INSTRUCTOR:
Ita Lanterman
WILSON
READING
6TH GRADE
A DAY
7:50-8:50
ELA
Standards:
RL.6.2, L.6.2,
RI. 6.10,
RL.6.10
WEEK OF:
2-8-2016 to 2-12-2016
ESSENTIAL QUESTION(S)/OBJECTIVES:
 Student will read and spell words with
up to 6 sounds in a closed syllable.
EQ: How can words with 6 sounds be
decoded and spelled?
JUST WORDS
7:50-8:50
6H GRADE
B DAY
ELA
Standards:
RL.6.2,
RI.6.2, L.6.2,
RI. 6.10,
RL.6.10
ESSENTIAL QUESTION(S)/OBJECTIVES:
 Students will read and spell words with
the double vowels ow, ou, ue, oo, ew, au
&aw
EQ: What are the options for spelling
the sound / ü /?
WILSON
READING
10:50-11:20
7TH GRADE
ELA
Standards:
RL.7.2, L.7.2,
L.7.4,
RI.7.10,
RL.7.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
 Student will read and spell words
combining closed syllables and vowelconsonant-e syllables.
EQ: What is the strategy for reading and
spelling words with 3 syllables?
ELA
Standards:
L.8.4, L.8.6,
L.8.2c,
RI.8.10,
RL.8.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
 Students will read and spell words with
the double vowels ea
EQ: What are the sounds of ea?
GRAHAM
WILSON
READING
9:20-10:20
8H GRADE
A DAY
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
 Wilson steps 2.5- How to blend and segment up to 6
sounds in a closed syllable
tapping out sounds
Wilson lesson parts: 1-sound card drill, 2-teach & review
reading concepts, 3-word card activity, 4-wordlist reading,
5-sentence reading, 6-sound spelling, 7-multisensory
spelling, 8-spelling dictation, 9-passage reading
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
Just words unit 12- reading and spelling words with
double vowels and suffixes added
The sounds of ow, ou, ue, oo, ew, au, aw
sound option spelling
 Just Words lesson parts: sound review, build words,
word-card activity, vocabulary, spelling, phrase reading,
sight word review
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
 Wilson step 4.3- reading and spelling words combining
closed syllables and vowel-consonant-e syllables.
syllable division rules
Wilson lesson parts: 1-sound card drill, 2-teach & review
reading concepts, 3-word card activity, 4-wordlist reading,
5-sentence reading, 6-sound spelling, 7-multisensory
spelling, 8-spelling dictation, 9-passage reading
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
Wilson steps 9.6- How to read and spell words with the
double vowels ea
the sounds of ea
sound option spelling procedures
Wilson lesson parts: 1-sound card drill, 2-teach & review
reading concepts, 3-word card activity, 4-wordlist reading,
5-sentence reading, 6-sound spelling, 7-multisensory
spelling, 8-spelling dictation, 9-passage reading
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
JUST WORDS
9:20-10:20
8TH GRADE
B DAY
WILSON
READING
11:50-12:50
7TH GRADE
A DAY
WILSON
READING
11:50-12:50
7TH GRADE
B DAY
JUST WORDS
12:50-1:20
5TH GRADE
ELA
Standards:
L.8.4, L.8.6,
L.8.2c,
RI.8.10,
RL.8.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
 Students will read and spell
multisyllabic words with double vowels
EQ: What are the sounds of the double
vowels ai, ay, ee, ea, ey?
ELA
Standards:
RL.7.2, L.7.2,
L.7.4,
RI.7.10,
RL.7.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
 Student will read and spell words with
suffixes added to changing basewords
EQ: What is the doubling rule?
ELA
Standards:
RL.7.2, L.7.2,
RI. 7.10,
RL.7.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
 Students will read and spell words with
the double vowels oa, oe and ue.
EQ: What are the sounds of oa, oe and
ue?
ELA
Standards:
RF.5.3,
RF.5.4, L.5.2,
RL.5.10,
RI.5.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
Students will read and spell words with
r-controlled syllables
EQ: What are the sounds of ar, or, er,
ir, ur?
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
Just words Unit11- How to read and spell words with
double vowels
double vowels-the sounds of ai, ay, ee, ea, ey
sound option spelling
 Just Words lesson parts: sound review, build words,
word-card activity, vocabulary, spelling, phrase reading,
sight word review
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
 Wilson step 10.4 - reading and spelling words with
suffixes added to changing basewords
1-1-1 syllables, stressed syllables, and the doubling rule
Wilson lesson parts: 1-sound card drill, 2-teach & review
reading concepts, 3-word card activity, 4-wordlist reading,
5-sentence reading, 6-sound spelling, 7-multisensory
spelling, 8-spelling dictation, 9-passage reading
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
Wilson steps 9.3- How to read and spell words with the
double vowels oa, oe and ue
the sounds of oa, oe & ue sound option spelling
procedures
Wilson lesson parts: 1-sound card drill, 2-teach & review
reading concepts, 3-word card activity, 4-wordlist reading,
5-sentence reading, 6-sound spelling, 7-multisensory
spelling, 8-spelling dictation, 9-passage reading
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
Just Words unit 9 - reading and spelling words with rcontrolled syllables
the sounds of ar, or, er, ir, ur
 Just Words lesson parts: sound review, build words,
word-card activity, vocabulary, spelling, phrase reading,
sig ht word review
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
JUST WORDS
1:20-2:20
5TH GRADE
A DAY
JUST WORDS
1:20-2:20
4TH GRADE
B DAY
ELA
Standards:
RF.5.3,
RF.5.4, L.5.2,
RL.5.10,
RI.5.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
Students will read and spell
mulitsyllabic words with closed and
vowel-consonant-e syllables & apply
suffix rules
ELA
Standards:
RF.4.3,
RF.4.4, L.4.2,
RL.4.10,
RI.4.10
ESSENTIAL QUESTION(S) / OBJECTIVES:
Students will read and spell words with
welded sounds
EQ: What are the welded sounds?
EQ: What are the rules for adding
suffixes to v-e syllables and 1-1-1words?
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
Just Words mid-term review – reading and spelling
mulitsyllabic words with closed and vowel-consonant-e
syllables & applying suffix rules
 Just Words lesson parts: sound review, build words,
word-card activity, vocabulary, spelling, phrase reading,
sight word review, challenge book activities p.60-64
INSTRUCTION:
CONCEPTS FOR READING AND SPELLING:
Just Words unit 3-decoding and spelling words with
welded sounds
the sounds of am, an, ang, ing, ong, ung, ank, ink, onk,
unk
tapping to blend and segment sounds
 Just Words lesson parts: sound review, build words,
word-card activity, vocabulary, spelling, phrase reading,
sight word review
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION /
MODIFICATIONS:
Multi-sensory language
training
1,2,3,7,16,20,22
ASSESSMENT: Teacher
observation, wordlist
reading, spelling dictation,
timed readings
DIFFERENTIATION / MODIFICATIONS:
1. Allow oral responses to written essay questions.
2. Allow students to verbalize before writing.
3. Use audio materials when necessary.
4. Extend test-taking time.
5. Modify homework assignments.
6. Read tests aloud to students.
7. Read directions aloud to students.
8. Restate, reword, or clarify directions.
9. Provide mathematics manipulatives to assist in understanding (i.e., counters, multiplication table, calculator, etc.).
10. Restate test questions.
11. Preferential seating.
12. Untimed and/or extended test taking time.
13. Modify written assignments.
14. Provide students with study guides.
15. Provide students with copies of notes.
16. Redirect students to keep them focused.
17. Provide breaks when the student becomes frustrated.
18. Check agenda books for proper homework.
19. Reteach lesson using small groups.
20. Monitor progress during lessons.
21. Shorten assignments to focus on mastery of key concepts.
22. Provide support and cueing system.
23. Use mnemonic devices
24. Graphic Organizer