Language Arts Lessons, August 25-28, 2015

Texts: The Grizzly Bear (CTK); Grizzly Bears (MyOn); Giant Pandas (MyOn); Prairie Dog Homes (CTK); Meerkats (MyOn); All in
the Family (T60-61)
Reading Standard(s): RI.1.1, RI.1.2, RI.2.5, RI.3.7; RI.2.4; RF.4.4c
Speaking and Listening Standard(s): SL.1.1; SL.1.3
Writing Standard(s): W.1.2, W1.3
Language Standard(s): L.1.2; L.3.4
Objective: Students will:
Preview the text, make predictions, and ask and answer questions to gain a better understanding of the text.
Identify beginning, middle, and ending phonemic sounds in CVC words.
Identify when a vowel is long when reading regularly spelled one-syllable words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Incorporate specific details, vivid verbs, and transitions into written pieces.
Assessments: Oral responses, written responses on sticky notes, student completion of GOs (4-square and Questions)
Monday, August 31, 2015:
Phonemic awareness: Identify phonemes (T109) (Were going to start with a word game.) (2 min)
o Have students identify the beginning, ending, and middle sounds in the following words: hot, bug, wet, red. Explain
the difference between short and long vowel sounds and how these are short vowels.
Guided Reading: ESTABLISHING A LITERACY CLASSROOM
o Quickly review how to pick a just right book and discuss what you can do if you get stuck (reading strategies)
(5min)
o Then discuss Establishing different levels of noise in the classroom/ Enjoying Independent reading:
o What does the classroom look like and sound like? (see attached) GO OVER CHAMPS (10)

Independent Reading Practice and taking reading phonic surveys (15-20 min) and snack
Shared: The Grizzly Bear and (35-40 min)
o Use The Grizzly Bear diagram to model how to use the text to generate questions (see attached outline for more
details). Ask students if they have any questions while looking at the diagram. Hit on nonfiction text feature of a
diagram (what it does, etc.).
o Model using beginning of Grizzly Bears (first page) to show how to make and record predictions and questions in
GO.
o Students preview text Grizzly Bears and write their predictions in their GO and generate a few questions.
Pull small groups as needed
o Students share generated predictions/questions

Writing (45 min)

o
Review conventions we know/crafts we love charts.
o
Review conventions things we have to have in our writing.
o
Review crafts what makes our writing interesting! Show specific details from Grizzly Bears (p. 4).
o
Continue BMME narrative from last week (My Summer Break) and show how to add specific details. Students will continue working on
their plans/pieces, adding specific details.
o
1:1 conferences

Tues. Sept. 1, 2015:

Phonemic awareness: Identify long vowels in regularly spelled1-syllable words (T210) (2 min)
o Blend dim and have students identify the vowel sound (short i). Blend dime and have students identify vowel
sound (long i). Continue with cap, cape, sit, site, back, and bake.
Guided Reading: Transition into first 20 days
o Review CHAMPS (see Establishing Lit. Classroom, levels of noise)
o Review importance of sustaining reading and what IR looks/sounds like.
o Sustaining reading: Teacher/Model/Aloud (see attached)
o Independent reading (20-30) (snack while reading)
Shared: Grizzly Bear/Giant Pandas(30-40 min)
o Review expectations during shared.
o Review what we learned yesterday.
o Introduce Panda text. Students will complete the Before/During/After Questions GO as they read independently (or
with a buddy/small group if needed). Teacher circulates/helps small groups.
o Students share the learning.

Writing (45 min)

o
Add attributes of size/location to crafts we love and show examples from Grizzly Bears (p. 4). Continue working on plan/model paragraph,
adding attributes of size/location and model writing the piece using both crafts we have learned. Students will continue working on their
BMMEs/writing pieces to add these crafts. Teacher conducts 1:1 conferences.

Wed. Sept. 2, 2015:

Phonemic awareness: Long and short vowels in regular 1-syllable words (T308) (2 min)
o Blend on and have students identify the vowel sound (short o). Say: Now Im going to make a new word by
changing the short o to a long o. Say the word (own). Ask: What is the new word? Continue with cub/cube,
not/note, cut/cute, hop/hope, and pet/Pete.
Transition into first 20 days and independent reading (20-30) (snack while reading)
o Reading log lesson (see Establishing Lit. Classroom).
Students add books to the class log (see attached)
Introduce journal rubric. Ask students to write a reading response in their journals.
o Review expectations for independent reading
o Students read independently.
Shared: Prairie Dog Homes (30-40 min)
o Create anchor chart with clarifying words (see Clarifying Instructional Guide). Continue with guided practice
(possible words: prairie, burrow, mound, tunnels, entrance, listening)
o Discuss strategies on how to clarify unknown words (context clues).
o Have students text code words they need to clarify. Students share with class.

Writing (45 min)

o
Introduce craft of transitions and opener phrases. Use Grizzly Bears to model (p. 12, 14, 17). Model how to use opener phrases to write an
information piece (new piece!).
o
Give students choice of topic, but emphasize the need to write about a topic you know.
o
Model quick list for BMME.
o
Students start plan. 1:1 conferences.

Thurs. Sept. 3, 2015:

Phonemic awareness: Syllables (T143) (2 min)
o Have students clap for each syllable: velvet, plastic, muffin, gumdrop, cobweb.
Transition into first 20 days
o Book blessings: teach the importance of choosing different genres. Explain different genres (create fiction/nonfiction chart for wall). See Establishing a lit. classroom. (see attached)
o Review expectations/anchor chart for IR. Review rubric for reading responses.
o Students read independently (20-30) (snack while reading)
o Debrief afterwards.
Shared: Prairie Dog Homes (30-40 min)
o Continue anchor chart and model how to clarify ideas (see Clarifying Instructional Guide). Continue with guided
practice (possible ideas: what a burrow is/looks like use photo/text; why they make tunnels just wide enough
diagram and text; why they have a listening room diagram and text).
o Discuss strategies on how to clarify ideas (text features). Students will practice coding an idea they need to clarify.
o Independent practice: Students use the text Meerkats to practice completing the first 3 squares of the reciprocal
teaching GO. Students can share their predictions, questions, and clarifications.
Writing (45 min)
o
Review crafts/conventions. Add (or review) vivid verbs. Use Grizzly Bears to show vivid verbs (p. 11 and 12). Continue modeling new
informational piece and show how to add vivid verbs. Have students continue to apply the crafts.
o
1:1 conferences

Friday Sept. 4th:

Phonemic awareness: Syllables (T156) (5 min)
o Write two lists of syllables (see T156) on the board. Have students make 2-syllable words by combining the syllable
on the left with the syllable on the right.
Transition into first 20 days
o Est. Lit. Classroom: How have you helped today? (see attached)
o Review expectations/anchor chart for IR and reading response rubric.
o Debrief afterwards.
o Independent reading (20-30) (snack while reading)
Shared: All in the Family T60-61 (30-40 min)
o Go through 4 square GO with text up to clarify. Whole class up until clarify, then ask students to work
independently. Catch and review with students what they put for clarify. Potential clarify issues: floppy, rodents,
collars, saliva, crickets
o Show how to use text features to determine important info versus interesting info. Go through dog section showing
how to identify important vs. interesting on t-chart.
o Students will use the important vs. interesting t-chart independently for the rest of the text (small group/partner for
scaffolding). Share and debrief after independent work time.
Writing (30-45 min)

Use Giant Pandas to model commas in a series (p. 8 and 14). Show how to add commas in a series on your informational piece. Have
students continue to add all crafts learned to their informational pieces.
1:1 conferences.