Unit 1 Week 3 Plaidypus Lost

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: little, the

New Phonics Skills: Initial Sound discrimination

Grammar: What we look like

Amazing Vocabulary: platypus, around, lost, found, market, groceries Story Tier II & III Vocabulary: over, under, high, low

Activity / Monday / Tuesday / Wednesday / Thursday / Friday
Building
Background Knowledge / Activate Prior Knowledge:
Poster 3
Poster Talk-Through
Poster activities Day 1
(combine with HF
words lesson)
Video Clip: All About Families / Poster 3
Poster Activity Day 2
Develop vocabulary
Vocabulary
(Amazing Words
And
Story Vocabulary
Tier II and III) / Talk with me/Sing with me Chart 3A/B:
Amazing Words – platypus, around, lost, found, market, groceries / Talk with me Chart 3A
Amazing Words - platypus, around, lost, found, market, groceries / Talk with me Chart 3A
Amazing Words - platypus, around, lost, found, market, groceries / Story Vocabulary:
Use: Plaidypus Lost
Over, under, high, low / Story Vocabulary:
Use: Plaidypus Lost
Over, under, high, low
Reading
Comprehension / Read: Plaidypus Lost / Re-read: Plaidypus Lost
Sequence / Re-read: Plaidypus Lost
Sequence / Re-read: Plaidypus Lost
Sequence / Plaidypus Lost
Retell – sequence
graphic organizer
Unit Connection
High Frequency
Words
Act out
Listen
Speak / little, the
**act out*
(combine with Build Background Knowledge lesson)
Flash Cards / little, the
** Listen** (combined with Build Background Develop Vocabulary lesson)
Flash Cards / little, the
**Speaking Practice**
Flash Cards / little, the
Flash Cards
Find HF words in Decodable Reader: Am I? / little, the
Flash Cards
Grammar
Writing / What we look like
Describe plaidypus of the front cover of book
Teacher write / What we look like:
Practice book page 30 / What we look like:
Sentence frame
I lost plaidypus. I am ______. / What we look like:
Sentence frame
I found plaidypus. I am ______.
Phonemic Awareness
Phonics
Spelling / Initial Sound Discrimination / Initial Sound Discrimination / Initial Sound Discrimination / Initial Sound Discrimination / Initial Sound Discrimination
Readers / Phonic Reader: Little Me
(keep to re-read on Day 3) / Re-read Phonics Reader: Little Me / Decodable Reader: The Little Toys
(keep to re-read on Day 5) / Decodable Reader: The Little Toys?

Unit 1 Proposed Assessment Plan

Measure / Frequency / Assessor
High frequency words / weekly / Classroom teacher
Verbal retell / weekly / Classroom teacher
Writing CBM / biweekly / ELL tutor

Unit 1 Week 3 Plaidypus Lost

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: little, the

New Phonics Skills: Initial Sound discrimination

Grammar: What we look like

Amazing Vocabulary: platypus, around, lost, found, market, groceries Story Tier II & III Vocabulary: over, under, high, low

Background Knowledge / Poster 3

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.
Is the father helping the boy or grandpa? Father is helping the boy.
Is grandma helping the girl or mother? Grandma is helping the girl
Is the boy with the worm helping mother or grandpa? The boy is helping grandpa.
Is the mother helping father or grandpa? Mother is helping father.
Let’s talk about how you help your family at home.

Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

How do you help your brother/sister at home? I help ______.
How do you help mother/father at home? I help ______.
How do you help your grandma/grandpa? I help ______.
How do you help your aunt/uncle? I help ______.
Video Clip: All About Families
Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Display Talk with Me Chart 3A
“This week we will learn about how families cooperate to live, work and play together.”

Point to the appropriate pictures on the chart. Ask the following questions. Students need to respond in complete sentence. Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

This animal is a platypus. Look at the platypus.
Does the platypus look hard or soft? The platypus is soft.
Does the platypus have fur or skin? The platypus has fur.
Look at the platypus’s mouth. Does it look like your mouth or a ducks bill? The platypus’s mouth looks like a duck bill.
Look at the platypus feet. Do they look like ducks feet or your feet? The platypus’s feet look like duck feet.
Look at the platypus tail. Does it look flat or round? The platypus tail is flat.
This is a carousel. It goes around and around.
Have students model with their arm, how a carousel turns around. Have students say the word around.
Have students stand up and turn around. As they turn around, have them repeat around.
This person is at the market. Say market. market.
A market is a store you can buy food at. What is a market? A store
What is another word for a store to buy food at. A market
This bag has groceries. Say groceries. groceries
Another word for groceries is food. What does groceries mean? Food.
What is another word for food you bought? groceries
This child has lost his toy.
His toy is lost. He cannot find his toy.
Listen “The toy is lost.” Say it with me. The toy is lost.
What is another word for not able to find. Lost
This child has found the toy. It is not lost
Found means to look for something and see it.
What does found mean? To look for and see it
What is another word for look for and see it? found

Display Sing With Me Chart 3B Purple Platypus

Read Purple Platypus
Have students repeat the amazing words after you as you say and point to the appropriate part of the poster.

Example: “ I lost (have students repeat lost) my purple platypus (have students repeat platypus) today,…..
Reading Comprehension / Display Plaidypus Lost.

Think Aloud: “I see someone (point to girl) holding a funny toy animal (point to plaidypus).
Read Plaidypus Lost

High Frequency
Words / the , little

Use ELL poster 3
Give visual support by pointing to items on the poster as you describe them and by using gestures or pantomime to support meaning for action words. Prompt use of high frequency words.
Is this the little sister or big sister? It is the (little/big)_ sister.
Point to the other sister. Is this the little sister or big sister? It is the (little/big)_ sister.
Point to one of the boys swimming suits on the line. Is this the little brothers suit or the big brothers suit? It is the (little/big) brothers.
Point to the other suit. Is this the little brothers suit or the big brothers suit? It is the (little/big) brothers.
Here are this week’s high frequency words.

This word is the. What word? The
This word is little. What word? little
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
Phonemic Awareness
Phonics
Spelling /

Today we are going to listen for words that begin with the same sounds
Listen as I say some words. Pig, pan pet . These words start with the same sound.
Have students say pig – pig – What sound does pig start with? /p/
Have students say pan – pan – What sound does pan start with? /p/
Have student say pet – pet – What sound does pet start with? /p/
Have students say pig, pan, pet – pig pan pet – What sound do pig, pan, and pet start with? /p/
Listen as I say some words. book , ball
Have students say book – book – What sound does book start with? /b/
Have students say ball – ball – What sound does ball start with? /b?
Have students say book, ball – book, ball – What sound does book, and ball start with? /b/
Listen as I say some words. Can, cook
Have students say can – can – What sound does can start with? /k/
Have students say cook – cook – What sound does cook start with? /k/?
Have students say can, cook – can, cook – What sound does can and cook start with? /k/
Listen as I say some words. Sun, soap
Have students say sun – sun – What sound does sun start with? /s/
Have students say soap – soap – What sound does soap start with? /s/?
Have students say sun, soap – sun, soap – What sound does sun and soap start with? /s/

Readers

Day 2

High Frequency Words: little, the

New Phonics Skills: Initial Sound discrimination

Grammar: What we look like

Amazing Vocabulary: platypus, around, lost, found, market, groceries Story Tier II & III Vocabulary: over, under, high, low

Background Knowledge / Poster 3 Day 2

Review the poster pointing and naming key words: grandma, lake, shirt, swing. 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.
Who is the pushing the little girl on the swing, grandma or dad? Grandma is pushing the little girl.
Who is sitting next to the lake, mom or grandpa? Grandpa is sitting next to the lake.
Who is wearing a red shirt, mom or the little boy? Mom is wearing a red shirt.
Who found a worm, the little girl or the little boy? The little boy found the worm.

Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Use Talk with me Chart 3A
“This week we will learn about how families cooperate to live, work and play together.”

Point to the appropriate pictures on the chart. Ask the following questions. Students need to respond in complete sentence. Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

This animal is a platypus. Look at the platypus.
What is this animal called? platypus
This is a carousel. It goes around and around.
Have students model with their finger, how a carousel turns around. Have students say the word around.
How does a carousel move? around
This person is at the market. Say market. market.
A market is a store you can buy food at. What is a market? A store
What is another word for a store to buy food at. A market
Display pg 18-19 of PLaidypus Lost. Where is the little girl at? Market
Do you like to go to the market? Yes/no Prompt and support students to explain why they do or do not like going to the market.
This bag has groceries. Say groceries. groceries
Another word for groceries is food. What does groceries mean? Food.
What is another word for food you bought? groceries
What are some groceries you like to get from the market? Groceries I like are……
Display pg 18-19 of PLaidypus Lost. What is the little girl putting in the cart at the market? groceries
This child has lost his toy.
His toy is lost. He cannot find his toy.
Listen “The toy is lost.” Say it with me. The toy is lost.
What is another word for not able to find. Lost
This child has found the toy. It is not lost
Found means to look for something and see it.
What does found mean? To look for and see it
What is another word for look for and see it? found

Reading Comprehension / Display Plaidypus Lost – pgs 5-9

Think Aloud: These pages twll how the plaid platypus called a “plaidypus” was made. Since he was made out of a plaid shirt, he was called Plaidypus. Grandma made Plaidypus and gave it to her granddaughter.
Ask students to tell you what they remember about the book. Use the sequence graphic organizer and fill in what students know
Read Plaidypus Lost

High Frequency
Words / the, little
Here are this week’s high frequency words.
This word is the. What word? The
Everyone, spell the. T-h-e
What word did you spell? The
A sentence with the word the is….”The plaidypus was lost.”
Ask students to use the in a sentence.
This word is little. What word? Little
Everyone spell little. L-i-t-t-l-e
What word did you spell? Little
A sentence with the word little is….The little girl is on the swing.
Ask students to use little in a sentence.
Can anyone use both the and little in the same sentence?
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 / Describe what we look like:

Display the cover of Plaidypus Lost.
Look at Plaidypus on the cover of the book. What does he look like? Write students reponses.
Use the following questions to prompt students as necessary:
What kind of clothes does plaidypus have on?
Does plaidypus look happy or sad?
Does plaidypus look tall or short?
Does plaidypus look mean or nice?
Does plaidypus look big or little?

Phonemic Awareness
Phonics
Spelling / Initial Sound Discrimination

“Today we are going to listen for words that begin with the same sounds
Listen as I say some words. Dog, duck . These words begin with the same sound.
Have students say dog – dog – What sound does dog start with? /d/
Have students say duck – duck – What sound does pan start with? /d/
Have students say dog, duck – dog, duck – What sound do dog and duck start with? /d/
Dog and duck start with the same sound /d/. Say it with me…..”Dog and duck start with the same sound /d/.
Listen as I say some words. Cub, cow
Have students say cub – cub – What sound does cub start with? /c/
Have students say cow – cow – What sound does cow start with? /c/?
Have students say cub, cow – cub, cow – What sound do cub and cow start with? /c/
Cub and cow start with the same sound /c/. Say it with me…. Cub and cow start with the same sound /c/.
Now I want you to tell me if the two words I say start with the same sound. Listen: rope, rug
Have students say rope – rope – What sound does rope start with? /r/
Have students say rug – rug – What sound does rug start with? /r/?
Have students say rope, rug – rope, rug.
Do rope and rug start with the same sound? Yes rope , rug start with the same sound.
Repeat for the following word pairs: fan/hen, pig/horse, bird/ball

Readers / Phonics Reader : Little Me?
Keep reader to re-read on Day 3

What does plaidypus look like?

Day 3

High Frequency Words: little, the

New Phonics Skills: Initial Sound discrimination

Grammar: What we look like

Amazing Vocabulary: platypus, around, lost, found, market, groceries Story Tier II & III Vocabulary: over, under, high, low

Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Use Talk with me Chart 3A
“This week we will learn about how families cooperate to live, work and play together.”

Point to the appropriate pictures on the chart. Ask the following questions. Students need to respond in complete sentence. Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

This animal is a platypus. Look at the platypus.
What is this animal called? platypus
This is a carousel. It goes around and around.
Have students model with their finger, how a carousel turns around. Have students say the word around.
How does a carousel move? around
This person is at the market. Say market. market.
A market is a store you can buy food at. What is a market? A store
What is another word for a store to buy food at. A market
This bag has groceries. Say groceries. groceries
Another word for groceries is food. What does groceries mean? Food.
What is another word for food you bought? groceries
This child has lost his toy.
His toy is lost. He cannot find his toy.
Listen “The toy is lost.” Say it with me. The toy is lost.
What is another word for not able to find. Lost
Have you ever lost a toy? What was it? I lost ______.
How did you feel when your toy was lost? I felt ______.
This child has found the toy. It is not lost
Found means to look for something and see it.
What does found mean? To look for and see it
What is another word for look for and see it? Found
Did you find your lost toy? Where was it? I found my lost______. It was ______.
How did you feel when you found your toy? I felt ______.

Reading Comprehension / Display Plaidypus Lost
Ask students to tell you what they remember about the book.
Let’s do a picture walk. :

Where did Plaidypus get lost first? First ,plaidypus got lost at the playground.
Where did Plaidypus get lost next? Next Plaidypus got lost at the market.
Where did Plaidypus get lost next? Next, Plaidypus got lost at the lake.
Where did Plaidypus get lost last? Last, Plaidypus got lost on the side of the road.

Reread Plaidypus Lost

High Frequency
Words / I, am
First Time
Have students circle the words: the, little in the Phonics reader “Little Me!”
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 30 - Grammar
Phonemic Awareness
Phonics
Spelling / Initial Sound Discrimination

“Today we are going to listen for words that begin with the same sounds
Listen as I say some words. Bed Box . These words begin with the same sound.
Have students say bed – bed – What sound does bed start with? /b/
Have students say box – box – What sound does box start with? /b/
Have students say bed, box – bed, box – What sound do bed and box start with? /b/

Bed and box start with the same sound /b/. Say it with me…..” bed and box start with the same sound /b/.

Now I want you to tell me if the two words I say start with the same sound. Listen: top tent
Have students say top – top – What sound does top start with? /t/
Have students say tent – tent – What sound does tent start with? /t/?
Have students say top , tent – top , tent.
Do top and tent start with the same sound? Yes top , tent start with the same sound.

Repeat for the following word pairs: man/lock, top/ten, cab/corn, seal/web, dime/desk
Readers / Re-read Phonics Reader : Little Me!

Day 4