ELAR Lesson Plan

March 5-9
Monday 3/5 Tuesday 3/6 Wednesday 3/7 Thursday 3/8 Friday 3/9
*Istation

8:10 - 8:50
20 mins.
Lesson 108, p 161 Lesson 109, p 162 Lesson 110, p 163 Lesson 111, p 165 Lesson 112, p 166
MONDO PHONICS

1. What do we want all students to know and be able to do?

Intensive  Word  New Sound  Word Analysis  High  New

Group Analysis (oo) Frequency Sound (g:
(5 days)  HF Words  Word (HF) Words: ge, gi)
Cum. Analysis (full, today,  Word
Reginaye, Brand Review  Strategic often) Analysis
on,  Structural Reading  Invented  HF Words
Analysis  HF Words Spelling Cum.
Cum. Review
Review  Structural
Structural Analysis
Analysis

Strategic  New Sound  High  New

Group (oo) Frequency Sound (g:
(3 days)  Word (HF) Words: ge, gi)
Analysis (full, today,  Word
Kieler, Xavier,,  Strategic often) Analysis
Hawa, Parish, Reading  Invented  HF Words
Arianna, Michael,  HF Words Spelling Cum.
Katelyn Cum. Review
Review  Structural
 Structural Analysis
Analysis
Benchmark  Invented  Word Analysis
(2 days) Spelling  Strategic Reading

Cassidy, Ewa,
Liam, Aubrey,
Triston, Santos,
Emanuel,
Kelchanty,
Mason, Blessing,
Shyne

Whole Group Routines 9, 5 Routines 4, 7, 10, Routines 7, 10, 11, 13, 16 Routines 9, 5 Routines 4, 7, 10,
11, 13, 16 11, 13, 16

Spelling Words cow, how, now, cow, how, now, cow, how, now, wow, brow, cow, how, now, wow, cow, how, now,
wow, brow, plow, wow, brow, plow, plow, blow, crow, show, snow, brow, plow, blow, wow, brow, plow,
blow, crow, show, blow, crow, show, throw, full, today, often crow, show, snow, blow, crow, show,
snow, throw, full, snow, throw, full, throw, full, today, snow, throw, full,
today, often today, often often today, often

Vocabulary Words Incognito, somber

10:00 – 10:15 Grammar NO Grammar Adjectives TE 43B Grammar Handwriting
15 min Adjectives TE 9C CONVENTIONS Partners identify adjectives Adjectives TE 43O Practice Review
CONVENTIONS Identify adjectives and name what they describe Identify adjectives in letter formation
in sentences and sentences and name as noted from
name what they what they describe teacher
describe observations.

1. What do we want all students to know and be able to do?

TEKS/ELPS 1.2 (A)(III) 1.2 (A)(III) 1.2 (A)(III) Elps 2(A)

Objective: Students will NO Students will identify an Students will identify Students will neatly
identify an CONVENTIONS adjective in a sentence. an adjective in a write the lowercase
adjective in a sentence. letter b.
DOL: sentence. DOL : Given 6 sentences
students will identify the DOL : Given 6 DOL: Given the
DOL : Given 6 adjective that tells what kind sentences students letter b worksheet,
sentences students with 80% accuracy. will identify the students will trace,
will identify the adjective with 80% color and practice
adjective with 80% accuracy. writing the letter b
accuracy. on lined paper.

(I Do) Tell children that Remind children that Review anchor chart Model writing the
Teacher Model an adjective is a adjectives are words that on adjectives. letter b. By
& Check For word that describes describe a noun. Refer to placing a dot at the
Understanding a person place or anchor chart. Explain that top of the line.
thing. Create an some adjectives tell what kind. Then have put a
achor chart for the Reread the first page of skippy dot at the bottom of
students to jon jones. Have them identify the line and then
reference. We the adjectives that describe connect the dots.
know that a the noun. To write the letter
person, place, or b.
thing is called a
noun, so an
adjective is a word
 that we use to
describe a noun.
Adjectives describe
tell about shape,
size, sound, feel,
smell, or taste.
Write small plane,
grey sky, and hot
sun. pount out how
the adjective
describes the
noun.

(We Do) / CFU Write sentences on Write the following sentences Write the following On large lined chart
Guided Practice & the board. Read on the board. Read them on the board. Have paper. Have some
Check For each sentence aloud and have students help students help you students come up
Understanding aloud and have the identify the adjective. find the adjectives. and model writing
students help you 1.It is a chilly day. 1.The funny kitten the letter b.
identify the noun. 2.White flakes fall on the chases the moon.
Then ask them to ground. 2.The moon shines
name the word that 3.We step on crunchy ice. with a pale light.
describes the noun. 4.Screeching birds fly in the 3.The big bowl has a
1.The bright sun sky. milk in it.
came up. 5.I see a pale sun. The milk is sweet.
2.WE looked up at 6.The sweet smell of cider is in The kitten is happy.
the blue sky. the air.
3.We saw the 7.We drink warm cider.
pretty sunset. 8.There is a black sky at night.
4.Then big
raindrops fell from
the sky.
5.We could feel a
chilly breeze.
6.I put on my warm
jacket.
7.We rode away on
a gray train.
 8.Mom had some
salty crackers.

2. How will we know when they have all learned it?

(You do) Practice Pg. GR Practice Pg. GR102 Teacher made Lowercase B
Student 101 worksheet worksheet
Demonstration of
Learning

10:15-10:40 Main Selection: Toolkit Lesson 16: Main Selection: Main Selection: Dr. Suess Day
25 min SkippyjonJones All For America SkippyjonJones SkippyjonJones
MH Book (TFK Magazine MH Book MH Book Independent/Part
CONCEPT pg. 68-69 ner Read for
DEVELOPMENT Concept
Development
Block

1. What do we want all students to know and be able to do?

TEKS/ELPS 1.9B Describe ***Istation Day, ***Start yesterday’s lesson 1.9A describe the 1.5 Students are
characters in a will complete due to Istation. plot (problem and expected to read
story and the lesson tomorrow solution) and retell a aloud grade-level
reasons for their 1.9 A describe the plot story beginning, appropriate text
actions and 1.14B identify (problem and solution) and middle, and end with with fluency and
feelings. important facts or retell a story beginning, attention to the comprehension.
details in text, middle, and end with attention sequence of events.
heard, or read to the sequence of events.
Spiral: 1.10A
determine whether a
story is true or a
fantasy and explain
why

Objective: Students will Students will Students will describe the plot Students will retell a Independent
describe characters identify important of a story. story beginning, Reading
in a story and the details in text. middle, and end with
reasons for their Given a problem and solution attention to the
actions. Given a T-chart, graphic organizer, students sequence of events.
students will will describe the plot of the
Given a Character identify important story. Given a fictional
DOL: Motivations graphic details in a text with story, students will
organizer, students 80% accuracy. retell a story
will describe a beginning, middle,
character in a story and end with
and the reason for attention to the
their actions with sequence of events.
80% accuracy.
(I Do) Hook: Use When writers Hook: Use scenario cards and Set the stage for
Teacher Model scenario cards and write nonfiction, ask students to identify the enjoyable time
Check For asks students to they include a lot problem in the scenario then reading. As long as
Understanding act out how they of details to make think of a solution to the students are
would feel and tell the writing problem. engaged with their
what they would do interesting. books, allow them
with a partner. Explain that all narrative fiction to experience the
A detail is a little stories have a plot. full 45 minutes
Preteach Vocab: bit of information allotted.
Incognito and about something. When thinking about the plot
somber of the story, you need to be
Details make the thinking about finding the Finish any lessons
Explain that article more problem and how it was solved that were not
Refer back to anchor
characters in interesting, but or the solution. completed during
chart. Review with
stories feel and do the details are not week if students
students beginning,
different things. the most are unable to
middle, and end and
important independently read
where they are on
It is important to information. for the allotted
the roller coaster.
use story clues to time.
determine what the So We have to Spiral: Also, help
characters are like. figure out what students identify why
What makes the information is the Skippyjon Jones is a
character unique most important so fantasy story and not
which is called we can learn true. Fictional stories
characteristics. about something. usually have animals
for characters and
Today we are animals talk.
We are going to separating the
focus on finding the most important
reasons why details from
characters do the interesting
things they do. details.

Model making a T-
chart labeling it Refer to the graphic organizer
Interesting Details/ and have students identify
Important details where the problem and
 solution usually occur in the
story.

We are going to be
feeling detectives
today as we read
SkippyjonJones.

Take a picture
walk.
Point out character
expressions.

(We Do) / CFU Show students a Guide student Show students a chart labeled As you read through
Guided Practice & chart and label it through the article. Problem the story make a
Check For Character Steps to solve the problem story map of the
Understanding Motivations. Write After reading each Solution sequence of events
Who, Did What, section stop and on chart paper.
Why? have students As you read through the text,
consider what the stop and ask students to point Focus on using
As you read most important out what they think the transition words First,
through the text, information is and problem and the steps to solve Next, Then, and
stop and ask why. the problem. Last.
students what
things can we add Have students What causes fear in the Point out that First is
to our character make a star on the Chimichangos? the beginning of the
motivations that post it. We are Problem: Alfredo Buzzito story. Next and
would help us going to put a star steals their frijoles. Then are the middle
better understand next to the most of your story, and
the character and important Last is the end of the
his actions. story.
 information in the How does Skippito react to
What does section. the news about Alfredo How does the story
Skippyjon Jones Buzzito? begin?
look like? What Continue to have
type of cat is he? students and model Steps to solve: The What does
putting a star next Chimichangos agreed that Skippyjon Jones
Why does to important Skippito needs to defeat him start doing after he
Skippyjon Jones information as the because he is the great sword is punished to his
start bouncing on class discussed. fighter. Skippito uses his room?
his bed? sword for defense.
In Skippyjon Jones
After reading that MRS: Turn and What happens next? How dream, how does a
Skippyjon Jones Talk was Alfredo Buzzito problem develop?
starts wearing a defeated?
mask and sings a Solution: Skippito pops him How else could the
song, what can with his sword. story end?
we tell about his
character? MRS: Turn and Talk MRS: Turn and Talk

Did Skippyjon
Jones really leave
his bedroom?
What does this
tell us about him?

How is El Skippito
the same and
different than
Skippyjon Jones?

MRS: Turn and

Talk

2. How will we know when they have all learned it?

(You do) Students will Students will make Students will complete the Students will use Read
Student complete the their own T-chart of Problem to Solution graphic sentence stems, independently
Demonstration of Character Interesting Details/ organizer. First,____ Next, *Divine, Kaleab,
Learning Motivations graphic Important ____, Last,_____ to Alex, and Julian
organizer. Information. Stude retell the story. will read with
nts need to atleast partners.
add 2 details for
each section.

11:10-11:40 25 min *******GUIDED READING – See Groups Below*******

10:40-11:10 Tell your Story Make a Plan Draft the Narrative Mini-Lesson: Edit and Publish
30 min Complete
Sentences + Revise
WRITING the Narrative

1. What do we want all students to know and be able to do?

TEKS/ELPS 1.17A plan a first 1.17B develop 1.17C revise drafts by adding 1.17D edit drafts for 1.17 E publish and
draft by generating drafts by or deleting a word, phrase, or grammar, share writing with
ideas for writing sequencing ideas sentence punctuation, and others
through writing spelling using a
sentences teacher-developed
rubric

Objective: SWBAT plan a first SWBAT develop SWBAT revise drafts by SWBAT edit drafts SWBAT publish
draft by generating draft by sequencing adding or deleting a word, for grammar, writing with others.
ideas for writing. ideas through phrase, or sentence. punctuation, and
writing sentences. spelling using Given a narrative
Given Stories Given a narrative draft, I will teacher-developed draft, I will publish
Inside Me, I will Given sentence revise by adding or deleting a rubric. writing with 100%
plan a first draft by starters, I will word phrase or sentence with accuracy.
generating ideas develop draft by 100% accuracy. Given a revised
DOL: for writing with 4/4 sequencing ideas draft, I will edit for
accuracy. through writing grammar,
 sentences with 3/3 punctuation, and
correct. spelling using
teacher-developed
rubric with 80%
accuracy.

(I Do) Review Skippyjon Model the process Model re-reading your draft. Model re-reading Model re-writing
Teacher Model & Jones of deciding which Point out the errors in your your draft. your paper in your
Check For Chart paper: story from Stories draft. Reread sentences and best handwriting
Understanding Label Who? (main Inside Me that you ask yourself outloud, how can Point out and include all the
character) want to write a draft I make this more interesting grammatical and revisions.
Where? (main about. for the reader. punctuation areas in
setting) Make sure to point your draft. Model reading your
What? (main out why you chose Model adding descriptive narrative all the
object) the story (example, words to your story. Then Model how you are way through.
I have a good reread the sentence and using the rubric to
Discuss familiar character, where demonstrate how you can give help you check your Model drawing a
stories we have and what). the reader a better picture. draft. nice picture to go
read in class. Who with your story and
was the character, Then Model writing Model giving a praise and a that the picture
setting and main the story out on suggestion to the writing. matches the story.
object in those draft paper.
stories?

MRS: Turn and

Talk

Model making your

own Stories Inside
Me. Identify your
critical elements of
your stories.
(We Do) Read story and Have students look Students will reread story to Have students sit Ask a student to
Guided Practice & identify the critical at their Stories their partner. with their writing use their paper to
Check For characters, setting Inside Me. partner and one look over for the
Understanding and main object. Guide partners to ask student will have the class.
Students will sit questions about students rubric and the other
Critical Character: with partners to stories. And give one praise will read their The class will give
Nona and Big discuss which story and one suggestion. story. Together a praise and a
Anthony they will write about students will use the suggestion.
and begin to tell rubric to check over
Critical Setting: The story to partners. their writing. MRS: Quick
Village Response
Have partners
What? The magic check that they
pasta pot have critical
elements to the
Guide students to story.
be thinking about
stories that they
can create that
have critical
elements in the
story. Students will
Turn and Talk and
share ideas.

Have students
share four ideas.

2. How will we know when they have all learned it?

(You do) Students will Students will start Students will revise their draft Students will edit Students will
Student complete Stories writing a draft. adding more details and their paper based on publish their draft
Demonstration of Inside Me. omitting words. their partner and add a picture.
Learning conference.
 Dick Guided Reading Schedule
Monday Tuesday Wednesday Thursday Friday

Reginaye, Brandon, Sam and Friends Level Sam and Friends Level Sam and Friends Level Sam and Friends Level Sam and Friends Level
5 5 5 5 5

WHere is Cub (Reading WHere is Cub (Reading WHere is Cub (Reading WHere is Cub (Reading WHere is Cub (Reading
Michael, Hawa Kieler, A-Z) A-Z) A-Z) A-Z) A-Z)
Xavier, Arianna, Before reading: zap Before reading: zap Before reading: zap Before reading: zap Before reading: zap
game, vocab game, vocab game, vocab game, vocab game, vocab
Parish During reading:whisper During reading:whisper During reading:whisper During reading:whisper During reading:whisper
read read read read read
After reading: characters After reading: characters After reading: characters After reading: characters After reading: characters
in a story in a story in a story in a story in a story

Butterfly Cafe (Reading Butterfly Cafe (Reading

Ewa, Liam, Mason, A-Z) A-Z)
Santos, Emanuel, Before reading: zap Before reading: zap
game, vocab game, vocab
Blessing During reading: whisper During reading: whisper
read read
After reading: story After reading: story
elements, sequence of elements, sequence of
story story

Butterfly Cafe (Reading Butterfly Cafe (Reading Butterfly Cafe (Reading

Cassidy, Kelchanty, A-Z) A-Z) A-Z)
Aubrey, Triston, Before reading: zap Before reading: zap Before reading: zap
game, vocab game, vocab game, vocab
Shyne During reading: whisper During reading: whisper During reading: whisper
read read read
After reading: story After reading: story After reading: story
elements, sequence of elements, sequence of elements, sequence of
story story story
1:30 -2:15 Itime
ESL Students
Monday Tuesday Wednesday Thursday Friday

Group A – LLI Lesson Lesson 83 Lesson 84 Lesson 85 Lesson 86 Lesson 87

Running Records: Running Records:
Teacher Table Hawa Xavier

Michael, Xavier,
Kieler, Hawa

Group B- Istation-30 min. Istation-30 min. Istation-30 min. Istation-30 min. Istation- 30 min.
Tier 3
Sam and Friends Sam and Friends Sam and Friends Sam and Friends Sam and Friends
Reginaye, Brandon, Level 5- Level 5-
Chyna,Arianna, Level 5- 15 min. Level 5- 15 min. Level 5- 15 min.
Parish, 15 min. 15 min.
Group C-
Tier 2 1. Contractions 4. Contractions 7. Contractions 10. Contractions 13. Contractions
2. Spelling word 5. Spelling word 8. Spelling word 11. Spelling word 14. Spelling word
Katelyn, Johniya practice practice practice practice practice
3. Istation 6. Istation 9. Istation 12. Istation 15. Istation

Group D- S will read their

Extension chapter books and
S will read their S will read their respond with a S will read their S will read their
Mason, Triston, Ewa, chapter books and chapter books and prompt in a writing chapter books and chapter books and
Liam, Blessing, respond with a respond with a journal. respond with a respond with a
Cassidy, Aubrey, prompt in a writing prompt in a writing prompt in a writing prompt in a writing
Kelchanty , Santos journal. journal. Predict how the journal. journal.
problem will be
Sequence story or solved. Confirm or adjust Tell me about your
chapter. What is the problem your predictions while favorite part.
in your story? reading story or
chapter.