Planning for Differentiated Instruction



Unit Plan for Differentiated Instruction

ED 660 Summer Institute 2014

Teacher Name : Carol Bell

|Standards Covered (General) |Class / Subject |Date |

|Standard: 1. Oral Expression and Listening | | |

|Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4) |First Grade | |

|Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS: |Writing |August 11-29 |

|SL.1.) | | |

|Produce complete sentences when appropriate to task and situation. (CCSS: SL.1.6) | | |

|Standard: 3. Writing and Composition | | |

|Exploring the writing process develops ideas for writing texts that carry meaning | | |

|c. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what | | |

|happened, use temporal words to signal event order, and provide some sense of closure. (CCSS: W.1.3) | | |

|d. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details| | |

|to strengthen writing as needed. (CCSS: W.1.5) | | |

|e. Use pictures or graphic organizers to plan writing | | |

|f. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in | | |

|collaboration with peers. (CCSS: W.1.6) | | |

|Appropriate spelling, conventions, and grammar are applied when writing | | |

|Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1) | | |

|Print all upper- and lowercase letters. (CCSS: L.1.1a) | | |

|Use common, proper, and possessive nouns. (CCSS: L.1.1b) | | |

|Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: | | |

|L.1.2) | | |

|Write complete simple sentences. | | |

|Capitalize dates and names of people. (CCSS: L.1.2a) | | |

|Use end punctuation for sentences. (CCSS: L.1.2b) | | |

|vi. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e) | | |

|Essential Question(s) |Content (Chapters / Concepts Covered) |

|How can I learn how to write? |Purpose for writing |

|How can I plan a personal narrative? |The writing process |

|How do I write a complete sentence? |Writing complete simple sentences |

|When do I use upper case letters and end punctuation? |Capitalization |

|What is a noun? |End punctuation |

| |Personal narrative |

|Instructional Strategies (Cooperative Learning, Role Play, Graphic |Performance Skills |

|Organizers, Video, Jigsaw…) |Make a simple sentence with mixed up, pre-selected words (more complex sentences |

| |for higher students, less complex sentences for lower students, more complex |

|Pictures or Graphic organizers |sentences the students may be given ) |

|Video | |

|Compacting | |

|Flexible grouping | |

|Think-pair-share | |

|Word/picture sorts | |

|Assignments / Projects (Work to be completed…) |Three Dimensions |

| |Checklist for Yes |

|Me at School Book | |

| |Personal |

| |Social |

| |Intellectual |

|Activities / Tasks (Student-Centered in Class) |Assessments (Formal and Informal) |

| |Pre-Assessment Activity : The students will have written a paragraph to a prompt |

|See the Multiple Intelligences and Learning Styles Integration Tasks table |prior to this unit. This paragraph is a baseline to determine what group they |

|for specific activities and tasks that will be used in this writing unit to |will start in and will help me choose partners for them. |

|meet the various multiple intelligences and learning styles. |Assessments: formative assessments throughout the unit. The book would be the |

| |summative performance assessment. |

|Multiple Intelligences and Learning Styles Integration Tasks |

| |Mastery |Understanding (Intuitive-Thinking) |Self-Expressive (Sensing-Feeling) |Interpersonal (Intuitive-Feeling) |

| |(Sensing-Thinking) | | | |

|V |Develop a plan | |Journal writing |Conduct an interview, share your |

|Verbal- |Direct instruction | | |work |

|Linguistic | | | | |

|L |Categorize |Compare and contrast | | |

|Logical-Mathemati| | | | |

|c | | | | |

|S |Create illustrations to go along |Create a chart of the various ideas|Create a picture to plan your | |

|Spatial |with your writing |that will be used in your writing |writing | |

| |Graphic organizers | |Art projects | |

| | | |Visual presentations | |

|M |Sing a song to practice a skill | |Read writing to a partner or a |Share, perform |

|Musical |(drill and repetition) | |small group. Work on expressive | |

| | | |language | |

|B |Move word cards around to make |Use a graphic organizer to plan the| | |

|Bodily-Kinestheti|complete sentences |activities that will be written | | |

|c | |about | | |

| |Walk around the classroom and | | | |

| |touch items that are nouns. | | | |

|P |Check a partner’s work for errors|Read your story to a partner |Sharing | |

|Interpersonal |Team games (drill and repetition)|Conferences | | |

|I |Review the stories you wrote and | |Write an autobiography, write a |Discussing feelings |

|Intrapersonal |self-evaluate | |journal | |

| | | |Reflecting | |

|N | |Look for patterns in your own | |Valuing |

|Naturalist | |writing | | |

|Me at School Book: Banding for the Skill Writing Words |

| |Far Below Basic (FBB) |Below (B) |Proficient (P) |Advanced (A) |

|Writi|Students are unable to write the |Students are able to write the |Students are able to write all the |Students are able to write all the |

|ng |letters for the sounds in a word or |letters of the sounds they hear, |letters for the sounds they hear, |letters for the sounds they hear, |

|Words|they only write one or two sounds of |but they do not get all of the |they may not have the correct |and usually have the correct |

| |the words. |sounds. |spelling of the sounds. |spelling of the words. |

| |Students are unable to copy words |Students are able to copy from the |Students are able to copy from the |Students are able to copy from the |

| |from the board. |board, may have some errors. |board with no errors. |board with no errors. |

|Strat|In small groups or individually work |In small groups or individually |Give students corrective feedback, as|Encourage students to use more |

|egies|with students to hear the sounds in |work with students on phonemic |needed. |descriptive language and more |

|for |words and write them down. Use sound |awareness and work on breaking |Have students work on spelling words |interesting vocabulary. |

|Inter|stories from curriculum to help. |apart the word to hear all the |correctly. |Challenge the students to spell all |

|venti|Write the words for the student so |sounds. | |words correctly, not just have the |

|on |they can either copy them without |Check students work for errors when| |correct sounds written. |

| |having to look up at the board, or so|they copy the board. | | |

| |they can move on with the independent| | | |

| |portion. | | | |

|Me at School Book: Banding for the Skill Writing Sentences |

| |Far Below Basic (FBB) |Below (B) |Proficient (P) |Advanced (A) |

|Writi|Students are unable to write simple, |Students struggle writing simple, |Students are able to write simple, 3-5|Students are able to write more |

|ng |3-5 word, sentences. |3-5 word, sentences. |word, sentences. |complex sentences. |

|Sente|Students have trouble writing from |Students are consistent at writing |Students are consistent at writing |Students are consistent at writing |

|nces |left to right. |from left to right. |from left to right. |from left to right. |

| |Students do not know the difference |Students do not know when to use |Students know to start a sentence with|Students know to start a sentence |

| |between upper case and lower case |upper or lower case letters and |a capital letter but may not know |with a capital letter and to |

| |letters. |interchange them in words. |about what other words may need to be |capitalize some proper nouns. |

| |Students do not know about end |Students do not know when or where |capitalized. |Students consistently use the end |

| |punctuation |to use end punctuation. |Students know where to use end |punctuation though they may not be |

| | | |punctuation but may not be consistent |consistent at using the correct |

| | | | |type. |

|Strat|Provide sentence structures or fill |Provide students with sentence |Work with the students in small groups|Work with the students in small |

|egies|in the blank sentences for the |structures or fill in the blank |or individually to write more complex |groups or individually to write more|

|for |students. |sentences, or have students come up |sentences. |complex sentences. |

|Inter|In small groups or individually work |with sentences orally and have the |Work with the students to capitalize |Work with the students to capitalize|

|venti|with students to write simple |students copy the sentences they |the first word of every sentence and |the first word of every sentence and|

|on |sentences. |came up with. |the names of people. |the names of people. |

| |Monitor the students as they write, |In small groups or individually work|Teach the students to edit their work |Teach the students to edit their |

| |have a clearly marked starting point |with students to write simple |to check for end punctuation, and |work to check for end punctuation, |

| |for each line. |sentences. |monitor them as they work to help them|and monitor them as they work to |

| |Work with the students to capitalize |Work with the students to capitalize|become more consistent with end |help them become more consistent |

| |the first word of every sentence and |the first word of every sentence and|punctuation. |with end punctuation. |

| |not other letters in the sentence. |not other letters in the sentence. | | |

| |Teach the students about periods. |Practice starting sentences with | | |

| | |capital letters and ending with | | |

| | |periods. | | |

|Me at School Book: Banding for the Skill Writing Paragraphs |

| |Far Below Basic (FBB) |Below (B) |Proficient (P) |Advanced (A) |

|Writi|Without explicit instructions, |Students are able to plan a |Students are able to plan a paragraph |Students are able to plan a paragraph|

|ng |Students have no idea where to even |paragraph by drawing a picture with|by drawing a picture, writing a list, |by drawing a picture, writing a list,|

|Sente|start, even in the planning process. |little to no guidance or, with a |or use other graphic organizers with |or use other graphic organizers with |

|nces |Without significant intervention, |lot of guidance, use a graphic |simple instruction. |little to no instruction. |

| |writing paragraphs are beyond their |organizer. |Students are able to write more than |Students are able to write more than |

| |skill level. |Students are able to write more |two sentences about their picture. The|one sentence about their picture. The|

| | |than one sentence about their |sentences may not flow, their |sentences flow, their sentences are |

| | |picture. The sentences may not |sentences are all on topic, their |all on topic, their sentences start |

| | |flow, they may go off topic, or |sentences should start with some |with some variety of words. |

| | |their sentences could all start |variety of words. | |

| | |with the same words. | | |

|Strat|Work with the students individually |Provide the necessary guidance |Provide simple instruction on planning|Help the students include more detail|

|egies|or in a small group to help them |throughout the planning process. |using pictures or graphic organizers. |in their writing and have more |

|for |start planning. |Help the students use more of a |Monitor the students as they plan in |interesting paragraphs. |

|Inter|Work on simple sentences. |variety of words. |order to ensure they are on topic. |These students would do well with |

|venti|Teacher may have the student dictate | |Help the students edit their work for |picking their own topic and writing |

|on |the paragraph and help the student | |flow, and teach them about using a |more independently. |

| |stay on topic. | |variety of words. | |

Sequence of Events

|Activities |Assignments |Assessment |

|Day 1 | |All formative assessment. |

| | |Participation in the |

|MI and LS Integration Task: Direct instruction, Think, Pair, Share, Evaluate, Compare and contrast | |discussion. Are they |

| | |understanding the purpose |

|Instruction: Purpose for writing: Give information. Discuss everyday activities. Job of a journalist. | |of the writing they’ll be |

|Writing what you know and being able to describe what you know. We are going to be writing about school. | |doing? |

| | | |

|Throughout the week we are going to be practicing answering questions in complete sentences. They also | | |

|need to present their complete sentences to the class. This You Tube video has some good hand signals | | |

|that can also be used. | | |

|Start the title page of your book: (student’s name) at School |Title page of Me at School|Does the cover have all |

|Evaluate: Discuss all the things that are done at school using a think-pair-share format. Decide what |book. |the required elements? |

|would be a good representation of what you do at school or what is your favorite thing to do at school. | | |

|Differentiated Center Time: Word/picture sort: things that are done at school, things that are not done |Word/picture sort. |Are the students |

|at school. | |differentiating between |

|A: Word sort | |school and outside of |

|P: Pictures with words sort | |school? |

|B: Pictures with words sort | | |

|FBB: Pictures with words sort | | |

|Groups to meet with: A: Discuss possible compacting of the assignment by having them complete the entire | | |

|book during the independent work time so that they can work on an independent project or writing | | |

|assignment. Monitor student progress, especially those who are at the far below basic or basic level. | | |

|Activities |Assignments |Assessment |

|Day 2 | | |

|MI and LS Integration Task: Develop a plan, direct instruction, categorize, create illustrations to go | | |

|along with your writing, create a picture to plan your writing, move word cards to make complete | | |

|sentences | | |

| | | |

|Instruction: | | |

|Purpose of today’s lesson: Develop a plan for the “Who” page of the book. Direct instruction: discuss | | |

|what a plan is, and how it can be helpful for organizing writing. | | |

|Think about: Who is at school? Who are your school friends? Who are the teachers? |Choose 5 or more, of what |Monitor the students’ work|

|Talk about “who” referring to people. |the class came up with, |to ensure they are |

|Brainstorm a list of people at school. Put them in categories: kids/friends, teachers, office staff, etc.|for who is at school. |completing the assignment |

|Write words with pictures of people at school. |Write or draw pictures of |correctly. |

|Draw pictures of all the people who are at school. |those you choose. Circle | |

|Decide who you are going to write about. |one you will write about. | |

|Differentiated Center Time: Preview simple sentence writing. |Put together complete |Review the center work for|

|A: put together more complex sentences that have multiple correct answers. |sentences. Write them on a|accuracy. |

|P: put together 5 word sentences correctly independently |paper. | |

|B: Put together 3-5 word sentences correctly | | |

|FBB: Put together 3 word sentences correctly. | | |

|Groups to meet with: FBB: Help these students complete the assignment in a small group with teacher | | |

|guidance. | | |

|Activities |Assignments |Assessment |

|Day 3 | | |

|MI and LS Integration Task: Move word cards to create complete sentences, direct instruction, watch an | | |

|instructional video, write a personal narrative, manipulate sentence parts | | |

| | | |

|Instruction: How to write a complete sentence or paragraph about who is at school. | | |

| | | |

|Show YouTube video: | | |

| | | |

|Look at what a complete sentence needs. Explain that a sentence needs to start with a capital letter, |Write 1-3 sentences about |Formative assessment. |

|there should not be any capital letters in the middle of the sentence unless there is a proper noun, and |who is at school. |Provide constructive |

|the sentence should end with a period. Sentences should also make sense. For example, when talking about | |feedback as needed. |

|who is at school it would not make sense to describe an elephant. | | |

| | | |

|Provide a sentence form for students who need it. Write an example of a paragraph using only the sentence| | |

|form. Write an example of a paragraph that uses the sentence form in the first sentence but describes | | |

|that person in the next 3 sentences. | | |

|Complete banding activities for sentence writing (see table). | | |

| | | |

|Sentence form: A ___________ is at school. | | |

| | | |

|Share time: Introduce conference time through this share time. Have some of the students share their | | |

|sentences. Model how to provide constructive feedback. | | |

|Differentiated Center Time: Sentence parts. |Write the sentences on a |Correct the papers, check |

|A: Use word cards to put together more complex sentences that have multiple correct answers. Write the |paper, or glue the word |for understanding |

|sentences on a paper. OR work on independent writing assignment. |cards in the correct | |

|P: Use sentence part cards, put the parts together so that they make a sentence that makes sense. Write |order. | |

|the sentences on a paper. | | |

|B: Use sentence part cards, put the parts together so that they make a sentence that makes sense. Write | | |

|the sentences on a paper. | | |

|FBB: Use sentence part cards, put the parts together so that they make a sentence that makes sense. | | |

|Write the sentences on a paper. | | |

|Groups to meet with: B: Check for understanding by doing the center with them. Read over their paragraphs| | |

|so far, give constructive feedback. | | |

|Activities |Assignments |Assessment |

|Day 4 | | |

| | | |

|MI and LS Integration Task: direct instruction, develop a plan, create illustrations for your writing, | | |

|write a personal narrative, manipulate sentence part cards, share your work | | |

| | | |

|Purpose of today’s lesson: As a class, develop a plan for the “What” page of the book. Create an | | |

|illustration of your favorite “what” that you do at school. Write a rough draft. Discuss that a rough | | |

|draft is a way to get your thoughts down on paper and how spelling is not important. |Write 1-3 sentences about |Formative assessment. |

| |what we do in school. |Provide constructive |

|What do we do in school? What is your favorite thing to do in school? What did you do the first day of | |feedback as needed. |

|school? | | |

|Talk about “what” referring to things. This could be a list of things in the school or things that you | | |

|can do at school. | | |

|Brainstorm a list of things to do at school. | | |

|Write words with pictures of things to do at school. | | |

|Pick your favorite thing to do at school and draw it or draw what you did on the first day of school. | | |

|Write about it. | | |

| | | |

|Sentence form: I like to _______ at school. | | |

| | | |

|Share time: Review how to do a good conference time. Have students share their book so far (if | | |

|applicable, have students who did not share yesterday share today). Model good conference behavior. | | |

|Differentiated Center Time: Simple sentence writing. |Write the sentences on a |Correct the papers, check |

|A: Use word cards to put together more complex sentences that have multiple correct answers. Write the |paper, or glue the word |for understanding |

|sentences on a paper. OR work on independent writing project. |cards in the correct | |

|P: Use word cards to put together 5 word sentences correctly independently. Write the sentences on a |order. | |

|paper. | | |

|B: Use word cards to put together 3-5 word sentences correctly. Write the sentences on a paper. | | |

|FBB: Use word cards to put together 3 word sentences correctly. Write the sentences on a paper. | | |

|Groups to meet with: P: Check for understanding by doing the center with them. Read over their paragraphs| | |

|so far, give constructive feedback. Meet with students who need more practice with or need a reteach on | | |

|simple sentences. | | |

|Day 5 | | |

| | | |

|MI and LS Integration Task: direct instruction, check a partner’s work for errors, review the stories you|Edit your writing. Write |Formative assessment. |

|wrote and self-evaluate |the sentences correctly on|Check that students are |

| |final draft paper. |writing their sentences |

|Purpose of today’s lesson is to | |correctly on final draft |

|learn how to self-edit and peer-edit writing | |paper. |

|then take those changes and write the sentence correctly on the final draft paper. | | |

|Review the importance of a capital letter beginning each sentence, having no capital letters in the | | |

|middle of a word or in the middle of a sentence (if it isn’t a special word), and ending the sentence | | |

|with the correct end punctuation. | | |

|Use a grading rubric to self evaluate work. | | |

|Differentiated Center Time: Noun identification (lesson introduced separate from the writing time) |Complete noun activity and|Check that the students |

|A: put a sticky note on 5 nouns in the room. You cannot choose a noun someone else has already chosen. Be|written paper. |are completing the |

|sure that one is a person, one is a place, and one is a thing. Choose an activity to do from the plurals | |activity correctly. |

|menu. | | |

|P: put a sticky note on 5 nouns in the room. You cannot choose a noun someone else has already chosen. Be| | |

|sure that one is a person, one is a place, and one is a thing. Write one or more sentences using those | | |

|nouns. If you have extra time, find more nouns. | | |

|B: put a sticky note on 5 nouns in the room. You cannot choose a noun someone else has already chosen. Be| | |

|sure that one is a person, one is a place, and one is a thing. On a paper write or draw the nouns you | | |

|chose. If you have extra time, find more nouns. | | |

|FBB: put a sticky note on 5 nouns in the room. Be sure that one is a person, one is a place, and one is a| | |

|thing. On a paper write or draw the nouns you chose. If you have extra time, find more nouns. | | |

|Groups to meet with: A: Check that the students understand how to choose an activity and help them get | | |

|started on it. P: Check for understanding by doing the center with them. Read over their paragraphs so | | |

|far, give constructive feedback. Meet with students who need extra practice with simple sentences or need| | |

|the lesson retaught. | | |

|Activities |Assignments |Assessment |

|Day 6 | | |

| |Make a comic strip showing|Monitor students to ensure|

|MI and LS Integration Task: create a comic strip (picture plan), use a graphic organizer, develop a plan,|what happens in school |they stay on topic. |

|manipulate sequence pictures. | | |

| | | |

|Purpose of today’s lesson: | | |

|When do we go to school? When do things happen during school? | | |

|Talk about “when” referring to time | | |

|Brainstorm a list of times things happen in school. | | |

|Make a 4 frame comic strip of a simple timeline | | |

|Write about your comic strip | | |

| | | |

|Sentence frame: First I ______________. Second I _________. Then I _____________________. Finally I | | |

|________________. | | |

|Differentiated Center Time: Sequencing activities |Sequencing activity. |Formative assessment. |

|A: Put sentences in the correct order (with no pictures). Read the story to a friend. Create pictures to | |Check that students are |

|go along with the sentences. | |understanding sequencing. |

|P: put sequencing pictures with words in order. Tell a friend the story that goes along with the | | |

|pictures. Practice speaking in complete sentences and practicing using the words first, then, and last. | | |

|B: put sequencing pictures with words in order. Tell a friend the story that goes along with the | | |

|pictures. Practice speaking in complete sentences and practicing using the words first, then, and last. | | |

|FBB: put sequencing pictures in order. Tell a friend the story that goes along with the pictures. | | |

|Practice speaking in complete sentences and practicing using the words first, then, and last. | | |

|Groups to meet with: Meet with students individually to look at the writing they have done so far and | | |

|give corrective feedback as needed. Help the students edit their work. | | |

|Day 7 | | |

| | | |

|MI and LS Integration Task: develop a plan, direct instruction, create a picture to plan your writing, | | |

|write a personal narrative, discuss feelings | | |

| |Draw your favorite place |Monitor the students’ |

|Where is the school? Where do we learn at school? Where do we do activities in school? |at school. Write about it.|progress. |

|Talk about “where” referring to place | | |

|Brainstorm a list of places things happen at school | | |

|Pick your favorite place to be | | |

|Draw your favorite place to be at school. | | |

|Write about it | | |

| |Sequencing activity. |Formative assessment. |

|Sentence form: I ________________ in the _______________. | |Check that students are |

| | |understanding sequencing. |

|Differentiated Center Time: Sequencing activities | | |

|A: Put sentences in the correct order (with no pictures). Read the story to a friend. Create pictures to | | |

|go along with the sentences. OR work on independent writing assignment | | |

|P: put sequencing pictures with words in order. Tell a friend the story that goes along with the | | |

|pictures. Practice speaking in complete sentences and practicing using the words first, then, and last. | | |

|B: put sequencing pictures with words in order. Tell a friend the story that goes along with the | | |

|pictures. Practice speaking in complete sentences and practicing using the words first, then, and last. | | |

|FBB: put sequencing pictures in order. Tell a friend the story that goes along with the pictures. | | |

|Practice speaking in complete sentences and practicing using the words first, then, and last. | | |

|Groups to meet with: Meet with students individually to look at the writing they have done so far and | | |

|give corrective feedback as needed. Help the students edit their work. | | |

|Day 8 | | |

| |Draw a picture |Monitor student progress, conference |

|MI and LS Integration Task: discussing feelings, direct instruction, create a picture to plan your |for the “How” |with students as needed. |

|writing |page | |

| | | |

|How do you learn at school? How much do you like school? How do you do _____ at school? | | |

|Talk about “how” referring to the way something is done or a feeling about something | | |

|Brainstorm things that would be interesting to describe how something is done in school. | | |

|Discuss how people feel about school and why | | |

| | | |

|Sentence form: I feel __________ when I __________ at school. |Noun activity |Monitor student progress, meet with |

| | |students who are struggling, as |

|Differentiated Center Time: Review noun identification, introduce plural nouns. | |needed. |

|A: Have the students sort irregular and regular singular and plural nouns. OR work on independent | | |

|writing project. | | |

|P: Have the students sort regular singular and plural nouns | | |

|B: Have the students sort regular singular and plural nouns. | | |

|FBB: Have students sort pictures of regular singular and plural nouns. | | |

|Groups to meet with: Meet with students individually to look at the writing they have done so far and | | |

|give corrective feedback as needed. Help the students edit their work. | | |

|Day 9 | | |

| |Finish writing, make |Monitor student progress, |

|MI and LS Integration Task: share your writing with a partner or the class, look for patterns in your |corrections, transfer to |conference with students |

|writing, review the pages you wrote and self-evaluate them, valuing |final draft paper. |who need it. |

| | | |

|Purpose of today’s lesson is to | | |

|review how to self-edit and peer-edit writing | | |

|then take those changes and write the sentence correctly on the final draft paper. | | |

|Review the importance of a capital letter beginning each sentence, having no capital letters in the | | |

|middle of a word or in the middle of a sentence (if it isn’t a special word), and ending the sentence | | |

|with the correct end punctuation. | | |

| | | |

|Have the students get together with a partner to edit each other’s writing. | | |

| | | |

|Conference with the teacher | | |

|Differentiated Center Time: Review noun identification, introduce plural nouns. | | |

|A: Have the students sort irregular and regular singular and plural nouns. OR work on independent |Noun Activity |Monitor student progress, |

|writing project. | |help students, as needed. |

|P: Have the students sort regular singular and plural nouns | | |

|B: Have the students sort regular singular and plural nouns. | | |

|FBB: Have students sort pictures of regular singular and plural nouns. | | |

|Groups to meet with: Meet with students individually to look at the writing they have done so far and | | |

|give corrective feedback as needed. Help the students edit their work. | | |

|Day 10 | | |

| |Publish your book |The completed book is the |

|MI and LS Integration Task: share your writing with a partner or the class, look for patterns in your | |performance assessment for|

|writing, review the pages you wrote and self-evaluate them, valuing | |this writing unit. |

| | | |

|Publish: | | |

|Finish the book. Go back and make corrections. Finish any incomplete pages. When you are done, review all| | |

|the pages in the book. Self-evaluate each page using the rubric, then have a partner evaluate each page | | |

|using the rubric. | | |

| | | |

|Differentiated Center Time: Proper capitalization and end punctuation. |Capitalization and end |Monitor student progress. |

|A: Fix the sentence. The capitalization mistakes could be anywhere in the sentence with the beginning |punctuation activitiy |Meet with students as |

|letter or other proper nouns or words that should not be capitalized. The end punctuation could be for | |needed. |

|any type of sentence. | | |

|P: Fix the sentence. The capitalization mistakes could be with the beginning letter or incorrect | | |

|capitalization of words that shouldn’t be capitalized. The end punctuation could be for any type of | | |

|sentence. | | |

|B: Fix the sentence. The capitalization mistakes could be with the beginning letter or incorrect | | |

|capitalization of letters in the middle of a word. A period should be the end punctuation. | | |

|FBB: Fix the sentence. The capitalization mistakes could be with the beginning letter or incorrect | | |

|capitalization of letters in the middle of a word. A period should be the end punctuation. | | |

|Groups to meet with: Meet with students individually to look at the writing they have done so far and | | |

|give corrective feedback as needed. Help the students edit their work. | | |

*Groups: FBB=Far Below Basic, B=Basic, P=Proficient, A=Advanced

Word/Picture Sorting Mat, Day 1 Activity

|Things that are |Things that are Not |

|Found At School |Found At School |

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Word/Picture Sorting Cards, Day 1 Activity

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Word Sorting Cards, Day 1 Activity

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Day 2 and Day 4 Sentences

Write the following sentences on sentence strips. Either write each sentence in a different color or put each sentence on a different color of paper. Cut each sentence so that one word is on each line.

The cat ran.

The dog sat.

I ran fast.

Sam fed the cat.

Pam has a fan.

The black cat sat on the tan hat.

Bob will yell when he sees the flat hat.

Day 3 Silly Sentence Cards

Write the following sentence parts on sentence strips. Cut the strip so that it is the length of the sentence part. If you want put a sticker of the noun or draw a picture of the noun before the beginning of each beginning sentence part or after the period in each ending sentence part. I found sentence cards similar to this at a dollar store which could be used instead of making your own.

The dog ate the banana.

The mouse won the race.

The fish lost his shirt.

The airplane can hide.

The house has a cute nose.

The bird flew to the beach.

The turtle will catch the ball.

The pencil fell from the sky.

Day 6 and Day 7 Sequencing Cards

This website has a free document that has great sequencing cards for the sequencing activities.



Day 8 and 9 Noun Activity

Teachers Pay Teachers has these noun activity freebies:





Day 10 Make corrections to sentences. Write these sentences on the board or on sentence strips:

Advanced sentences:

mrs. bell wEnt to the Store

can cameron Have a nEw toy

this Is an ExciTing DaY

Proficient sentences:

Mrs. Bell wEnt to the stOre

can Cameron haVe a nEw toy

this Is an exciTing daY

Basic Sentences:

mrs. Bell wEnt to the stoRe

pat has a fast doG

sam goT a nEw hat

Far Below Basic Sentences

the dOg raN fast

tHe cat sAt on a haT

i goT a nEw Mat

Student Rubric

|I can correct my writing! |

|Do you answer the question with a |[pic] |[pic] |[pic] |

|complete sentence? | | | |

|Does each sentence start with a capital|[pic] |[pic] |[pic] |

|and end with a period? | | | |

|Does your page have a nicely colored |[pic] |[pic] |[pic] |

|picture? | | | |

-----------------------

[pic]

paper

kids

chair

table

trampoline

bed

dog

stove

glue

scissors

swings

ball

monkey

elephant

Roller coaster

book

teacher

crayon

pencil

desk

paper

kids

chair

table

trampoline

bed

dog

stove

glue

scissors

swings

ball

monkey

elephant

Roller coaster

book

teacher

crayon

pencil

desk

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