Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How can you work together better with others?
ELL Planning Sheet
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say Our Names
Amazing Vocabulary:first, second, third, fourth, fifth, sixthStory Vocabulary: learn, play, wait, end, cooperate
Activity / Monday / Tuesday / Wednesday / Thursday / FridayBuilding
Background Knowledge / Activate Prior Knowledge:
Poster 1
Poster Talk-Through
Poster activities Day 1
(combine with HF
words lesson)
Video: The Number Crew—taking turns and uses terms first, second, and third / Poster 1
Review vocabulary
Vocabulary
(Amazing Words
And
Story Vocabulary
Tier II and III) / Talk with me/Sing with me Chart 1A/B:
Amazing Words - First, second, third, fourth, fifth, six / Talk with me Chart 1A
Amazing Words - First, second, third, fourth, fifth, six / Story Vocabulary:
Use: Poster 1
The Little School
Bus
learn, play, wait, end,
cooperation / Story Vocabulary:
Use: Poster 1
The Little School
Bus
learn, play, wait, end, cooperation / Story Vocabulary: learn, play, wait, end, cooperation
Reading
Comprehension / Read: The Little School Bus / Re-read: The Little School Bus
T-chart: character/clothing / Re-read: The Little School Bus
Character web charts / Re-read: The Little School Bus
Character web charts cont. / The Little School Bus
Retell – sequence
graphic organizer
Unit Connection
High Frequency
Words / I, am
(combine with Build Background Knowledge lesson)
Act out
Flash Cards / I, am
Poster 1 Day 2 Activity
Listening: guessing game
Flash Cards / I, am
Speaking Practice
Flash Cards / I, am
Flash Cards
Find HF words in Decodable Reader: Who Am I? / I, am
Flash Cards
Grammar
Writing / Say our names / Write our names
Practice book pg. 10 / Say class member names
T Chart: boy/girl / Give names to animal characters in The Little School Bus
Spelling
(Phonics) / Rhyming Words / Rhyming Words / Rhyming Words / Rhyming Word / Rhyming Words
Readers / Phonic Reader: I Am
(keep to re-read on Day 3) / Re-read Phonics Reader: I Am / Decodable Reader: Who Am I?
(keep to re-read on Day 5) / Decodable Reader: Who Am I
Unit 1 Proposed Assessment Plan
Measure / Frequency / AssessorHigh frequency words / weekly / Classroom teacher
Verbal retell / weekly / Classroom teacher
Writing CBM / biweekly / ELL tutor
1
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How can you work together better with others?
Day 1
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say Our Names
Amazing Vocabulary: first, second, third, fourth, fifth, sixthStory Vocabulary: learn, play, wait, end, cooperate
Background Knowledge / Poster 1- Poster Talk-through – read aloud and point as you describe the poster. Have students repeat the underlined words in the script, after you say them and identify on the poster.
- Students need to respond to the following questions with one of the embedded answer choices
- Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
Did he ride his bike or get a ride in a car?
- Let’s talk about how you came to school. (Students need to respond to the following questions with one of the embedded answer choices.)
- Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
Do you like to come to school that way? Yes or no
Would you like to come to school in a bus or ride a bike?
Would you like to come to school in a car or by walking?
Video
- Video: The Number Crew—taking turns and uses terms first, second, and third
Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Display Talk with Me Chart 1A
“This week we are going to learn about how people cooperate or get along while living, working and playing together. One way we cooperate or get along is by taking turns. We are going to learn six new words that will help us talk about taking turns.”
- Point to the children on the chart(in order) while saying the corresponding ordinal number. Have students repeat each ordinal number after you say it.
- Place six objects in a line on the table.
- Point to the first object and say “first”. Have students point and repeat “first”.
- Repeat for second, third, fourth, fifth and sixth
- Read How We Get to School
- Have students repeat the ordinal numbers after you as you say and point to the appropriate child on the poster.
bus, take the bus. The first (students repeat first) child gets to take the bus.
That’s how we get to school”
- Repeat for other verses
Reading Comprehension / Display The Little School Bus.
- Think Aloud: “Look at the cover. I see a fox (point), bear(point), pig(point), chick (point) and a school bus (point).
- Read The Little School Bus
High Frequency
Words / I, am
- Play Game to prompt use of High Frequency Words.
Pantomime walking, riding a bike, or getting out of a car or bus
Ask: “How am I going to school?”
Child who answers correctly takes next turn. Or if necessary repeat with a different pantomime.
Have child repeat after you: ”I am going to school.”
Child pantomimes walking, riding a bike, or getting out of a car or bus
Have child repeat after you: “How am I going to school?”
Child who answers correctly takes next turn.
- Here are this week’s high frequency words.
This word is am. What word? Am
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Grammar and Writing
Spelling
(Phonics) / Today we will learn about rhyming words. The last sounds in rhyming words are the same.
- Listen as I say these rhyming words listen for the last sounds. –pig wig
dig big
- Listen as I say these rhyming words. “cat bat”
Say the rhyming sound with me. “at”
- repeat with the following words
doghog
map lap
boat goat
Readers
Day 2
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say our names
Amazing Vocabulary: first, second, third, fourth, fifth, sixthStory Vocabulary: learn, play, wait, end, cooperate
Background Knowledge / Poster 1 Day 2- Review the poster pointing and naming key words: school, bus, car, walking, bike. Have students repeat the words after you model.
- Students need to respond to the following questions with one of the embedded answer choices.
- Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
Point to the car. Ask “What is this, a car or a bus?”
Point to the children walking. Ask “Are the children walking or riding a
bike?”
Point to the bikes. Ask “Are these bikes or cars?”
“ Where are the children going, to school or home?”
Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Use Talk with me Chart 1A
“This week we are going to learn about how people cooperate or get along while living, working and playing together. One way we cooperate or get along is by taking turns. We are going to learn six new words that will help us talk about taking turns.”
- Point to the children on the chart (in order) while saying the corresponding ordinal number. Have students repeat each ordinal number after you say it.
Students need to respond with child’s name and correct ordinal number
- (child’s name) is first in line.
- Say it with me. “(child’s name) is first in line.
- Where is (child’s name) in the line? “(child’s name) is first.”
- Repeat for as many ordinal numbers as you have children lined up.
Reading Comprehension / Display The Little School Bus.
Think Aloud: The school bus is coming down the street. Animals will be getting on the bus to go to school.
Ask students to tell you what they remember about the book.
Display T-chart. This is a T-Chart we are going to use it to help us talk about the characters. We will list the animals on this side of the chart. Over here we will list the clothes that animals are wearing.
Ask the following questions as you re-read the story:
Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
- What animal is on this page? The goat.
- Say it with me. Get ready…The goat.
- Fill in T-Chart
- What is the goat wearing? A coat.
- Say it with me. Get ready… a coat.
- Fill in the T chart.
- Listen to what I say. Point to the T-chart as you model the sentence. The goat wears a coat.
- Say it with me. The goat wears a coat.
- Now you say it. The goat wears a coat.
High Frequency
Words / I, am
- Use the poster to help children build knowledge of essential story vocabulary with the following activity: Who Am I?
- Students need to respond to the following questions by saying “I am…” and pointing to the poster.
- Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
I am getting out of a car. I am with my litter sister. I am the first one out of the car. Who am I? “I am….”
I am at the bus stop. I am driving the students to the school. Students line up first, second, third, fourth, fifth and six to get on the bus. Who am I? “I am….”
I am at school. I am holding my bike. I am wearing a blue jacket. Who am I? “I am….”
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Grammar and Writing / Saying our names
- Students need to respond to the following questions with one of the embedded answer choices.
- Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest
- “ I am Mrs./Mr. ______. Mrs. /Mr. ______is my name.”
- Point to one of the students and ask, “What is your name?”
- Students need to respond, “My name is______.”
- Repeat with every student.
Spelling
(Phonics) / Rhyming Words
- Rhyming words sound the same at the end. Cat and bat both end with /at/ so they rhyme.
- I will say two words. If they rhyme show me a thumb up. If they do not rhyme give me a thumb down”
- What are the last sounds in wet? et
- What are the last sounds in pet? et
- Do wet and pet sound the same at the end?
- Repeat after me “Wet and pet are rhyming words.”
tan - cup
can – man
hen – pen
hat – bear
Readers / Phonics Reader : I Am
Keep reader to re-read on Day 3
The Little School Bus
Animal / ClothingDay 3
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say our names
Amazing Vocabulary: first, second, third, fourth, fifth, sixthStory Vocabulary: learn, play, wait, end, cooperate
Vocabulary(Amazing Words
and
Story Vocabulary
Tier II and III) / Tier Two Story Vocabulary:learn, play, wait, end, cooperate
Display Poster 1
“This week we are going to learn about how people cooperate or get along while living, working and playing together. Let’s look at the poster.”
- Point to the school - This is a school.
- People come to school to learn. We learn to know things.
- Say it with me. Get ready…We learn to know things.
- What do we call it when you trying to know about new things? Learn(ing)
- We go to school to learn. Right now you are learning to speak English.
- What are some other things you are learning about? “I am learning (about)______.
- Point to the playground – This is a playground.
- People go to a playground to play. We play is to have fun with games or friends.
- Say it with me. Get ready…. We play is to have fun with games or friends.
- What do we call it when you have fun with games or friends? Play
- We can play on the playground, or play with toys. When I was a little girl (boy) I liked to play with ______.
- What do you like to play with? “I play with ______.”
- Display and read page26-27 in The Little School Bus.
Reading Comprehension / Display The Little School Bus.
Think Aloud: The school bus is coming down the street. Animals will be getting on the bus to go to school.
Ask students to tell you what they remember about the book.
Display Web Graphic Organizer. “This is called a Web. We are going to use it to help us show what we know about the animals.” This activity will be completed on day 4. Fill in as manycharacter webs as time allows.
Ask the following questions and fill the webs as you re-read the story:
Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
- What animal do we see on this page? ______Fill in center circle of web.
- Tell me what you know about the ______. Fill in web
- Construct and model a sentence from some of the information in the web. Point to the web chart as you model the sentence. Example: The pig has a wig and brushes her hair.
- Say it with me. The pig has a wig and brushes her hair.
- Now you say it. The pig has a wig and brushes her hair.
High Frequency
Words / I, am
First Time
Have students stand up and say “I am __(their name)__.”
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Grammar and Writing / K.1 Practice book page 10 - Grammar
Spelling
(Phonics) / Rhyming Words
- Rhyming words sound the same at the end. Wet and let both end with /et/ so they rhyme.
- I will say two words. If they rhyme show me a thumb up. If they do not rhyme give me a thumb down”
- What are the last sounds in cat? at
- What are the last sounds in bat? at
- Do cat and bat sound the same at the end?
- Repeat after me “Cat and batare rhyming words.”
bear - hair
moon - cot
top - mop
pig - big
Readers / Re-read Phonics Reader : I Am
Day 4
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say our names
Amazing Vocabulary: first, second, third, fourth, fifth, sixthStory Vocabulary: learn, play, wait, end, cooperate
Vocabulary(Amazing Words
and
Story Vocabulary
Tier II and III) / Tier Two Story Vocabulary: learn, play, wait, end, cooperate
Display Poster 1
“This week we are going to learn about how people cooperate or get along while living, working and playing together. Let’s look at the poster.”
- Point to the bus driver
- The bus driver iswaiting for the children to (cross the street/ get off the bus). To wait is to stop for a moment.
- Say it with me. Get ready… To wait is to stop for a moment.
- What do we call it when we stop for a moment? Wait
- Weraise our hand and wait for the teacher. When we play a game, I wait my turn.
- Do you see anyone else waiting in the poster? The car driver, the crossing guard, the bike rider waiting his turn to put his bike away
- What have you had to wait for?
- Display and read page26-27 in The Little School Bus.
- What does the little bus sit and do all day? Wait
- Display and read page28-29 in The Little School Bus.
- “The school day finally ends.” End means done with.
- Say it with me. Get ready… End means done with.
- What do we call it when something is done? It ends
- Music time has ended, when the music teacher leaves.
- What do you do at the end of school?
Reading Comprehension / Display The Little School Bus.
Think Aloud: The school bus is coming down the street. Animals will be getting on the bus to go to school.
Ask students to tell you what they remember about the book.
Display Web Graphic Organizer. “This is called a Web. We are going to use it to help us show what we know about the animals.” Fill in as many character webs as time allows.
Ask the following questions and fill the webs as you re-read the story:
Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
- What animal do we see on this page? ______Fill in center circle of web.
- Tell me what you know about the ______. Fill in web
- Construct and model a sentence from some of the information in the web. Point to the web chart as you model the sentence. Example: The pig has a wig and brushes her hair.
- Say it with me. The pig has a wig and brushes her hair.
- Now you say it. The pig has a wig and brushes her hair.
High Frequency
Words / I, am
First Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Second Time
Pass out Decodable Reader - Who Am I?
Have students find and underline the sight wordsI and am in the story.
Grammar and Writing / Use two-column chart labeled boy/girl. Have children take turns writing their names on the chart. When the list is complete, take turns reading the names in each column.
Spelling
(Phonics) / Rhyming Words
- Rhyming words sound the same at the end. Pig and wig both end with /eg/ so they rhyme.
- I will say two words. If they rhyme show me a thumb up. If they do not rhyme give me a thumb down”
- What are the last sounds in leg? eg
- What are the last sounds in beg? eg
- Do leg and beg sound the same at the end?
- Repeat after me “Leg and beg are rhyming words.”
hand - land
book - bed
bell - tell
man - can
Readers / Decodable Reader : Who Am I?
Keep reader to re-read on Day 5
GIRLS______BOYS_____