Trousdale County Schools Weekly Lesson Plan
Teacher: Jewell
Pacing Guide Week #: 25
Dates: Feb 24-28, 2014
Whistle for Willie B5, S3, L23
Subject:
RLA
CC Standards
Reading Literature
RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Reading Informational Text
RI.1.5Know and use various text features to locate key facts or information in a text.
Foundational Skills
RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
Language
L.1.1d Use personal, possessive, and indefinite pronouns
L.1.4c Identify frequently occurring root words and their inflectional forms
Writing
W.1.3 Write narratives
SPI(s) to be taught: (Write the entire SPI)
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Daily practice activity for citing text based evidence in conversation and/or writing:
 Wkbk: pgs. 115-116
I Can Statements:
Student Agenda:
I can read oo words.
 Posted daily but NOT included in Lesson Plan
I can read words with syllables.
I can tell the cause and effect.
I can Monitor/Clarify
I can identify and write possessive pronouns.
I can write a story summary
Assessment Strategies
Oral questioning, teacher observation, class participation, white boards, thumbs up thumbs down, manipulatives. Weekly
fluency/word check. Weekly vocabulary test. Weekly phonics test. Weekly comprehension test.
Instructional Materials Student Reading Book, Journey’s Readers Notebook, Decodable Readers, Projectables, Learning
websites, Computer Lab, flash cards.
Instruction: In outline form, describe each day of instruction.
Day 1
 Story: Whistle for Willie
 Read Together: “Pet Poems”
 Phonics skills: Vowel Diagraph /oo/oo short o, syllable Pattern CVC
 High Frequency Words: again, along, began, boy, father, house, nothing,
together
 Spelling words: look, hook, book, good, brook, crook, took, foot, shook, wood,
hood, hoof
 Grammar: Possessive Pronouns
 Comprehension: Cause and Effect, Figurative Language
 Writing: Narrative Writing: Story Summary
 Read Aloud: Around the World in a Day
 Vocabulary: behave, sizzling, translated, accent, goey, siesta
 Decodable Reader/ Homework: Word List Day 1, “Look at This”
 Reader’s Notebook: Vol 2. 108 - 122
Formative Assessment:
Oral questioning, teacher observation,
class participation, white boards,
thumbs up thumbs down,
manipulatives
Read A Loud – A Snowy Day
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Day 2
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Day 3
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Day 4
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Story: Whistle for Willie
Read Together: “Pet Poems”
Phonics skills: Vowel Diagraph /oo/oo short o, syllable Pattern CVC
High Frequency Words: again, along, began, boy, father, house, nothing,
together
Spelling words: look, hook, book, good, brook, crook, took, foot, shook, wood,
hood, hoof
Grammar: Possessive Pronouns
Comprehension: Cause and Effect, Figurative Language
Writing: Narrative Writing: Story Summary
Read Aloud: Around the World in a Day
Vocabulary: behave, sizzling, translated, accent, gooey, siesta
Decodable Reader/ Homework: Word List Day 2, “Too Good Cooks”
Reader’s Notebook: Vol 2. 108 - 122
Story: Whistle for Willie
Read Together: “Pet Poems”
Phonics skills: Vowel Diagraph /oo/oo short o, syllable Pattern CVC
High Frequency Words: again, along, began, boy, father, house, nothing,
together
Spelling words: look, hook, book, good, brook, crook, took, foot, shook, wood,
hood, hoof
Grammar: Possessive Pronouns
Comprehension: Cause and Effect, Figurative Language
Writing: Narrative Writing: Story Summary
Read Aloud: Around the World in a Day
Vocabulary: behave, sizzling, translated, accent, gooey, siesta
Decodable Reader/ Homework: Word List Day 3, “Good Homes”
Reader’s Notebook: Vol 2. 108 - 122
Story: Whistle for Willie
Read Together: “Pet Poems”
Phonics skills: Vowel Diagraph /oo/oo short o, syllable Pattern CVC
High Frequency Words: again, along, began, boy, father, house, nothing,
together
Spelling words: look, hook, book, good, brook, crook, took, foot, shook, wood,
hood, hoof - Spelling TEST
Grammar: Possessive Pronouns
Comprehension: Cause and Effect, Figurative Language
Writing: Narrative Writing: Story Summary
Read Aloud: Around the World in a Day
Vocabulary: behave, sizzling, translated, accent, gooey, siesta
Decodable Reader/ Homework: Word List Day 1, “Look at This”
Reader’s Notebook: Vol 2. 108 - 122
Oral questioning, teacher observation,
class participation, white boards,
thumbs up thumbs down,
manipulatives
Read A Loud – A Snowy Day
Oral questioning, teacher observation,
class participation, white boards,
thumbs up thumbs down,
manipulatives
Oral questioning, teacher observation,
class participation, white boards,
thumbs up thumbs down,
manipulatives
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Day 5
Oral questioning, teacher observation,
class participation, white boards,
 Story: Whistle for Willie
thumbs up thumbs down,
 Read Together: “Pet Poems”
manipulatives
 Phonics skills: Vowel Diagraph /oo/oo short o, syllable Pattern CVC Phonics
TEST
 High Frequency Words: again, along, began, boy, father, house, nothing,
together High Frequency Words TEST
 Spelling words: look, hook, book, good, brook, crook, took, foot, shook, wood,
hood, hoof
 Grammar: Possessive Pronouns Possessive Pronoun TEST
 Comprehension: Cause and Effect, Figurative Language
 Writing: Narrative Writing: Story Summary
 Read Aloud: Around the World in a Day
 Vocabulary: behave, sizzling, translated, accent, gooey, siesta
 Decodable Reader/ Homework: Word List Day 1, “Look at This”
 Reader’s Notebook: Vol 2. 108 - 122
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
Small group/ leveled reading groups
Targeted tutoring
Teacher conferencing
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Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
think central.com, united streaming, brainpopjr.com, pbskids.org, starfall.com, computer lab
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