Green Group: Jacir, Carley, Aaliyah, Sarah, Sameer
KIBLIN
Time: 10:30-11:00
Monday/ Tuesday (dictation writing):
Level: C/D
Week: March 7-11, 2016
(Tuesday Only) Sight word flashcard review
Sight Word: dictation:
have / fun / some
they / things / tell / are
sing / singing / what
Dictation Sentence:
Some people like to sing! What do you like to do?
Teach one Sight Word:
enjoy
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whats missing
mix and fix
table writing
whiteboards
Word Study: *Practice Blend & Digraph flashcards
Grammar and
Mechanics: Inflectional
ending -ing
Phonics: Initial
consonant gr-blends
Discussion cards &
Book Quiz
-Write the following words on the board: dancing, writing, singing and painting. Have the
students
Discuss with a partner what all these words have in common.
-Have the students search the book and look for words that end with -ing.
-Write the word dance on the board. Explain to students that if the verb ends with an e, they need
to remove the e before adding -ing. Ask the students to point to other words that end with e on the
board that dropped an e before adding -ing.
-Write on a board the following words: dance, paint, sing, garden, collect. Have students add the ing to each word then have the students use the new word in a sentence.
Independent Practice: Inflectional Ending -ing
--Write the word grass on a wipe off board and say the word aloud.
-Have students say the /gr/ sound aloud. Ask the students which two letters together stand for the
/gr/ sound in the words smart and smile.
-Write the following words that begin with the /gr/ wound on the board, leaving off the initial blend:
grin, grow, grey, gruff, grit. Say each word and have the students add the initial gr blend to each
word. Have students practice blending the sounds together to say each word. Independent
Practice: Initial Consonant gr- Blends
-covering comprehension skills and strategies not explicitly taught with the book as extension
activity and a group discussion before students take their Book Quiz.
Guided Reading
Text: Hobbies
Tricky Words: different
Objective: Given the use of a pattern text, SWBAT demonstrate their knowledge of reading strategies by using picture clues and
beginning sounds to read a book
Before Reading
Picture Walk & Predict and
Locate:Tricky Words
During Reading
➢ Whisper Reading *Teacher
observes strategy use
➢ *Teacher prompts for strategy
use if necessary
➢ (See Anecdotal Notes on Back
of this Sheet
After Reading (R. L.2.3)
Share Strategies Used throughout
reading
Discussion Questions:
1. What did the reader want to teach the reader about hobbies?
2. Why do people like different hobbies?
3. What is your hobby? How is it similar to some of the hobbies in the book? How is it different?
Green Group: Jacir, Carley, Aaliyah, Sarah, Sameer
KIBLIN
Time: 10:30-11:00
Level: C/D
Running Record:
Week: March 7-11, 2016
Areas of need after reading:
Name:____________________
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1:1 matching
Use picture clues
cross check the first letter
visual scanning
Expression and fluency
other______________________________
Name:____________________
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1:1 matching
Use picture clues
cross check the first letter
visual scanning
Expression and fluency
other______________________________
Wednesday (dictation writing):
Sight Word: dictation:
get / up / said
Teach one Sight Word:
have / you / for
from / like / we
Green Group: Jacir, Carley, Aaliyah, Sarah, Sameer
KIBLIN
Time: 10:30-11:00
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your
ate
Level: C/D
Week: March 7-11, 2016
whats missing
mix and fix
table writing
whiteboards
Word Study:
consonant digraphs &
short vowels
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consonant digraph videos to introduce students to digraphs- two letters that represent a
single sound
review digraph flashcards & short vowels
TW say words with short vowel sounds SW point to corresponding short vowel. TW say
words with consonant digraph and SW point to corresponding digraph.
Guided Reading
Text: Mr. Bumbleticker’s Birthday
Tricky Words: Bumbleticker
Objective: Given the use of a pattern text, SWBAT demonstrate their knowledge of reading strategies by using picture clues and beginning
sounds to read a book
Before Reading
Picture Walk & Predict and
Locate:Tricky Words
During Reading
➢ Whisper Reading *Teacher
observes strategy use
➢ *Teacher prompts for strategy
use if necessary
➢ (See Anecdotal Notes on Back
of this Sheet
After Reading (R. L.2.3)
Share Strategies Used throughout reading
Discussion Questions:
1. What did Mr. Bumbleticker get for his birthday?
2. Why did the cat give Mr Bumbleticker a fish and the dog give Mr Bumbleticker a bone?
Running Record:
Areas of need after reading:
Name:____________________
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1:1 matching
Use picture clues
cross check the first letter
visual scanning
Expression and fluency
other______________________________
Name:____________________
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1:1 matching
Use picture clues
cross check the first letter
visual scanning
Expression and fluency
other______________________________
Thursday/Friday
Sight Word: dictation
Green Group: Jacir, Carley, Aaliyah, Sarah, Sameer
KIBLIN
Time: 10:30-11:00
like / things
Level: C/D
Week: March 7-11, 2016
my / how
them / see / about
Dictation Sentence:
I use my nose to smell.
Teach one Sight Word:
use
learn
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whats missing
mix and fix
table writing
whiteboards
Word Study:
Comprehension Skill:
Classify Information
Phonological
Awareness: Blend
Phonemes
Discussion cards &
Book Quiz
-Write the word senses on the board. Have the students lists the senses.
-Explain that sorting information into groups helps readers think about and remember
what they read.
-Have students sort the pictures into groups and explain how they sorted the pictures.
* Have students use the last page of the book to draw a picture of themselves using of
their senses and share with the group.
Independent Practice: Classifying Information worksheet
-Say the word touch by segmenting the sounds in the word: /t/ /u/ /ch/. Model blending
the sounds together to say the word. Say the word again and have students segment the
sounds in the words.
-Repeat the process with the following words: five, go, sweet, see, bird, smell, pretty,
fingers, caterpillar, taste, garden
-covering comprehension skills and strategies not explicitly taught with the book
as extension activity and a group discussion before students take their Book
Quiz.
Guided Reading:
Text: Senses
Tricky Words:
Objective: Given the use of a pattern text, SWBAT demonstrate their knowledge of reading strategies by using picture clues and
beginning sounds to read a book
Before Reading
Picture Walk & Predict and
Locate:Tricky Words
During Reading
➢ Whisper Reading *Teacher
observes strategy use
➢ *Teacher prompts for strategy
use if necessary
➢ (See Anecdotal Notes on Back
of this Sheet
After Reading (R. L.2.3)
Share Strategies Used throughout
reading
Discussion Questions:
1. What did the girl learn from her senses when she touched the caterpillar?
2. Does the girl like the berries? How do you know?
3. What kind of things can you learn at home with your senses?
Green Group: Jacir, Carley, Aaliyah, Sarah, Sameer
KIBLIN
Time: 10:30-11:00
Level: C/D
Week: March 7-11, 2016
Running Record:
Areas of need after reading:
Name:____________________
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1:1 matching
Use picture clues
cross check the first letter
visual scanning
Expression and fluency
other______________________________
Name:____________________
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1:1 matching
Use picture clues
cross check the first letter
visual scanning
Expression and fluency
other______________________________
Green Group: Jacir, Carley, Aaliyah, Sarah, Sameer
KIBLIN
Time: 10:30-11:00
Level: C/D
Week: March 7-11, 2016
segmenting/ blending
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Students will isolate individual letter sounds in given words
Teacher will say the following words: bun, dig, rug, lap, set
Students will say each individual sound using elkonin boxes and cubes and blend back
together to say the word that was given
syllables
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say it and clap out the syllables in the animal cards and food cards
sort the picture cards into 1, 2 and 3 syllable words
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15 rhyming cards mixed up in 3 lines of 5
SW take turns pick up two picture cards that rhyme.
TW write the words on a wipe off board and SW will box out the ending chunk that is the same.
SW will say…. ie. pool, stool they both say “ool”
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consonant digraph videos to introduce students to digraphs- two letters that represent a
single sound
review digraph flashcards & short vowels
TW say words with short vowel sounds SW point to corresponding short vowel. TW say
words with consonant digraph and SW point to corresponding digraph.
rhyming
consonant digraphs
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segmenting/ writing CVC
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The student will say the three phonemes they hear in the picture card and then write the
CVC word on a wipe off board. The SW check his/her CVC word by flipping the cards over
to reveal the word.