Week : 5
Class: Two
Day
Daily
Revision
Subject: Languag
e arts
7 periods a week:
4 periods guided
reading
1 period journal
entry
1 period spelling
and read aloud
1 period spelling
test+ writer
workshop
UOI: where we
are in place and
time
Long Term Learning Objectives: Language:
Writing: Use conventional letters and numerals in handwriting.
Resources:
Phonics practice book, , Story Town Teacher Edition, Story Town phonics practice book, and
Harcourt Spelling practice book, spelling words card for choral reading, phonics
songhttps://www.youtube.com/watch?v=saF3-f0XWAY
Mix, mix, mix (ORT)
http://www.oxfordowl.co.uk/api/courses/27/digital_books/1331.html?engine=http%3A%2F%2F
oup-oxed-pop-production-assets.s3.amazonaws.com%2Febook-engine%2F
FOX AND HIS BIG WISH Stroytown (1-2) pg. 210.
Board games, levelled ORT books, word family sheet, DLR (Daily Language Review) prepare
differentiated cards
Sunday
18.10
Monday
19.10
Tuesday
20.10
Wednesday
21.10
Thursday
22.10
-DLR (Daily
Language Review)
prepare
differentiated
cards
- Sing phonics
song focusing on
-DLR (Daily
Language Review)
prepare
differentiated cards
- Sing phonics song
focusing on the
vowels “a, e, I, o, u”
-DLR (Daily Language
Review) prepare
differentiated cards
- Sing phonics song
focusing on the vowels “a,
e, I, o, u” vowels
-DLR (Daily Language Review)
prepare differentiated cards
- Sing phonics song focusing on
the vowels “a, e, I, o, u” vowels
https://www.youtube.com/watc
h?v=saF3-f0XWAY
-DLR (Daily Language Review)
prepare differentiated cards
- Sing phonics song focusing on
the vowels “a, e, I, o, u” vowels
https://www.youtube.com/watch
?v=saF3-f0XWAY
Reading: recognize word family and high frequency words.
Phonics: Short vowels a/i/e/o/u
OL3. Identify major ideas in age-appropriate spoken messages and formal presentations.
VL6. Use verbal and visual features to communicate ideas or stories using layout, drama, video, or still
photography.
vowels
https://www.youtub
e.com/watch?v=sa
F3-f0XWAY
Choral reading of
the spelling words:
has, win, spot, best,
mud, same, broke,
rule, clean, sleep
https://www.youtube.com
/watch?v=saF3-f0XWAY
Choral reading of the
spelling words: has, win,
spot, best, mud, same,
broke, rule, clean, sleep
Choral reading of the spelling
words: has, win, spot, best,
mud, same, broke, rule, clean,
sleep
Choral reading of the spelling
words: has, win, spot, best, mud,
same, broke, rule, clean, sleep
R3. Recognize word
endings, common
contractions and
many high
frequency words.
R3. Recognize word
endings, common
contractions and
many high frequency
words.
R3. Recognize word endings,
common contractions and
many high frequency words.
R3. Recognize word endings,
common contractions and many
high frequency words.
R3. Recognize word endings,
common contractions and many
high frequency words.
Phonics: Short vowels
a/i/e/o/u
Phonics: Short vowels a/i/e/o/u
Phonics: Short vowels a/i/e/o/u
Phonics: Short
vowels a/i/e/o/u
Phonics: Short vowels
a/i/e/o/u
OL3. Identify major ideas in ageappropriate spoken messages and
formal presentations.
OL3. Identify major ideas in ageappropriate spoken messages and
formal presentations.
OL3. Identify major
ideas in ageappropriate spoken
messages and
formal
presentations.
OL3. Identify major
ideas in ageappropriate spoken
messages and formal
presentations.
W8. Use conventional letters and
numerals in handwriting.
W8. Use conventional letters and
numerals in handwriting.
VL6. Use verbal and visual features
to communicate ideas or stories
using layout, drama, video, or still
photography.
VL6. Use verbal and visual features
to communicate ideas or stories
using layout, drama, video, or still
photography.
the vowels “a, e, I,
o, u” vowels
https://www.youtu
be.com/watch?v=
saF3-f0XWAY
Introduce spelling
words: has, win,
spot, best, mud,
same, broke, rule,
clean, sleep
Lesson
Learning
Objective
W8. Use
conventional letters
and numerals in
handwriting.
VL6. Use verbal and
visual features to
communicate ideas
W8. Use conventional
letters and numerals
in handwriting.
VL6. Use verbal and
visual features to
communicate ideas or
stories using layout,
drama, video, or still
photography.
OL3. Identify major ideas in
age-appropriate spoken
messages and formal
presentations.
W8. Use conventional letters
and numerals in handwriting.
VL6. Use verbal and visual
features to communicate
ideas or stories using layout,
drama, video, or still
photography.
or stories using
layout, drama,
video, or still
photography.
Introductio
n/
Provocatio
ns/
Questions
Introduce the new
transdisciblinary
theme Where we
are in place and
time by
connecting it to
their weekend.
Where did you
go?
What time did you
go?
Name some
interesting places
in Kuwait.
Why is it
important to
know where we
are in place and
time?
Introduce the
spelling words using
Power Point
presentation.
Introduce guided reading
routines and establishing
the expected behaviour
during centres time.
Practice guided reading
grouping and reinforce the
expected behaviour.
Spelling test.
Learning
Engagemen
ts:
Reading
and group
activities.
Group discussion
of the questions
mentioned above.
Use chalktalk
strategy to record
students’
responses.
After discussion,
students write in
their journals:
My weekend.
The teacher will
work with the low
achievers group
TA will make sure
the students are
on task.
After presenting the
spelling words using
Power Point
Presentation
Read the book FOX
AND HIS BIG WISH
(STORYTOWN 1-2,
PG. 210).
Ask these questions:
Comprehension:
-What did Fox wish
for?
-What is the need
behind his wish?
-Why did Fox throw
his fish in the trash?
-What invention
could have helped
Fox keep his fish
fresh?
Phonics:
Make a t –chart with
the short vowel
words in the book
using chart paper.
Students practice
writing the spelling
words after sorting
them according to
the short vowel.
Mini lesson:
Introduce reading strategy
chart. Start with word
solving: I CAN READ THE
WORDS
1. I sound and say
2. I chunk the words
Start the differentiation
with 4 groups:
1. Differentiated
guided reading
group working with
the teacher (leveled
ORT books will be
used). Focusing on
the strategies
mentioned above
and 5 sight words).
2. Word work:
Students will work
with a list of words
with the same ending
( word family). They
will read them and use
construction paper to
sort them.
3. Fluency with sight
words: students will
Mini lesson:
Reteach reading strategy chart.
Start with word solving: I CAN
READ THE WORDS
3. I sound and say
4. I chunk the words
Start the differentiation with 4
groups:
Mini lesson :
Read the book Mix, Mix, Mix
http://www.oxfordowl.co.uk/api/
courses/27/digital_books/1331.
html?engine=http%3A%2F%2F
oup-oxed-pop-productionassets.s3.amazonaws.com%2F
ebook-engine%2F
1. Differentiated guided
reading group working
with the teacher (leveled
ORT books will be used).
Focusing on the strategies
mentioned above and 5
sight words).
Ask learners what do you think
a story should have?( elements
of a story)
Now you are the writer and you
will brainstorm ideas and words
to make up a story.
2. Word work:
Students will work with a list
of words with the same
ending ( word family). They
will read them and use
construction paper to sort
them.
This learning engagement will be
done as a whole class. The whole
class will help the teacher
brainstorming ideas and
choosing tittle, characters,
setting, problem and solution.
3. Fluency with sight words:
students will practice using
phonics practice book
pg.33
Support teacher will work
with this group.
What you will do next?
Students copy this in their
language arts books.
Support teacher
work with the low
achievers focusing
on vowels short
sounds.
practice using
phonics practice
book pg.33
Support teacher will
work with this group.
4. Getting to know the
ORT characters.
Students will color
and finish a line
about one of the
characters.
4. Getting to know the ORT
characters. Students will
color and finish a line about
one of the characters.
The TA will have a checklist and
will check if the groups are on
task
The TA will have a
checklist and will check if
the groups are on task
Homework
Evaluation
of learning
and
reflection
notes for
further
lessons
To practice writing Complete the home
spelling words.
work sheet.
Read the ORT book
Complete the home work
sheet.
Read the ORT book
Complete the home work sheet.
Read the ORT book
Complete the home work sheet.
Read the ORT book