My Homeroom
Monday
Students are working on recognizing verbs within sentences. Today we will be working on becoming
familiar with verbs that do not show action (am, is, are, was, were). The students will learn that am, is &
are tell about now and was & were tell about the past. I will use a transparency and have students
identify the verb in each sentence. They will use a chart to label verbs that are talking about what is
happening now and what is happening in the past. They will complete page 148 in their language book.
(If they do not finish this in class it will be homework)
Tuesday
Today we will continue working on verbs that do not show action. Students will choose the correct verb
form for sentences that I put on the board (p.245c –teacher’s guide). They will complete page 71 in their
practice book.
Wednesday
Students will generate oral sentences with is & are (p.247B –teacher’s guide). They will use pictures in
the story “Anthony Reynoso: Born to Rope” to develop the sentences. Students will work on page 149
in their language book. If they do not get it finished it will be homework.
Thursday
Students will create sentences using was or were to describe a past event that they have been involved
in (p.249F – teacher’s guide). Students will complete a cumulative review on verbs that tell about the
past and now (p.150 – Language Book). If they don’t complete it in class they will do it as homework.
Friday
Students will take a quiz on verbs that tell about the past and now. It will include the verbs am, is, are,
was and were.
Mrs. Allen’s Homeroom
Monday
Students will be introduced to describing words. Students will look at an object and use words to
describe it. I will circle any words that describe the color, size or shape of the object. I will use
transparency 114 to reinforce how describing words tell how something looks. Students will help
complete the chart with appropriate describing words. Students will complete a activity sheet that will
help them become more familiar with adjectives.
Tuesday
Students will brainstorm several adjectives that describe color, size and shape. The words will be written
on the board and children will choose a word, name something it could describe, and say a sentence in
which the word describes that thing. Students will complete page 14 in their practice book. If they don’t
get finished it will be homework.
Wednesday
I will list several classroom objects on the board. Students will read each word and volunteers will pick
an object from the list and say a color word, a size word, and a shape words for the object. The words
they pick will be written on the board and children will read them aloud. They will use the words on the
boards to complete sentence frames. Next, they will complete p.127 in their language handbook.
Thursday
Students will brainstorm a number of words that describe color, size, or shape. Words will be written on
a stick note. Students will lay papers down on a flat surface with the sticky side up. Children will pick one
words and stick it on an object in the room that can be described with that word. After each child has
had a turn, ask children to use the adjectives and object names in oral sentences. Complete p.128 in the
language handbook.
Friday
I will write sentences on the board and students will copy them. They will circle each adjective and draw
an arrow from the adjective to the noun it describes. They will complete a cumulative review on page
129 in the language handbook.
Mrs. Noble’s Homeroom
(I am helping Mrs. Noble’s class with project read and I incorporate language in with that)
Monday
Project Read/Phonology: Unit 19: Lesson 4
Skill: red words/phonetically irregular words [come] [some]
Day 1:
Activities:
Anticipatory Set:
Teacher displays [come] and [some].
Ask question: How are these two words alike? (Answer: They are both red words. They both
end in [ome].
Teacher spells word [c] [o] [m] [e]. The word is [come]. [Come] means to go with someone.
Model:
Sentence for meaning: [Some] of the cookies are chocolate chip.
Checking For Understanding:
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 19-31.
Oral Reading: Bonnie Kline Stories, Level 1
Come
Junk
Project Read/Phonology: Unit 19: Lesson 5
Skill: or
Concepts: When the vowels [a], [e], [i], [o], and [u] are followed by an [r] the vowel sound is
controlled by the [r].
Objectives: 1. Read words with [or].
2. Spell words with [or].
Day 1:
Activities:
Anticipatory Set: Display the bossy r picture from page 19-3.
Ask question: What do you know about the bossy r? (Answer: The bossy r controls the vowel
sound. The bossy r is polite. It lets the vowel be first.
Model:
Display [or]
Teacher states: [or] says /or/. You hear it in the word
/h/ /or/ /n/-finger blending
[horn]-sweep sounds
Checking For Understanding: Students will read word list and sentences from Student practice
Sheet 19F, page 19-35. Students will apply finger spelling process. (Remember: One finger for
r control sound.
Oral Reading: Bonnie Kline Stories, Level 1
Storks
Bart’s Sports Car
Jewel Box-Treasure Chest Student Practice Sheet page 19-37.
Tuesday & Wednesday
Project Read/Phonology: Unit 20: Lesson 1
Skill: Open Syllable
Concepts: An open syllable ends in a single long vowel.
Objectives: 1. Read words with an open syllable.
2. Understanding and knowledge of an open syllable.
Day 1:
Activities:
Anticipatory Set:
Display the word [met]. Ask question: Why is the vowel short? (Answer: The single vowel is
closed in by a consonant.)
Teacher will state teaching objective: In this lesson you will learn what happens to the vowel
sound when a single vowel is open at the end of a word or syllable.
Model:
Teacher displays the word [me].
Directly state: This word ends in a single vowel. This is a one vowel sound word. It is a one
syllable word. When a word or syllable ends in a single vowel the vowel sound is long.
Teacher places the diacritical mark for a long vowel above the vowel.
The vowel says its long sound /e/. Sentence for word meaning: Come with me to the circus.
Checking For Understanding:
Students are given, Student Practice Sheets 20A, page 20-3. With teacher guidance the students
read the words, mark the vowel, and read the sentences.
On Student Practice Sheet 20B, page 20-5, students divide words into syllables and mark vowels.
Oral Reading: Bonnie Kline Stories, Level 1
Ho-Bo Hux
Project Read/Phonology: Unit 20: Lesson 2
Skill: red words/phonetically irregular words [very] [once] [whose]
Day 1:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word [very]. Display
sentences:
That is a [very] big dog.
You are [very] smart.
Students read sentences using sentence meaning and consonant sounds to unlock word.
Directly state: The word is [very]. The word [very] adds intensity to the word that follows it.
very big
very smart
Model:
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 20-9.
Oral Reading: Bonnie Kline Stories, Level 1
Chicken Pox
Thursday and Friday
Day 2:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word [whose]. Directly state:
The word is [whose]. It asks a question.
Model:
Whose dish is that?
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 20-13.
Oral Reading: Bonnie Kline Stories, Level 1
Whose?
Day 3:
Activities:
Anticipatory Set:
Review all the red words previously taught. Teacher displays the word [once]. Display the
sentence: [Once] I had six cats. Directly state: The word is [once]. It means at one time.
Model:
1. Students tap out letter names on arm and sweep down the arm while saying the word.
2. Students trace around the letters of the red words with red crayon, using page 20-17.
Oral Reading: Bonnie Kline Stories, Level 1
Just Once
Jewel Box-Treasure Chest Student Practice Sheet p. 20-19.