€¦ · Web view · 2017-11-09CC.1.1.1.D Know and apply grade-level phonics and word analysis...
Transcript of €¦ · Web view · 2017-11-09CC.1.1.1.D Know and apply grade-level phonics and word analysis...
Teacher Name : Fegley Subject : ELA Proposed Dates: Nov 13-Dec 21 Grade Level (s): First Grade
Building : WHEMS
Unit Plan
Unit Title: Our Community
Essential Questions: What makes a community? What jobs need to be done in a community? What buildings do you know? What are they made of? Where do animals live together? How do people help out in the community? How can you find your way around? How does your community affect you? How can you become involved in your community? How does our culture and background affect your community? Are we more alike or different?
Standards: PA Core Standards
CC.1.1.1.B Demonstrate understanding of the organization and basic features of print
CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds
CC.1.1.1.D Know and apply grade-level phonics and word analysis skills in decoding words
CC.1.1.1.E Read with accuracy and fluency to support comprehension
CC.1.2.1.A Identify main idea and retell key details of text
CC.1.2.1.B Ask and answer questions about key details in a text
CC.1.2.1.C Describe connection between two individuals, events, ideas, or pieces of information in a text
CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text
CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas
CC.1.2.1.H Identify the reasons an author gives to support points in a text
CC.1.2.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal
Connections and relationships between words and phrases
CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson
CC.1.3.1.B Ask and answer questions about key details in a text
CC.1.3.1.C Describe characters, settings, major events in a story, using key details
CC.1.3.1.D Identify who is telling the story at various points in a text
CC.1.3.1.E Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types
CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events
CC.1.3.1.H Compare and contrast the adventures and experiences of characters in stories
CC.1.4.1.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
CC.1.4.1.M Write narratives to develop real or imagined experiences or events
CC.1.4.1.N Establish who and what the narrative will be about
CC.1.4.1.O Include thoughts and feelings to describe experiences and events
CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure
CC.1.4.1.Q Use a variety of words or phrases
CC.1.4.1.R Demonstrate a grade appropriate command of the convections of standard English grammar, usage, capitalization, punctuation, and spelling
CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting, or a day or
two) for a range of discipline-specific tasks, purposes, and audiences
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups
CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking/answering questions about key
Details and requesting clarification if something is not understood
CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather information or clarify something that is not understood
CC.1.5.1.D Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
CC.1.5.1.E Produce complete sentences when appropriate to task and situation
CC.1.5.1.G Demonstrate command of the conventions of standard English when speaking, based on Grade 1 level and content
Summative Unit Assessment : Unit 2 Assessment, McGraw Hill
Summative Assessment Objectives Assessment Method (check one)
Students will demonstrate understanding of phonemic awareness (phoneme blending/segmentation and phoneme substitution), phonics (short vowel u, ending consonant blends –nk, -nt, -nd, -st, -sk, -mp, -sp; digraphs th, sh, -ng, ch, -tch, wh, ph; inflectional endings –ed, -ing; contractions with ‘s; high-frequency words), comprehension skills (character/setting/events; use illustrations; main topic and key details) and language conventions (nouns, singular/plural; possessives; common/proper) with 85% accuracy on Unit 2 Assessment.
____ Rubric ___ Checklist __X__ Unit Test ____ Group____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Day Objective (s)DOK
LEVELActivities / Teaching Strategies
Grou
ping Materials / Resources Assessment of Objective (s)
1 Students will- review and discuss essential question with a peer
Students will- use problem solving strategy make and confirm predictions to demonstrate understanding of a text
Students will- correctly blend at least 5 words with short e from the list provided
Students will- correctly spell words with short e using whiteboards with less than 2 errors
Students will- read high-frequency words again, help, new, there, use and use correctly in a sentence (words will be added to word ring)
Students will- read decodable text with 2 or less errors with a partner
Students will- correctly identify
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Direct Instruction/Teacher modeling/Interactive Instruction
- Text pages T8-T-19 (Week 1 Day 1) Use as guideW
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion
and circle nouns in a sentence with 2 or less errors
2
Students will- use problem solving strategy make and confirm predictions to demonstrate understanding of a text
Students will- correctly isolate a phoneme in a word orally without error
Students will- correctly use inflectional ending –ed to verb orally and/or in a sentence without error
Students will- reread “Good Job, Ben!” with a partner and describe characters, setting, events and complete graphic organizer
Students will- correctly identify nouns in a sentence orally without error
Students will- correctly place commas in a series with 2 or less errors
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Direct Instruction/Teacher modeling/Interactive Instruction
- Text pages T20-29 (Week 1 Day 2) use as guideW
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Practice Book; whiteboards; markers; word-building cards/letter tiles; sound-spelling cards; high-frequency word cards; overhead projector; computer; word ring
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion
3 Students will- correctly blend at least 5 words with short e from the list provided
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2
Direct Instruction/Teacher modeling/Interactive Instruction
- Text pages T30-37 (Week 1 Day 3) Use as guideW
Practice Book; whiteboards; markers; word-building cards/letter tiles; sound-spelling cards; high-frequency word cards; overhead projector; computer; word ring
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Students will- correctly use inflectional ending –ed to verb orally and/or in a sentence without error
Students will- spell short e words from a spelling list with less than 2 errors
Students will- apply comprehension skill characters, setting, events to discuss realistic fiction “The Red Hat” using a graphic organizer
Students will- use text evidence to retell story with help of peers and/or teacher
Students will- write draft about someone who has a job in the community using graphic organizer
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Summative-
Student Self - Assessment-
discussion
4 Students will- compare and contrast literature and nonfiction text orally using Venn diagram
Students will- identify labels in nonfiction text with a partner
Students will- correctly isolate a
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Direct Instruction/Teacher modeling/Interactive Instruction
- Text pages T38-43 (Week 1 Day 4) use as guide
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Practice Book; whiteboards; markers; word-building cards/letter tiles; sound-spelling cards; high-frequency word cards; overhead projector; computer; word ring
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
phoneme in a word orally without error
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Students will- revise story draft after conferencing with teacher
Student Self - Assessment- discussion
5
Students will- write final draft of story with less than 3 errors
Students will- make text connections about jobs in a community using graphic organizer with help from teacher
Students will- write an analysis about one of the stories throughout the week to explain why author used characters, setting, and events to tell about jobs with help from teacher
Students will- reread leveled readers in a small group or with a partner to build fluency/comprehension
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3
Direct Instruction/Teacher modeling/Interactive Instruction
- Text pages T46-51 (Week 1 Day 5) use as guide
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Practice Book; whiteboards; markers; word-building cards/letter tiles; sound-spelling cards; high-frequency word cards; overhead projector; computer; word ring
Formative-- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative- spelling test – words with short e
Weekly Skills Test
Student Self - Assessment- discussion
6 Students will- review and discuss essential question with a peer
1 Direct Instruction/Teacher modeling/Interactive Instruction
W Practice Book; whiteboards; markers; word-building cards/letter tiles; sound-spelling cards; high-
Formative- thumbs up/down; choral response; think, pair, share;
Students will- use problem solving strategy make and confirm predictions to demonstrate understanding of a text
Students will- correctly blend at least 5 words with short u from the list provided
Students will- correctly spell words with short u using whiteboards with less than 2 errors
Students will- read high-frequency words could, live, one, then, three and use correctly in a sentence (words will be added to word ring)
Students will- read decodable text with 2 or less errors with a partner
Students will- correctly identify the singular/plural nourn in a sentence with 2 or less errors
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3
- Text pages T86-T97 (Week 2 Day 1) use as guide
I
frequency word cards; overhead projector; computer; word ring
observation; questioning
Summative- Diagnostic Assessment
Student Self - Assessment-
discussion
7 Students will- use problem solving strategy make and confirm predictions to demonstrate understanding of a text
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T98-T107 (Week 2 Day 2) Use as guideW
Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Students will- correctly identify a phoneme in a word orally without error
Students will- correctly identify a contraction with ‘s orally and/or in a sentence without error
Students will- reread “Cubs in a Hut!” with a partner and describe characters, setting, events and complete graphic organizer
Students will- correctly identify singular/plural nouns in a sentence orally without error
Students will- correctly place apostrophe in a contraction with 2 or less errors
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building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers Summative-
Student Self - Assessment-
discussion
8 Students will- correctly blend at least 5 words with short u from the list provided
Students will- correctly use contractions with ‘s orally and/or in a sentence without error
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T108-T115 (Week 2 Day 3) Use as guideW
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment-
Students will- spell short u words from a spelling list with less than 2 errors
Students will- apply comprehension skill characters, setting, events to discuss fantasy story “The Pigs, the Wolf, and the Mud” using a graphic organizer
Students will- use text evidence to retell story with help of peers and/or teacher
Students will- write draft about a story using sequence charts with help from teacher
discussion
9 Students will- compare and contrast fantasy story and nonfiction text about different homes
Students will- identify captions in nonfiction text with a partner
Students will- correctly identify the same phoneme in a group of words orally without error
Students will- read high-frequency
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T116-T123 (Week 2 Day 4) use as guideW
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion
words to a partner using word ring with less than 2 errors
Students will- revise story draft after conferencing with teacher
Students will- draw and label a building with help from a partner
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Students will- write final draft of story with less than 3 errors
Students will- make text connections about buildings and what they are made of using graphic organizer with help from teacher
Students will- write an analysis about one of the stories throughout the week to explain why author used characters, setting, and events to tell about buildings with help from teacher
Students will- reread leveled readers in a small group or with a partner to build fluency/comprehension
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T124-T129 (Week 2 Day 5) use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative- spelling test – short u words
Student Self - Assessment-
Discussion; writing conferences
11 Students will- review and discuss essential question with a peer
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T164-175 (Week 3 Day 1) Use as guide
W
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring;
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Students will- use problem solving strategy Reread to demonstrate understanding of a text
Students will- categorize and blend words with ending blends orally without error
Students will- correctly spell words with end blends using whiteboards with less than 2 errors
Students will- read high-frequency words eat, no, of, under, who and use correctly in a sentence (words will be added to word ring)
Students will- read “The Best Spot” with a partner, identifying HF and end-blend words
Students will- correctly identify and circle possessive nouns in sentences with less than 2 errors
3 S high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Summative-
Student Self - Assessment- discussion; interactive reading journal
12 Students will- use problem solving strategy Reread to demonstrate understanding of a text
Students will- correctly blend phonemes with end blends to make a word orally without error
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Direct Instruction/Teacher modeling/Interactive Instruction/
- Text pages T176-T185(Week 3 Day 2) Use as guideW
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Students will- correctly add inflectional ending –ing to verbs and use orally in a sentence
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Students will- identify main topic and key details in story “The Best Spot” and correctly list on graphic organizer with help from teacher
Student Self - Assessment- discussion
13 Students will- correctly substitute phonemes orally with less than 2 errors
Students will- correctly add inflectional ending –ing to verbs and use orally in a sentence
Students will- spell words with end blends from a spelling list with less than 2 errors
Students will- apply comprehension strategy Reread to discuss nonfiction text “At a Pond” with a partner
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T186-T193 (Week 3 Day 3) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion
Students will- use text evidence to retell story with help of peers and/or teacher
Students will- write sentences that explain using correct punctuation and word order
14
Students will- compare and contrast nonfiction text and a poem orally with a partner
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Students will- revise sentences that explain with help from teacher
Students will- make a collage about a habitat and the animals that live in it
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T194-201 (Week 3 Day 4) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion; interactive reading journal
15 Students will- make text onnections between the stories read throughout the week using graphic organizer in a small group
Students will- write an analysis using sentence frames to show how author used key details with help from teacher
Students will- reread leveled
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T202-207 (Week 3 Day 5) Use as guide
W
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative- spelling test – words with end blends
Weekly Skills Test
readers in a small group or with a partner to build fluency/comprehension
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Student Self - Assessment- discussion
16 Students will- review and discuss essential question with a peer
Students will- use problem solving strategy Reread to demonstrate understanding of a text
Students will- correctly isolate initial and final sounds orally without error
Students will- blend at least 5 words with digraphs th, sh, ng from list displayed on projector
Students will- correctly spell words with th, sh, ng using whiteboards with less than 2 errors
Students will- read high-frequency words all, call, day, her, want and use correctly in a sentence (words
Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T242-T253 (Week 4 Day 1) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion; interactive reading journal
will be added to word ring)
Students will- read “Thump Thump Helps Out” with a partner, identifying HF and short i words
Students will- identify common and proper nouns in a sentence with less than 2 errors
17
Students will- use problem solving strategy Reread to demonstrate understanding of a text
Students will- categorize phonemes with th, sh, ng orally without error
Students will- correctly sort digraphs sh, th, ng on a chart and read words chorally without error
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Students will- identify characters, setting, events in the story “Thump Thump Helps Out” on a graphic organizer with a partner
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T254-263 (Week 4 Day 2) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion
18
Students will- correctly blend and read at least 5 words with digraphs th, sh, ng from a list provided
Students will- spell words with digraphs sh, th, ng from a spelling list with less than 2 errors
Students will- apply comprehension strategy Reread to discuss fantasy “Nell’s Books” and find characters, setting, events using a graphic organizer in interactive journal
Students will- use text evidence to retell story with help of peers and/or teacher
Students will- find and capitalize proper nouns in a sentence with less than 2 errors
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T264-T271 (Week 4 Day 3) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion
19 Students will- understand text feature Make a List as they read nonfiction text orally
Students will- compare fantasy text and nonfiction text orally
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T272-279 (Week 4 Day 4) Use as guide
W
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment-
Students will- categorize phonemes orally from a list with 2 or less errors
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Students will- make a list using a shutter foldable of ways to make the classroom better with help from a partner/teacher in interactive journal
discussion; interactive reading journal
20 Students will- make connections between the stories read throughout the week using graphic organizer in a small group
Students will- write an analysis using sentence frames to describe characters, setting, events with help from teacher in interactive journal
Students will- reread leveled readers in a small group or with a partner to build fluency/comprehension
Students will- read high-frequency words to a partner using word ring with less than 2 errors
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T280-285 (Week 4 Day 5) Use as guideW
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative-thumbs up/down; choral response; think, pair, share; observation; questioning
Summative- spelling test – words with digraphs
Student Self - Assessment- discussion; interactive reading journal
21
Students will- review and discuss essential question with a peer
Students will- use problem solving strategy Reread to demonstrate understanding of a text
Students will- correctly blend at least 5 words with digraphs ch, tch, wh, ph from a list provided
Students will- correctly spell words with digraphs ch, tch, wh, ph using whiteboards with less than 2 errors
Students will- read high-frequency words around, by, many, place, walk and use correctly in a sentence (words will be added to word ring)
Students will- read “Which Way on the Map?” with a partner, identifying HF and words with digraphs
Students will- identify irregular and plural nouns and use correctly in a sentence orally
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T320-331 (Week 5 Day 1) Use as guide
W
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative-thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion; interactive reading journal
22
Students will- use problem solving strategy Reread to demonstrate understanding of a text
Students will- correctly add a phoneme to a word orally without error
Students will- blend and read words with digraphs without error
Students will- correctly add inflectional ending –es to words and use orally in a sentence
Students will- correctly sort words with digraphs on a chart and read words chorally without error
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Students will- identify main topic and key details in informational text using graphic organizer with help from partner/teacher
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T332-341 (Week 5 Day 2) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion; interactive reading journal
23 Students will- correctly blend at least 5 words with digraphs from a list provided without error
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
W
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-
Formative- thumbs up/down; choral response; think, pair, share;
Students will- spell words with digraphs from a spelling list with less than 2 errors
Students will- apply comprehension strategy Reread to discuss nonfiction text “Fun with Maps” with a partner
Students will- use text evidence to retell story with help of peers and/or teacher
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- Text pages T342-349 (Week 5 Day 3) Use as guide S building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
observation; questioning
Summative-
Student Self - Assessment- discussion; interactive reading journal
24 Students will- determine how specific features on a map can help them find their way with help from teacher
Students will- correctly add phoneme to a word to create new word orally without error
Students will- read high-frequency words to a partner using word ring with less than 2 errors
Students will- identify irregular plural nouns orally in a sentence
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T350-T357 (Week 5 Day 4) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative-
Student Self - Assessment- discussion; interactive reading journal
Students will- make a map of their bedroom, including labels and images with support from peers and/or teacher
25 Students will- make connections between the stories read throughout the week using graphic organizer in a small group
Students will- write an analysis using sentence frames to show how author used key details with help from teacher
Students will- reread leveled readers in a small group or with a partner to build fluency/comprehension
Students will- read high-frequency words to a partner using word ring with less than 2 errors
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3
Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
- Text pages T358- 363(Week 5 Day 5) Use as guide
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Practice Book; visual vocabulary words; literature big book; whiteboards; markers; word-building cards/letter tiles; overhead projector; computer; word ring; high-frequency word cards; reading/writing workshop book; leveled readers; graphic organizers; interactive reading journal
Formative- thumbs up/down; choral response; think, pair, share; observation; questioning
Summative- spelling test –words with digraphs
Student Self - Assessment- discussion; interactive reading journal
26 Students will- demonstrate understanding of skills taught in Unit 2 with 85% accuracy on Unit 2 Assessment
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Direct Instruction/Teacher modeling/Interactive Instruction/ Indirect Instruction
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Overhead projector Formative-
Summative- Unit 2 Assessment
Student Self - Assessment-