Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How can you work together better with others?
ELL Planning Sheet
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say Our Names
Amazing Vocabulary: first, second, third, fourth, fifth, sixth
Activity
Building
Background
Knowledge
Story Vocabulary: learn, play, wait, end, cooperate
Tuesday
Poster 1
Review vocabulary
Vocabulary
(Amazing Words
And
Story Vocabulary
Tier II and III)
Monday
Activate Prior
Knowledge:
Poster 1
Poster Talk-Through
Poster activities Day 1
(combine with HF
words lesson)
Video: The Number
Crew—taking turns
and uses terms first,
second, and third
Talk with me/Sing with
me Chart 1A/B:
Amazing Words - First,
second, third, fourth,
fifth, six
Wednesday
Thursday
Reading
Comprehension
High Frequency
Words
Talk with me Chart 1A
Amazing Words - First,
second, third, fourth,
fifth, six
Story Vocabulary:
Use: Poster 1
The Little School
Bus
learn, play, wait, end,
cooperation
Story Vocabulary:
Use: Poster 1
The Little School
Bus
learn, play, wait, end,
cooperation
Story Vocabulary:
learn, play, wait,
end, cooperation
Read: The Little School
Bus
Re-read: The Little
School Bus
T-chart:
character/clothing
Re-read: The Little
School Bus
Character web charts
Re-read: The Little
School Bus
Character web charts
cont.
The Little School Bus
Retell – sequence
graphic organizer
Unit Connection
I, am
(combine with Build
Background
Knowledge lesson)
I, am
Poster 1 Day 2 Activity
Listening: guessing
game
I, am
Speaking Practice
Flash Cards
I, am
Flash Cards
Find HF words in
Decodable Reader:
I, am
Flash Cards
1
Friday
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How can you work together better with others?
Act out
Flash Cards
Grammar
Writing
Spelling
(Phonics)
Readers
Rhyming Words
Flash Cards
Who Am I?
Say our names
Write our names
Practice book pg. 10
Say class member
names
T Chart: boy/girl
Give names to
animal characters in
The Little School Bus
Rhyming Words
Rhyming Words
Rhyming Word
Rhyming Words
Phonic Reader: I Am
(keep to re-read on
Day 3)
Re-read Phonics
Reader: I Am
Decodable Reader:
Who Am I?
(keep to re-read on
Day 5)
Decodable Reader:
Who Am I
Unit 1 Proposed Assessment Plan
Measure
High frequency words
Frequency
weekly
Assessor
Classroom teacher
Verbal retell
weekly
Classroom teacher
Writing CBM
biweekly
ELL tutor
2
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Day 1
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say Our Names
Amazing Vocabulary: first, second, third, fourth, fifth, sixth
Background
Knowledge
Vocabulary
(Amazing
Words
and
Story
Vocabulary
Tier II and III)
Story Vocabulary: learn, play, wait, end, cooperate
Poster 1
 Poster Talk-through – read aloud and point as you describe the poster. Have
students repeat the underlined words in the script, after you say them and
identify on the poster.
 Students need to respond to the following questions with one of the embedded
answer choices
 Error Corrections: If needed, model, test, and ask the same question at the end
of this section to retest.
Did she take the bus or walk?
Did he ride his bike or get a ride in a car?
 Let’s talk about how you came to school. (Students need to respond to the
following questions with one of the embedded answer choices.)
 Error Corrections: If needed, model, test, and ask the same question at the end
of this section to retest.
Did you get to school in a bus, a car, by walking or riding a bike?
Do you like to come to school that way? Yes or no
Would you like to come to school in a bus or ride a bike?
Would you like to come to school in a car or by walking?
Video
 Video: The Number Crew—taking turns and uses terms first, second, and third
Display Talk with Me Chart 1A
“This week we are going to learn about how people cooperate or get along while living,
working and playing together. One way we cooperate or get along is by taking turns.
We are going to learn six new words that will help us talk about taking turns.”
 Point to the children on the chart (in order) while saying the corresponding
ordinal number. Have students repeat each ordinal number after you say it.
 Place six objects in a line on the table.
 Point to the first object and say “first”. Have students point and repeat “first”.
 Repeat for second, third, fourth, fifth and sixth
Display Sing With Me Chart 1B How We Get to School
 Read How We Get to School
 Have students repeat the ordinal numbers after you as you say and point to the
appropriate child on the poster.
Example: “ The first (students repeat first) child gets to take the bus, take the
bus, take the bus. The first (students repeat first) child gets to take the bus.
That’s how we get to school”
 Repeat for other verses
3
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Reading
Display The Little School Bus.
Comprehension
 Think Aloud: “Look at the cover. I see a fox (point), bear(point), pig(point), chick
(point) and a school bus (point).
 Read The Little School Bus
High Frequency I, am
Words
 Play Game to prompt use of High Frequency Words.
Say: ”I am going to school.”
Pantomime walking, riding a bike, or getting out of a car or bus
Ask: “How am I going to school?”
Child who answers correctly takes next turn. Or if necessary repeat with a
different pantomime.
Have child repeat after you: ”I am going to school.”
Child pantomimes walking, riding a bike, or getting out of a car or bus
Have child repeat after you: “How am I going to school?”
Child who answers correctly takes next turn.

Here are this week’s high frequency words.
This word is I. What word? I
This word is am. What word? Am
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Grammar and
Writing
Spelling
(Phonics)
Today we will learn about rhyming words. The last sounds in rhyming words are the
same.
 Listen as I say these rhyming words listen for the last sounds. – pig wig
wig dig
dig big
 Listen as I say these rhyming words. “cat bat”
Say them with me. “cat bat”
Say the rhyming sound with me. “at”
- repeat with the following words
dog hog
map lap
boat goat
Readers
4
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Day 2
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say our names
Amazing Vocabulary: first, second, third, fourth, fifth, sixth
Background
Knowledge
Vocabulary
(Amazing
Words
and
Story
Vocabulary
Tier II and III)
Reading
Comprehension
Story Vocabulary: learn, play, wait, end, cooperate
Poster 1 Day 2
 Review the poster pointing and naming key words: school, bus, car, walking,
bike. Have students repeat the words after you model.
 Students need to respond to the following questions with one of the embedded
answer choices.
 Error Corrections: If needed, model, test, and ask the same question at the end
of this section to retest.
Point to the bus. Ask ”What is this, a bus or a bike?”
Point to the car. Ask “What is this, a car or a bus?”
Point to the children walking. Ask “Are the children walking or riding a
bike?”
Point to the bikes. Ask “Are these bikes or cars?”
“ Where are the children going, to school or home?”
Use Talk with me Chart 1A
“This week we are going to learn about how people cooperate or get along while living,
working and playing together. One way we cooperate or get along is by taking turns.
We are going to learn six new words that will help us talk about taking turns.”
 Point to the children on the chart (in order) while saying the corresponding
ordinal number. Have students repeat each ordinal number after you say it.
Line children up. Point to the first child in the line.
Students need to respond with child’s name and correct ordinal number
 (child’s name) is first in line.
 Say it with me. “(child’s name) is first in line.
 Where is (child’s name) in the line? “(child’s name) is first.”
 Repeat for as many ordinal numbers as you have children lined up.
Display The Little School Bus.
Think Aloud: The school bus is coming down the street. Animals will be getting on the
bus to go to school.
Ask students to tell you what they remember about the book.
Display T-chart. This is a T-Chart we are going to use it to help us talk about the
characters. We will list the animals on this side of the chart. Over here we will list the
clothes that animals are wearing.
Ask the following questions as you re-read the story:
Error Corrections: If needed, model, test, and ask the same question at the end of this
section to retest.
 What animal is on this page? The goat.
 Say it with me. Get ready…The goat.
5
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?





High Frequency
Words
Grammar and
Writing
Spelling
(Phonics)
Fill in T-Chart
What is the goat wearing? A coat.
Say it with me. Get ready… a coat.
Fill in the T chart.
Listen to what I say. Point to the T-chart as you model the sentence. The goat
wears a coat.
 Say it with me. The goat wears a coat.
 Now you say it. The goat wears a coat.
Repeat for the other story characters.
I, am
 Use the poster to help children build knowledge of essential story vocabulary
with the following activity: Who Am I?
 Students need to respond to the following questions by saying “I am…” and
pointing to the poster.
 Error Corrections: If needed, model, test, and ask the same question at the end
of this section to retest.
I am walking to school. I am with my grandma and my litter sister.
Who am I? “I am…..”
I am getting out of a car. I am with my litter sister. I am the first one
out of the car. Who am I? “I am….”
I am at the bus stop. I am driving the students to the school. Students
line up first, second, third, fourth, fifth and six to get on the bus. Who
am I? “I am….”
I am at school. I am holding my bike. I am wearing a blue jacket. Who
am I? “I am….”
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Saying our names
 Students need to respond to the following questions with one of the embedded
answer choices.
 Error Corrections: If needed, model, test, and ask the same question at the end
of this section to retest
o “ I am Mrs./Mr. __________. Mrs. /Mr. ___________ is my name.”
o Point to one of the students and ask, “What is your name?”
o Students need to respond, “My name is_________.”
o Repeat with every student.
Rhyming Words
 Rhyming words sound the same at the end. Cat and bat both end with /at/ so
they rhyme.
 I will say two words. If they rhyme show me a thumb up. If they do not rhyme
give me a thumb down”
wet - pet
 What are the last sounds in wet? et
6
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Readers
 What are the last sounds in pet? et
 Do wet and pet sound the same at the end?
 Repeat after me “Wet and pet are rhyming words.”
Repeat for the following word pairs. Adjust script if word pairs are not rhymes.
tan - cup
can – man
hen – pen
hat – bear
Phonics Reader : I Am
Keep reader to re-read on Day 3
7
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
The Little School Bus
Animal
Clothing
8
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Day 3
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say our names
Amazing Vocabulary: first, second, third, fourth, fifth, sixth
Vocabulary
(Amazing
Words
and
Story
Vocabulary
Tier II and III)
Reading
Comprehension
Story Vocabulary: learn, play, wait, end, cooperate
Tier Two Story Vocabulary: learn, play, wait, end, cooperate
Display Poster 1
“This week we are going to learn about how people cooperate or get along while living,
working and playing together. Let’s look at the poster.”
 Point to the school - This is a school.
o People come to school to learn. We learn to know things.
o Say it with me. Get ready…We learn to know things.
o What do we call it when you trying to know about new things?
Learn(ing)
o We go to school to learn. Right now you are learning to speak English.
o What are some other things you are learning about? “I am learning
(about)___________________.
 Point to the playground – This is a playground.
o People go to a playground to play. We play is to have fun with games or
friends.
o Say it with me. Get ready…. We play is to have fun with games or friends.
o What do we call it when you have fun with games or friends? Play
o We can play on the playground, or play with toys. When I was a little
girl (boy) I liked to play with ______________.
o What do you like to play with? “I play with ______________.”
 Display and read page26-27 in The Little School Bus.
What do the animals do at school? learn and play
Display The Little School Bus.
Think Aloud: The school bus is coming down the street. Animals will be getting on the
bus to go to school.
Ask students to tell you what they remember about the book.
Display Web Graphic Organizer. “This is called a Web. We are going to use it to help us
show what we know about the animals.” This activity will be completed on day 4. Fill in
as many character webs as time allows.
Ask the following questions and fill the webs as you re-read the story:
Error Corrections: If needed, model, test, and ask the same question at the end of this
section to retest.
 What animal do we see on this page? _________ Fill in center circle of web.
 Tell me what you know about the ___________. Fill in web
 Construct and model a sentence from some of the information in the web. Point
to the web chart as you model the sentence. Example: The pig has a wig and
brushes her hair.
9
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
High Frequency
Words
 Say it with me. The pig has a wig and brushes her hair.
 Now you say it. The pig has a wig and brushes her hair.
Repeat for some of the other characters.
I, am
First Time
Have students stand up and say “I am __(their name)__.”
Grammar and
Writing
Spelling
(Phonics)
Readers
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
K.1 Practice book page 10 - Grammar
Rhyming Words
 Rhyming words sound the same at the end. Wet and let both end with /et/ so
they rhyme.
 I will say two words. If they rhyme show me a thumb up. If they do not rhyme
give me a thumb down”
cat - bat
 What are the last sounds in cat? at
 What are the last sounds in bat? at
 Do cat and bat sound the same at the end?
 Repeat after me “Cat and bat are rhyming words.”
Repeat for the following word pairs. Adjust script if word pairs are not rhymes.
bear - hair
moon - cot
top - mop
pig - big
Re-read Phonics Reader : I Am
10
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
CARACTER WEB
__________
___________
___________
_____________
11
____________
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Day 4
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say our names
Amazing Vocabulary: first, second, third, fourth, fifth, sixth
Vocabulary
(Amazing
Words
and
Story
Vocabulary
Tier II and III)
Reading
Comprehension
Story Vocabulary: learn, play, wait, end, cooperate
Tier Two Story Vocabulary: learn, play, wait, end, cooperate
Display Poster 1
“This week we are going to learn about how people cooperate or get along while living,
working and playing together. Let’s look at the poster.”

Point to the bus driver
o The bus driver is waiting for the children to (cross the street/ get off the
bus). To wait is to stop for a moment.
o Say it with me. Get ready… To wait is to stop for a moment.
o What do we call it when we stop for a moment? Wait
o We raise our hand and wait for the teacher. When we play a game, I
wait my turn.
o Do you see anyone else waiting in the poster? The car driver, the
crossing guard, the bike rider waiting his turn to put his bike away
o What have you had to wait for?
o Display and read page26-27 in The Little School Bus.
o What does the little bus sit and do all day? Wait
 Display and read page28-29 in The Little School Bus.
o “The school day finally ends.” End means done with.
o Say it with me. Get ready… End means done with.
o What do we call it when something is done? It ends
o Music time has ended, when the music teacher leaves.
o What do you do at the end of school?
Display The Little School Bus.
Think Aloud: The school bus is coming down the street. Animals will be getting on the
bus to go to school.
Ask students to tell you what they remember about the book.
Display Web Graphic Organizer. “This is called a Web. We are going to use it to help us
show what we know about the animals.” Fill in as many character webs as time allows.
Ask the following questions and fill the webs as you re-read the story:
Error Corrections: If needed, model, test, and ask the same question at the end of this
section to retest.
 What animal do we see on this page? _________ Fill in center circle of web.
 Tell me what you know about the ___________. Fill in web
 Construct and model a sentence from some of the information in the web. Point
to the web chart as you model the sentence. Example: The pig has a wig and
12
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
High Frequency
Words
brushes her hair.
 Say it with me. The pig has a wig and brushes her hair.
 Now you say it. The pig has a wig and brushes her hair.
Repeat for the other characters.
I, am
First Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Second Time
Pass out Decodable Reader - Who Am I?
Have students find and underline the sight words I and am in the story.
Grammar and
Writing
Spelling
(Phonics)
Readers
Use two-column chart labeled boy/girl. Have children take turns writing their names on
the chart. When the list is complete, take turns reading the names in each column.
Rhyming Words
 Rhyming words sound the same at the end. Pig and wig both end with /eg/ so
they rhyme.
 I will say two words. If they rhyme show me a thumb up. If they do not rhyme
give me a thumb down”
leg - beg
 What are the last sounds in leg? eg
 What are the last sounds in beg? eg
 Do leg and beg sound the same at the end?
 Repeat after me “Leg and beg are rhyming words.”
Repeat for the following word pairs. Adjust script if word pairs are not rhymes.
hand - land
book - bed
bell - tell
man - can
Decodable Reader : Who Am I?
Keep reader to re-read on Day 5
13
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
GIRLS__________BOYS_____
14
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Day 5
High Frequency Words: am, I
New Phonics Skills: Rhyming Words
Grammar: Say our names
Amazing Vocabulary: first, second, third, fourth, fifth, sixth
Vocabulary
(Amazing
Words
and
Story
Vocabulary
Tier II and III)
Reading
Comprehension
Tier Two Story Vocabulary: learn, play, wait, end, cooperate
“This week we are going to learn about how people cooperate or get along while living,
working and playing together. “
 At school we co-operate so all of us can learn and play together. Co-operate
means to work together and help.
 Say it with me. Get ready…. Co-operate means to work together and help.
 What do we call it when work together and help? Co-operate
 How do we co-operate or work together at school?
Display The Little School Bus.



High Frequency
Words
Story Vocabulary: learn, play, wait, end, co-operate

I, am
Display an order of events (sequence) graphic organizer.
Prompt students to retell the sequence of events.
Record students’ responses.
o What happens first in the story?
o Continue on …..
How did the animals in this story co-operate (work/play) together?
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Grammar and
Writing
Spelling
(Phonics)
Display The Little School Bus
 Turn to page 4. “Look at the picture. Let’s give the goat a name. What shall we
name the goat?” ____________
o “ The name of the goat is __________.”
o Say it with me. Get ready …“ The name of the goat is __________.”
o Now you say it. “ The name of the goat is __________.”
 Repeat with the other characters in the story
Rhyming Words
 Rhyming words sound the same at the end. Can and man both end with /an/ so
they rhyme.
 I will say two words. If they rhyme show me a thumb up. If they do not rhyme
give me a thumb down”
jug -jug
 What are the last sounds in jug? ug
 What are the last sounds in mug? ug
15
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
Readers
 Do jug and mug sound the same at the end?
 Repeat after me “Jug and mug are rhyming words.”
Repeat for the following word pairs. Adjust script if word pairs are not rhymes.
plate - skate
cup – hen
lock - room
star – car
fox – box
ring – cap
dish - wish
Decodable Reader : Who Am I?
16
Unit 1 Week 1: The Little School Bus
Unit Theme: How do we live, work and play together? – How do the people and animals in this unit work together? – How
can you work together better with others?
1 FIRST
2 SECOND
3 THIRD
4 FOURTH
5 FIFTH
6 SIXTH
17