Weekly ES:

Weekly ES:
K. 4 c, d
Syllables

Brandy Wells/ Keandra Hunter - Reading Plans 4/11/16-4/15/16

Group 1
Cognitive Level of Blooms:
Remember: identify units of speech;
Analyze: blend phonemes to make words and segment one-syllable words into onset/rime
and speech sound units; discriminate between large phonological units of running speech,
sentences, words, and syllables.

Monday
Daily Objective
Assessment

Key Vocabulary
Activating Prior
Knowledge

Instruction/
Independent
Marzano

1Similarities/Differenc
es
2Gen/Test
Hypotheses
3Nonling. Represent
4Rein/Effort
Recognize
5Obj. Feedback
6Practice/HW
7Sum/Notetaking
8Coop. Learning
9Cues/Ques/Ad. Org.

Tuesday

I will review fiction

and nonfiction

Wednesday

I will take a test I will be able to count

on nonfiction the syllables of a
word/picture
By orally answering By listening to a By clapping and
simple questions.
story and
counting the
answering
syllables in a word
questions with
with my teacher.
my teacher.
Syllables, sentences, phonemes, rimes
What are some of
We will review
What do you think a
the text features that what we have
syllable is?
we talked about in
learned about
this unit?
nonfiction books.

We will review
We will take a test
nonfiction by having on nonfiction.
an oral conversation
about what we
remember from our
unit. We will watch
our review video and
play rags to riches.

Thursday
I will be able to count
the syllables of a
word/picture
By clapping and
counting the syllables
of random objects
around the room on my
own.

Friday
I will be able to count
the syllables of a
word/picture
By clapping and
counting the syllables of
words shown in an
interactive activity
program as a group.

How many syllables are How many syllables are

in the word elephant? in the word butterfly?

Students will activate Students will partner up The teacher will review
their clapping skills by with a buddy and will go syllables on the
repeating what the
around the room and will Promethean board by
teacher does.
count syllables for
showing an interactive
Students will clap the different objects. We will activity called Flower
syllables in their
come together and will Shop Syllables. Students
classmates names. name some of the
will take turns and will
Students will also
objects that we saw and decide on where each
participate in a say it, will clap their syllables. place card goes.
clap it, and sort it
The teacher will bring in Students will also have a
activity based on
a syllable sort and the worksheet that will
syllables. Students will students will have to
complement the activity
have a syllable sort work together to place they did on the
worksheet to do at
them in the right
Promethean board for
their desks.
category according to seatwork.
their syllables. Students
will also complete a
Stations:
spring syllable worksheet 1. Comprehensionat their seats.
Buddy
Reading/Choral
Reading
2. Syllable Seatwork
3. Syllable Sort on
the carpet with Ms.
Baldwin

Process Goals
Differentiation
Who? How?

Red:
-sight words (1,6)
-read Guessing
Game
(1,4,5,6)
Orange:
-read sight word text
(1,6)
-read Little Red
Riding Hood (1,4,5,6)

Red:
-sight words (1,6)
-read Guessing
Game (1,4,5,6)

Red:
-sight words (1,6)
-read Find It!
(1,4,5,6)

Red:
-sight words (1,6)
-read Find It!
(1,4,5,6)

Orange:
-read sight word
text (1,6)
-read Little Red
Riding Hood
(1,4,5,6)

Orange:
Orange:
-read sight word text -read sight word text
(1,6)
(1,6)
-read Little Red Riding -read Little Red Riding
Hood
Hood
(1,4,5,6)
(1,4,5,6)

Yellow:
-read sight word text
(1,6)
-read Look Out!
(1,4,5,6)

Yellow:
-read sight word
text (1,6)
-read Look Out!
(1,4,5,6)

Yellow:
-read sight word text
(1,6)
-read Uncle Louie
(1,4,5,6)

Yellow:
-read sight word text
(1,6)
-read Uncle Louie
(1,4,5,6)

Brown:
-read sight word text
(1,6)
-read Look Out!
(1,4,5,6)

Brown:
-read sight word
text (1,6)
-read Look Out!
(1,4,5,6)

Brown:
-read sight word text
(1,6)
-read Uncle Louie
(1,4,5,6)

Brown:
-read sight word text
(1,6)
-read Uncle Louie
(1,4,5,6)

Representations- clapping sound for syllable

Connections- Identifying syllable sounds within print and spoken language
Small groups by
Small groups by Small groups by
Small groups by
ability/reading levels ability/reading
ability/reading levels ability/reading levels
levels

Red:
-sight words (1,6)
-read Find It! Or
Guessing Game
(1,4,5,6)
Orange:
-read sight word text
(1,6)
-read Little Red Riding
Hood
(1,4,5,6)
Yellow:
-read sight word text
(1,6)
-read Look Out! Or Uncle
Louie
(1,4,5,6)
Brown:
-read sight word text
(1,6)
-read Look Out! Or Uncle
Louie
(1,4,5,6)
Small groups by
ability/reading levels

Teacher Reflection

https://www.youtube.com/watch?v=7RRPqkPnRl8

https://www.quia.com/rr/902827.html

Weekly ES:

Brandy Wells/ Keandra Hunter - Reading Plans 4/11/16-4/15/16

Weekly ES:
K.4 c, d
Syllables

Group 2
Cognitive Level of Blooms:
Remember: identify units of speech;
Analyze: blend phonemes to make words and segment one-syllable words into onset/rime
and speech sound units; discriminate between large phonological units of running speech,
sentences, words, and syllables.

Monday

Tuesday

Daily Objective

I will review fiction

and nonfiction

I will take a test on

nonfiction

Assessment

By orally answering
simple questions.

By listening to a story
and answering
questions with my
teacher.

Key Vocabulary Syllables, sentences, phonemes, rimes

Activating Prior What are some of
Tell me everything you
Knowledge
the text features that know about nonfiction
we talked about in
this unit?
Instruction/
We will review
We will take a test on
Independent
nonfiction by having nonfiction.
an oral conversation
Marzano
about what we
1Similarities/Differences
2Gen/Test Hypotheses
remember from our
3Nonling. Represent
unit. We will watch
4Rein/Effort Recognize
our review video and
5Obj. Feedback
6Practice/HW
play rags to riches.
7Sum/Notetaking
8Coop. Learning
9Cues/Ques/Ad. Org.

Wednesday

Thursday

Friday

I will be able to count

the syllables of a
word/picture
By clapping and
counting the syllables
in a word with my
teacher.

I will be able to
count the syllables
of a word/picture
By clapping and
counting the syllables
of random objects
around the room on
my own.

I will be able to count

the syllables of a
word/picture
By clapping and
counting the syllables
of words shown in an
interactive activity
program as a group.

What do you think a

syllable is?

How many syllables

are in the word
elephant?

How many syllables

are in the word
butterfly?

Students will activate Students will partner The teacher will review
their clapping skills by up with a buddy and syllables on the
repeating what the
will go around the
Promethean board by
teacher does.
room and will count showing an interactive
Students will clap the syllables for different activity called Flower
syllables in their
objects. We will come Shop Syllables.
classmates names. together and will name Students will take turns
Students will also
some of the objects and will decide on
participate in a say it, that we saw and will where each place card
clap it, and sort it
clap their syllables.
goes. Students will also
activity based on
The teacher will bring have a worksheet that
syllables. Students will in a syllable sort and will complement the
have a syllable sort the students will have activity they did on the
worksheet to do at
to work together to
Promethean board for
their desks.
place them in the right seatwork.
category according to
their syllables.
Stations:
Students will also
1. Comprehensioncomplete a spring
Buddy
syllable worksheet at
Reading/Choral
their seats.
Reading
2. Syllable
Seatwork
3. Syllable Sort on
the carpet with
Ms. Baldwin

Process Goals
Differentiation
Who? How?
Teacher
Reflection

Triangle:
-read The Climb
(1,4,5,6)
-practice sight words
(1,4,5,6)

Triangle:
-read The Climb
(1,4,5,6)
- practice sight words
(1,4,5,6)

Triangle:
-read Mr. Foxs Sack
-practice sight words
(1,4,5,6)

Triangle:
-read Mr. Foxs Sack
-practice sight words
(1,4,5,6)

Triangle:
-read Mr. Foxs Sack
-practice sight words
(1,4,5,6)

Square:
-read Give Us a Clue
(1,4,5,6)
-flash sight words
(1,4,5,6)

Square:
-read Give us a Clue
(1,4,5,6)
-flash sight words
(1,4,5,6)

Square:
-read Puff (1,4,5,6)
-flash sight words
(1,4,5,6)

Square:
-read Puff (1,4,5,6)
-flash sight words
(1,4,5,6)

Square:
-read Puff (1,4,5,6)
-flash sight words
(1,4,5,6)

Circle:
-read Frog and Toad
Are Friends A Lost
Button Chapter
(1,4,5,6)

Circle:
-read Frog and Toad
Are Friends A Lost
Button Chapter
(1,4,5,6)

Circle:
-read Frog and Toad
Are Friends A Swim
Chapter

Circle:
-read Frog and Toad
Are Friends A Swim
Chapter
(1,4,5,6)

Circle:
-read Frog and Toad
Are Friends The Letter
Chapter
(1,4,5,6)

Representations- clapping sound for syllable

Connections- Identifying syllable sounds within print and spoken language
Small groups by
Small groups by
Small groups by
Small groups by
ability/reading levels ability/reading levels ability/reading levels ability/reading levels

https://www.youtube.com/watch?v=7RRPqkPnRl8

https://www.quia.com/rr/902827.html

Small groups by
ability/reading levels