
7. Students can then write words that end in Y but sound like long I or E.
You can include the poem “Tricky Y the robber guy steals the sounds
of E and I.” to help the students remember if you like.
Skills
8. Pre-Reading Routine; review parts of a book with a winter story such
as Snowmen at Night or Tacky the Penguin. Post-Reading Routine Discuss characters, setting, problem/solution, genre, retell (beginning,
middle, end.) Discuss the author’s purpose in writing the story and
how the author in the story used different types of language to make
us feel a certain way in the story. Discuss author and illustrator jobs.
9. Give students a t-chart with author and illustrator at the top. Ask
students to write 2-3 facts about each job. Such as: authors – write
the story, create characters. Illustrators draw the pictures, add details
to the setting and characters.
Writing
10. Ask students to be an author and illustrator of his/her own story. Use
the winter story read during skills to extend and apply learning. Invite
students to take a snowman or Tacky the penguin on a different
adventure. Remind students that illustrations must match the story.
Encourage students to illustrate adjectives they added to their story.
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Phonics
1. Play game http://www.starfall.com/n/picture-hunt/y-as-e/load.htm?f to
review sounds of Y.
2. Give students a Y wheel. Ask students to spin the wheel using a
paper clip and a pencil then add Y to make a word and write it on the
line. Students should repeat until they have made eight different
words.
3. Read Basal story – A Place to Play. Discuss the genre, and a story
map with characters, setting, problem, solution. Complete the day 5
story sort to sequence the story include BME in your discussions.
Skills
4. Using the basal, review table of contents. Review the purpose of a
table of contents and why/how it is used. Ask students to find different
stories in the book using the table of contents. Also, ask students to
find stories based on the stories’ content.
5. Select a story about the winter season that also has a table of
contents. Show students and discuss. Read the story. Give students
a copy of the table of contents. Ask students to answer questions
based on the information found in the table of contents.
Writing
6. Ask students to write their own story with a table of contents about
winter. Ask students to label each section with a title and page
number then complete each page in their story to correspond to the
table of contents they created. Remind students they are both the
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Computer/
projector
Basal
Y detective
cards
Decodable
story
Large letter
“Y” (one per
student)
Tricky “Y”
poem
Book
Snowmen at
Night By
Caralyn
Buehner
Tacky the
Penguin by
Helen Lester
T-chart
Writing paper
craftivity
Computer/
projector
“Y” wheel
paperclip (one
per student)
“Y” recording
page
Basal story
sequence
picture cards
for basal story
or use online
version
basal table of
contents
Winter book
Writing paper
for a nonfiction
story with a
table of
contents
author and illustrator of their book and discuss the responsibilities of
each job. Use writer’s workshop to practice handwriting, basic
capitalization, beginning of sentences, using the proper noun ‘I’ and
names of people.
Day 11
Engage
Explain/Explore
Extend
Explain/Explore
Extend
Explain/Explore
Extend
Day 12–
Engage
Engage/Explore
Evaluate
Explain/Extend
Phonics
1. Use this interactive poem to identify words with Y as E,I. Then play
‘find the word’ using the poem.
http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/flash/f
poem8.shtml
2. Play game toss the ball spelling to review spelling pattern Y as E,I
3. Practice spelling pattern with “Words I can Blend” in the basal.
Encourage students to practice the “Sentences I Can Read” as well.
4. Read decodable story 13B
5. Give students a sentence strip and ask each to write a different word
with a Y word on it and make it a hat. Then give students a t-chart.
Ask students to read the words on each student’s hat and write it on
their t-chart under long E or long I.
Skills
6. Pre-Reading Routine author, illustrator, parts of a book - Read Three
Cheers for Tacky or another story with a strong character. PostReading Routine - Discuss characters, setting, problem/solution,
genre, retell (beginning, middle, end.) Discuss the author’s purpose in
writing the story and how the author in the story used different types of
language to make us feel a certain way in the story.
7. Complete a problem/solution story map. Identify how the author uses
the problem/solution in the story to add interest.
8. Discuss character emotions in the story. Discuss how the emotions in
the story change, why or what makes them change, how does the
author use the emotions in the story to convey different feelings in the
reader. Give students a penguin (or another animal/person related to
the story previously read) and encourage them to write adjectives to
describe the emotions the author used in the story.
Writing
9. Give students a web. Invite them to write the name of the character in
the story in the middle. Then ask students to write sensory details in
each circle about the character. Once complete, ask students to
create a rhyming poem about a penguin or the character in the story.
Remind students to use a sensory detail from their web.
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Phonics
1. Give students Roll, read, write page with Y as a vowel words and a
dice. Ask students to roll the dice, then write the word in the box that
matches the number on the dice. Continue until the page is filled.
Then, ask students to write a sentence using each word on the back.
2. Review sight words with PowerPoint.
3. Complete reading routines for decodable story 13C. As you read,
discuss story plot, characters, emotions, and setting.
4. Review sight words with Day 2 vocabulary activities on
pearsonsuccessnet.com
5. 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.
6. Paired Selection: My Neighborhood, Then and Now. Ask students to
think of something that is different in our town from the way it was
before. Ex: Taco Bell is new, Jack in the Box, even show pictures of
Princeton Elementary School vs. Lacy, Godwin, Harper, etc.
Skills
7. Read a teacher-selected story with a table of contents. Discuss it’s
uses and invite students to practice using a table of contents in
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Computer/
projector
Basal
Decodable
Sentence
strips (one per
student)
T-chart
Book Three
Cheers for
Tacky by Helen
Lester or
another book
with a strong
lead character.
Story map
Penguin or
other
animal/person
related to the
story
previously
read
Writing web
Story paper for
poem
Roll, read write
“Y”
Dice (1 per
student)
Computer/
projector
Basal
Teacher
selected story
with a table of
contents.
Leveled
readers with
table of
contents (6
copies of same
book) one
book per group
Construction
Extend
Day 13–
Engage
Explain/Explore
Evaluate
Explain/Elaborate
Evaluate
Accommodations
for Special
Populations
groups. The leveled readers usually have 6 copies of the same book
and some nonfiction stories have a table of contents appropriate for
this activity. Otherwise, you can put the table of contents on the
projector for all groups to view at once. Then call groups up one at a
time to allow students to view their section of the book. Give each
group of construction paper to make a poster telling what their part of
the story is about.
Writing
8. Next, give the same groups of students a different section of a class
book about a teacher-selected topic; such as snowmen. Sections can
include: what they wear, how to make one, how weather affects them,
etc. Once groups complete their sections, students should come up
with a title for the table of contents. Then assemble book and share
with the class.
Phonics
1. Play a teacher’s choice spelling game.
2. Give students sounds of Y word sort. Remind students to say the
words as they are sorting.
3. Y as a vowel mystery page
4. Spelling test
Skills
5. Writer’s Workshop – Give students a nonfiction topic to write about.
Students should create a table of contents and write about each
section, assemble pages to create a book.
6. While students are working, pull students and discuss writing. Coach
students one on one and give feedback for specific areas in which the
student needs to work and where the student excels.
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or butcher
paper
Give each
group a page
for class book.
Spelling game
materials
Sounds of “Y”
sort
“Y” mystery
page
Spelling test
Writer’s
workshop
materials
blank books (1
per student)
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.