Subject: Reading Date: 10/30- 11/3
Objectives : Monday- Thursday RL.1.2 RF.1.4b RL.1.5 RF.1.3b RF.1.2b RF.1.3g L.1.2d RF.1.2cWhole Group
Monday / Tuesday / Wednesday / Thursday / FridayStudent Goal
- Student will retell key-details and demonstrate understanding of text central message.
- Student will segment and blend short /u/ words
- Student will use text-features to locate key facts or information in text.
Student will decode /u/ , and high frequency words in isolation and grade level text fluently with 100% accuracy
Students will identify /u/ words spelled correctly , spell and write /u/words when dictated a sentence also using correct capitalization and punctuation with 70% accuracy or higher.
Student will identify contractions with 100% accuracy. / Student Goal
- Student will read on level story text (independently )with a combination of /e/ , /ea/, and HFW, answer key detail questions based off of independent reading and illustrations, use HFW to complete sentences, identify illustrations and words with /e/ and /ea/ sounds, and complete sentences with possessive nouns with 70% accuracy or higher ,evidence by weekly assessment
- SW decode regularly spelled one-syllable words and read on level High Frequency words with 70% accuracy or higher , evidence by oral participation.
Anticipatory (Hook)
SW turn and talk about what they would build their dream house with. (10sec)
Vocabulary:
Shelter materials collapsed furious refused / Anticipatory
(Hook)
TW display different buildings from around the world. SW make predictions about what the building are made of.
Vocabulary:
Shelter materials collapsed furious refused / Anticipatory
(Hook)
Vocabulary :
Shelter materials collapsed furious refused / Anticipatory
Vocabulary:
Shelter materials collapsed furious refused / Anticipatory
(Hook)
Weekly opener video on wonders
Vocabulary habitat, depend:
Direct instruction
(TW)
TW review oral vocabulary (D,E,A)
TW remind students that they can make predictions before, during, and after reading, and use illustrations and text to confirm predictions.
TW read The 3 little Dassies and demonstrate think aloud strategies.
TW model segmenting and blending short / u/ words.
TW dictate letter sounds and words.
TW introduce ‘s as a contraction (when two words are put together to make one ) she is / she’s
TW model blending –un –ut –ug words
TW display HFW
TW remind students of essential question
TW guide students in reading and think aloud strategies while reading The Pigs, The Wolf, And the Mud.
TW support and guide students in filling out Character, setting, and events chart
Martials :
smart notebook
Literature Anthology
Guided Practice (SW)
SW use oral vocabulary words in s sentence to demonstrate understanding of definition.
SW use text and illustrations to answer key-detail, rhyming words, and dialogue questions.
SW segment and blend short /u/ words. SW read short/u/ fluency sentences and isolated short /u/ words.
SW read two words and connect them together with (‘s) to demonstrate making contractions.
SW sort –un, -ut ,and –ug words
SW use HFW to spell each word and use them in a complete sentence. SW read HFW in fluency sentences.
SW orally help teacher fill in Character, setting, and event chart.
Closure :
SW Re-tell The Pigs, the Wolf, and the Mud using key-details and illustrations
Independent
Student centers
Technology – phonics/ reading
Hands-on – word building / phonics / reading
Writing - contractions (’s). My dream house writing sight word handwriting
Fluency – sight words and sentence fluency
Independent work – leveled reading and math review
( all centers are leveled based on student need and ability) / Direct instruction
(TW)
TW use oral vocabulary to ask questions to judge students understanding
TW remind students that informational fiction give reader’s information about real people, places, animals, and things. Non-Fiction text also have real photographs.
TW read Homes around the World reminding students of EQ and modeling read aloud skills.
TW introduce captions(text-features)
TW ask reread questions
TW model blending and segmenting short /u/ words
TW guide students in building words when changing sounds.
TW review contractions by writing two words and making them one
TW review HFW
Martials :
smart notebook
Literature Anthology
Guided Practice
(SW)
SW read EQ
SW use oral vocabulary in complete sentences to demonstrate understanding.
SW identify and read cations in non-fiction text.
SW answer reread questions to demonstrate understanding key-details
SW orally re-tell the story to demonstrate understanding
SW segment and blend short /u/ words
SW read short /u/ words in sentences fluently
SW build words by changing the beginning , middle , and ending sounds
SW read and build contractions
SW read HFW in isolation and in sentences
Closure :
SW build their own building with materials given ( 10min)
SW present their buildings.
Independent
Student centers
Technology – phonics/ reading
Hands-on – word building / phonics / reading
Writing - contractions (’s). My dream house writing sight word handwriting
Fluency – sight words and sentence fluency
Independent work – leveled reading and math review
( all centers are leveled based on student need and ability) / Direct Instruction
(TW)
TW review isolating and blending /u/ words
TW dictate /u/ words
TW demonstrate automaticity/ fluency
TW ask students to explain when the (‘s) is used
TW ask students to identify vowel and ending sounds
Materials:
Smart notebook
Guided Practice
(SW)
SW blend : sun , bug, drum, fluf
SW segment : fun luck cluck plus truck spun
SW explain when to use (‘s) as a contraction
SW fluently read HFW in isolation.
SW use HFW in a complete sentence
Closure :
SW write dictated sentence with spelling words , HFW , and contractions
Independent
Student centers
Technology – phonics/ reading
Hands-on – word building / phonics / reading
Writing - contractions (’s). My dream house writing sight word handwriting
Fluency – sight words and sentence fluency
Independent work – leveled reading and math review
( all centers are leveled based on student need and ability)
Independent
Student centers
Technology – phonics/ reading
Hands-on – word building / phonics / reading
Writing - contractions (’s). My dream house writing sight word handwriting
Fluency – sight words and sentence fluency
Independent work – leveled reading and math review
( all centers are leveled based on student need and ability) / Direct Instruction
(TW)
TW give Unit 2 week 2 weekly assessment whole group.
TW only read directions and questions.
Materials:
Unit 2 week 2 weekly assessment
Guided Practice
(SW)
SW complete weekly assessment with some support.
*SW read on level text independently
*SW read answer choices independently
*SW read HFW independently
Independent
Student centers
Technology – phonics/ reading
Hands-on – word building / phonics / reading
Writing - contractions (’s). My dream house writing sight word handwriting
Fluency – sight words and sentence fluency
Independent work – leveled reading and math review
( all centers are leveled based on student need and ability)
Independent
Student centers
Technology – phonics/ reading
Hands-on – word building / phonics / reading
Writing - contractions (’s). My dream house writing sight word handwriting
Fluency – sight words and sentence fluency
Independent work – leveled reading and math review
( all centers are leveled based on student need and ability) / Direct Instruction
(TW)
TW tell students that this week we will be talking and reading about the different places animals live.
TW introduce vocabulary words. (DEA)
TW ask students about animals and what they about what kind of habitat they live in and why they live there. TW show “Animals at Home” illustration. TW ask students to give details about what they see.
TW introduce Big book and remind students that good readers reread text if they do not understand something.
TW demonstrate think aloud strategies while reading big book
TW remind students that sentences begin with a capital letter and end with a punctuation mark.
TW introduce end blends-nk, nd, nt, sk, mp, st.
TW introduce spelling words and HFW.
TW listen as whole group reads The Best Spot.
Materials:
Smart Notebook, Big Book, Reading/Writing Workshop
Guided Practice
(SW)
SW read the essential question.
SW repeat oral vocabulary words
SW use their background knowledge and make connections about animal habitats.
SW describe details of Animals at Home illustration
SW describe the habitat and what they see and complete word web about penguin habitat. .
Sw make predictions about what animals live in a bayou. SW reread to help better understand text.
SW segment and blend end blends.
Sw repeat segmenting and blending words with end blends in their spelling words and read short words in a sentence. SW say and spell HFW.
SW read The Best Spot whole group with assistance as needed from teacher.
SW re-tell key details, make connections and predictions.
Independent
Student centers
Technology – phonics/ reading
Hands-on – word building / phonics / reading
Writing - contractions (’s). My dream house writing sight word handwriting
Fluency – sight words and sentence fluency
Independent work – leveled reading and math review
( all centers are leveled based on student need and ability)