Monday Tuesday
Essential Question: What places do you go to during the
Objective Introduce EQ, new weekly
letter, and Sight word
Mini Introduce the letter C /k/.
Lesson 1 Teach writing the letter C,
watching Teaching is fun
video letter C. Intro sight
word GO
Mini Introduce Weekly Vocab:
Lesson 2 Routine, neighborhood, :
Students will draw pictures
to define each vocab word.
Using phonetic spelling
students will also label their
pictures
Mini Read: Take me for a walk.
Lesson 3 Whole group discussion
apply essential qustion and
comprehension- Discuss
genre" Fantasy. Why Is this
book fantasy? The events
are made up and some
events, like animals talking,
could never happen in real
life. Discuss story words
during the story: butcher:
someone who gets meat
ready to sell and then sells
it
greengrocer: someone who
sells fresh fruits and
vegetables
retrieve: get and bring back
Daily 5 Read to self
Writing-Write/draw a
picture about one of the
places the dog in the story
would like to go. Tell what
he wants to do when he
gets there.
Word work-sight word
watch, sight word book
sight word practice using
play doh, magnetic letters,
stamps;
Listening to reading- Lexia
Read with someone-
scholastic news, previous
site word books
teacher table- small group
guided reading leveling
Wednesday
week?
continued work with the C
/k/, story vocabulary,
Blending phonemes
Complete page 93& 94,
Begin a C word wall,
reviewing C /k/ sound and
writing Cc
Grammar intro: writing a
question and question mark. Review the /k/ sound. Have
Guided
Practice/Practice Write and
read aloud the words: rides the
bike. We can add words
to rides the bike to make a
question sentence. Write: Who /k/ and some words that do
rides the bike? Guide children
in thinking of an answer
sentence to the question, such
as The girl rides the bike. Read their white boards when
the sentence aloud as you
point to each word. Encourage beginning of the word. Guide
children to think of other
answer sentences for the
question. Allow students to
come up with their own
questions to be answered.
1) Model Use the puppet to
demonstrate how to blend
phonemes to make words.
The puppet is going to say
sounds in a word, /k/ /a/ /t/.
It can blend those sounds to
make a word: /kaaat/, cat.
When the puppet blends the
sounds together, it makes
the word cat. Listen as the
puppet blends more sounds
to make a word. Model
phoneme blending with the
following.
/k/ /a/ /p/, cap /k/ /a/ /n/,
can /k/ /ou/, cow
(2) Guided Practice/Practice
The puppet is going to say
the sounds in a different
word: /k/ /a/ /n/. Say the
sounds. Let’s blend the
sounds and say the word
with the puppet: /kaaan/,
can.
Tell children to listen as the
puppet says the sounds in
words. Have them repeat the
sounds, and then blend them
to say the word.
/k/ /ā/ /m/, came /k/ /ā/ /k/,
cake
/k/ /u/ /t/, cut /k/ /ō/ /m/,
comb
Read to self
Writing-Write/draw a picture
about one of the places the
dog in the story would like to
go. Tell what he wants to do
when he gets there.
Word work-sight word
watch, sight word book sight
word practice using play doh,
magnetic letters, stamps;
Listening to reading- Lexia
Read with someone-
scholastic news, previous site
word books
teacher table- small group
guided reading leveling
Thursday
Sentence building, text
features, weekly letter work.
Flipchart: using the following
sentences, the students must
capitalize the first word and
select and end punctuation.
who is your friend
i go to the movies
how old is Tim
working in partners students
will correct the following
sentences already on
sentence strips. Which
pencil is yours; His name is
Pete; Who is going to the
store; My sister is nice
(1) Model Display Word-
children repeat the sound.
(2) Guided Practice/Practice
Tell children that you will say
some words that begin with
not. Have children say /k/
and write the letter c on
they hear /k/ at the
practice with the first word.
cat fan came cannot sun
door car exit cow cape
Dicuss where students like to
go and what they like to do
there. Model for students on
the white board the
sentence "I___________ at
the __________." Give
students the opportunity to
volunteer writing their
responses on the
smartboard. Encourage
phonetic spelling.
Read to self
Writing-Write/draw a picture
about one of the places the
dog in the story would like to
go. Tell what he wants to do
when he gets there.
Word work-sight word
watch, sight word book sight
word practice using play doh,
magnetic letters, stamps;
Listening to reading- Lexia
Read with someone-
scholastic news, previous site
word books
teacher table- small group
guided reading leveling
Friday
Isolate and pronounce the
medial sounds, introduce
opinion sentences.
Word building: using the
letters c, p, n, t, s, m, a- cat,
map, mat, can, cap, - student
will blend letter sounds on
their white boards, circling
the medial sound- practice
identifying the medial sound.
Read "We go" pgs 97-98-
students will circle GO and
underline the letter Cc and
any words with the /k/
sound. Students will track
using their finger as teacher
reads. Students will read
individually then with a
partner.
Introduce "opinion"
sentences. "I like apples."
discuss how an opinion is
something individual and not
everyone will agree. Use the
Flip Chart and have students
classify if sentences are fact
or opinion. I like to ride
my bike. Books have a front
and back cover. My favorite
pet is a cat. Squirrels live in a
den.
Read to self
Writing write/students will
write/draw about where
they go during the week.
Sentence starter: I go
___________. Will use
phonetic spelling if they are
unsure of spelling.
Word work-sight word
watch, sight word book sight
word practice using play doh,
magnetic letters, stamps;
Listening to reading- Lexia
Read with someone-
scholastic news, previous site
word books
teacher table- small group
guided reading leveling
listening comprehension.
Identify beginning, middle
and end of stories.
Re-read the story Take me
for a walk. Review story
concepts: book genre and
evidence. If the book is
based on fact or fiction,
students need to provide
evidence.
Sequencing: discusse: stories
have a beginning, middle and
end- We will re-read Take
me for a walk. Working with
partners, students will
draw/write showing the
beginning, middle, and end
of the story.
Using writing journal,
studetnts will write an
opinion sentence using the
sentence starter "I like
to________. And draw a
detailed picture of their
sentence.
Read to self
Writing-will finish the
sentence started I
go________. Along with
picture. Early finishers can
draw/write where they will
go this upcoming weekend.
Word work-sight word
watch, sight word book sight
word practice using play doh,
magnetic letters, stamps;
Listening to reading- Lexia
Read with someone-
scholastic news, previous site
word books
teacher table- small group
guided reading leveling