Day/Date
Monday
March 4, 2013
Content
Topic(s)
Corresponding
Goal(s)
Silent
Consonants
Pronouns I and
Me
Learning
Responsibility
The students will be introduced to the grammar skill silent consonants
The students will begin working with the pronouns I and Me.
The students will initiate an understanding of household responsibility.
Corresponding
Performance
Objective(s)
The students will toss a
Nerfball around the room as they spell words with silent consonants.
The students will practice pronouns whole group as well as use pronouns in sentences.
The students will create a graphic organizer detailing family responsibilities.
Corresponding
AL Course of
Study Standards
& NETS
(technology benchmarks)
1.) Demonstrate phonological skills, including manipulating sounds and words of the
English language and identifying syllables in two- and threesyllable words.
3.) Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words.
Examples: simple common antonyms--up - down, in - out, above - below
• Responding to questions
• Using semantic cues to achieve meaning
5.) Read with fluency passages containing complex sentences.
• Recognizing second-grade high-frequency words

Reading with expression
6.) Differentiate among folktales, tall tales, fables,

Tuesday
March 5, 2013
Silent
Consonants
Pronouns I and
Me
Learning
Responsibility
Plot and Theme
The students will identify silent consonants within words
The students will recall what plot and theme are within a story
Students will continue to understand the responsibilities a person has within a household.
The students will practice pronouns I and
Me
The students will review the spelling words orally, and practice using worksheets
The students will complete a story sequence to track the plot of the story
The students will create a graphic organizer to build background knowledge of the story.
The students will generate sentences containing pronouns using pictures shown on the board. realistic fiction, and other narrative texts.
• Summarizing the plot and characters' actions and motivations in narrative texts
• Recognizing morals and lessons in
1.) Demonstrate phonological skills, including manipulating sounds and words of the
English language and identifying syllables in two- and threesyllable words.
3.) Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words.
Examples: simple common antonyms--up - down, in - out, above - below
• Responding to questions
• Using semantic cues to achieve meaning
5.) Read with fluency passages containing complex sentences.
• Recognizing second-grade high-frequency words

Wednesday
March 6, 2013
Silent
Consonants
Pronouns I and
Me
Learning
Responsibility
Plot and Theme
Students will continue to understand the responsibilities a person has within a household.
The students will practice pronouns I and
Me
The students will recall what plot and theme are within a story
The students will identify silent consonants within words
Students will create directions of responsibilities needed to care for our classroom pet.
The students will orally participate in the game “I have, who has
Pronouns”
The students will identify the plot within Bad
Dog, Dodger!
The students will review the spelling words whole group and complete worksheets that reinforce the objective.

Reading with expression
6.) Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts.
• Summarizing the plot and characters' actions and motivations in narrative texts
• Recognizing morals and lessons in
1.) Demonstrate phonological skills, including manipulating sounds and words of the
English language and identifying syllables in two- and threesyllable words.
3.) Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words.
Examples: simple common antonyms--up - down, in - out, above - below
• Responding to questions
• Using semantic cues to achieve meaning
5.) Read with fluency passages containing complex

Thursday
March 7, 2013
Silent
Consonants
Pronouns I and
Me
Learning
Responsibility
Plot and Theme
The students will be assessed on their knowledge of spelling and vocabulary words.
The students will create sentences containing pronouns
The students will re-listen to the story Bad
Dog, Dodger
The students use their knowledge of spelling and vocabulary words to answer assessment questions.
The students will generate sentences as a ball is thrown to them within the classroom.
The students will listen as the teacher reads the story aloud for the students to hear at a slower reading pace than the
CD. sentences.
• Recognizing second-grade high-frequency words

Reading with expression
6.) Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts.
• Summarizing the plot and characters' actions and motivations in narrative texts
• Recognizing morals and lessons in
1.) Demonstrate phonological skills, including manipulating sounds and words of the
English language and identifying syllables in two- and threesyllable words.
3.) Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words.
Examples: simple common antonyms--up - down, in - out, above - below
• Responding to questions
• Using semantic cues to

Friday
March 8, 2013
Silent
Consonants
Pronouns I and
Me
Learning
Responsibility
Plot and Theme
The students will be assessed on their knowledge of spelling words, pronouns, and
Bad Dog,
Dodger!
The students will use their knowledge of
Bad Dog,
Dodger! ,
Pronouns, and spelling words to answer assessment questions
1.) Demonstrate phonological skills, including manipulating sounds and words of the
English language and identifying syllables in two- and threesyllable words.
3.) Exhibit vocabulary skills, including explaining simple common antonyms and synonyms and using descriptive words.
Examples: simple common antonyms--up - down, in - out, achieve meaning
5.) Read with fluency passages containing complex sentences.
• Recognizing second-grade high-frequency words

Reading with expression
6.) Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts.
• Summarizing the plot and characters' actions and motivations in narrative texts
• Recognizing morals and lessons in

above - below
• Responding to questions
• Using semantic cues to achieve meaning
5.) Read with fluency passages containing complex sentences.
• Recognizing second-grade high-frequency words

Reading with expression
6.) Differentiate among folktales, tall tales, fables, realistic fiction, and other narrative texts.
• Summarizing the plot and characters' actions and motivations in narrative texts
• Recognizing morals and lessons in
Within the Reading Street teacher’s edition, the skills are mapped out for each unit. I looked at the vocabulary and comprehensive assessments as well as the skills provided and decided on activities given as well as activities I created. The objectives and goals should directly correlate with each other. This allowed me to make broad goals, then pick and create specific activities that meet specific objectives. The pre and post assessments guided me distinctly when determining questions to ask during the story. The state standards allow me to keep track of every skill the students are being taught. The state standards should also correlate with the objectives and goals. All three things work together to guide our instruction as teachers.