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Teacher: Jackie Paxson

Subject: Spelling/ Phonics


Grade: 1
Week of: 1/29-2/2

Day Objective Vocab & Teaching the Lesson Wrap Homework/ Modifications
Students Material Up/Exit Assessmen
will learn s Ticket t

Mon. Students Spelling Warm Up: Jump out words completed -Repeat directions
will words: list of at as needed
understand hope, least 3 -Provide students
that the nose, I DO: Teacher will introduce the list of spelling words that a post-it note to
final “e” in note, words. When she reads the words, she will follow the copy spelling
a word rope, model how the e at the end of the words makes same long words from
makes a cute, the first vowel say its own name, or a long vowel- -Pull students to
long vowel cube, vowel. consonant back table to
sound nice, -e spelling. assist them in
when there ledge, We Do: Students will read the words on the list staying on task
is a ago, together, and explain to the teacher why the while copying
consonant people vowels are making long vowel sounds. words; verbally
in between provide sentences
them. Bonus: You Do: Students will copy their spelling words for each word
ago, into their copybooks. In pairs, students will write
people, at least 3 additional words that follow the same
boy, girl, long vowel-consonant-e spelling.
how, old

Tues. Students Anchor Warm Up: Air write words completed -Repeat/clarify
will Chart workbook directions as
understand Your DO: Teacher will go through the box at the top page 131 needed
that the Turn of page 131 in the workbook to remind students -Work with
final “e” in of the long vowel rule. She will model how to students in small
a word read each word with a long vowel sound group, parallel
makes a because of the silent e. teaching the same
long vowel lesson using white
sound boards
Teacher: Jackie Paxson
Subject: Spelling/ Phonics
Grade: 1
Week of: 1/29-2/2

when there We Do: Students will volunteer and explain to


is a the teacher why vowels are making a long
consonant sound and share some of the words they came
in between up with in pairs the previous day.
them.
You Do: Students will complete page 131 in
their workbook to show understanding of the
long vowel-consonant-e spelling.

Wed. Students Your Warmup: completed -Repeat/clarify


will Turn https://www.youtube.com/watch?v=mnanlcyRuu workbook directions
recognize Book I page 133 - Work with
that a long students having
vowel I DO: Teacher will go through the words in the difficulty 1:1 on a
consonant word bank of page 133. She will model how to specific
“e” within a read each word with a long vowel sound word/model 1:1
word sticks because of the silent e. how to sound out
together words w/ long
when We Do: Students will volunteer and explain to o/silent e, long
breaking a the teacher why vowels are making a long e/silent e, or long
word into sound. u/silent e
syllables.
You Do:
Students will complete the sentences on page
133 by reading from the word bank and
choosing the appropriate word with the long
vowel sound.

Thurs Students Anchor Warm Up: completed -Repeat directions


. will Chart https://www.youtube.com/watch?v=mnanlcyRuu page 138. as needed
understand Your I Taken as -Allow students
the Turn quiz the option to work
appropriat grade with a partner at
Teacher: Jackie Paxson
Subject: Spelling/ Phonics
Grade: 1
Week of: 1/29-2/2

e use of I DO: Teacher will go through the words on the back


the week’s page 138. She will model how to read each table/strategically
sight word with a long vowel sound because of the partner students
words. silent e. She will then explain that when for activity
breaking a word into syllables, the VCE part of
the words stay together.

We Do: Students will volunteer and break the


words on page 138 into syllables.

You Do: Students will complete the page 138


by reading the word and breaking the word
apart into syllables, keeping the VCE together.

Fri. Students Test Assessment Test - Repeat


will be directions and
assessed assist
on their students in
knowledge repeating
of soft directions
consonant back for
spelling understandin
words. g
-Pull students into
smaller groups to
complete the test
-Provide students
additional time to
complete test