Week 1 At a Glance

WHOLE GROUP

Phonemic Awareness Fluency

Phoneme Isolation, Identify Rhyme, Intonation
Phoneme Blending, Phoneme
Segmentation
Spelling
Short a: man, ran, can, cat, hat, mat;
Phonics
not, up
Short a

Grammar/Mechanics
High-Frequency Words
Sentences
jump, not, up
Sentence Capitalization

Comprehension Writing
Strategy: Analyze Story Structure Personal Narratives
Skill: Character and Setting

Read Aloud
Build Robust Vocabulary

SMALL GROUP
Differentiated Instruction for Tested Skills
Approaching Level On Level Beyond Level English Learners

Technology to help plan and implement instruction.

PREPARE TEACH
• Professional Development • Theme Launcher Video
Videos • Classroom Presentation Toolkit
• Parent Connection • Vocabulary PuzzleMaker
• Sound Pronunciation CD

PLAN/ORGANIZE ASSESS
Go to
www.macmillanmh.com Assessment Online
for Online Lesson Planner

D-ROM
C

Progress Reporter CD

Week At a Glance 6A
 Weekly Literature
Student Book
A mix of fiction and IO
UD C

D
A
nonfiction connected to:
• Unit Theme
• California Content Standards

KHÃ
;IJ
Nat 7OI
Can
Jump!

Main Selection
Preteach High-Frequency Genre Fantasy Paired Selection
Words Genre Nonfiction
Genre Fantasy

Support Literature

Volume 1

Explore
Science
Discover
History/Social Science All About Us

Macmillan/McGraw-Hill Macmillan/McGraw-Hill Phonics Practice

Content Big Book Big Book Interactive Decodable Reader

• Meets all California Science and • Book handling and concepts Read-Aloud Anthology Library
History/Social Science Standards of print • Listening Comprehension • One fiction, one nonfiction
• Builds robust vocabulary • Readers Theater Plays each week

6B Unit 1 Week 1
 Resources for Differentiated Instruction
Skill-Based Practice Readers IO
UD C
StudentWorks Plus

D
A
• Same Theme • eBook
• Same Vocabulary/Phonics • Use for preteaching
• Same Comprehension Skills • Summaries in multiple
Fantasy
languages
Fantasy

• Word-by-Word Reading
Fantasy
Fantasy
Fantasy

Fantasy

by Cynthia Rothma
Cynthia Rothma n n
byillustrated
byillustrated
by illustrated
by illustrated
Cynthia Rothma
by Jason Wolff
Cynthia Rothma n
by Jason Wolff
Cynthia Rothma n
by Jason Wolff
n
by Jason Wolff
• Assessment
illustrated by
by Cynthia Rothman
Jason Wolff
illustrated by Jason Wolff
Fantasy

CanYou?
You?
Fantasy
Fantasy

Can You?
Fantasy
Fantasy

Can Jum pp
Can
Fantasy

Cat
Fantasy

Cat Can Jum

Jumppp
CanJum
Fantasy

Can You?
Fantasy

Cat Can
Fantasy
by Yoki Hira by Paul Dan

Can You?
Fantasy Fantasy

Cat CanJum
CatCan
by Yoki Hira Schneide r by Paulby Dan
Cat Can You?
illustrate d by Christine
by Yoki HiraSchneide r illustrated Jill Newton
Jump
illustrate d by Christine
illustrate d by by
illustrate d
Yoki Hira
byChristine Schneide r
Yoki HiraSchneide r
illustrate d bybyChristine
Christine
by Schneide r
Yoki Hira
by Paul
illustrated
by Paul
illustrated
by Paul
illustrated
by Dan
by Dan
byDan
Jill Newton
Jill Newton
Jill Newton
illustrated by Christine Schneider illustrated by Dan
by Paul Jill Newton
illustrated by Jill Newton

w-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill

Macmillan/McGra w-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill
Macmillan/McGra Macmillan/McG raw-Hill
Macmillan/McGraw-Hill
w-Hill
Macmillan/McGraw-Hill Macmillan/McGraw-Hill
Macmillan/McGra Macmillan/McGraw-Hill Macmillan/McGraw-Hill
Macmillan/McGraw-Hill Macmillan/McGraw-Hill
Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill

Approaching Level On Level Beyond Level

Practice Book and Reproducibles
Also available:
Approaching Reproducible
Fantasy

I Can!
Can!
Fantasy

IIICan!
Fantasy
Fantasy
Fantasy

Can!
an On Level Practice >`OQbWQS Beyond Reproducible
Can! by Paul Dan

II Can!
Fantasy

by Paul
illustrated by Dan
Jill Newton
by Paul
illustrated
by Paul
illustrated
by Paul
illustrated
by Paul
illustrated
by Dan
by Dan
by Dan
by Dan
Jill Newton
Jill Newton
Jill Newton
Jill Newton
Reader sheltered 0]]Y
illustrated by Jill Newton

for English Learner

Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill
Macmillan/McGraw-Hill

English Learner

Intensive Vocabulary Home-School Connection

Build robust vocabulary • Family letters in English, Spanish,
with fiction and nonfiction Hmong, Vietnamese, Cantonese, Khmer
• Take-Home Stories
6][SAQV]]Z
1]\\SQbW]\
• Parent Letters in 6 languages
• Homework Activities
• Take-Home Stories

Oral Vocabulary Cards

Intervention Kit Visual Vocabulary Resources

IO
UD C
• Intervention Anthology • Great for English Learners
D
A

Key Vocabulary
2 % ! $ ) . ' A Walk in the Desert
Word 1 lurk
Image 1

• Phonemic Awareness Teacher’s Edition • Use for vocabulary and

• Phonics/Word Study Teacher’s Edition building background
Function

• Comprehension Teacher’s Edition

A Walk in
Words and Phrase
the Desert s

Word 1
rarely

• Vocabulary Teacher’s Edition PARTNER TALK

Display Image 2 on
opposite side for
5. Here is another picture
partner and talk about
children to view.
of lurk. Turn to your
TEACHER TALK
6. Now say lurk with
lurk.
me three times: lurk,
lurk,
Basic Words
A Walk in the Desert
forest, desert, ocean
lake, grassland, tundra

• Fluency Teacher’s Editon

why this picture demon-
strates the word lurk.
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[Ask one or two pairs

for their response.] [The
leopard is waiting quietly
in the grassy jungle to
catch another animal
for food.]

VisualVocabResourceBk_proto.indd3
3

often

• Writing and Grammar Teacher’s Edition

Word 2
ocean
desert
forest
-ACMILLAN-C'RAW (ILL
M

.D(SBX)JM
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tundra
grassland
lake
VisualVocabRes
ourceBk_proto.in
dd5 5

ROUTINE
1. Display the card.
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photograph.
English, referring to the
2. Define each word in appropriate.
Incorporate actions where
word three times.
3. Have children say the During independent
the Basic Word Glossary.
4. Distribute copies of word.
write sentences for each
work time, have children

8/2/07 10:39:26 AM

Pam and Sam 6C

 Suggested Lesson Plan
Go to www.macmillanmh.com for Online Lesson Planner

Pam and Sam,

pp. 12/13–24

WHOLE GROUP DAY 1 DAY 2

ORAL LANGUAGE
• Oral Vocabulary ? Focus Question What do you like to do? ? Focus Question What makes these animal
15–20 min What makes you special and unique? friends special?
• Listening Oral Vocabulary prefer, unique, 6L Oral Vocabulary cheerful, genuine, interest,
prefer, unique, 7I
Comprehension Big Book That Big Cat!, 7A
Strategy: Analyze Story Structure Oral Vocabulary Cards “The Princess and the
Pea”
Skill: Character and Setting R 1.3.1 Strategy: Analyze Story Structure
Skill: Character and Setting R 1.3.1
• Phonemic Awareness Phonemic Awareness Phonemic Awareness
Identify Rhyme, 7B R 1.1.4 Phoneme Isolation, 7K R 1.1.4

WORD STUDY
• Phonics Phonics Short a, 7C Phonics Short a, 7K R 1.1.10
30-40 min Practice Book, 9 R 1.1.10
• Spelling Spelling Pretest, 7E Spelling Word Sort -an, -at, 7M LC 1.1.8
Teacher’s Resource Book, SP1 LC 1.1.8 Practice Book, 10

• High-Frequency Words High-Frequency Words High-Frequency Words

Review a, have, has, for, with, jump, not, up 7N
the, 7F R 1.1.11 Practice Book, 11 R 1.1.11
A Cap Pam
READING for Nat
Can
• Comprehension Read Decodable Reader Read Get Ready Story Jump!
30-40 min A Cap for Pam, 7F “Nat Can Jump!”, 8–11
by Kathryn Lewis
illustrated by Chi Chung Comprehension
Decodable Reader Strategy: Story Structure Student Book
Skill: Character and Setting
R 1.3.1

• Fluency Fluency Sound/Spelling, 7C R 1.1.16 Fluency Word Automaticity, 7L

Connected Text R 1.1.16

LANGUAGE ARTS
• Writing Writing Writing Prompt
30-40 min Daily Writing: Invite children to respond to the Daily Writing: Draw a picture of something
photograph by dictating sentences about it. you like. Then write a sentence from the list.
Shared Writing: Personal Narrative, 7H W 1.2.1 Interactive Writing: Personal Narrative,
11B W 1.2.1

• Grammar Grammar Sentences, 7G LC 1.1.7 Grammar Sentences, 11A

Practice Book, 12 Teacher’s Resource Book, GR1 LC 1.1.1

ASSESSMENT
• Informal/Formal Quick Check Phonics, 7C-7D, 7E Quick Check Phonics, 7K-7L, 7M
High-Frequency Words, 7N, 8-11

SMALL GROUP Lesson Plan Differentiated Instruction 39Q–39Z

45–60 min

6D Unit 1 Week 1
 California Standards
Phonemic High-Frequency Comprehension Writing
Awareness/Phonics Words Strategy: Story Personal Narrative
Short a jump, not, up Structure W 1.2.2
R 1.1.4 R 1.1.11 Skill: Character and
R 1.1.10 Setting Social Studies
R 1.2.7 Calendars and Time

DAY 3 DAY 4 DAY 5

Review and Assess
? Focus Question What makes Pam and Sam ? Focus Question What might Pam and Sam
special? do on their best day?
? Focus Question How did understanding
Oral Vocabulary cheerful, genuine, interest, Oral Vocabulary cheerful, genuine, interest, the story structure help you? How might it help
prefer, unique, 11C prefer, unique, 25F you when you read another selection?
Read Aloud “What People and Animals Read Aloud “The Town Mouse and the Oral Vocabulary cheerful, genuine, interest,
Need”, 11C Country Mouse”, 25F prefer, unique, 33A

Phonemic Awareness Phonemic Awareness Phonemic Awareness

Phoneme Blending, 11D R 1.1.8 Phoneme Isolation, 25H R 1.1.4 Phoneme Blending/Segmentation, 33C R 1.1.9,
R 1.1.8

Phonics Short a, 11E R 1.1.10 Phonics Short a, 25I R 1.1.10 Phonics Short a, 33C R 1.1.10
Practice Book, 13
Spelling Word Sort -an, -at, 11G Spelling Test Practice, 25J LC 1.1.8 Spelling Posttest, 33E LC 1.1.8
Teacher’s Resource Book, SP2 LC 1.1.8 Practice Book, 14

High-Frequency Words High-Frequency Words High-Frequency Words

jump, not, up 11H R 1.1.11 jump, not, up 25K R 1.1.11 jump, not, up 33F R 1.1.11

KHÃ
;IJ
7OI
Read Pam and Sam, 12/13–24 Read “Our Best Days”, 26–31 Read Weekly Literature
Decodable Reader, 11H R 1.1.11 Pam and Sam, 12/13–24
Comprehension Comprehension Comprehension
Strategy: Analyze Story Structure Student Book Text Feature: Photographs, Student Book Strategy: Analyze Story Structure Student Book
Skill: Character and Setting 26/27 R 1.2.4 Skill: Character and Setting R 1.3.1
Who Am I? Content Vocabulary: neighbor,
Practice Book, 15–16 R 1.3.1
family, friends, 28/29 R 1.2.4
Practice Book, 19
Fluency Sound/Spelling Fluency Word Automaticity, 25I Fluency Word Automaticity, 33D
R 1.1.10 by Wiley Blevins
Connected Text Macmillan/McGraw-Hill
Practice Book, 18
Read-Aloud
Decodable Reader Anthology

Writing Writing Writing

Daily Writing Prompt Draw one or more of the
mice in the story. Write about your picture.
Independent Writing: Personal Narrative
Prewrite and Draft, 25E
Writing Trait: Ideas W 1.1.2
Daily Writing Prompt Respond to the read
aloud by illustrating a scene of your choice.
Independent Writing: Personal Narrative
Revise and Edit, 31B W 1.2.1
Daily Writing Prompt Draw a picture of
yourself doing something that makes you
special. Label the picture.
Independent Writing: Personal Narrative
Publish and Present, 33I W 1.2.1

Grammar Sentences, 25B Grammar Sentences, 31B LC 1.1.1 Grammar Sentences, 33H LC 1.1.1
Mechanics: Sentence Capitalization, 25C Practice Book, 17 Teacher’s Resource Book, GR3
Teacher’s Resource Book, GR2 LC 1.1.1

Quick Check Phonics, 11E-11F, 11G Quick Check Phonics, 25H-25I, 25J Weekly Assessment, 33K-33L
Comprehension, 14-17, 18-23

Pam and Sam 6E

 Differentiated Instruction
What do I do in small groups? Focus on Skills
IF… students need additional instruction
and practice based on your Quick Check
observations of the following skills:
Phonemic Awareness/Phonics
Short a
High-Frequency Words
jump, not, up
Comprehension
Strategy: Analyze Story Structure
Skill: Character and Setting
Fluency

THEN… Approaching Preteach and

English Learners Reteach Skills
On Level Consolidate Learning
Beyond Enrich and Accelerate
Learning

Suggested Small Group Lesson Plan

Focus on Skills DAY 1 DAY 2

Phonemic Awareness/ Approaching Identify Rhyme, Short a, 33M Approaching Identify Sound, Reteach
Short a, 33O
Phonics English Learners Preteach Short a, 33M
• Short a

Vocabulary Approaching High-Frequency, 33N Approaching High-Frequency, 33P

• High-Frequency On Level Practice Reader Lesson 1, 33W On Level Practice Reader Lesson 2, 33X
Words Fantasy
Beyond Practice Reader Lesson 1, 33AA Beyond Practice Reader Lesson 2, 33BB
Fantasy

I Can!
by Cynthia Rothman
illustrated by Jason Wolff
English Learners Preteach Vocabulary, 33EE English Learners Preteach Vocabulary, 33FF
by Paul Dan
illustrated by Jill Newton
Fantasy

Can You?
Fantasy

by Paul Dan
Cat Can Jump
illustrated by Jill Newton
by Yoki Hira
illustrated by Christine Schneider

Macmillan/McGraw-Hill

Macmillan/McGraw-Hill

Comprehension
Macmillan/McGraw-Hill

Macmillan/McGraw-Hill
On Level Practice Reader Lesson 1, 33W Approaching Practice Reader Lesson 1, 33P
• Strategy: Analyze Beyond Practice Reader Lesson 1, 33AA On Level Practice Reader Lesson 2, 33X
Story Structure Beyond Practice Reader Lesson 2, 33BB
• Skill: Character and English Learners Access to Core Content, 33GG
Setting
Fluency
• Repeated Reading

6F Unit 1 Week 1
 Small Group

Skill-Based Manipulatives
Practice Readers Use for Hands-on Learning
Apply skills and strategies while reading Sound-Spelling WorkBoard

Aa apple
appropriate leveled books. a
Sound-Spelling WorkBoard
ar
ai_ Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm
a_e _ay
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Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz er

i or
_y oar ore
i_e
_ie
igh ow
ou
o
Description of Sound The sound of a in apple is
called short a. It is a vowel. The vocal cords vibrate
o_e oi _oy
oa_
a when making the short a sound. The tongue is behind
ow

© Macmillan/McGraw-Hill / photo © Stockdisc / PunchStock

the lower teeth and the sound is made at the front of the
Fantasy mouth. _oe oo
How to Make the Sound Position your tongue behind
your bottom teeth. With your mouth wide open, pull back
your lips in a partial smile. u oo
Articulation u_e u_e u
_ew _ew ue
Fantasy Words for Oral Practice _ue _ui_ ou ©Macmillan/McGraw-Hill

Initial Position add, ah, an, and, ant, as, ask, at

Cat Can Jumpby Yoki Hira

Fantasy
by Cynthia Rothman
illustrated by Jason Wolff
Medial Position bad, bag, cat, dad, gap, jam, last,
map, mat, nap, pan, ran, sat, tap, zap e_e e
ee
au aw

ea _ie_

Can You?
illustrated by Christine Schneider air
_y th sh wh_ ch _ng
Small Group Word Lists
1 _ey _tch ©Macmillan/McGraw-Hill
are ear
ere
by Paul Dan
illustrated by Jill Newton
Fantasy

I Can! by Paul Dan

Sound-Spelling Cards Sound-Spelling WorkBoards
illustrated by Jill Newton
Macmillan/McGraw-Hill

Macmillan/McGraw-Hill

Macmillan/McGraw-Hill

Macmillan/McGraw-Hill
Sound Box

Different
Vocabulary/Comprehension
Alike
Different
Write-on/Wipe-off Board
Leveled Practice Database
Go to www.macmillanmh.com. Hands-on activities for

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b19

reinforcing weekly skills

DAY 3 DAY 4 DAY 5

Approaching Blend Phonemes, Reteach Short a, Approaching Segment Phonemes, Reteach English Learners Review Short a, 33MM
33Q Short a, 33S
On Level Review Short a, 33Y English Learners Writing/Spelling, 33JJ
Beyond Enrich and Accelerate, 33CC

Approaching High-Frequency, 33R Approaching High-Frequency, 33T Approaching Oral Language, 33U
English Learners Preteach Vocabulary, 33FF; English Learners Vocabulary, 33FF English Learners Vocabulary, 33F; Practice reader,
Grammar 33II 33KK

Approaching Practice Reader Lesson 2, 33R Approaching Practice Reader Lesson 3, 33T Approaching Book Talk, 33T
English Learners Access to Core Content, 33GG English Learners Access to Core Content, 33GG On Level Book Talk, 33X
Beyond Book Talk, 33BB
English Learners Book Talk, 33LL

Approaching Reread, 33V Approaching Self-Selected Reading, 65V

On Level Reread, 33Z On Level Self-Selected Reading, 65Z
Beyond Reread, 33DD Beyond Self-Selected Reading, 65DD
English Learners Reread, 33HH English Learners Self-Selected Reading, 33HH

Pam and Sam 6G

 Managing the Class
What do I do with the
rest of my class?

• Literacy Workstations
• Practice Book
• Online Activities
• Classroom Library

Classroom Management Tools StudentWorks Plus

• Summaries in Multiple Languages
Weekly Contract • Word-by-Word Reading
• Assessment
Name Date

My To-Do List
✔ Put a check next to the activities you complete.
Meet the Author/Illustrator
Reading Phonics⁄Word Study

Pick a book/practice
fluency
Build short a words Nancy Tafuri
Sort words
• Nancy began drawing at a very young age.
Reread the story
• She attended the School of Visual Arts in New
York City.
Writing Science • Nancy has a daughter.

Draw yourself Draw your face Other books by Nancy Tafuri

Draw what you like Draw food • Tafuri, Nancy. Do Not Disturb. New York: William
Morrow & Co., 1987.
to do
• Tafuri, Nancy. Junglewalk. New York: William
History⁄ Morrow & Co., 1988.
Practice Readers • Tafuri, Nancy. Mama’s Little Bears. New York: Scholastic,
Social Science 2002.
Draw your home Write About It!
© Macmillan/McGraw-Hill

Write about home Content Connection

Technology Independent Practice • Read Other Books by Author or

Buggles and Beezy Practice Book, 9–19 Illustrator
Vocabulary Puzzlemaker
Fluency Solutions
Listening Library
Contracts Unit 1 • Pam and Sam 3
Teacher-Led
Small Groups

Green
Red Classroom Library
Managing
Small Groups Use the trade books to apply skills. See lessons on
A How-to Guide Literacy Independent

Jack Eliza
Workstations Activities
pages T2–T7. See also Theme Bibliography, pages
Dr. Vicki Gibson Dr. Douglas Fisher
Blue Green T8–T9, to select books for 20 minutes of daily
Vincent Dean independent reading.
Orange
Isabella Maria

Macmillan/McGraw-Hill

How-to Guide Rotation Chart

Approaching On Level Beyond

6H Unit 1 Week 1
 Independent Activities

ONLINE INSTRUCTION www.macmillanmh.com Available on CD

LISTENING
LIBRARY
Recordings of
Oral Language Activities Research Toolkit selections
• Main Selections
• Paired Selections
• Practice Readers
• EL Readers
D-ROM

C
NEW
ADVENTURES
WITH BUGGLES
AND BEEZY
• Focus on Unit Vocabulary and • Research Roadmap Phonemic
Concepts • Research and Presentation Tools awareness and
• English Learner Support • Theme Launcher Video phonics activities
• Links to CA Science and
History/Social Science Programs

Computer Literacy Lessons Vocabulary/Spelling Activities

FLUENCY
SOLUTIONS
Recorded passages
at two speeds
for modeling and
practicing fluency

• Focus on Keyboard Skills • Differentiated Lists and Activities

• Media Literacy

Practice Book Literacy Workstation Flip Charts

Daily independent and partner activities connected to the
weekly skills. See pages 6J–6K.

>`OQbWQS
0]]Y

Also Available:
Approaching Reproducible
Beyond Reproducible

Pam and Sam 6I

 Managing the Class

What do I do with the rest of my class?

Reading Phonics/Word Study

Objectives Objectives
• Develop fluency through partner reading • Build and write short a words
• Retell sequence of events in chronological order • Sort words by sounds and identify rhymes
• Read independently daily

R 1.3.3 R 1.1.10

Phonics/
Reading Read a Book 20 Minutes

Word Study Build Shor t a Words

20 Minutes

• Pick a book about being special. • Build the word at.

Things you need: Things you need:
• Read it by yourself or with a • Now build words that rhyme with -at.
partner. • books about • Word-Building
• Write the words.
being special Cards
• Talk about why you liked it.
• paper • paper
Extension • pencil b a t • pencil
• Pick another book to read. • response journal
• Write a sentence.
Tell how the people in Extension
the book are special. • Make words with -am. h a m
• Make words with -ap.
• Write the words.

7=
C2 1 Listening Library D-ROM
New Adventures with Buggles and
For more book titles, go to the Author/Illustrator
C
2
/

section of www.macmillanmh.com 1 Beezy 1

R 1.2.7 R 1.1.15

Phonics/
Retell the Story
20 Minutes
Sort Words
20 Minutes
Reading Word Study
• Reread the story. • Write the spelling words on
Things you need: index cards. Things you need:
• Use the cards to retell the story
• Pam and Sam, • Sort the words by the ending • index cards
to a partner.
pp. 12–23 sounds. • paper
Extension • Retelling Cards ran • pencil
• Pick your favorite card. man cat
• paper mat
• Retell that part of the story. • pencil
can hat
Extension
• Put the cards facedown.
• Pick a card and read it.
• Cover the word and write it.
7=
C2 1 Listening Library For additional vocabulary and spelling games,
For more book titles, go to the Author/Illustrator
2
2
/

section of www.macmillanmh.com 2 go to www.macmillanmh.com

6J Unit 1 Week 1
 Literacy Workstations

Literacy Workstation Flip Charts

Writing Content Literacy

Objectives Objectives
• Write a sentence about individual talents or hobbies • Draw and label the features of the face
• Write a sentence about a favorite activity • Draw a picture of a home and write the address

LC 1.1.7
20 Minutes 20 Minutes
Writing Science My Senses
I Am Special
• Draw a picture of you. • Draw your face.
Things you need: Things you need:
• Write your name. • Label your eyes, ears, mouth,
• paper and nose. • paper
• crayons • pencil
Carlos
• pencil • crayons

nose
Carlos

Extension
• Write a sentence telling why
Extension
you are special. I can play.
• Draw a food that smells good. I like popcorn.
• Add this writing to your
• Write a sentence about it.
portfolio. 1 1

LC 1.1.7

Writing 20 Minutes
History/Social 20 Minutes

What I Like to Do Science My Home

• Draw a picture of what you like to do. • Draw a picture of your home.
Things you need: Things you need:
• Write: I like to . • Write your address in your journal.
• paper • paper
• pencil • pencil
• crayons • crayons
• response journal
6 Brown Street
I like to jump.

Extension
• Write about something you like
Extension to do at home.
• Draw and write about other things I like to swim.
• Share it with a friend.
you like to do. I like to play with my dog.
• Make a book. 2 2

Pam and Sam 6K