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Week 1 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L1Poem ________________ ___________________ (Reread orally for fluency Monday-Thursday) V-C-VSyllables*Review V-C-V syllabication rules *Call out 1 word card and have students write it and divide into syllables. Justify answers, check and sort on blue board. Do ? of word cards.Level: _____Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsVocabulary Extension: from New Read- write two sentences with each voc. Word- one used as it was used in the reading and one from their head.L2Reread poem orally for fluency V-C-VSyllables*Review V-C-V syllabication rules *Call out 1 word card and have students write it and divide into syllables. Justify answers, check and sort on blue board. Use remaining word cards.Level: _____Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWord Study Extension: Give students list of word cards (or a copy of them) and have them write the words and divide into syllables correctly.L3Reread poem orally for fluency Greek and Latin Prefixesre-, un- disReview affix, prefix, base word and root word. Introduce 2-3 words from each prefix group. Discuss how prefix affects the meaning. Students give oral sentences with words to demonstrate meaning. Passage _______________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWriting Extension: use extension given with the passage.L4 Reread poem orally for fluency Greek and Latin Prefixesre-, un- disRepeat Lesson 3 Word Study directions with different words.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWriting Extension: Complete writing from Wed. Share with a partner and edit.L5Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Greek and Latin Prefixesre-, un- disRepeat Lesson 3 Word Study directions with different words. Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWord Study Extension: Students list 5 words that they can add re-, un- or dis- to. They write the word and a short meaning. Then they add one of the prefixes and add the meaning. (can be graded)Week 2 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L6Poem ________________ ___________________ (Reread orally for fluency Monday-Thursday) Open and Closed SyllablesDiscuss open and closed syllables using two word cards as examples. Call out 1 word card and have students write it and divide into syllables, deciding if it is open or closed. Justify answers, check and sort on blue board. Use remaining word cards.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionVocabulary Extension: from New Read- write two sentences with each voc. Word- one used as it was used in the reading and one from their head.L7Reread poem orally for fluency Open and Closed SyllablesDiscuss open and closed syllables using two word cards as examples. Call out 1 word card and have students write it and divide into syllables, deciding if it is open or closed. Justify answers, check and sort on blue board. Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWord Study Extension: Give students list of word cards (or a copy of them) and have them write the words and divide into syllables correctly and label open or closed syllables.L8Reread poem orally for fluency Prefixes: in-, im-, il-, ir-Discuss meaning of prefixes and review base word vs. root word (wk1). Introduce 2-3 words from each prefix group. Discuss how prefix affects the meaning. Students give oral sentences with words to demonstrate meaning. Passage :_How to Write a Research Paper_ (average and above average groups only since they have more out of group time) Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWriting Extension: use extension given with the passage.L9 Reread poem orally for fluency Prefixes: in-, im-, il-, ir-Repeat Lesson 3 Word Study directions with different words. Review difficult words from prior day.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWriting Extension: Complete writing from Wed. Share with a partner and edit.L10Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Prefixes: in-, im-, il-, ir-Repeat Lesson 3 Word Study directions with different words. Review difficult words from prior days. Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWord Study Extension: Students list 5 words that they can add prefixes for the lesson to. They write the word and a short meaning. Then they add one of the prefixes and add the meaning. (can be graded)Week 3 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L11Poem ________________ ___________________ (Reread orally for fluency Monday-Thursday) VCCVSyllables*Review VCCV syllabication rules*Call out 1 word card and have students write it and divide into syllables. Justify answers. Be sure they know the meanings of the words. Do 8-10 words each day.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL12Reread poem orally for fluency VCCVSyllables*Review VCCV syllabication rules*Call out 1 word card and have students write it and divide into syllables. Justify answers. Be sure they know the meanings of the words. Do 8-10 words each day.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL13Reread poem orally for fluency VCCVSyllables*Review VCCV syllabication rules*Call out 1 word card and have students write it and divide into syllables. Justify answers. Be sure they know the meanings of the words. Do 8-10 words each day. Passage _______________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL14 Reread poem orally for fluency VCCVSyllables*Review VCCV syllabication rules*Call out 1 word card and have students write it and divide into syllables. Justify answers. Be sure they know the meanings of the words. Do 8-10 words each day.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL15Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________VCCVSyllables*Review VCCV syllabication rules*Call out 1 word card and have students write it and divide into syllables. Justify answers. Be sure they know the meanings of the words. Do 8-10 words each day. Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 4 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L16Poem ________________ ___________________ (Reread orally for fluency Monday-Thursday) Syllable Patterns VC/CVV/CVVC/V (this is a review of weeks 1-3)Using a 3 box spell sort sheet for each student, have student put patterns in top box, and an example word above the pattern. Call out one word at a time and have students write it under the correct syllable pattern. Check together and teacher sorts on blue board. Do ? of word cards if time permits.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL17Reread poem orally for fluency Syllable Patterns VC/CVV/CVVC/VUsing a 3 box spell sort sheet for each student, have student put patterns in top box, and an example word above the pattern. Call out one word at a time and have students write it under the correct syllable pattern. Check together and teacher sorts on blue board. Do the rest of the word cards if time permits.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL18Reread poem orally for fluency Greek and Latin Prefixesun-, mis-Introduce prefixes- both mean “not or badly”. Review 2-3 of the word cards and discuss if the prefix means not or badly. Have students give oral sentences to demonstrate the meaning of ~? of the word cards Passage _______________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL19 Reread poem orally for fluency Greek and Latin Prefixesun-, mis-Repeat Lesson 3 Word Study directions with different words.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL20Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Greek and Latin Prefixesun-, mis-Repeat Lesson 3 Word Study directions with different words. Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 5 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L21Poem ________________ ___________________ (Reread orally for fluency Monday-Thursday) HomophonesIntroduce 1st ? of word cards, discussing meaning. Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL22Reread poem orally for fluency HomophonesTeacher orally gives a sentence using a word card from Monday. (See Weekly plans from Tyner notebook for examples.)Students write the correct spelling of the word. Check together. Continue with all cards from Monday.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL23Reread poem orally for fluency HomophonesIntroduce 2nd ? of word cards, discussing meaning. Passage _______________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL24 Reread poem orally for fluency HomophonesTeacher orally gives a sentence using a word card from Wednesday. Students write the correct spelling of the word. Check together. Continue with all cards from Wed.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL25Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________HomophonesUse basal Reader’s workbook page 51 to discuss and fill in together. Focus on: What are reference materials and what information can be found in a dictionary entry? Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 6 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of groupL26Poem ________________ ___________________ (Reread orally for fluency Monday-Thursday) Consonant digraphsth, ch, sh, wh, ph, ck, ngDiscuss that when some pairs of consonants come together they make only one sound. This will help decode unknown words. Call out ? of word cards. Students write the word and underline the consonant diagraph(s).Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL27Reread poem orally for fluency Consonant digraphsth, ch, sh, wh, ph, ck, ngRepeat Monday’s lesson with second ? of word cards.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL28Reread poem orally for fluency Suffixes-y and -ousReview affix, prefix, base word and root word. Introduce 3-4 examples of each. Discuss meaning of words with and without the suffix. Students give oral sentences with the words to demonstrate meanings. Passage _______________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL29 Reread poem orally for fluency Suffixes-y and -ousRepeat Lesson 28 Word Study directions with different words.Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL30Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Suffixes-y and -ousFinish going over the rest of the word cards following Wednesday’s directions. ADD: Discuss why some words are changed when –ous is added (if it ends in i) Level: _______Title: ________________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 7 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L31Poem ________________ ___________________ (Reread orally for fluency Monday-Thursday) Consonant Clusters cr, pr, ct, pl, nd, st, gr, pr, ct, flDiscuss that when some pairs of consonants come together they retain their sounds but blend together. This will help decode unknown words. Call out as many word cards as time permits. Students write the word and underline the consonant cluster(s).Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL32Reread poem orally for fluency Greek and Latin Word PartsPhon,photo,graph, auto, tele*Review root and affix. Teach meanings of parts for the week (see Tyner directions). Use word cards for phono and photo discuss meanings and have students give an oral sentence with the words.Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL33Reread poem orally for fluency Greek and Latin Word Partsphon,photo,graph, auto teleUse word cards for graph. Discuss meanings and have students give an oral sentence with the words.Passage _The History of Movies Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL34 Reread poem orally for fluency Greek and Latin Word Partsphon,photo, graph,auto, teleUse word cards for auto. Discuss meanings and have students give an oral sentence with the words.Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL35Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Greek and Latin Word Partsphon,photo, graph,auto, teleUse word cards for tele. Discuss meanings and have students give an oral sentence with the words.Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 8 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L36Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Stressed and Unstressed Syllables*Follow detailed directions on Tyner Word Study Directions to introduce topic. *Using the first 1/3 of the cards call out words one at a time and have students write them, divide into syllables, and circle the stressed syllable.* Determine if there is a schwa sound in any of the syllables. Level: _______Title: _________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL37Reread poem orally for fluency Stressed and Unstressed Syllables Follow L31 plan with the second 1/3 of the cards.Level: _______Title: ________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL38Reread poem orally for fluency Stressed and Unstressed SyllablesFollow L31 plan with the last 1/3 of the cards.Passage Crash Coogan or Traveling with Lewis and Clark Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL39 Reread poem orally for fluency Idioms*Define idiom- a group of words with a meaning that cannot be understood from the individual meanings of each word. *Discuss idioms listed on Tyner’s Word Study Directions for Thursday.Level: _______Title: _________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL40Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Greek and Latin Word PartsPhon, photo, graph, auto, tele*Discuss idioms listed on Tyner’s Word Study Directions for Friday.*Show the idiom phrase cards and ask students to use them in a sentence.Level: _______Title: _________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 9 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L41Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Common Beginning Syllables/?/, be,de, pre, com, con* Explain that noting the beginning word parts can help decode unknown words. Call out ? of the word cards. Ask students to write each word and underline the common beginning syllable for part of the words. You can let the students identify the beginning sound orally if time permits.Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL42Reread poem orally for fluency Common Beginning Syllables/?/, be,de, pre, com, con*Same lesson as Monday, using the other ? of the word cards. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL43Reread poem orally for fluency Antonyms*Define synonyms and antonyms. Read a word card and have students write an antonym for it on their board. Check after each word. Have students use the word card word in a sentence orally to demonstrate knowledge of meaning. (See Tyner word study directions for word cards to use on Wed.)Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL44 Reread poem orally for fluency Antonyms *Define synonyms and antonyms. Read a word card and have students write an antonym for it on their board. Check after each word. Have students use the word card word in a sentence orally to demonstrate knowledge of meaning. (See Tyner word study directions for word cards to use on Thurs.) Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL45Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Antonyms*Define synonyms and antonyms. Read a word card and have students write an antonym for it on their board. Check after each word. Have students use the word card word in a sentence orally to demonstrate knowledge of meaning. (See Tyner word study directions for word cards to use on Fri.)Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 10 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L46Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Vowel + r(multi-syllable)*Complete an open sort. Students should sort word cards by the sound of the vowel pattern. (/or/, /ur/, /yoor/) Remind your students that when a vowel is followed by an r, the sound of the vowel is changed. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL47Reread poem orally for fluency Vowel + r(multi-syllable)Complete a spelling sort. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL48Reread poem orally for fluency Vowel + r(multi-syllable)Complete a spelling sort.Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL49 Reread poem orally for fluency Vowel + r(multi-syllable)Complete a spelling sort. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL50Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Vowel + r(multi-syllable)Tell students that they can use their knowledge about vowels followed by r to decode new words. Call out one word at a time and have the students write the word on a spelling sort. Discuss the meanings of the words. Use cards bold words.Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 11 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L51Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Suffixes (ful, less, ness, ment)*Complete an open sort. Put cards face up on the table (divide cards between partner pairs.) Ask students to sort cards into categories. (Students should sort words by the ending suffix). If you know the meaning of the suffixes, it will help you understand new words. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL52Reread poem orally for fluency Suffixes (ful, less, ness, ment)*Review the meaning of the suffixes. Discuss the meaning of the last 10 words and ask students to give a sentence with each word. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL53Reread poem orally for fluency Suffixes (ful, less, ness, ment)*Review the meaning of the suffixes. Discuss the meaning of the last 10 words and ask students to give a sentence with each word. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL54 Reread poem orally for fluency CompoundWordsComplete an open sort. Students should sort them by compound word cards that are: One word (driveway)Two words with a hyphen (twenty-two)Two words (all right) Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL55Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________CompoundWordsComplete a spelling sort. (3 box)One word (driveway)Two words with a hyphen (twenty-two)Two words (all right)Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 12 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L56Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Base word +ed & ing*Complete an open sort. (Students should notice that some words require doubling the final consonant before adding ed or ing and other words where the e has been dropped before adding the ending.)Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL57Reread poem orally for fluency Base word +ed & ingComplete a two column spell sort with final e dropped and final consonant doubled. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL58Reread poem orally for fluency Base word +ed & ingComplete a two column spell sort with final e dropped and final consonant doubled using day 3 words. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL59 Reread poem orally for fluency SynonymsPlace all cards face up on the table and ask students to look at the cards to see how some of the words are related. (Words that mean the same things are synonyms.) Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL60Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________SynonymsBring a thesaurus to the group. Tell students that the thesaurus can help them find two synonyms for the word. Words to look up: large, sad, dark, pretty, loud, happy. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 13 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L61Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Common word partsSpec/struct/tele/vis*Complete an open sort. Ask students to find ways that some of the words are the same. Tell students that the word parts a specific meaning. Spec: lookTele: far awayVis: seeStruct: buildLevel: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL62Reread poem orally for fluency Vis/Struct/Discuss the word part and how it relates to each word. Ask students to give a sentence for each word to demonstrate meaning. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL63Reread poem orally for fluency Tele/Spec/Discuss the word part and how it relates to each word. Ask students to give student for each word to demonstrate meaning. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L64 Reread poem orally for fluency Final letter doubled, dropped, or nothing before adding endingComplete a three column spelling sort. Call out each word and ask students to write the word under the correct heading. After the students write the word, the teacher sorts the word on the blue sorting board. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL65Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Final letter doubled, dropped, or nothing before adding endingComplete a three column spelling sort. Call out each word and ask students to write the word under the correct heading. After the students write the word, the teacher sorts the word on the blue sorting board. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 14 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L66Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) able/ible*Complete an open sort. Ask students to find ways that some of the words are the same. Explain that the suffixes ible and able both mean “able to be”. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL67Reread poem orally for fluency able/ibleUsing half of the ible/able word cards, discuss how the suffix affects the word and what the word means. Ask students to use each word in sentence. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL68Reread poem orally for fluency able/ibleUsing half of the ible/able word cards, discuss how the suffix affects the word and what the word means. Ask students to use each word in sentence. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL69 Reread poem orally for fluency Word ending in /ē/ sound*Complete an open sort. Discuss with students that the final long e sound can be spelled three different ways. (y, ey, e) Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL70Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Word ending in /ē/ soundComplete a spelling sort with three categories. (y, ey, e)Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 15 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L71Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Changing y to iDiscuss the rule that when a word ends in y and you want to make it plural, change the y to i and add es. Call out the base word and ask students to write the word and then write the plural beside it. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL72Reread poem orally for fluency Changing y to iDiscuss the rule that when a word ends in y and you want to add er or est, change the y to i. Call out base word and ask students to write the base word and the new endings. Place the cards on the board after students have correctly written the words. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL73Reread poem orally for fluency Changing y to iDiscuss the rule that when a word ends in y and you want to add er or est, change the y to i. Call out base word and ask students to write the base word and the new endings. Place the cards on the board after students have correctly written the words. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL74 Reread poem orally for fluency Changing y to iGive each student a base word. (each student’s word will be different) Ask students to write three sentences: one with the base word, one with the er added and another with est. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL75Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Changing y to iRepeat Day 4 activity using different words. Give each student a base word. (each student’s word will be different) Ask students to write three sentences: one with the base word, one with the er added and another with est. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 16 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L76Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Sound spelling changes Place “electric” on the board. Ask students to identify the sound at the end of the word. /k/ Divide the word into syllables. e/lec/tric/ Now place the word “electricity” on the board. Divide it into syllables. e/lec/tric/i/ty Point out the /k/ has now changed to a /s/ sound. Continue with the rest of the words. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL77Reread poem orally for fluency Figurative languageReview the terms: Simile-compares two unlike things and does use the word “like” or “as”. Metaphor- compares two unlike things and does not use the word “like” or “as”.Proverbs/adages: short sayings that express life lessons Ask students to identify which one it is and discuss its meaning. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL78Reread poem orally for fluency k/ng/kwComplete a Three-box spelling sort using the following words. /k/-risky, picnic/ng/-monkey, banker/kw/-equal, quickPassage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL79 Reread poem orally for fluency k/ng/kwComplete a Three-box spelling sort using the following words: /k/- attack, ache/ng/-blanket/kw/- earthquake, request Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL80Introduce new poem for next week. Work on vocabulary and comprehension.Poem______________k/ng/kwComplete a Three-box spelling sort using the following words: /k/- public, attic, second/ng/- banker/kw/- quarter, squeezeLevel: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 17 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L81Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) ion/ation/itionWhen these suffixes are added it changes a verb to a noun. Words that end in “ion” usually tell about a process, action or result. Place “graduate” on the board. Ask students to use the word in a sentence. Now, ask students to write “graduation”. Then ask the students to use it in a sentence. Continue with the rest of the words. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL82Reread poem orally for fluency Words with the finial /j/ soundOpen sort: Place all of the cards that end with ge and dge on the table for students to sort. Ask students to identify how the two endings are the same. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL83Reread poem orally for fluency Words with the finial /j/ soundComplete a spelling sort using the two columns “ge” and “dge”./ge/-damage, package, bandage, carriage, marriage, message, baggage/dge/-judge, ridgePassage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL84 Reread poem orally for fluency Sound spelling changesPut each word pair on the blue board. Discuss what changes were made to the word (if any) to make the new word. carry carriagemarry marriageband bandageslip slippage Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL85Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Final sound ce making /s/ sound Final /j/ soundTell students that words ending in ce make the /s/ sound. Simple call out each word and ask the students to write the word. glance, twice, since, chance, bridge, judge, manageLevel: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 18 Lesson and DateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L86Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Prefixes re, un and disHave students complete an Open Sort. Discuss the meaning of each prefix.Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL87Reread poem orally for fluency Prefixes unPlace each word on the blue board and discuss the meaning. Ask students to use each word in an oral sentence. unused, unpaid, unplanned, untrue, unload, uneven, uncover, untidyLevel: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL88Reread poem orally for fluency Prefix rePlace each word on the blue board and discuss the meaning. Ask students to use each word in an oral sentence. refresh, rethink, rewind, recall, rebuildPassage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL89 Reread poem orally for fluency Prefix disPlace each word on the blue board and discuss the meaning. Ask students to use each word in an oral sentence. dislike, disorder, distrust, displease, discolor Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL90Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Adages and ProverbsPlace each phrase on the blue board. Explain that these are adages or proverbs. Discuss the meaning of each.Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 19 LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L 91Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Common Suffixesful, less, ness, mentStudents will do a closed sort. The teacher will tell the students to sort words by the number of syllables in each word. Two categories: two syllable and three syllable wordsDiscuss what happens to words that end in y when adding a suffix. (y to i) Tell students that syllables break before the suffix. When we use this, it will help us decode. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL 92Reread poem orally for fluency Common Suffixesful, less, ness, mentWhen we know the meaning of suffixes, it helps us understand the word. 1. Ful: full of2. Less: without3. Ment: action, result4. Ness: state ofComplete a 4 box spelling/meaning sort. Use half of the words today. Ask students to write them in the correct category. After each word, ask one student to give a sentence using the word. How did the suffix affect the word?Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 93Reread poem orally for fluency Common Suffixesful, less, ness, mentComplete a 4 box spelling/meaning sort. Using the other half of the words.Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 94 Reread poem orally for fluency Common Suffixesful, less, ness, mentFind synonyms: Say the synonym and tell students to write the correct word that means the same thing. You may leave the words on the blue board so that students can have the words in front of them to choose from. (See Word Study Routines) Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 95Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Common Suffixesful, less, ness, mentPlay categories. Call out the list of things in the category and have students guess the correct category (from word cards). Things that are colorful: a rainbow, a clown’s wig, a parrot, a kite, a quiltKinds of Ailments: a headache, a toothache, a stomach ache, a backacheKinds of appointments: dentist, doctor, hairdresser, business(See Word Study Routines)Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 20 LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L 96Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) VCCV Vowel Patterns and word partsOpen SortDistribute cards between partners in the group. Ask them to put the words into two categories. Point out that if the two consonants are the same in the vowel pattern; divide the word into syllables between the two like letters. If the two consonants are different, divide the word into syllables between the two consonants. Example: sup/port, plas/ticLevel: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL 97Reread poem orally for fluency VCCV Vowel Patterns and word partsSpelling Sort with SyllablesStudents will create two columns: one for VCCV (consonants the same) and another VCCV (consonants different)Call out two or three words for each category. Ask students to sort the word under the correct category, write the word, and divide the words into syllables.Level: _______Title: __________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 98Reread poem orally for fluency VCCV Vowel Patterns and word partsSpelling Sort with SyllablesContinue the spelling sort process from day 2 calling out three or four new words for each category.Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 99 Reread poem orally for fluency VCCV Vowel Patterns and word partsSpelling Sort with SyllablesContinue the spelling sort for the remaining words. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 100Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________VCCV Vowel Patterns and word partsWhen a word has a prefix or suffix, separate it from the base word (it will be a syllable by itself). Then follow the above rules for dividing the base word into syllables.Example: unexpected: un/ex/pect/ed Call out the following words and ask students to write each word down and divide it into syllables. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 21 LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L 101Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) VCV Word PatternsOpen SortDivide the word cards and deal to partners. Ask the students to divide the words into categories based on the first vowel sound. Discuss the VCV vowel patterns. Open syllable: Divide the word after the first vowel if the vowel is long.Example: e/ventClosed syllable: Divide the word after the consonant if the vowel sound is short. Example: plan/etLevel: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL 102Reread poem orally for fluency VCV Word PatternsSpelling SortStudents will write the words under the correct category. (open or closed syllables) Ask students to then divide each word correctly into syllables.Call out four under each category. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 103 Reread poem orally for fluency VCV Word PatternsSpelling SortContinue the spelling sort from day 2 with four more words under each category. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 104 Reread poem orally for fluency VCV Word PatternsSpelling Sort Complete the spelling sort with the remaining words. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 105Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________VCV Word PatternsVCV Patterns and Word PartsRemind students that when they are decoding words, first take off the prefix or suffix. It will be one syllable. Next, use the rules of VCV (open/closed syllables) to divide the word. Call out each word and ask students to divide into syllables. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 22 LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L 106 Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) VCCV and VCV Open SortDivide the word cards and distribute them to partners. Ask students to separate word cards into categories. Tell them to examine the vowel patterns and the sounds of the vowels. There will be 4 categories:VCCV, VCCV, VCV (short vowel), VCV (long vowel)Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL 107Reread poem orally for fluency VCCV and VCV Spelling Sort (Four Box)Call out one third of the words and ask students to write them in the correct categories. (listed above) Also ask them to divide each word into syllables. Sort the words on the blue sorting board. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 108Reread poem orally for fluency VCCV and VCV Spelling Sort (Four Box)Continue the spelling sort with the next third of word cards.Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 109 Reread poem orally for fluency VCCV and VCV Spelling Sort (Four Box)Continue the spelling sort with the last set of words. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 110Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Syllable Patterns and Word PartsBegin by separating the prefix or suffix from the base word. Next, examine the word to determine the vowel pattern (VCV).Deter-mine if the vowel is long (the syllable is open and the syllable is divided after the vowel) or if the vowel is short, the syllable is closed and divided after the consonant. Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 23 LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L 111 Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) VCCV PatternsOpen sortDivide the word cards and deal to partners. Ask students to sort the word cards by vowel patterns. Discuss the sorts and VCCV patterns in the words. Remember: Open syllables end in a long vowel sound. (Examples: po/ster, se/cret, a/pron, de/gree) Closed syllables have a short vowel sound and are divided after the consonant. Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL 112Reread poem orally for fluency VCCV PatternsSpelling/Syllable SortStudents need two columns: one for open syllables with long vowel sound, and the other closed syllables with short vowel sound. Call out four words in each category. Ask students to write the word in the correct column and then divide each word into syllables. Follow up by sorting the words on the blue board. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 113Reread poem orally for fluency VCCV PatternsSpelling/Syllable SortContinue the spell sort from day two. Call out four more words following the same process as day 2. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 114 Reread poem orally for fluency PrefixesDiscuss the prefixes meaning.pre: “Before”inter: “between or among”ex: “Outside or no longer.”When these prefixes are added to words, the meaning of the word changes. Discuss the first six words and their meanings. Ask students to use each word in an oral sentence.Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 115Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________PrefixesReview the meaning of the three prefixes. Discuss the rest of the words. Ask students to use each word in an oral sentence.Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek 24 LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L 116Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Words with VCCCV (VCCCV) words always have two blended consonants. The word will be divided either before or after the blended consonants so they will be in the same syllable. The first syllable will probably have a short vowel sound. The consonants will be most often split after the first consonant but not always. Example words: complete: com/plete (VC/CC) Short Oathlete: ath/lete (VCC/C) Short adistract: dis/tract (VC/CC) Short isandwich: sand/which Short aLevel: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL 117Reread poem orally for fluency Words with VCCCV Two column spell/syllable sortStudents will create two columns: VC/CCVVCC/CVCall out the first group of words. Ask students to write the word under the correct syllable category. Encourage students to write the word first to decide where the syllable is divided. After this, students will write the word under the correct category. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 118Reread poem orally for fluency Words with VCCCV Two column spell/syllable sortCall out the next set of words. Ask students to write the word under the correct syllable category. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, L 119 Reread poem orally for fluency Suffixes ed/lySuffixes ed and ly added to a word will change the meaning of the word. (see routines)Level: _______Title:_______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements)L 120Introduce new poem for next week. Work on vocabulary and comprehension.Poem ______________Discuss the word pairs. Ask students to use each word in a sentence and identify the part of speech. (See routines for word list.)Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek25 LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L 121Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) V VWords When the vowel retains its sound, the syllable is divided between the vowels. (ri/ot). When the two vowels stand for one sound the vowels are kept together when dividing the words into syllables. (shoul/der)Discuss words on word list. Remind students that most words divide after the first vowel when two come together.( See routines for word list.)Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL 122Reread poem orally for fluency Syllables Syllable SortComplete a syllable sort. Call out the first set of the words. Ask students to sort by one syllable, two syllables, three syllables, and four syllables. Additionally, ask students to divide each word into syllables. Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL 123Reread poem orally for fluency Syllables Syllable Sort (continued)Complete a syllable sort. Call out the next set of the words. Ask students to sort by one syllable, two syllables, three syllables, and four syllables. Additionally, ask students to divide each word into syllables. Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 124 Reread poem orally for fluency Tell students that if they know the meaning of word parts, it will help us understand what the word means. meter: a unit of measuretherm: heataud: to hear or listenfac: to make or do(See routines for word list.)Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L 125Introduce new poem for next week. Work on vocabulary and comprehension.Poem ______________Review the meaning of the word parts. Discuss the following words. Identify the word part and how the meaning affects the word. (See routines for word list.)Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriateWeek LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL Reread poem orally for fluency Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL Reread poem orally for fluency Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Reread poem orally for fluency Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL Reread poem orally for fluency Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL Reread poem orally for fluency Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Reread poem orally for fluency Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL Reread poem orally for fluency Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL Reread poem orally for fluency Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Reread poem orally for fluency Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionWeek LessonandDateReread for fluency(approximately 3 minutes)Pattern FocusWord Study(Approximately 7-8 minutes)New Read:Lead read with whisper reading or silent read a short section to find answers to questions.(approximately 20 minutes)Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas)L Poem ________________ ___________________(Reread orally for fluency Monday-Thursday) Level: _______Title: _______________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrations, text dependent questionsAfter: Focused comprehension discussion teacher/student discussion,, text dependent questionsL Reread poem orally for fluency Level: _______Title: ___________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussionL Reread poem orally for fluency Passage ________________________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Reread poem orally for fluency Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate)L Introduce new poem for next week. Work on vocabulary and comprehension.Poem _______________Level: _______Title: ________________ Before: Brief intro, intro vocabDuring: Questioning, text features, illustrationsAfter: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion ................
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