PSD Lesson Plan Template (EATS)
Week Of:
Feb. 18 - 20
Focused
Standard/
Element (s)
Focus
sound:
Long
vowels
a, e, o
adjectives
WIDA
Standard
Essential
Question
Activating
Strategy
Teacher: ___first grade______________________ Course/Level: _____L.A./Grammar_____Review week__________
Monday ______2/16________
No School
Tuesday ______2/17__________
No School
Wednesday ____2/18___________
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in decoding
words.
b. Decode regularly spelled one-syllable
words.
g. Recognize and read grade-appropriate
irregularly spelled words.
ELACC1RF2: Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes)
a Distinguish long from short vowel sounds
in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
f. Use frequently occurring adjectives.
Standard 2 ELL communicate information,
ideas, and concepts necessary for academic
success in the area of language arts.
Phonemic Awareness/Spelling:
How do I know if a vowel makes a long
sound.
I can tell if a vowel makes a long sound.
Grammar:
What is an adjective? How are
adjectives used in a sentence?
I can tell what an adjective is and how it is
used in a sentence.
Review of essential questions and anchor
charts
Instructional
Technology
and Resources
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=4TjcT
7Gto3U
Grammar:
https://www.youtube.com/watch?v=4gobjC
DvbB4
Teaching
Opening (1015 min)
Spelling:
Video clip
Work-Time
Activities (4555 min)
Differentiation
Offered
Summarizing
Closure
Activity (20-30
min)
Grammar:
Smart Exchange lesson
Spelling:
Activity with spelling pattern
Long vowel sort
Grammar:
Grammar activity
Adjective sort
For ESL or low students who don’t hear or
understand the sound you can give visual
clues or a study guide
Abcmouse.com
reading eggs
classworks practice
abcya
starfall
spelling city
leveled differentiation offered during
small group / centers
Ticket out the door activities for spelling
and grammar
Focused
Standard/Ele
ment (s)
Focus
sound:
Long
vowels
a, e, o
adjectives
WIDA
standard
Essential
Question
Thursday ____2/19_________
Friday _______2/20_________
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes)
a Distinguish long from short vowel
sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
f. Use frequently occurring adjectives.
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level
phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable
words.
g. Recognize and read gradeappropriate irregularly spelled words.
ELACC1RF2: Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes)
a Distinguish long from short vowel
sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
f. Use frequently occurring adjectives.
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Phonemic Awareness/Spelling:
How do I know if a vowel makes a
long sound.
I can tell if a vowel makes a long sound.
Grammar:
What is an adjective? How are
adjectives used in a sentence?
I can tell what an adjective is and how
it is used in a sentence.
Standard 2 ELL communicate
information, ideas, and concepts
necessary for academic success in the
area of language arts.
Phonemic Awareness/Spelling:
How do I know if a vowel makes a
long sound.
I can tell if a vowel makes a long sound.
Grammar:
What is an adjective? How are
adjectives used in a sentence?
I can tell what an adjective is and how
it is used in a sentence.
Additional Notes
No School- Monday and
Tuesday
Differentiation
offered: Wednesday
and Thursday through
small group instruction
and centers
Assessments are varied
by ability and offered
through small group
instruction or on an
individual basis
Activating
Strategy
In The Hot Seat:
Take turns answering the essential
questions for spelling and grammar
Instructional
Technology
and Resources
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=Wd
QruxAxrew
Grammar:
https://www.youtube.com/watch?v=0
KTV0V-lvYg
Teaching
Opening (1015 min)
Spelling:
Smart exchange lesson/video clip
Spelling:
Practice spelling pattern/video review
Play Sparkle to review words
Grammar:
Smart exchange lesson/video clip
Grammar:
Review with video clips/ smart
exchange lesson
Spelling:
Spelling Test (variety of assessments
offered)
Work-Time
Activities (4555 min)
Differentiation
Offered
Spelling:
Activity with spelling pattern
Grammar:
Activity with grammar lesson
For ESL or low students who don’t hear
or understand the sound use visual
clues or study guide
Abcmouse.com
reading eggs
classworks practice
abcya
starfall
Think-Pair-Share:
Work with partner to share thoughts
about what a pronoun is- share answers
with class
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=RQ
PaMi3601U
Grammar:
https://www.youtube.com/watch?v=GA
eiDuXc6RI
Grammar:
Complete performance task for
grammar skill (variety of tasks offered
for assessment)
Whole group activities and
assessments
For ESL or low students who don’t hear
or understand the sound of use visual
clues or study guide
Variety of assessments will
be offered for spelling and
Review week for long
vowels and adjectives
Kelley EIP plans:
Monday: join classroom teacher for whole
group introductory lesson for weekly story,
skills, etc.
Tuesday: sight word review with bitsboard,
flashcards; practice reading fluency with
students reading orally with teacher using get
started story; identify and discuss story
elements and main idea as students read;
identify words within the story that follow the
focus phonics pattern; have students orally
make sentences with spelling words, while
focusing on using adjectives and details.
Wednesday: sight word review with bitsboard,
flashcards; practice reading fluency with
students reading orally with teacher using
weekly selection story; identify and discuss
story elements and main ideas as students read;
identify words within the story that follow the
focus phonics pattern; have students orally
make sentences with spelling words, while
focusing on using adjectives and details.
Thursday: use computer lab to work on
Classworks, reading eggs, starfall, etc;
complete RTI probes of sight words and/or
comprehension/fluency passages
Friday: morning class: review weekly spelling
words with spelling bee, spelling city activity,
etc.; practice reading fluency with students
reading orally with teacher using weekly
selection story; identify and discuss story
elements and main ideas as students read;
identify words within the story that follow the
focus phonics pattern. Afternoon classes:
preview weekly spelling words/pattern from
next lesson with spelling city activity; preview
spelling city
grammar standards
leveled differentiation offered during
small group / center
Varied Assessments:
Paper assessments
Performance tasks
Study Island
Classworks
Summarizing
Closure
Activity (20-30
min)
ticket out the doorreflection/journaling:
Share your performance task with class
focus skills and stories for next week’s lesson
by taking a picture walk thru story; read orally
to students and discuss story elements.