Objective Vocab & Teaching the Lesson Wrap Up/ HW/ Modifications

Day Students Materials Exit Ticket Asses

will learn s

Mon. Students Materials: Warm up: Context * Pull students into

will use the Context clues Teacher will introduce the weekly vocabulary words:clever clues smaller groups to
rules of activity sheet and signal(using the connect ed website or the word cards). activity guide struggling
context Students and teacher will review ways to find the meaning of sheet: students through
an
clues to Higher order the special words by looking at their previously made context taken as a
activity/assignmen
find the thinking clues chart. classwork t involving using
meaning of questions: I do: Teacher will read sentence number 1 using the doc grade context cluse
the word How can I check cam. She will model and think out loud how to find which * During
within a to see if my word long e word would make the most sense in the sentence, independent
sentence. selection is using the clues. (Teacher will highlight the clue word-SHINY) practice, teach
correct? She will ask herself: which of these words is something that mini lesson/re-
could be shiny: penny, pony, or peppy? She will circle her teach for those
answer. She will also read sentence 2 and model the students who are
Challenge:
sentence by putting all three possible answers into the not grasping the
Students will be content/skill
prompted to sentence. While doing this, she will ask herself what makes
* Provide students
complete a the most sense, what is the clue word that can help me? additional time to
sentence using (TEST is the clue word in the sentence-sticky, step or study- complete
their two weekly we need to study for a test) independent
vocabulary We do: As a class, we will complete sentence 3-6 together work/modify length
words: clever using the various techniques. Students will be invited to the of assignment as
and signal doc cam to complete these sentences. needed
You do: Students will read and complete the remaining
To deepen their questions on their own.
knowledge, have
them create
sample test
questions,
leaving out the
word but using
context clues to
figure out what
word makes
sense there.
Example: (The
special
_________ of
MaST II is to put
 your hand up to
be quiet!)

Rules for Context

Clues:
Read the
sentence, look
for special words
that are hints to
what the
underline word
might mean,
apply the
possible answers
to the sentence
to see what
makes sense.

Tues. Students Vocabulary: Warm up: Compound * Pull students into

will Compound https://jr.brainpop.com/readingandwriting/word/compoundwor word smaller groups to
understand words ds/ activity guide struggling
the sheet students through
an
concept Materials: I do: Teacher will model the concept of compound words by activity/assignmen
that two Your Turn book creating an anchor chart, indicating the rule: two smaller t involving
smaller page 208 words put together to make a new word. After creating the compound words
words are anchor chart, she will model how to create a compound word * During
put Compound by using the first word and adding a second word. While independent
together to words activity modeling, she will ask herself: my main word is home-what practice, teach
make sheet new word can I make? Homewalk? Hometime? homework? mini lesson/re-
longer Homebook? She will do the same for number 2, asking teach for those
words herself the same questions. students who are
Higher order not grasping the
called thinking We do: As a class we will complete the remainder of the
content/skill
compound questions: page, modeling how to create compound words and break * Provide students
words. How do I know compound words apart by drawing a line where two small additional time to
that it is words are created. complete
considered a You do: Students will complete an activity sheet where they independent
compound word? must create the correct compound word for the given work/modify length
pictures. of assignment as
needed
Challenge:
 Students will
complete the
same activity, but
will be prompted
to complete more
words and put
two of the new
compound words
into sentences.

Wed. Students Materials: Warm up: Proper * Pull students into

will apply Proper nouns https://www.youtube.com/watch?v=bmZA90W53Rk nouns smaller groups to
their grammar activity I do: Teacher will model how all sentences have nouns- grammar guide struggling
knowledge sheet some might be common nouns and some might be proper activity students through
an
of nouns- nouns because they are a special name. The teacher will sheet is
activity/assignmen
common Higher order model sentence 1: I go to school at Spring Creek turned in t involving
and proper thinking Elementary. She will underline the nouns and will place a C and common and
nouns. questions: over the common nouns and a P over the proper nouns. collected. proper nouns
How can I While doing this, she will question why she is making them * During
determine if the common and proper. She will also do sentence 2 and 3, independent
noun is common using the same strategy of modeling to determine common practice, teach
or proper? or proper. mini lesson/re-
We do: teach for those
Students and teacher will work through sentence 4 and 5 students who are
Why is the not grasping the
proper noun together.
content/skill
made capital? You do: Students will complete the remaining sentences on * Provide students
their own. additional time to
Challenge: complete
Students will independent
provided the work/modify length
same activity of assignment as
needed
sheet, but will
have more
sentences to
complete and will
have to a create
 a sentence about
a pet using a
proper noun.

On
level/approachin
g: Students will
complete the
activity with the
remaining
sentences and
will have to write
a sentence about
a friend using a
proper noun and
draw a picture.

Thurs Students Materials: Warm up: “A New * Repeat

. will apply Your turn book Students will talk with their elbow partner about what Puppy” directions
their page 203-204 sequencing means. sequencing and assist
knowledge “A New Puppy” quiz students in
repeating
of Students and teacher will read the story selection “A New That has
directions
sequencing Puppy” been back for
to a story While listening to the story, the students will be prompted to printed and understandin
selection Challenge: highlight any and all sequencing words-reminding them of will be g
“A New Students will the clue sequencing words. collected * Provide students
Puppy” write out what as quiz additional time to
happens first, Students will then have to put the events in the correct order grade. complete quiz
next, then, and on their own. * Pull students into
last instead of smaller group to
complete the quiz
numbering the (A.S., C.P., C.E.)
events. * Read aloud
passages/direction
s for students
(A.S.,C.P.)

Fri. Students Students will take unit 4 week 5 assessment Assessmen * Repeat
will apply Unit 4 week 5 t is directions
their assessment Teacher will read the story only once or twice to the whole collected and assist
knowledge students in
class (as needed per class).
repeating
of and directions
sequencing graded. back for
, root understandin
words, g
* Provide students
compound
additional time to
words, and complete test
proper * Pull students into
nouns. smaller group to
complete the test
(A.S., C.P., C.E.)
* Read aloud
passages/direction
s for students
(A.S.,C.P.)