1st - Hobbs And Mcgee - Final Language Arts Charts

Legend Abbreviation A AM CC CF CL CT D DA DR E GW LA LS M MU PE PH PS R S SS T VC VCP VCZ VI VR VRS VSC VSE W

Meaning Art Activity involving a manipulative Collaboration with community Collaboration with families Collaboration with colleagues Critical Thinking Dance Differentiation / Accommodation Drama Evaluation Group Work Language Arts Life Skills Mathematics Music Physical Education / Movement Physical Health Public Speaking Reading Science Social Studies Technology Value – Courage Value – Cooperation Value – Citizenship Value – Integrity Value – Reliability Value – Respect Value - Self-Control Value - Self-Esteem Writing

Week 1– Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 1 Day 2 Day 3 Day 4 KP SOL E 1.4 a-d KP SOL E 1.4 a-d KP SOL E 1.4 a-d KP SOL E 1.4 a-d Phonetics Phonetics Phonetics Phonetics R: Zoophabets by R: Read letters from R: Alphabet ABC R: Pam and Sam by Robert Tallon alphabet cards by Piatti Celestino Nancy Tafuri W: Describe their W: Write their names W: Letters of the W: The letters p, s, zoophabet creature below their picture alphabet and m LA: The teacher will LA/VCZ: The teacher LA: The teacher LA: The teacher will read the story aloud will preview will take the model isolating the and share the tomorrow’s lesson in students to the initial and final pictures. The teacher the computer lab by computer lab for a sounds including p, will hand out demonstrating the review of the s, and m. The materials to make activity on Smartalphabet. Alphabet teacher will say their own 3” x 5” board. She will point Action will show words that begin creature after having to the letters and the shape of the with the /p/, /m/, and pulled out of a hat objects while listening letter, an object that /s/ sounds and ask what letter their to the sound of each begins with that students to say the creature has to begin letter. The teacher will letter sound, and an sounds. The teacher with. They will write hand out large audio recording of will read the story a description of their alphabet cards. Each the sound the letters and have the creature in their LA student will come to make. students listen for notebooks. They the front of the the sounds. Students will be displayed in classroom and say will write the letters the middle of the their name after their and one word that bulletin board. picture is taken. begin with the letters. LA/R/W/CT/A/PS: LA/R/W/CT/PS/ LA/R/W/T: The LA/CT/E/R/W: The The students will AM/T: The student students will click students will repeat invent, draw, and with a card containing on each letter, listen sounds while the write about their the letter that sounds to its pronunciation, teacher writes the invented creature. like the initial and identify the symbol/sound The students will consonant of his/her object. They will relationship on the share their creature name holds it up and say each object board. As the teacher after they say their says the sound for the displayed for that says a set of words letter and the sound letter. Each student particular letter alternating between that letter makes. will write their name quietly. The student the three letters in The class will repeat underneath their will write each sets of two, students the name and sound picture and will place letter as it appears will identify and say of their letter. it around a bulletin on the screen. the sounds they hear. board to make a border. Hutchinson, p. 3-4 Hutchinson, p. 9 Learning Planet

Friday Day 5 KP SOL E 1.4 a-d Phonetics R: Pam and Sam by Nancy Tafuri W: Words ending in p, s, and m LA: The teacher will have charts with different sets of words including final consonant sounds. The teacher will say each word and have the students repeat the words. The teacher will hand out a set of alphabet cards to each student. DA: Large alphabet squares will be on the floor for ADD or autistic students to move around. LA/CT/E/R/W: The students will use only the letters p, c, and m for this exercise. They will hold up the letter that is the either the beginning or final sound to the word as instructed as the teacher.

Week 2– Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 6 Day 7 Day 8 Day 9 KP SOL E 1.4 a-d KP SOL E 1.4 a-d KP SOL E 1.4 a-d KP SOL E 1.4 a-d Phonetics Phonetics Phonetics Phonetics R: Green Eggs and R: The Cat in the R: The first two R: The next two Ham by Dr. Seuss Hat by Dr. Seuss versus of the song On versus of the song W: Rhyming words W: Rhyming words Top of Spaghetti by On Top of Spaghetti Tom Glazer W: Rhyming words W: Rhyming words LA: The teacher LA: The teacher LA/MU: The teacher LA/MU: The teacher will read the story will read the story will hand out the will teach the lyrics one time through through one time. lyrics, teach students and dance moves for without stopping. The second time, the words to the song, the song. After The teacher will the teacher will and play it for them. asking students to read through it a point to the words The teacher will ask color code and write second time, while students say students to color each more words to rhyme having the students the rhyming words. pair of words one with them, the say the words that The teacher will ask color and the other teacher will put rhyme in unison. what parts of the pairs with different students in pairs. The The teacher will words in the story colors. The teacher teacher will use the have students make rhyme and sound will begin orally word “top” and say the initial alike. separating and each part of the word. consonant sound of blending words the rhyming words. together. LA/CT/R/W/A: LA/CT/R/W/A: LA/CT/MU/R/PE: LA/CT/MU/R/PE/ The students will The students will The students will sing GW/W: The students make a picture identify that the with the music and will color code the book throughout final sounds in color code the rhyming words. the week. They will words are what rhyming words. Pairs of students will draw and label the make words sound Students will find and tell each other their pictures of the alike. Students will write two rhyming rhyming words and words that rhyme continue their words from the song, sound out the words from the story. The picture book as well as, making slowly. They will students will drawings and will their own to rhyme in identify the first, underline the initial label a word from their NB. The teacher middle, and final consonant sound. the book on the left will teach some phonemes. The page with a interpretive dance. students will repeat rhyming word on For example, students the sounds /t/, /o/, /p/. the right side. could sneeze during Students will identify the line, “…when the final phoneme somebody sneezed.” and will think of other words to separate and blend. Farr, p. R25 Farr, p. R25

Friday Day 10 KP SOL E 1.4 a-d Phonetics R: The final two versus of the song On Top of Spaghetti W: Own verse using two rhyming words LA/MU: The teacher will play the whole song with the students singing and dancing. The teacher will put students into groups of four and will ask them to write their own verse with two rhyming words.

LA/MU/PE/W/R/ GW/PS: The students will sing and use interpretive movement to represent the song. The groups will make their own verse to the song and will share it to the class. DA: Gifted students can write their own song containing rhymes and a musical beat.

Farr, p. R25

Week 3 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 11 Day 12 Day 13 Day 14 KP SOL E 1.4 a-d KP SOL E 1.4 a-d KP SOL E 1.4 a-d KP SOL E 1.4 a-d Phonetics Phonetics Phonetics Phonetics R: Pet Tricks by Ed R: Pet Tricks by Ed R: The Adventures R: The Adventures Reyes Reyes of Sally the Snail by of Sally the Snail by W: Words: pet, bat, W: Two words with the Jennifer Woodcock Jennifer Woodcock ham, zig, not, can same final sound W: Snail, smile W: Word pairs LA: The teacher LA/AM: The teacher LA: The teacher LA: After deletion, will read the story will pair students up. will ask students to the teacher will ask aloud once and First, they will be given write the word snail. students to write then go back and a chart with 12 oneThe teacher will “park.” The teacher point to onesyllable words. read the story aloud. will ask what that syllable words with When finished with the The teacher will ask word means and if it three phonemes. chart activity, they will students to cover will change if they The teacher will go to one of three the s with their hand add the letter s. She isolate each sound centers, which will and to see if a new will ask the meaning orally and have the include the story for word is formed and of “spark.” The students repeat the them to reread. One if there are teacher will have process until the will have alphabet differences in the students write “boil” word is blended. blocks, the second will meanings of the and “tall.” The The teacher will have word charts, and words. teacher will have ask the students to the third will have them write, “ink, air, identify the sounds picture cards so and ace.” picking out the students can practice middle sound. writing each phoneme. LA/R/W/CT/E/ LA/R/W/CT/E/GW: LA/R/W/CT/E/AM LA/R/W/CT/AM: AM/GW: The The students will GW: After covering The students will students will be complete the chart the s, students will take away the initial given Alphabet activity. One student say, “nail.” The consonant sounds in blocks and as the will say the sounds of teacher will ask order to make two teacher says the each phoneme and the them to write the different words by sound to each other will orally blend word “smile” and deletion. The word, they will put them together. Then, cover the letter that students will analyze the letters on their they put the words in makes the sound /s/. the words and what table spread out. As alphabetical order and She will ask what letter they will put in they blend each will switch roles. These word is left after front of the existing sound exercises will aid them deleting the s. Using word to make a new (/nnnoooottttt/) in developing reading blocks, they will word. They can use they will put the fluency. The teacher work in groups to their alphabet cards. letters next to each will assign groups to practice with other and write the the centers. deletion. words in their NB. Bear, p. 13F Armbruster, p. 6

Friday Day 15 KP SOL E 1.4 a-d Phonetics R: A Fun Show by Pam Krieger W: Their name LA/VSC: The teacher will hand out drums with sticks. As the teacher reads the story, the teacher will pause and point to a word. The students will practice counting syllables. DA: Visually impaired students will have large printed words with yarn separating syllables so they can feel it. LA/R/W/AM/MU: The students will sit in a circle and as they will go around saying their name with beat of the drum representing the syllables as they say their name. The students will say in unison the word the teacher points to, in the story, and will tap on the drum the syllables as they say it.

Monday Day 16 KP SOL E 1.3 a-d Use of Vocabulary R: Make a Face: A Book With a Mirror by Henry and Amy Schwartz W: People groups LA: The teacher will guide students through making a web of anyone the students have talked to or could talk to. For example, adults, family, friends, or doctors. The teacher will ask the students if there is anything that changes when they talk with those different people. LA/CT/R/W: The students will brainstorm all the people they come into contact with. There will be a class discussion about how they interact with different people and what is appropriate. They discuss if their behavior or how they speak would change in different places around the world. For example, bowing your head or talking quietly.

Week 4 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 17 Day 18 Day 19 KP SOL E 1.3 a-d KP SOL E 1.3 a-d KP SOL E 1.3 a-d Use of Vocabulary Use of Vocabulary Use of Vocabulary R: Martin's Big Words: the Life of Dr. Martin Luther King, Jr. by Doreen Rappaport W: Response LA/T: The teacher will play a clip from Martin Luther King Junior’s I Have a Dream Speech. The teacher will give students a handout with key words and sentences from the excerpt. The teacher will ask them to write how he is talking.

R: I Am An Explorer by Amy Moses W: Favorite place from story LA: The teacher will have students get into groups of six giving a situation to one person in each group. Everyone will get to role-play using acceptable voice-levels and rules for conversation.

R: I Am An Explorer by Amy Moses W: Label quiet-loud scale

LA: The teacher will ask students to write in their notebooks a question about exploring, to ask a friend. The teacher will put students into pairs for tomorrow. DA: Instead of groups, students behaviorally impaired will work with a partner instead. LA/R/W/GW/PS/SS LA/R/W/GW/PS/VSC/ LA/R/W/GW/PS: VSC/VRS/VCP/VC: VRS/VCP/VC: The The students will The students will students will draw and draw a scale showing watch and listen to write their favorite quiet to loud. They the first 45 seconds place from the story. will write next to of his speech. After The students will be their scale when to their response is given one of the use each voice level. done, the class will following situations: (1) The students will act discuss his tone of student speaks to their out the final three voice, facial teacher about a bad situations: (4) student expressions, and the grade, (2) student outside trying to get crowd’s response. In speaking to a parent a friends’ attention, groups of three about chores, or (3) (5) student talking to students will discuss student asking for help a group of adults dreams they have. with chores. Groups about their pet, and will interact as if in one (6) student talking of the situations. about family to Viacom International elders.

Friday Day 20 KP SOL E 1.3 a-d Use of Vocabulary R: The Tale of Benjamin Bunny by Beatrix Potter W: One unknown word LA: The teacher will have the pairs ask their question from their notebooks. The teacher will read the story aloud and the students will write one word they did not understand in their NB. LA/R/W/VRS: The students will look up the word in the dictionary and the class will discuss the words and their meanings. Students will discuss what to do if they hear someone say words they do not know in conversation. They will act politely and respectfully.

Week 5 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 21 Day 22 Day 23 Day 24 KP SOL E 1.2 a-e KP SOL E 1.2 a-e KP SOL E 1.2 a-e KP SOL E 1.2 a-e Auditory/Verbal Skills Auditory/Verbal Auditory/Verbal Auditory/Verbal Skills Skills Skills R: Horns to the Ear R: Horns to the R: What a R: What a Wonderful paragraph by Ward Ear Wonderful World by World by David Beech W: Descriptive David Weiss and Weiss and Bob Theile W: Brass instruments words about the Bob Theile W: Respond to story brass instruments W: Label picture LA: The teacher will LA: The teacher LA/MU/VSC/VCP: LA/MU/VC/VSE: give students a will have five The teacher will ask The teacher will read worksheet with a students from the students to the story showing the paragraph and a blank local high school remember their students the web. The teacher will come to the class. favorite part of the illustrations and will read the paragraph They will walk story to draw and ask them to write a and the students will around and show describe. The teacher response the underline the names their instruments, will read the story following questions: of the brass explaining how hiding the Did their perception instruments. She will they are different. illustrations. of the story change play music, which They will finish by DA: Autistic when they saw the features those playing some students can leave picture or did it made instruments from the music from their the room with an you feel/think James Madison brass instruments. assistant and listen to differently about the University’s marching a tape if the visitors world and those who band. are too stimulating. live in it? LA/CT/R/W/T/MU: The students will underline and write the names of the instruments in the web as modeled by the teacher. The students will listen to the different sounds and describe what they hear. Beech, p. 36 School of Music

LA/CT/R/W: The students will write words in the NB as the high school students show, tell, and play their instruments. The teacher will collect their notebooks as a formative assessment.

LA/CT/R/W/A/MU/ VCZ: The students will draw and describe what they think might go into the story. They will hand in their artwork and the teacher will bind it together to add it to the diversity section of the class library.

LA/R/W/MU/PS/T: The students will write their responses. Volunteers will share their writing. Next, students will sit in a circle putting their hands on each shoulder next to them and close their eyes. They will listen to the song What a Wonderful World by Louis Armstrong. Douglas

Friday Day 25 KP SOL E 1.2 a-e Auditory/Verbal Skills R: What a Wonderful World by David Weiss and Bob Theile W: Respond to story LA/T: The teacher will have students read aloud the lyrics to the song from Smartboard. The teacher will hand out brown paper bags and set up five stations with different color markers and materials to make their own puppets. Some students will use a pizza boxes to paint the world. LA/R/W/CT/MU/ DR: The teacher will emphasize that there are many people and cultures. Take time to get to know your classmates the best you can. The students will sing to the music and dance in a circle around the student-made world with their puppets.

Week 6 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 26 Day 27 Day 28 Day 29 KP SOL E 1.2 a-e KP SOL E 1.2 a-e KP SOL E 1.2 a-e KP SOL E 1.2 a-e Auditory/Verbal Auditory/Verbal Skills Auditory/Verbal Auditory/Verbal Skills Skills Skills R: The Scuffy R: The Scuffy R: Who Will Help? R: Who Will Help? Tugboat by Tugboat by Gertrude W: Singular nouns W: Plural nouns Gertrude Crampton Crampton with the –s ending. W: Vocabulary W: Write two step word and directions definition LA: The teacher LA: The teacher will LA/VCP: The LA/VCP: The will read the story have students go teacher will explain teacher will explain aloud. She will ask outside and stand in a that a noun names that nouns that students to think of line. They will play a one person, one name more than one word they game to learn how to place, or one thing. one person, place, want to know more follow directions. She These nouns are or thing are called about. The teacher will start out playing called singular plural nouns. Some will model the Simon Says as it is nouns. The teacher nouns need to have process of finding normally played. The will make a bulletin –s put at the end of a word she does teacher will change board split into the word. The not know and the game to where thirds: singular –s, students will be put asking herself what they have to wait and -es. The teacher will into pairs to it means. do two “orders.” read the story aloud complete the and point to the Singular and singular nouns. Plural worksheet. LA/CT/R/W/A: LA/R/W/PE: The LA/R/W/CT/AM: LA/R/W/CT/GW/ The students will students will get into The students will AM: The students write the word and pairs and take turns write the singular will listen to the look it up in the being Simon and give nouns from the story story and write in dictionary. They two-step directions. into their notebooks. one plural noun will write the Students will come in The students will with the –s ending definition in their and read the story in write one singular and will add it to notebooks. They groups. They will noun on a note-card the same folder will then draw the write something that and attach it with next to the bulletin word from the involves two steps for Velcro. They will board. The students story onto completion. For put the note cards in will identify cardstock squares example, “pick up a file folder next to singular and plural and the teacher will your toothbrush and the bulletin board. nouns using combing them to put toothpaste on it.” pictures and make a quilt. sentences. Skill Booster Series

Friday Day 30 KP SOL E 1.2 a-e Auditory/Verbal Skills R: Who Will Help? W: Plural nouns with the –es ending. LA: The teacher will explain that when a singular word ends in –s, -sh, -ch, -x, or –z the ending –es has to be added to make it plural. DA: Students will help each other by making up ways to remember word endings.

LA/R/W/CT/AM: The students will write a plural noun that ends in –es and will put it in the same folder. They will be given sets of three words. Students will identify which nouns are plural and what ending they have. They will take turns going to the bulletin board and practice correctly categorizing each type of noun.

Week 7 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 31 Day 32 Day 33 Day 34 KP SOL E 1.11 a-b KP SOL E 1.11 a-b KP SOL E 1.11 a-b KP SOL E 1.11 a-b Reading Manuscript Reading Manuscript Reading Manuscript Reading Manuscript R: Hop on Pop by R: Hop on Pop by R: Blueberries for R: Blueberries for Dr. Seuss Dr. Seuss Sal by Robert Sal by Robert W: Hop, pop W: Hop on pop, McCloskey McCloskey sentence of choice W: Sentence about W: Sentence strip B story LA: The teacher will LA: The teacher will LA: The teacher LA: The teacher will read the story aloud. have the students will read the story hand out a three The teacher will read along with her. to the students sentence strips select words in the She will give aloud. The teacher labeled A, B, C on –op family and point students lined paper will talk about the cardstock to pairs. to it as a word made and will have the importance of The teacher will them up of letters. The write the sentence, preparing and being sort what they have words work together “Hop on Pop.” ready for the future. cut into letters, left to right to from The teacher will ask words, and a sentences. DA: Students who students if they sentence. have motor skill know what goes at problems will dictate the end of a their sentence to sentence. another student who will help him or her.

LA/R/W/GW/A: The students will say each letter to “hop” and “pop” as the teacher prompts. The students will blend each phoneme together to make a word. They will draw a scene from the story above given lines for students to write each letter to the words “hop” and each letter to “pop.”

LA/CT/R/W: The students will write each letter with the words spaced with only one finger space. The students will write another sentence from the story with two finger spaces from the last word.

LA/R/W/CT/E/PH: The students will learn about animals and their families. The students will write one sentence about the story making sure they put one finger space in between words and two in between sentences. The students will learn that a period goes after the last word in a sentence.

LA/R/W/CT/AM: The students will cut out each letter on strip A. The students will cut out each word on sentence strip B. The students will not cut anything on sentence strip C. The students will write the sentence on sentence strip B in their notebook with proper spacing and punctuation.

Friday Day 35 KP SOL E 1.11 a-b Reading Manuscript R: Blueberries for Sal by Robert McCloskey W: Letters taken in game LA: The teacher will give each student a word for which they are to write the letters of the alphabet on squares of cardstock. The teacher will have a student act as the alphabet keeper behind a booth from the drama department. The teacher will put students into groups and have them try to make a sentence out of their letters. LA/R/W/CT/E/GW/ VCP/M: The students will put their squares in a tub for the keeper. Each student will be given a card with a word on it. The students will take the card and ask for those letters. Students take turns being the alphabet keeper, who writes down the letters taken. ESL KidStuff

Week 8 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 36 Day 37 Day 38 Day 39 KP SOL E 1.1 c, d KP SOL E 1.1 c, d KP SOL E 1.1 c, d KP SOL E 1.1 c, d Oral language Oral language Oral language Oral language R: Hooray for the R: Hooray for the R: Hooray for the R: Classic Nursery U.S.A. by Barbara U.S.A. by Barbara U.S.A. by Barbara Rhymes by Paige and Sue Gruber and Sue Gruber and Sue Gruber Weber W: Assigned W: Rhyming words W: Description of W: Excerpt from Sentence Craft favorite nursery rhyme LA: The teacher will LA: The teacher will LA: The teacher LA: The teacher will hand out a copy of let students finish will guide students read some of the the American their illustrations of through their crafts. classic nursery History Poem to the flag and their She will have them rhymes. The teacher every student. She sentence scene. The write how their will take the students will put them into teacher will read the crafts are important outside to learn six groups of four. poem aloud one more to their stanza. The dance moves to go Each student has a time and explain teacher will collect with the rhymes. line to memorize what the poem is their drawings and from his or her describing. sentences and bind assigned stanza. The them together, teacher will read the adding it to the poem aloud. classroom library. LA/R/W/A/GW/SS: LA/R/GW/PS/A/SS: LA/R/W/PS/AM/A/ LA/R/W/PE: The The students will The students will GW/VCZ/SS: The students will recite have received their identify who has students will write a the rhymes with the line from the poem rhyming words. They description of their teacher. They will and will listen as the will each write the craft. Today the write a part from one poem is read aloud. words in their groups will stand in of the rhymes in their This poem will notebook. The front of the class notebooks. The relate with the students will practice and say their line. students will go Social Studies unit reading their lines in They will hold up outside and will on maps, U.S.A., order. Each group their craft and dance while reciting and Virginia. The will be given a craft illustrations. familiar nursery students will color to work on together. rhymes. the American flag The crafts in order DA: Students that and a picture that will be: Pilgrim, are approaching relates to their shape of North level readers will sentence they will America, wagon, have the vocabulary have written in their telephone and light, explained to them journal. money, and an before the project. Gruber and Gruber, astronaut. p. 18

Friday Day 40 KP SOL E 1.1 c, d Oral language R: Classic Nursery Rhymes by Paige Weber W: An original composition of a poem LA: The teacher will read some more nursery rhymes and ask the students to be thinking about how they could make their own nursery rhyme. She will remind students about word endings and that at least two of their sentences need to rhyme. LA/R/W/CT/GW/ E/PS: The students will get into pairs and write a short poem. They will stand up and read it to the class. They will say what it is about and what the rhyming words are.

Week 9 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 41 Day 42 Day 43 Day 44 KP SOL E 1.1 c, d KP SOL E 1.1 c, d KP SOL E 1.1 c, d KP SOL E 1.1 c, d Oral language Oral language Oral language Oral language R: The Nursery Rhyme: R: Is Your Mama a R: Is Your Mama a R: Is Your Mama Hey Diddle Diddle by Llama? by Deborah Llama? by Deborah a Llama? by Mother Goose Guarino, Steven Guarino, Steven Deborah Guarino, W: Rhyming words Kellogg, and Amy Kellogg, and Amy Steven Kellogg, Madigan Madigan and Amy Madigan W: Words that rhyme W: Sketch a riddle W: Final copy with each animal LA: The teacher will LA: The teacher will LA: The teacher LA: The teacher display the rhyme on a read the story aloud will take the words will have each pair poster-sized chart and and have the students and place them on of students come will point to the words anticipate what part the board in rows. to the front of the as she reads the poem. of the story comes She will have room and share The teacher will have next. Students will students read the their riddle and see students say the words learn that stories can words. She will if the class can they know as she reads have patterns. read a sample guess their animal. it a second time. riddle. LA/R/W: The students LA/R/W/CT/T: The LA/R/W/CT/GW/ LA/R/W/CT/GW/ will read the words students will go to E: The students will E/PS: The silently the first time. the computer lab and listen to the story students will finish The students will pick listen to the story on again and how the their riddle and out the words that tape that has Latino- words from the will read it to the rhyme and write them in mambo music in the envelope sound class. their notebooks. The background. Students alike. They will use Note: The teacher students will pair up and will come back and words in the same will send a note read the nursery rhyme each animal will be word family to home asking together using picture labeled on top of make their own students to bring a cards as a guide. cages. They will riddle. Students will flashlight with write words that are start with the their name on it. DA: The teacher will in the same word words, “I am” and DA: Students that put picture cards on top family as the animal end with, “What am have of the rhyming words and place them in the I?” There needs to attention/behavior for visual learners and envelope provided be at least three problems will have will have the students next to the cage. The clues. The answer color-coded recite the poem using teacher will explain has to be the animal folders to sort the the picture cards instead that nonsense words in the same word words so they can of the written word. are okay if they still family. look at one word rhyme. family at a time. ReadWriteThink

Padget

Padget

Padget

Friday Day 45 KP SOL E 1.1 c, d Oral language R: Baa Baa Black Sheep by Mother Goose W: Write two lines from the rhyme LA: The teacher will give each student a copy of the nursery rhyme and the class will read it in unison. The teacher will make three groups of eight. LA/R/W/MU: The students will listen and sing to the tune. The class will practice clapping on each beat and then every two beats (half note). Eight students will come to the front with their flashlights and turn them on with their hands covering the light. Every two beats one student will lift his/her hand away so the light shines. Then they will cover their lights for the next set of beats. Smart Central

Week 10– Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 46 Day 47 Day 48 Day 49 KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e Decoding Syllables Decoding Syllables Decoding Syllables Decoding Syllables R: ABC: A Museum R: ABC: A Museum R: I Spy: An R: I Spy: An of Fine Arts by of Fine Arts by Alphabet in Art by Alphabet in Art by Florence Cassen Florence Cassen Lucy Micklethwait Lucy Micklethwait Myers Myers W: q, r, s, t, v W: w, x, y, z W: b, d, f, g, h W: k, l, m, n, p LA: The teacher LA: The teacher will LA: The teacher LA: The teacher will read the story hand out the same will hand out will hand out aloud reviewing the type of worksheets worksheets for the worksheets for the letter shapes, names, for the next set of next set of letters. next set of letters. and sounds. The letters. She will She will begin to The teacher will teacher will hand review the letter explain that each review all of the out one worksheet names, shapes, and syllable occurs letters. with nine pictures the words that begin when their chin hits and labels for the with those sounds. their hand. letter b, which are gray, for students to trace over it. LA/CT/R/W/GW: LA/R/W/CT/GW/A: LA/R/W/CT/GW: LA/CT/R/W: The The students will The students will get The students will students will trace trace the letter b and into small groups and trace the letter, the letter, practice will discuss its practice the above. practice making the making the initial sound and will say The students will initial consonant consonant sound, the word that look around the room sound, and in their and in their groups, matches the picture. to see if there are any groups, identify how identify how many Students will get objects with the same many syllables in syllables in each into small groups initial consonant each word. Students word. and trace the letters sound. If so, they will circle the oned, f, g, and h on will draw it in their syllable words. DA: Students with similar worksheets. notebooks and write motor skill After tracing the the letter it begins problems will have letters and saying with. lined papers with the sounds, the class words that can be will review the traced. letter shapes, sounds, words, and number of syllables. Shambach, p. 16, 20, 25, 30, 37

Shambach, p. 48, 52, 58, 64, 69

Shambach, p. 80, 84, 90, 96, 101

Shambach, p. 106, 112, 117, 121

Friday Day 50 KP SOL E 1.6 a-e Decoding Syllables R: Harriet Reads Signs and More Signs by Betsy and Giulio Maestro W: --s. –ed, --ing LA: The teacher will make centers with shoeboxes containing slots and a different sign in front of each one.

LA/CT/R/W/AM/GW: The students will take blank cards in shape of the displayed sign, such as stop and write down different words they can think of with “stop.” They will put their signs into the shoebox. After everyone is finished, the teacher will read the words and make a word family studying the root word and its endings. The students will write three words, each with a different ending. Spann, p. 24

Week 11 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 51 Day 52 Day 53 Day 54 KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e Decoding Syllables Decoding Syllables Decoding Syllables Decoding Syllables R: I Spy: An R: Boom Boom R: Boom Boom R: Click, Clack, Alphabet in Art by Boom! by Dr. Seuss Boom! by Dr. Seuss Moo: Cows that Lucy Micklethwait W: Letters and W: Words they Type by Dorren W: Words they form words as prompted mispronounced in Cronin from the game by Dr. Seuss! the cap game W: Fill in the unfinished words LA: The teacher LA: The teacher will LA: The teacher LA: The teacher will review making read the story aloud will put an above will read the story words with the and will point to level student with an aloud and identify understanding of certain words and approaching level the consonant beginning, middle, pause. The class will student. The teacher blends and explain and ending sound out each will hand out 36 how they are phonemes using the phoneme and blend small squares that formed. The following game. them together, only have hats on them. teacher will have The teacher will this time the teacher Each had has a one them pull out their make six large will teach the short syllable word with a Dr. Seuss circles divided into vowel sounds. When short vowel sound. workbooks and 28 pizza shaped groups are finished The first person to practice identifying slices with the the teacher will read stack all of their blends, especially labeled with the through until the cards wins. sh, wh, ch, and th. letters of the page with consonant alphabet. digraphs. A/R/W/GW/AM: LA/R/W: The LA/R/W/AM/GW: LA/R/W/AM: The Students will take a students will learn The students will students will use die and the number that some words spin to find out how their alphabet they roll is the have short and long many caps they get blocks to number of spaces vowel sounds. In to take from their manipulate words they move. When groups, students will pile: one two or to have blends. they land on the separate picture cards three. They will pull The students will letter they will take between the long and that many hats out not only fill in the that letter from the short vowel sounds. of the pile and missing letters to alphabet blocks. As students finish sound out the word. form words. They Students will make they will receive the If one student will also be words as they get workbook and study misses the word, underlining the more letters. phonemes and write they cannot stack final phonemes in the letters on the their cards and their words. lines where it partner can help. prompts. Hayward/Dr. Seuss Spann, p. 29 Hayward/Dr. Seuss Love, p. 29

Friday Day 55 KP SOL E 1.6 a-e Decoding Syllables R: Click, Clack, Moo: Cows that Type by Dorren Cronin W: Fill in unfinished words LA: The teacher will read the story one more time to review consonant blends. The teacher will split the class into four groups. The leader will hold up one set of 24 large cards with different blends. DA: Students can go to the computer lab and listen to words being pronounced and play games helping them recognize blends. LA/R/W/PE/GW: The students in each group will get in a circle and the leader will hold up one card to one person and that person has ten seconds to think of a word beginning that initial consonant blend. If he or she cannot guess the leader will turn to the next person and so on.

Week 12 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 56 Day 57 Day 58 Day 59 KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e Decoding Syllables Decoding Syllables Decoding Syllables Decoding Syllables R: Cloudy With a R: Cloudy With a R: Jack Be Nimble: R: Jack Be Nimble: Chance of Meatballs Chance of Meatballs Mother Goose Mother Goose by Judi Barrett by Judi Barrett Rhymes Rhymes W: Title of the story W: The word sets W: --ar word family W: --ar word family LA: The teacher will LA: The teacher will LA: The teacher will LA: The teacher read the story and make six large circles make a grandfather will open the clock ask students if they with ten different clock on a bulletin door and will read hear a difference words. Clothespins board that has a door the poem again. between “cloudy” will be placed on that can open. The The first time will and “chance.” The words that have a rule teacher will place the be whispered. teacher will explain in common, such as poem inside the door The teacher will that consonant all begin with the /b/ as well as a large discuss how digraphs have two sound. When all copy on a six tables. students knew what consonants that students have gone She will have also cut strips to put make one sound. through the centers, out each line to the together and in She will ask if they will turn in their poem in strips. what order. anyone can think of notebooks as a a word with two formative assessment. consonants that go together to make one sound. LA/CT/R/W: The LA/CT/R/W: The LA/CT/R/W/AM/ LA/R/W/AM/GW students will write students will GW: The students CT/E: The students the title of the story individually go will repeat the poem will go to the tables in their notebook through each circle after the teacher and with each line of and underline the center and in their then will say it in the rhyme on a digraph and circle notebooks, write the unison. The students sentence strip so as the blend. After words in common will go the tables and to assemble them listening to the story and circle what put the strips in order correctly without and finding more makes those words a to match the rhyme. looking at the digraphs and blends. set. Students at their They will write two poem. The large The students will seats will do a words from the poem copy and the door talk about how the matching exercise of that rhyme in their have been shut. little boy adapts to words with the same notebook and two all the funny foods rule. different words with that fall from the the same ending to sky. make a word family. Spann, p. 30

Spann, p. 33

Spann, p. 36

Friday Day 60 KP SOL E 1.6 a-e Decoding Syllables R: Jack Be Nimble: Mother Goose Rhymes W: --ick word family LA: The teacher will have the students recite the poem accentuating the words that rhyme. The teacher will gather props from the drama department and the students will go outside. DA: Students with ADHD can have a talking hand-held dictionary for unknown words (Franklin model). LA/R/W/PE/DR/ MU: The students will write one more set of words with the same ending using --ck. The students will recite the poem and go outside. Using different actions and dance moves representing the words in the poem, the students will dramatize the each part of the poem.

Week 13 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 61 Day 62 Day 63 Day 64 KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e KP SOL E 1.6 a-e Decoding Syllables Decoding Syllables Decoding Syllables Decoding Syllables R: Where the R: Where the R: Fox on a Rock by R: Fox on a Rock Sidewalk Ends by Sidewalk Ends by Marsha Gilmore by Marsha Gilmore Shel Silverstein Shel Silverstein W: Words from story W: Words from W: Words with the W: Words with the and centers story and centers different rules different rules LA: The teacher will LA: The teacher will LA: The teacher will LA: The teacher select poems to read choose poems to read put students into will continue the to the class. She will from the collection. groups. One center centers until all have students sit in a The teacher will will be with the groups have been to circle and hold a ball place six common teacher. She will read each one. The of yarn. The teacher poems on tables, the story aloud and teacher will finish will first work on enough for each point to each word reading the story to adding an initial student. The teacher sounding them out. the class and will phoneme. The will have signs on They will bring their ask students some teacher will ask, the wall that tells notebooks to write questions to “what sound was them to underline some words and, with monitor their taken away? r-r-rwords with short the teachers’ help, comprehension. ice/ice.” She will vowel sounds, will put slash marks The teacher will have another ball of digraphs, blends, and in between the review decoding yarn and will do the words that rhyme in phonemes. syllables and words opposite. “What different colors. for a test. sound is added? bark-…k-k-barkkk.” LA/R/W/CT: The LA/R/W/CT/E/AM: LA/R/W/CT/GW/ LA/CT/R/W/GW: students will The students will go AM: The students The student will respond to the first through each center will be given a circle discuss with the exercise by having and take their own with consonants class about the to say “r-r-r-ice… copies of the poem (divided in spiral problem the mother ice…r-r-r-rice” when and practice form). In the middle fox has, as well as, the yarn is rolled to decoding the words will interchangeable where and what the them. That teaches by identifying the rimes. Students will mom’s response is. students adding the different parts and go around each Students explain initial sound can sounds the words consonant (onset) and how the mom felt make a new word. make. see if they can blend and who helped her The students will it with the rime to find Fox. respond “bar…k..k, make a word family. bark.” Those students will write the word family Adams, p. 68 they practice. Spann, p. 31

Friday Day 65 KP SOL E 1.6 a-e Decoding Syllables R: Notes from their notebook W: Test answers LA: The teacher will test their knowledge on initial, medial, and consonant sounds as well as consonant blends and digraphs, syllabication, and blending letters to recognize and read words. They can look at their notes in their notebook and use alphabet blocks to assist them.

LA/R/W/CT/E: The students will complete the test. DA: Students with any learning disability will be given a specific outline of the material with highlighted words or sections that are important.

Monday Day 66 KP SOL E 1.6 h Sight Words R: The Little Engine That Could by Watty Piper W: see, the, go, to, it LA: The teacher will read the story and have the students identify the words above in their notebooks. The teacher will put those words on the word wall.

LA/R/W/GW: The students will write the high frequency sight words in their notebooks. When they are finished they will go to the assigned center and work on identifying the sight words by opening the book and trying to read the words. DA: Students will be placed with those on the same level at the beginning of the week.

Week 14 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 67 Day 68 Day 69 KP SOL E 1.6 h KP SOL E 1.6 h KP SOL E 1.6 h Sight Words Sight Words Sight Words R: The Little R: Where the Wild R: Where the Wild Engine That Could Things Are by Things Are by by Watty Piper Maurice Sendak Maurice Sendak W: have, a, play, W: he, is, she, and, W: said, are, do, this, you, I of, had, in LA: The teacher LA: The teacher LA: The teacher will will read the story will turn off the read the story outside again and have lights and, with a and the students will students identify flashlight, read the act like the characters the sight words. story aloud. The in the story. As she The teacher will teacher will add reads the story the add these to the these words to the students will yell out word wall. With ten word wall. the sight words when minutes left, the they hear them. teacher will ask for volunteers to say sentences aloud using the eight sight words learned. LA/R/W/PS/GW: Each student will write the words in his or her NB. They will speak the words orally and try to read the words. When finished, they will go to their centers and practice reading with their group.

LA/R/W/GW: The students will bring their notebooks to their centers and write the sight words they find in the book. DA: At this point, the teacher will assign heterogeneous groups for different learning experiences.

LA/R/W/DR/PE: The students will go outside and act like the characters in the story. They will write in their journals the words from today. The students will be asked to write two sentences with sight words in each.

Friday Day 70 KP SOL E 1.6 h Sight Words R: Where the Wild Things Are by Maurice Sendak W: was, for, that, they, but LA: The teacher will read the story one last time and have the students write in their notebooks the words listed above. She will put all words on the wall. She will review the words in their notebooks from the entire week as to how each word sounds. The teacher will have the students sit in a circle. LA/R/W/CT/PE: The students will practice saying the high frequency sight words by rolling a ball. The first person has to say one sight word. The student who gets the ball next says that same sight word, as well as, a new word. Afterwards, they will go to the centers and practice reading and identifying the sight words. ESL KidStuff

Week 15 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 71 Day 72 Day 73 Day 74 KP SOL E 1.11 a-b KP SOL E 1.11 a-b KP SOL E 1.11 a-b KP SOL E 1.11 a-b Sight Words Sight Words Sight Words Sight Words R: Thanksgiving Is R: Thanksgiving Is R: Thanksgiving Is R: Thanksgiving Is for Giving Thanks for Giving Thanks by for Giving Thanks for Giving Thanks by by Margaret Margaret Sutherland by Margaret Margaret Sutherland Sutherland W: with, up, all, at, Sutherland W: we, am, then, W: what, here, little, her; Thanksgiving W: there, some, out, down; “Wordo” sight my, look sentences as, be words LA: The teacher will LA: The teacher will LA: The teacher LA: The teacher will read the story aloud read the story again will show the give the students and will remind and will ask students students the next set blank bingo cards and students that sight to think about their of sight words and chips. The game will words are words that favorite will have students be called Wordo. cannot be sounded Thanksgiving meal go to their centers. out. The teacher will or holiday. The They will try to read go through and teacher will ask them and identify the identify each sight to write three sight words. word and will write sentences describing the words will to be their favorite put on the word Thanksgiving. wall. LA/R/WCT/GW: LA/R/W/CT/GW: LA/R/W/CT/GW/ LA/R/W/AM: The The students will The students will go PS: The students students will fill in write the new sight to their centers and will go to their the bingo cards with words in their read the story. They centers, writing the different sight words. journal. The students will point out any words in their When the teacher will be in reading sight words they see notebooks. The calls out the words, level groups. and will write them students will stand the students will in their notebooks. up and present their place a marker on the DA: Students having The students will sentences. appropriate space and trouble with underline the onewhen there is a automaticity will syllable sight words “Wordo,” the students have a reading and the two-syllable will say each word. specialist work with sight words as them with continued review for approaching level being able to decode ESL KidStuff books. words into syllables.

Friday Day 75 KP SOL E 1.11 a-b Sight Words R: That Big Cat by Ellen Cynthia Low W: sight words

LA: The teacher will take students to the computer lab and have them listen to the story. The teacher will continue instruction on high frequency sight words throughout the year.

LA/R/W/T: The student will go to the computer lab and listen to the story being read. They will write at least ten sight words from the story. They will use their notebooks as a guide.

Bear, p. 6E

Week 16 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 76 Day 77 Day 78 Day 79 KP SOL E 1.6 f-g KP SOL E 1.6 f-g KP SOL E 1.6 f-g KP SOL E 1.6 f-g Making/Reading Making/Reading Making/Reading Making/Reading Words Words Words Words R: Frog and Toad R: Frog and Toad R: Frog and Toad R: Frog and Toad Together by Together by Arnold Together by Arnold Together by Arnold Arnold Lobel Lobel Lobel Lobel W: sight words W: Contractions W: Contractions W: Contraction cards LA: The teacher LA: The teacher will LA: The teacher LA: The teacher will will read the story write “contract” on the will explain that a hand out ten note and will have board. She will hold contraction is like a cards to each student. students on the two balls of play-doh subtraction The teacher will put same reading level and explain that problem. She will students into groups in groups. The contract means to explain that if you of three. teacher will write squish together or get subtract the letter o the words on the smaller. She will press in “not,” the words DA: Speech or board for review. the two balls together do not become language impaired and ask what is don’t. She will ask students will be given happening to the play- students why there step by step doh. She will explain is no space and instructions to take that words contract and what the apostrophe home and review some letters are taken symbolizes. The before the lesson is away. She will say that teacher will give taught in the an apostrophe shows students a hand out classroom. that letters are missing of words not from the words. contractions. LA/R/W/CT/GW: LA/R/W/CT: The LA/R/W/CT/W/M: LA/R/W/CT/E/GW/ The students will students will observe The students will AM: The students go to assigned the play-doh oozing discuss will write centers and read between the teacher’s contractions. They contractions on five through stories, hands. The students will write their own note cards and on the writing as many will watch the teacher equations modeled other five will write sight words as they make two words into a by the teacher using the two words it can. Each day the contraction. The the worksheet. The comes from. The students will be student will write the teacher will monitor groups will get learning more words plus the letters each student as they together and play a sight words. Each omitted. practice taking game of memory. group will share away letters and ten words they insert the found in the stories apostrophe. and spell them. Bosarge Bosarge Bosarge

Friday Day 80 KP SOL E 1.6 f-g Making/Reading Words R: Frog and Toad Together by Arnold Lobel W: Compounds LA: The teacher will reread the story and point out the sight words and contractions. She will introduce compound words. The teacher will is like addition. Two separate words can be combined to make one word with a different meaning. The students will be given a worksheet will compound words both separated and together. LA/R/W/CT: The students will be given a note to take home asking them to find one object to bring into class that is a combination of two words that come together to make a new word, which is their object. They will write their compound on a sheet of paper.

Monday Day 81 KP SOL E 1.6 f-g Making/Reading Words R: Caps for Sale by Esphyr Slobodkina W: CVC words

Week 17 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 82 Day 83 Day 84 KP SOL E 1.6 f-g KP SOL E 1.6 f-g KP SOL E 1.6 f-g Making/Reading Making/Reading Making/Reading Words Words Words R: Caps for Sale by R: Caps for Sale by R: Duck on a Bike Esphyr Slobodkina Esphyr Slobodkina by David Shannon W: Unfamiliar W: Consonant and W: Title/author and words from story vowel combinations unknown words

Friday Day 85 KP SOL E 1.6 f-g Making/Reading Words R: Duck on a Bike by David Shannon W: Answers to the decoding principles test LA: The teacher will LA/M: The teacher LA: The teacher will LA: The teacher will LA: The teacher read the story aloud will place students hand out brown paper read the story aloud. will administer a and discuss the in groups of four bags with different She will ask the test on decoding compound words. The and will have them colored caps in them. students to write the syllables and teacher will use the sound out words She will have title in their phonetic principles. Smartboard to review using their students pull out their notebooks. As the The students will be and teach decoding knowledge of caps and place them teacher reads the asked to write at the unfamiliar words. The blends, digraphs, on the front table. students will think of end of the test, two teacher will explain syllabication, and The teacher will words they do not sentences that that the first game is vowel patterns. The place the caps in a know. They will rhyme. words considered teacher will read the pattern. The teacher learn next week CVC. story after center will arrange the caps about the parts of a DA: Students with time. She will have so that two colors story. Together, parts ADD/ADHD can the students try and show in certain of the story and rules stand up and take count the caps for consonant vowel for decoding will the test if needed. fun. combinations. help identify unknown words. LA/R/W/AM/PS/T: LA/R/W/CT/E/GW LA/R/W/CT/AM/M: LA/R/W: The LA/R/W/CT/E: The students will PH/LS: The The students will students will The students will stand up and share students will identify the pattern participate in a class take the test. Part I their object and the analyze the words in and write it in the discussion about will be in pairs. two separate words the story in order to form of letters. what the title may They will identify that combined into decode unfamiliar ABAB. The students mean and predict in two digraphs, one. They will go to words. The teacher will look at the new the story. The blends, and one the Smartboard and will go to each pattern with two students will discuss onset and rime. drag the correct group and help them colors and will be how the title and Individually they picture to the word. with three words. told that one color structure of the story will be give two The students will The students write stands for a would help them poems. They will write the six words in their notebooks consonant and the figure out the identify compounds and will circle the one thing they could other a vowel. unknown words. and contractions vowel and underline sell to help their Students will learn and on the second the consonants. community. about different word will circle rhyming combinations. words.

Week 18 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 86 Day 87 Day 88 Day 89 KP SOL LA 1.5 a-c KP SOL LA 1.5 a-c KP SOL LA 1.5 a-c KP SOL LA 1.5 a-c Knowledge of print Knowledge of print Knowledge of print Knowledge of print R: Turnover Tuesday R: Dad’s Headache R: I’m Not Just R: Building a House by Phyllis Root by Joy Cowley Anybody by Joy by Byron Barton W: Letter, word, and W: Get well cards Cowley W: Sentences sentence W: Job description LA/R: The classroom LA/T: The teacher LA/R/SS/T: The LA: The teacher will will be turned upside will play the story teacher will bring in have the class set up down previous to the on tape and prepare people shaped sugar for building the students’ arrival. The the students for cookies and colored dwellings. She will teacher will read the their guest. icing. She will print make sure that the book and will identify out copies of the students are writing the letter A, words different people down the appropriate that begin in A, and groups to use as information for the sentences which ideas for decorating. dwelling that they contain the letter A. chose. LA/W: The students A/CC/LA/PH/ AM/LA/W: The AM/LA/R/SS/W: will follow along with R/W: The students students will listen The students will read their fingers as the will listen to the and follow along the story aloud. The teacher reads the story on tape, with the story, class will brainstorm book, noticing that matching the realizing that there about other types of they move from left to spoken words with are many different housing, relating to right and top to the printed words. types of people and different people bottom on each page. The students will jobs. The students groups, besides what The students will be listen to a nurse will write down the was mentioned in the assigned a letter to speak about routine type of job that they book. Each student look for in the story. check ups at the would like to have will choose one type The students will doctor’s office, when they are of housing and will reread the story and poisons, and adults. The students write a few sentences will identify (write medications. The will decorate their about the people who down) the letter, word, students will write sugar cookie with live in that particular and sentence that they and color get-well icing to represent dwelling. The were assigned. The cards for the the job that they students will be able students will come up students who get would like to have. to build the dwelling with their own story, sick throughout the DA: Students with using Popsicle sticks, writing down things year. allergic reactions to cloth, blocks, that might be turned icing will be given cardboard, cans, etc. upside down in their jelly to decorate. lives. Darling, p. 9, 17, Activities, p. 37 32, 34, 60

Friday Day 90 KP SOL LA 1.5 a-c Knowledge of print R: Dinner at Alberta’s by Russell Hoban W: Traditions LA/SS: The teacher will explain that not all people eat dinner the same way. Depending on the type of family and the culture, families can have different traditions. DR/LA/R/SS/W: The students will read the story aloud and will write down any traditions that occurred in the story, which they do not witness at home. The students will brainstorm (on the board) other traditions, which might occur in other cultures. The students will be groped together and will come up with a drama to represent one of the brainstormed ideas.

Week 19 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 91 Day 92 Day 93 Day 94 KP SOL LA 1.5 a-c KP SOL LA 1.5 a-c KP SOL LA 1.5 a-c KP SOL LA 1.5 a-c Knowledge of print Knowledge of print Knowledge of print Knowledge of print R: Me on the Map by R: There’s a Map R: If You Give a R: Barnyard Dance Joan Sweeney on my Lap! by Tish Mouse a Cookie by by Sandra Boynton W: Labeling maps Rabe Laura Numeroff W: Animals W: Directional W: Chart words LA/R: The teacher LA/T: The teacher CC/LA/SS: The LA/MU: The teacher will remind the will play the story teacher will have a will supervise the students that maps are on tape, having the veterinarian bring in story and will play used to describe students follow a pet mouse. The the barnyard music where places are in along. The teacher speaker will talk while making sure the world. The teacher will have already about caring for a the dances are will read the story placed the mouse. appropriate. while the class reads directions around along. the classroom for the activity. A/CF/LA/PE/SS/W: AM/GW/LA/PE/R/ LA/R/SS/W: The D/LA/R/W: The The class will discuss SS/W: The students class will read the students will read the their locations in the will identify and story aloud. The story aloud, writing school, where the learn the directional students will down the different school is located, words in the story research animals in the story. where the town is and will write them information about The students will located, and where the down. The class mice, draw an have the opportunity state is located. The will be broken up illustration, and will to listen to barnyard students will draw into groups and will fill out a chart. The music while dancing maps of the school, be given a strip of chart will discuss along with animal labeling the school paper with what they know movements. building. The class directions on them. about mice, what will go outside to the Similarly to a they want to know, DA: Students having blacktop where the 50 scavenger hunt, the how they we find difficulties decoding states are drawn. The next direction will out, and what they will have the ability students will pick a be at the location in learned. to read and reread state, stand in its spot, which the previous texts on their level. and will learn its direction led them name. The students to. If the groups will go home and follow their have their parents help directions, they will them find the location be lead to a of a city in their state. surprise. Activities, p. 61

Friday Day 95 KP SOL LA 1.5 a-c Knowledge of print R: The Wicked Pirates by Jill Eggleton W: Wanted poster LA: The teacher will read along with the students and will set out the materials that will be needed to create the wanted posters.

A/LA/R/W: The students will read the story and will create a wanted poster for a pirate. The students will have a reward, profile, and what the pirate is wanted for on the poster. The students will use construction paper, paint, crayons, string, and fabric to create their posters. The wanted posters will be hung for display once completed.

Monday Day 96 KP SOL E 1.1 b Parts of a Story R: The Rainbow Fish by Marcus Pfister W: Title and author LA: The teacher will hold up the front cover. She will have the students to write the title in their notebooks and ask them what they think the story will be about. The teacher will explain that a book’s title and author can give the reader some clues about what is inside, which can also be called predictions! LA/R/W/CT: The students will write the title and a small description of what they think the story will be about. For an activity later, they will learn one thing about how the author paints using watercolors. Students will go to their centers and write the title of each book and predict what will happen based on the title and pictures.

Week 20 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Day 97 Day 98 KP SOL E 1.1 b KP SOL E 1.1 b Parts of a Story Parts of a Story R: The Rainbow Fish R: The Rainbow Fish by Marcus Pfister by Marcus Pfister W: Chart/Where W: Who/When LA: The teacher will have the students make a chart in their notebooks labeled who, what, where, when, and why. The teacher will explain that the setting is where the story takes place. The teacher will read the story aloud. The teacher will model how to fill in a chart using an example in the front of the room.

LA: The teacher will tell students that they must remember whom the story is about. The teacher will ask why characters and their roles in stories are important. The teacher will ask the students to think about when the story happened. She will read the story again.

LA/R/W/CT/E/VC/VI/ VSE: The students will make their chart in their notebook and listen to the story. The students will listen and look and where the story takes place. The teacher will guide them in that sometimes readers can see the where the story takes place or they have to read the story.

LA/R/W/CT/E/VC/VI/ VSE: The students will listen to the story and record the characters. They will write in their notebook who the characters are and when it took place. A discussion will occur involving the roles of the rainbow fish, octopus, and all the other fish in the sea. The will figure out when the story was set to take place.

Thursday Day 99 KP SOL E 1.1 b Parts of a Story R: The Rainbow Fish by Marcus Pfister W: What LA: The teacher will ask students what happened in the story after reading it a third time. She will explain that what happened can also be said as what is the plot.

Friday Day 100 KP SOL E 1.1 b Parts of a Story R: The Rainbow Fish by Marcus Pfister W: Why/How LA: The teacher will have students think about why and how each event happened. The teacher will put students into pairs and explain that retelling a story is just saying everything that happened without actually reading the story,

LA/R/W/CT/E/VC/ VI/VSE: The students will write in their notebooks what the story is about. They will be taught to write what happened in a sequence of events labeling each part to the story with numbers in the order it happened in the story.

LA/R/W/CT/ E/VC/VI/VSE: The students will retell the story using their charts as help. DA: Students can use picture cards to assist them in retelling the story.

Week 21 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 101 Day 102 Day 103 Day 104 KP SOL LA 1.1 b KP SOL LA 1.1 b KP SOL LA 1.1 b KP SOL LA 1.1 b Parts of a story Parts of a story Parts of a story Parts of a story R: Notes R: Student books R: Rough drafts R: Comments W: Ideas W: Sentences W: Rough drafts W: Final drafts LA: The teacher will LA: The teacher LA/R: The teacher LA: The teacher will explain to her students will have the will read the rough have finished all the the extreme students decide on drafts, taking some rough drafts to hand importance of the information home to finish and back to the students. knowing the parts of a from Monday that will talk to the The teacher will story. The teacher will they would like to students discuss any major have the students use to make their individually if they flaws with the review what they have own books. The have any questions. individual student. learned during week teacher will remind 18. the students to do DA: Students having the best of their difficulties grasping ability, since this grammar concepts book will be can work with the bounded and stored teacher. in the class library for others to read. LA/R/W: Notes from CT/LA/R/W: The A/LA/R/W: The LA/R/W: The week 18 will be students will be students will finish, students will read the reviewed and allowed to read read, and turn in comments that the discussed. The some books from their rough drafts. teacher made on the students will write previous years. The The students will rough draft. The down multiple ideas students will create illustrations students will edit about different parts elaborate on the to go along with their stories and will of a story. For parts of a story that their stories. finish their example, the students they chose. The illustrations. will come up with students will have different titles, the chance to form characters, locations, complete sentences and events to use using their ideas throughout the week. from Monday (rough draft).

Friday Day 105 KP SOL LA 1.1 b Parts of a story R: Student book W: Title page LA/R: The teacher will let her class know that today is the last day to finish the books since they will be bounded over the weekend. While the students are finishing up, the teacher will read a student’s book from last year aloud.

A/LA/W: The students will have time to make last minute touch ups for the final drafts of their stories. The students will organize their texts and illustrations and will number the pages of their books. The students will complete their books by making a title page.

Week 22 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 106 Day 107 Day 108 Day 109 KP SOL LA 1.9 e KP SOL LA 1.9 e KP SOL LA 1.9 e KP SOL LA 1.9 e Aspects of a story Aspects of a story Aspects of a story Aspects of a story R: My Best Friend by R: The Cat Sat by R: Ten Dogs in the R: Big Pig by David Pat Hutchins Lynn Munsinger Window by Claire McPhail W: 5 W’s chart W: Rewriting of Masurel W: Patterned Story story W: Numerical sentences LA/R: The teacher LA: The teacher LA/R: The teacher LA/R/T: The teacher will explain that the will help the will read the story will mention to her students can use students organize to the class, making students that the 5 aspects of a story to their thoughts on sure to pause in W’s are essential to gain more who, what, where, order to ask making up a story. understanding of the when, why, and questions about the Without the 5 W’s details that are how. 5 W’s. information would be presented. The teacher missing. The teacher will read and explain will let the students the 5 W’s: who, what, read along while the where, when, why and book is played on how. tape. LA/W: The students A/LA/R/W: The A/LA/W: The A/LA/W: The will copy down the 5 students will read students will write students will work on W’s in their notes. the story and cut sentences for the Patterned Story The students will pick out pictures from a numbers of items in worksheet which out the 5 W’s in the worksheet to place relation to a dog. consists of a blank story and will use the in order of (For example, I own box, for an story to fill in a 5 W sequence. The one dog. My dog illustration, and a chart with complete students will has two bowls. Spot partially worded sentences. rewrite the story has three whiskers.) sentence. The using their The students will students will fill in sequence of events illustrate their the sentence based on focusing on the 5 sentences. what the story was W’s and the about, using the 5 sequence of the W’s. story.

Ackerman, p. T51

Teacher’s Resource, p. 95

Friday Day 110 KP SOL LA 1.9 e Aspects of a story R: I Had a Hippopotamus by Hector Lee W: Word Chain LA: The teacher will assist the students while they read the story aloud. DA: For students that would have difficulties reading aloud in class, a teacher’s aide will assist in independent reading. A/AM/LA/R/W: The students will read the story and identify the 5 W’s. They will write out the who, what, where, when, why, and how on different colored strips of construction paper. They will then make paper chains by gluing the links of the chain together.

LA: The teacher will explain that rereading a story can help oneself to remember important details that can sometimes be overlooked.

Week 23 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 112 Day 113 Day 114 KP SOL LA 1.7 a-d KP SOL LA 1.7 a-d KP SOL LA 1.7 a-d Reading Clues Reading Clues Reading Clues R: The Very Busy R: Mishi-na by Joy R: Old Malolo had a Spider by Eric Cowley Farm by Joy Cowley Carle W: Sentences W: Critiques W: Brainstorm LA: The teacher LA: The teacher LA/R/SS: The will instruct her will explain that teacher will bring in students that books, having previous foods from the South especially titles, knowledge about a Pacific for the can hint at what a story can help students to taste. The story might be foreshadow events teacher will read the about. to come. story aloud.

A/AM/DR/GW/ LA/R/W: The students will read the story twice to gain a thorough understanding of the text. The students will break up into groups and make masks of the characters using paper plates, as well as, write letters to Mr. Grump about his attitude. The students will act out the conversation between characters for the class.

CT/LA/MU/PE/ R/W: The students will brainstorm what the story could be about and what events might take place. The students will read the story and see if their ideas matched what occurred in the book. The students will sing and do hand movements or will do the spider walk, for the Itsy Bitsy Spider.

Monday Day 111 KP SOL LA 1.7 a-d Reading Clues R: Mr. Grump by Joy Cowley W: Letter

Activities, p. 11

LA/R/SS/W: The students will read the story, focusing on the pattern of the hen. The class will discuss, using previous knowledge about animals, what reasons could have kept the hen from returning. The students will write a few sentences on what is different in the Japanese culture compared to ours.

LA/M/SS/W: The students will guess what the book will describe, based on their previous knowledge of Old MacDonald. The students will have a food tasting party and will write down what they did and did not like about the foods tasted. The foods will be graphed on a bar graph to show which food was the favorite.

Activities, p. 137

Friday Day 115 KP SOL LA 1.7 a-d Reading Clues R: The Egyptian Cinderella by Shirley Climo W: Sentences LA/R: The teacher will read the story, focusing on using pictures and previous knowledge of the Cinderella tale to help the students understand the book. A/LA/SS/W: The students will create their own unique version of Cinderella. The students will write sentences about their version of Cinderella and the prince, make an illustration, and will focus their stories around different people groups. DA: ESL students will be able to thoroughly grasp the stories through the visual illustrations.

Monday Day 116 KP SOL LA 1.7 a-d Reading Clues R: Goldilocks and the Three Bears by Jan Brett W: Notes LA: The teacher will ask the students to identify what will happen in the story only from knowing the title of the book and having previous knowledge of the folktale. The teacher will make a list on the board about what the students remember.

DR/LA/R/W: The students will read the story and will make notes on anything that was not mentioned at the beginning of class. The class will discuss the story and will stage and act out the story.

Week 24 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 117 Day 118 Day 119 KP SOL LA 1.7 a-d KP SOL LA 1.7 a-d KP SOL LA 1.7 a-d Reading Clues Reading Clues Reading Clues R: Somebody and R: Student work R: Ducks Don’t Get the Three Blairs by W: Stories Wet by Augusta Marilyn Tolhurst Goldin W: Comparison W: Song chart LA/R: The teacher LA: The teacher LA/R/S: The teacher will explain that will review the past will read along with stories can be two days, how the class, bringing up restructured to changing any foreknowledge create different information in a that the student have versions of a story. story can make it about ducks. The The teacher will entirely different. class will study the read the story aloud pictures and the text to the class and will to gain a through ask the students to understanding of the write down the story. differences in the story compared to Goldilocks and the Three Bears. LA/W: The A/GW/LA/PS/R/ LA/MU/PE/R/ S/W: students will VCP/VRS/W: The The students will sing compare and students will use Six Little Ducks and contrast the two their ideas from will waddle, flap their stories using a Tuesday to create arms, and quack with comparison chart. their own unique their hands around The students will versions of a story the classroom as they come up with ideas from one that has sing. The students of how they could already been read in will write their own change a story to class. The students songs dealing with an make a new one. will create, animal of their illustrate, and share choice. their stories in groups. DA: Students with mobility difficulties can lead the class in the song’s verses.

Friday Day 120 KP SOL LA 1.7 a-d Reading Clues R: Are you a Ladybug? by Brian and Jillian Cutting W: Book LA: The teacher will assist the students in making their class book. The teacher will have the class book bound together.

LA/R/S/W: The students will read the story focusing on clues in the sentences and from the pictures. The class will research information about a horse and will write and illustrate a new story titled Are you a Horse?

Week 25 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 121 Day 122 Day 123 Day 124 KP SOL LA 1.8 KP SOL LA 1.8 KP SOL LA 1.8 KP SOL LA 1.8 Variety of texts Variety of texts Variety of texts Variety of texts R: The Three Little R: Keep a Poem in R: Mr. Brown can R: The Little Red Pigs by Golden Books Your Pocket by Moo! Can You? by Hen by Carol W: Familiar text Beatrice Schenk de Dr. Seuss Ottolenghi Regniers W: Rhyming W: Recipe W: Poems sentences LA: The teacher will LA: The teacher LA: The teacher LA/W: The teacher set out materials for will let the students will introduce the will write some basic the houses, which will know that this book, pointing out baking ingredients on be constructed after poem flows and a that the book has the board for the the story (sticks, breath should be multiple types of students to use later. straw, and red sand for taken after each punctuation in it The teacher will bricks). phrase. and each type of direct the class sentence is read in a discussions. certain way. A/LA/R/W: The students will read the story focusing on words that are repeated in the text. The book will then be read aloud as a class with a heavy emphasis placed on words repeated by the wolf (“I’ll huff and puff and blow your house down”). The students will draw a house and will write familiar words relating to the story on the outside of the house. They will choose straw, sticks, or bricks to fill in their houses.

A/LA/R/W: The students will listen then read the poem, keeping in mind that the poem should flow, not be choppy, and should have a pause after each phrase. The students will write poems and will create pockets using rulers, with construction paper to place the poems.

Friday Day 125 KP SOL LA 1.8 Variety of texts R: Song W: Song

CC/LA/MU/R/S: The teacher will assist the class in writing their song. After the song is read and sung, a scientist from the community will come and talk to the class. A/LA/R/W: The LA/PH/R/VCP/W: CC/LA/MU/R/S/W: students will read The students will The class will write the story focusing read the story aloud. a song about a on raising their tone The class will discuss scientist on the when the sentence the unwillingness that board. The song will ends in an others had to help the be read, and then exclamation mark, hen and will discuss sung by the class. making a sentence the attitudes of the The class will be sound like they are characters in the attentive and will act asking a question story. The class will accordingly when with a question understand that listening to the mark, and making a cooperation by all scientist. sentence a statement characters would when a period ends have had a better DA: Gifted students the sentence. The outcome for will be allowed to students will write everyone. The write up an sentences, of any students will come up experiment that type, that contain with their own might be conducted rhymes. They will healthy recipes for in a laboratory. construct making bread, illustrations to focusing on using represent their whole grains for a sentences. healthier choice.

Week 26 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 126 Day 127 Day 128 Day 129 KP SOL LA 1.8 KP SOL LA 1.8 KP SOL LA 1.8 KP SOL LA 1.8 Variety of texts Variety of texts Variety of texts Variety of texts R: Reader’s Theater R: I Wish I Had R: Ben’s Dream by R: Bears on Wheels Scripts by Christine Duck Feet by Dr. Chris Van Allsburg by Stan and Jan Dugan Seuss W: Dream Berenstain W: Script W: Wish W: Reading response LA: The teacher will LA/MU: The LA/R: The teacher LA/PH: The teacher choose groups to act teacher will set up will assist the will make sure the out scripts from the the dress up items students with their students are on par book. and the animal reading and will with reading and will music, which will point out specific lead the safety be playing in the focal points in the discussion. background, after illustrations. the story. DR/GW/LA/R/W: AM/DR/LA/ A/DR/GW/LA/R/W: A/LA/PH/R/W: The The students will MU/R/T/W: The The students will students will read the participate in multiple students will read take turns reading the story focusing on scripts from the book. the story noting the story aloud, paying where brother and The students will reasons why the close detail to the sister bear exhibits focus on the types of boy wanted to have illustrations in the excitement, thus a sentence, tones, and duck feet. The book. The students different tone would their volume when students will write will write their own be used when reading acting. a wish relating to dreams and aloud. A reading having a part of an aspirations down and response worksheet DA: Students with animal on their will create an will be completed speech impairments bodies. The illustration to after the book is read. can focus their students will be represent their The students will attention on acting out able to dress up thoughts. The participate in the parts. with animal students will be class discussion slippers, wigs, grouped together and focusing on safety tails, and masks. will act out a dream rules around Animal sounds will for the class. vehicles. The class be played as the will illustrate and cut students act out out pictures to their wish. represent safety around vehicles to put on a poster. Harrell, p. 281 Activities, p. 201

Friday Day 130 KP SOL LA 1.8 Variety of texts R: The Birthday Box by Leslie Patricelli W: Invitation LA/T: The teacher will play the story on tape while setting up the craft area for invitation making.

A/LA/R/W: The students will reread the story. The students will then create a birthday party invitation to send to their friends. The invitations will consist of pertinent information such as who it is for, date, location, and r.s.v.p. information. The invitations will be brightly colored and decorated.

Harrell, p. 152

Monday Day 131 KP SOL LA 1.9 a-h Evaluating text R: Chosen book W: Summary

LA: The teacher will help the students preview their book choices. DA: Students with ADHD will have a consistent schedule and ability to move around. LA/R/SS/W: The students will go to the library to choose a book relating to a person of a different culture. The students will preview their selection by reading the summary and glancing through the book. The students will take their books back to class and will read their stories silently. The students will write a summary of their story to turn in.

Week 27 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 132 Day 133 Day 134 KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h Evaluating text Evaluating text Evaluating text R: Biography/ R: Peterson’s First R: Africa by Allen autobiography Guide to Birds of Fowler W: Autobiography North America by W: Vocabulary terms Roger Peterson W: Report LA/SS: The teacher CL/LA: The LA/R: The teacher will go over what teacher will show will read the book, biographies and that nonfiction defining unknown autobiographies are books contain vocabulary words as and will mention useful facts. The they come up in the how they can teacher will have book. contain valuable coordinated with a information about fifth grade teacher an individual’s life. to have his/her class work with the first graders on this assignment. LA/R/PS/SS/W: LA/R/T/W: The A/LA/W: The The students will students will choose students will write go through books in a fact that they down the vocabulary the class library and would like to learn words from the book will choose a about a type of bird. and will write biography or an The students will sentences using the autobiography from work with an upper terms. The class will the collection of level student to read create African masks books. The students through the field from newspaper will read the guide to gain strips and flour/water biography chosen information. The mixture. The students and will take notes students will write will set the masks to share with the down the facts that aside to let harden class. The students they learned and and dry. will listen to each will form a report to other’s presentation present to the class. and will then write Bird songs will be their own played in the autobiographies. background.

Friday Day 135 KP SOL LA 1.9 a-h Evaluating text R: Eyewitness: Africa by Yvonne Avo W: Display cards A/LA/R: The teacher will set out the masks and the paints for the students to finish. The teacher will supervise the class reading and the art craft.

A/LA/MU/R/T/W: The class will read the book aloud. The students will paint their masks once dried and will write display cards to explain the culture they are representing. While masks are being finished, the students will listen to African music.

Monday Day 136 KP SOL LA 1.9 a-h Evaluating text R: The Magic School Bus Inside the Earth by Joanna Cole W: News report LA/R: The teacher will read the story, pausing at heightened moments in order to have the students predict what will happen next. DR/LA/S/W: The students will forecast what will happen next in the story by using clues from the text. The students will pretend that they are newscasters and will write and perform a news report about the earth. DA: Students with ESL can illustrate their news report.

Week 28 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 137 Day 138 Day 139 KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h Evaluating text Evaluating text Evaluating text R: How Do You R: See How They R: Clouds by Jillian Know It’s Spring? Grow Butterfly Cutting By Allen Fowler W: Experience W: Cloud experience W: Notes LA: The teacher LA/R: The teacher LA/S: The teacher will discuss with will read the book will help the students her class the signs and lead the make prediction of spring and will discussion about the about the weather. then have the class new facts that will The teacher will have read the book be presented in the permission to conduct aloud. book. a portion of class outside. D/DR/LA/R/S/W: CT/LA/M/S/W: CT/LA/R/S/W: The The students will The students will students will read the take notes and will brainstorm the types book focusing on the be grouped together of patterns that they different types of and asked to make see on butterfly’s clouds. The students a dance or a drama wings. The students will predict what type to represent a sign will walk around the of weather will occur of spring. The room and find with specific types of students will geometric shapes, clouds. The students discuss what things which they could will be able to go might occur if it use to make a outside and watch the became spring. butterfly. The clouds. The students students will create will then come inside butterflies and will and write about their write about an experience. experience that they have had with a Our Earth, p. T32 butterfly.

Friday Day 140 KP SOL LA 1.9 a-h Evaluating text R: The Wind Blew by Pat Hutchins W: Song LA: The teacher will discuss the many different uses for wind. The teacher will set up the materials needed for making wind chimes. A/LA/R/S/W: The students will read the story focusing on the noises made by the wind. The students will make wind chimes out of a hanger, string, and other materials. The students will write songs about the wind.

Activities, p. 33

Monday Day 141 KP SOL LA 1.9 a-h Evaluating text R: Fireflies for Nathan by Shulamith Oppenheim W: Favorite memory LA: The teacher will remind the students about the parts and aspects of a story, including the main characters, plot, location, and main events. The teacher will ask what even occurred first in the story and then what event occurred next. LA/R/W: The students will read the story and will identify the main characters, location, and the main events. The students will write about their favorite memory from grandma’s/grandpa’s house. If a student has never had the opportunity to experience a memory with their grandparents, they can write about a memory with someone that they admire.

Week 29 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 142 Day 143 Day 144 KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h Evaluating text Evaluating text Evaluating text R: The Firefly by R: Days with Frog R: Bernard on His Douglas Florian and Toad by Arnold Own by Syd Hoff W: Feelings of a Lobel W: TV interview firefly W: Comic strip LA: The teacher will ask the students to compare the poem with the story from Monday. DA: Students with difficulties remembering Monday’s story can revisit the book and the illustrations. D/CT/LA/R/W: The students will read the poem twice and will compare it with the story from Monday. The students will create a firefly dance and will flitter around the classroom with flashing lights. The students will write what it was like to be a firefly and how it would feel to be able to light up the dark night.

LA: The teacher will help the students identify the information that they need in order to complete the assignment.

LA/R: The teacher will read the story to the class, reminding them to look for information and to develop ideas for the interview.

A/LA/R/W: The students will read the story focusing on the characters, location, and the sequence of events. The students will create comic strips using the information from the story. The comic strips will be colored and glued together.

GW/LA/T/W: The students will be placed in pairs. Each pair will write out interview questions for Bernard. The interview questions will be based around the characters, location, and events in the story. The students will be filmed while conducting the interview, one student acting as Bernard the other as the interviewer.

Friday Day 145 KP SOL LA 1.9 a-h Evaluating text R: Farmer Bungle Forgets by Dick King-Smith W: Alternate location LA: The teacher will explain that characters, locations, and events can build upon one another. Thus, indicating if one changes, others might change in the story as well.

LA/R/W: The students will read the story, focusing on the location. The students will rewrite the story using an alternate location for the book. If the alternate location would change an event, the student will indicate the change in event.

We Can Do It!, p. T163

Week 30 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 146 Day 147 Day 148 Day 149 KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h KP SOL LA 1.9 a-h Evaluating text Evaluating text Evaluating text Evaluating text R: The New Friend by R: Independence R: The Three Little R: The True Story of Maria Puncel Day by Nancy Pigs (Reread) by the Three Little Pigs W: Rewrite story Sanders Golden Books by A. Wolf W: Events W: Brainstorm W: Compare/ contrast LA/R: The teacher LA: The teacher LA: The teacher LA/R: The teacher will read the story to will stress the will have the will remind the the class. The teacher importance of students try to retell students of the story will make sure the knowing when the events in the of the Three Little students understand things happen in story. Pigs and will then the ordering of their order. read the book, scenes and the explaining that this ordering of the story. book is from the wolf’s point of view. LA/R/W: The LA/R/SS/W: The LA/R/W: The CT/GW/LA/W: The students will reread students will retell students will reread students will take out the story, focusing on the events in the the story and will their brainstorms when the events take story in sequential write poems relating from Wednesday and place. The students order, from their to the events in the will compare them to will cut out and color notes. The students book. The students the story. The scenes from the story will cut out torches, will brainstorm how students will form and will place them in flames, and lady the story could be compare and contrast order using the liberty. They will different if the point circles to fill out. The beginning, middle, write the events of of view or the students will be and end. The students the book onto the sequence of the grouped together to will try to rewrite the torches and paste events changed. discuss who they story in their own them into a manila think told a more words under the folder in order. convincing story, the scenes that they have pigs or the wolf, and organized. why.

Finch, p. 375

Friday Day 150 KP SOL LA 1.9 a-h Evaluating text R: Written stories W: Stories

LA: The teacher will give the students a writing prompt with a beginning, middle, and end.

CT/LA/PS/R/W: The students will create their own stories using the beginning, middle, and end that were given. The students will share their stories in front of the class. The class will identify what parts were the beginning, middle, and end of each story. DA: Students with dyslexia can have additional time to organize their thoughts, receiving additional help if needed.

Monday Day 151 KP SOL LA 1.10 a-b References R: Australia’s ABCs by Sarah Heiman W: Objects in alphabetical order LA: The teacher will explain that dictionaries, atlases, thesaurus, etc. are organized in alphabetical order. The teacher will ask the students to name an object that starts with an A, a B, and a C. The teacher will look up the objects in the dictionary, showing that they are in alphabetical order. LA/R/W: The students will read the book focusing on the order of the letters. The students will reread the book and will write down the objects that are in alphabetical order. The students will use a dictionary to see the alphabetical ordering by first letter.

Week 31 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 152 Day 153 Day 154 KP SOL LA 1.10 a- KP SOL LA 1.10 KP SOL LA 1.10 a-b b a-b References References References R: Articles R: Superkids by R: We’re Four W: Sentences Brian and Jillian Ferocious Tigers by Cutting Jack Prelutsky W: Save the W: Definitions and world list sentences LA: The teacher LA/R: The LA/R: The teacher will will bring in a teacher will read read the poem and ask supply of reviewed the story with the the students what children’s students. The words were not magazines. The teacher will understood. The words teacher will assist demonstrate the that were not the students in activity with her understood in the poem lining words and own list of how will be written on the pictures up in superkids will board (ferocious, alphabetical order. save the world. incisors, demeanor). The teacher will read the poem aloud a second time. AM/LA/R/W: The students will read articles and will cut out words and pictures. The words and pictures will be placed in alphabetical order on a rectangular piece of paper. The students will write sentences using the words and pictures that they have in alphabetical order.

LA/T/W: The student will write the alphabet vertically on paper. The class will write a place or a thing that the superkids can save next, beside the corresponding letter. The students will use the computer to print out pictures of the things that they listed.

LA/PE/W: The students will write down the words not understood and will use the picture dictionary to look them up. The students will write down the definitions and a sentence to go with the word. The students will come up with different movements that match the poem and will act them out when the poem is read aloud a second time.

Friday Day 155 KP SOL LA 1.10 a-b References R: Mr. Blister by Joy Cowley W: Unsafe places LA/PH: The teacher will stress the importance of not playing with fire. DA: Students with hearing impairments will have a list, with pictures, that list the importance of not playing with fire.

CF/LA/R/W: The students will read the story (drama) aloud. The students will write down a list of unsafe things to play with or near. The students will involve their parents by discussing what they should do in case of a fire at home (emergency exits, locations of fire extinguishers, and phone numbers). Activities, p. 149

Monday Day 156 KP SOL LA 1.12 a-h Grammar R: Little Car by Joy Cowley W: Adjectives LA: The teacher will explain that an adjective is a word that describes a noun (person, place, thing, or idea). The teacher will help the students identify the adjectives in the story. A/LA/R/W: The students will read the story aloud. The students will help look for adjectives about the car in the story. The students will write out sentences using other adjectives to describe a car. The students will cut out a picture of a car to decorate using their adjective. For example, a sparkling car (car decorated with glitter).

Week 32 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 157 Day 158 Day 159 KP SOL LA 1.12 a- KP SOL LA 1.12 a-h KP SOL LA 1.12 a-h h Grammar Grammar Grammar R: The Magic R: The Wind by R: Trees by Sara Schoolbus at the James Reeves Coleridge Waterworks by W: Advertisement W: Tree branches Joanna Cole W: Paragraph LA: The teacher LA/R: The teacher LA/S: The teacher will discuss the will read the poem to will supervise the parts of a the class. assigned reading. paragraph, using a The teacher will hang hamburger as a DA: Students with the trees to create the model to represent auditory impairments class forest and she a topic sentence, will have a copy of will bring in the tree details, and a the poem to read foods for the party. concluding while it is being read. sentence. LA/R/S/W: The CT/LA/S/T/VRS/W: LA/R/S/W: The class will read the The students will students will read the book aloud. The brainstorm and story and will write students will use research about the complete sentences, the hamburger wind. They will on how trees provide diagram to create a collaborate with for us, on branches to paragraph focusing peers about the create works of art. around the topic of information that they The trees will be water. The students found, and will write hung together to will concentrate on an advertisement to create a forest. The using complete sell wind. class will then have a sentences and party consisting of correct grammar. items that come from The class will trees, using paper create origami plates, napkins, boats to float in a apples, pears, pool of water. oranges, cherries, bananas, nuts, syrup, coconut, figs, and lemonade. Activities, p. 193

Friday Day 160 KP SOL LA 1.12 a-h Grammar R: Notes W: Story webs

LA/S: The teacher will group the students and give each group a topic dealing with the earth’s resources.

E/GW/LA/R/S/W: The groups will work together to create story webs using the research and notes that they have from their science lessons. The groups will create a rough and a final draft for their report.

Monday Day 161 KP SOL LA 1.12 a-h Grammar R: Rainbow Fish Finds His Way by Marcus Pfister W: Brainstorm LA/R: The teacher will ask the students to brainstorm about the book prior to reading it. The teacher will read the story to the class. CT/LA/W: The students will brainstorm, by looking at the cover, what the book will be about. The students will use their memories from Rainbow Fish to try to incorporate characters in their brainstorm. DA: Students with ADHD will have a set pattern of events to follow during class.

Week 33 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 162 Day 163 Day 164 KP SOL LA 1.12 a- KP SOL LA 1.12 a- KP SOL LA 1.12 a-h h h Grammar Grammar Grammar R: Rainbow Fish R: Rainbow Fish R: Rainbow Fish Finds His Way Finds His Way Finds His Way W: Paragraphs W: Adjectives W: Thoughts

Friday Day 165 KP SOL LA 1.12 a-h Grammar R: Catalog information W: Books and titles

LA: The teacher will have the students recall what happened in the story from Monday.

LA: The teacher will review adjectives and will help the students find adjectives in the book.

LA: The teacher will group students together.

LA: The teacher will remind the students of the author’s name and will prepare the class for the library.

LA/R/W: The class will reread the story. The students will focus on finding a way home. The students will write paragraphs describing an imaginary time when they needed to find a way home, and the adventures that took place.

A/LA/R/W: The students will find adjectives from the book and will read them aloud. The students will focus on using descriptive words with nouns to describe objects. The students will describe the rainbow fish using adjectives, on paper. The students will have a cut out fish which they can decorate using the adjectives that they came up with.

DR/GW/LA/R/W: The students will be grouped together to organize and write out their thoughts about the other characters from the book. The students will have copies of the book to refresh their memories about the events that took place. The students will each act out a character and an event from the book.

LA/R/T/W: The students will use the library catalog and computer to research other books in the series or other books by the same author. The students will record the information that they found.

Monday Day 166

Week 34 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 167 Day 168 Day 169

Standardized Testing

Friday Day 170

Week 35 – Language Arts Phoebe Hobbs & Kristi McGee Monday Tuesday Wednesday Thursday Day 171 Day 172 Day 173 Day 174 KP SOL LA 1.12 a-h KP SOL LA 1.12 a- KP SOL LA 1.12 a- KP SOL LA 1.12 a-h Collaboration h h Collaboration Collaboration Collaboration R: Mom’s Diet by Joy R: Watch Out R: Underwater R: Zachary Goes to Cowley Banana Peels by Journey by Brian the Zoo by Jill W: Healthy foods Sarah Albee and Jillian Cutting Krementz W: Recipes W: Journey W: Animal LA/PH: The teacher LA/PH: The CL/LA: The LA/R: The teacher will discuss the teacher will review teacher will will read the story to structure of the story the safety tips from collaborate with a the students. after the students read the story. The colleague prior to through it. The teacher teacher will prepare class for permission will explain that a the ingredients for to use their healthy lifestyle the banana classroom consists of good sandwiches. aquarium. The eating and exercise. teacher will lead the discussion about the book. LA/PH/R/W: The LA/PH/R/W: The LA/R/S/W: The A/LA/W: The students will read the students will read students will read students will listen to story and will write the story and will the story. The class the story and will be what foods are good discuss, in groups, will discuss how the formulating ideas to eat. The students the safety tips book portrays the about an imaginative will share their list of mentioned in the underwater animal. The students good foods with the book. The students creatures. The will write about an class. The students will piece together students will visit a imaginary animal at will discuss why banana and peanut small aquarium. The the zoo, including certain foods are butter sandwiches students will go what they eat, the healthy and why for snack. As the back to class and environment, and the certain foods are not. students are eating, discuss what was in climate in which they they will write the aquarium and live. The students DA: Students having down different what other creatures will illustrate their difficulties will have ways to make could live there. imaginary animal. the opportunity to banana sandwiches The students will The students will work in pairs. (recipe). The class pretend that they are share their animals will share their exploring and will with the class. ingredients and write about their steps with each journey through the other to form a water and around class cookbook. obstacles. Activities, p. 89

Friday Day 175 KP SOL LA 1.12 a-h Collaboration R: Gregory the Terrible Eater by Mitchell Sharmat W: Table LA/M: The teacher will assist the students in the discussion and making the bar graph.

LA/M/R/W: The students will read the story and will all discuss their opinions why Gregory was a terrible eater. The students will vote on what was the most terrible thing that Gregory ate. The class will write down the votes in a table then they will graph their results on a bar graph.

Monday Day 176 KP SOL LA 1.12 a-h Collaboration R: Math is Everywhere by Brian and Jillian Cutting W: Grocery list LA: The teacher will set up a grocery store in the classroom.

LA/PE/R/W: The students will read the story and will then make up a grocery list. The students will have a budget, represented by imitation coins. The store will have set prices for the merchandise. The students will walk around the store and collect merchandise to purchase from the multiple cashiers.

Week 36 – Language Arts Phoebe Hobbs & Kristi McGee Tuesday Wednesday Thursday Day 177 Day 178 Day 179 KP SOL LA 1.12 a- KP SOL LA 1.12 a- KP SOL LA 1.12 a-h h h Collaboration Collaboration Collaboration R: How a Seed R: Jack’s Garden by R: The Night Before Grows by Helen Henry Cole First Grade by Jordan W: Slogans Natasha Wing W: Predictions W: Story LA/S: The teacher will set up the materials for the plants and prepare the ingredients for the class snack. The teacher will demonstrate how to plant seeds. A/LA/R/S/W: The students will read the story and will pay close attention to directions on how to plan their seeds. The students will record and draw what type of plant is in the pot and what it is supposed to look like. The students will wash their hands and will then make flower snacks. The students will have round cookies, wedges of fruit for petals, candy for eyes, and will have icing to use as glue.

CC/LA/S: The teacher will have a botanist come to class to discuss the importance of plant life.

A/LA/PH/R/S/ VRS/VSC/W: The students will read the book and then discuss their roles in contributing to a healthy environment. The students will make posters that will contain slogans to help the environment. The students will record any growth of their plants and collaborate with their classmates about the progress.

Friday Day 180 KP SOL LA 1.12 a-h Collaboration

R: Get Ready for Second Grade, Amber Brown by Paula Danziger W: Memories CT/LA/R: The LA: The teacher will teacher will read the mention how writing story to the class and can help one to ask them to remember events remember what it was that have happened like on their first day in the past. of class. CT/LA/S/W: The students will discuss what they had expected the first day of first grade would be like. The students will brainstorm together and write a story based on their expectations of second grade. The students will record any growth of their plants and collaborate with their classmates about the progress. DA: Students with trouble recalling specific details can collaborate with members around their desks.

A/LA/R/S/W: The students will read the story and will write down their memories of first grade. The class will have the opportunity to discuss events throughout the year with the teacher and other peers. The students will illustrate their memories. The students will record any growth of their plants then will set them by their backpacks to take home.

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