Elements
of a
Lesson
Whose Garden Is It? – Unit 2 Week 6 Revised
Monday
Mystery Machine Day 1
Sentence Correction
Tuesday
Mystery Machine Day2
Sentence Correction
Wednesday
Mystery Machine Day3
Sentence Correction
Thursday
Mystery Machine Day 4
Sentence Correction
Friday
Mystery Machine Day 5
Sentence Correction
Vocabulary
Goals and Objectives
Essential Questions/
Learning Targets
Essential Question:
Where do animals live?
Learning Target:
Reading (RL6) – I can tell what kind of book I read.
Writing (WS3) – I can draw and write about something I learned.
Speaking/Listening (SL2) –I can answer questions about what someone read.
Reading Standard (RL6) – With prompting and support, name the author and illustrator of a story and define the role of each in telling
the story.
Writing Standard (WS3) –Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Speaking/Listening Standard (SL2) – Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. A. Capitalize the first word in a sentence and the pronoun I. B. Recognize and name end punctuation. C. Write
a letter or letters for most consonant and short vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge
of sound-letter relationships.
Reading – author, illustrator
Writing – event, reaction
Speaking/Listening – capitalize, punctuation, consonants, short vowels, letters, spell
AMAZING WORDS – garden, gardener, plant, seed, soil, blossoms
DEVELOP VOCABULARY – rabbit, nest, flowers, rain
EXPAND VOCABULARY – permission, pollinate
SIGHT WORDS – many, them, then, these
Focus and Review
Day 1
Read the essential question
and learning target with
students.
Day 2
Read the essential question
and learning target with
students.
Day 3
Read the essential question
and learning target with
students.
Build Background
SF Talk with Me Chart (12A)
SF Sing with Me Chart (12B)
SF Let’s Listen CD 6
SF ELL Poster 6
Introduce Reading Stations
Review Reading Stations
Read the essential question
and learning target with
students.
Fluency Builder for the Week:
Mary, Mary Quiet Contrary
Fluency Builder for the Week:
Mary, Mary Quiet Contrary
Fluency Builder for the Week:
Mary, Mary Quiet Contrary
http://www.enchantedlea
rning.com/Marycontrary.
html
http://www.enchantedlea
rning.com/Marycontrary.
html
http://www.enchantedlea
rning.com/Marycontrary.
html
Fluency Builder for the Week:
http://www.youtube.com/
watch?v=4XPFO1mvw6
4
Day 4
WHOLE GROUP
FIELD TRIP
Introduction of Information
Day 1
 Activities
Picture Walk through the
book to look for clues
about the setting
Teacher will help students
fill in a Circle Map on
the SMART board
Notebook of clues they
found during the picture
walk.
 Materials
SF Text, Chart, CD, Circle
Map on SMART board
Notebook, Whose Garden Is
It? by Mary Ann Hoberman
Day 2
Using Starfall children can
create “i” in the middle words.
Starfall – “ig” words
http://www.starfall.com/n
/make-aword/ig/load.htm?f
Day 3
 Activities
Paired Read Aloud
Tops and Bottoms
Or
The Surprise Garden
Day 4
 Activities
Paired Selection
Don’t Squash That Bug
 Materials
http://www.tumblebooks.
com/library/asp/catalogu
 Materials
e_details.asp?select=All
Tops and Bottoms
http://www.youtube.com/ &SelectedLevelID=&lev
and
watch?v=Qj7_IdQTZBc elid=0&Publish=Owl+Ki
ds&book_lang_id=1&su
bject_id=1&ccss_id=0&I
or
Starfall – “ip” words
mage1.x=http://www.starfall.com/n
The
Surprise
Garden
234&Image1.y=/make-ahttp://www.youtube.com/
129&category=Don%27t
word/ip/load.htm?f
watch?v=lr66Gt4xs5Q
 Activities
+Squash+That+B&readi
Starfall – “i” in the
nglevel1=1Sight Word Song - then
middle of words
Sight Word Song - these 3&readinglevel2=1.0 Materials
1.9&readinglevel3=100http://www.starfall.com/n
199L&InfoText=K.RIT.1
/level-k/song&Reading=K.RL.1&Spe
si/load.htm?f
aking=K.RFS.1
Sight Word Songthem
If this doesn’t work Google Tumblebooks Portland Library
Type… Don’t Squash That
Bug under the Keyword space.
Sight Word Song – many
Day 5


Activities
Materials
Day 1
Model fluent reading by
reading the story aloud with
expression.
Model reading strategy of
recall and retell by asking the
questions in the margin of the
text.
Guided Practice
Create a list of “i” in the
middle words and write them
on a chart paper.
Day 2
Rotate to 2 Stations today.
Teacher Station
1.Have children look for the
Sight Words in the book Now
and Then
2.Read the book together
having children to finger point
as they chorally read each
page.
3.Have children read aloud
one page at a time. Children
may want to take turns reading
their favorite page.
4.Create a Word Families Flip
Book. Create a list of __it,
__ig, __ip, __id words.
Children can then cut the
flaps.
Children may then choose and
write or the teacher can use a
highlighter to write the
missing letter/letters to create
a word on the front of the flip
book. Lift the flap and draw a
picture to illustrate the word.
5. Using the Nonsense word
cards demonstrate how to
touch each of the dots under
each letter and say the sound
that the letter makes. Slide
your finger across the arrow
and then join the 3 sounds to
say the NONSENSE word.
Continue to practice as long as
time allows.
TA Station
1.Create “i” in the middle pig
book. Choose 4 pictures from
the list of words children
developed on Monday. The
TA will write the word chosen
and children will then draw a
picture to illustrate the word.
Continue until 4 words are
written and illustrated and
colored.
2. DIBELS GAMES
Other
Individual Teacher
Computer. Listening
Day 3
Rotate to the 2 Stations today
that the children did not go to
yesterday.
.Day 4
1.Have children look for the
Sight Words in the book
Buttons and color them
yellow.
2.Read the book together
having children to finger point
as they chorally read each
page.
3.Have children read aloud
one page at a time. Children
may want to take turns reading
their favorite page.
TA SMALL GROUP
Play Squirrel's Sounds
(matching beginning sounds
/b/, /c/, /f/, /m/, /r/, /s/)
Print one copy of the squirrel
game boards (enough for 6
players) and one copy of all
acorn sets. Cut out acorns but
leave game boards whole
(laminate or place in plastic
protectors). Spread all acorns
on table face down. Players
take turns choosing an acorn.
If they have a picture with the
same beginning sound on their
game boards, they cover the
picture with the acorn. If they
don't they put it back on the
table. The player to collect all
6 acorns first is the winner.
Other
Individual Teacher
Computer. Listening
.
Independent Practice
Day 1
Independent
1. Rainbow Trace – them
Trace the word them with red,
yellow, and blue crayons.
Write them on the dotted lines
and then on the blank lines.
Cut and glue the letters to
form the word them
2. Color the _i_ pig.
Day 2
Independent
1. Rainbow Trace – then
Trace the word then with red,
yellow, and blue crayons.
Write then on the dotted lines
and then on the blank lines.
Cut and glue the letters to
form the word then
2. Sheet – Color the pictures
whose names have the short I
sound like pig.
Back – Draw a pig using the
step by step directions.
Day 3
Independent
1. Rainbow Trace – these
Trace the word these with red,
yellow, and blue crayons.
Write these on the dotted lines
and then on the blank lines.
Cut and glue the letters to
form the word these.
Journal Suggestions for the Week –
Day 1 – Write about one fun thing they did over the weekend.
Day 2 – Write and draw about an animal that lives in or near a garden.
Day 3 – Write and draw about what you would plant in your own garden.
Day 4 – Complete the sentence – The garden belongs to the _____.




Technology:
Real-World Connection:
CRISS Strategy:
Differentiation:
Day 4
1. Rainbow Trace – many
Trace the word many with red,
yellow, and blue crayons.
Write many on the dotted lines
and then on the blank lines.
Cut and glue the letters to
form the word many
2. Sheet – Write the vowel
sound you hear in cat and pig.
Cut out the squares. Match
and glue them in the boxes
under the right sound.
Day 5