Reading Unit

Group
1) Adrian,
Ajhanni,
Brooklyn
Homewor
k:
Sentence
review
worksheet
2) Micah,
Alli
Monday
Preview
vocabulary
words from
story with
pictures match
vocabulary
words with
pictures. Read
The Vet with
students allow
students to read
aloud. Prompt
with questions
to check for
understanding.
Tuesday
Picture vocab.
match. Have
students take
turns reading
The Vet aloud.
Teacher takes
running records
and asks
comprehension
questions
throughout.
Teacher will note
all
questions/respon
ses.
Book walk:
Review cover/
What do you
think this book
is about?
Provide
vocabulary with
pictures. Read
The Ocean
with students.
Where is (sight
word/any letter)
to practice letter
and sight word
recognition
Picture vocab.
match. Read
The Ocean
with students.
Where is (sight
word/any letter)
to practice letter
and sight word
recognition. Ask
what sound
certain letters
make.
Book walk:
Preview the
cover, index.
Ask student
Finish reading
Bats with the
student. Student
and teacher will
Wednesday
Picture
vocab.
match. Have
students
take turns
reading The
Vet aloud.
Create a
who/what
chart with
students.
The students
will be given
the animal
and they
must
determine
what ailment
the animal
has using
memory or
rereading if
necessary.
Allow
students to
sort letter
sounds by
using
pictures.
Thursday
Picture vocab.
match. Have
students take
turns reading
The Vet aloud.
Teacher takes
running records
and asks
comprehension
questions
throughout.
Teacher will note
all
questions/respon
ses. Discuss
theme of the
story notice
repeating
sentences.
Friday
Paste Short e
phonics
activity. The
Vet
Comprehensi
on test for
two students.
Allow students to
match the words
with the pictures
of the book to
make their own
The Ocean
Book.
Venn
Diagram
compare and
contrast bats
Discussion about
text using Bats
discussion cards.
Review for test.
Play Letter
Muncher
with
students. The
students will
be given
pictures and
letters and
they will
have to
determine if
the object in
the picture
has the same
sound of the
letter we are
looking for or
if the letter
does not
make that
sound. If it
does, feed it
to the
muncher. If it
does not, set
it away.
Bats
Comprehensi
on test
Homewor
k: S
Phonics
worksheet
3) Navaeh
Homewor
k: Main
Idea
worksheet
4) Grant,
Karsen,
Olivia
Homewor
k:
Draw a
picture of a
person,
place, or
thing
what all topics

does she think
will be included
in this book
about Bats.
Begin reading
Bats with
student. Ask
questions/discus
s the text
throughout to
check
for/deepen
understanding.
Book walk:
Preview
cover/back/pictu
res. Ask
students: What
do you think this
will be about?
Ask students:
What weather
did you notice
on your way to
school today?
Was it rainy or
foggy? Cool or
warm? Explain
that now we are
in the Spring
season and no
longer in the
Winter season,
so we will see
different things
happening with
the weather.
Discuss weather
observations
with students.
Review weather
cards. Picture
vocab. match.
Read Spring
Weather with
students
take turns
reading while
the teacher may
ask questions or
start a
discussion about
the text
throughout to
check
for/deepen
understanding.
with
humans.
Picture vocab
match. Read
Spring
Weather with
students while
asking students
questions to
check for
understanding of
the story. Make
connections to
students
responses of
what makes
them happy to
connect text to
prior background
Practice
distinguishin
g character,
setting, and
objects with
picture
cards.
Students
take turns.
Allow students to
match the words
with the pictures
of the book to
make their own
Spring
Weather Book.
Book will have
pictures, and
students will
match the
correct sentence
on each page.
Practice
distinguishin
g character,
setting, and
objects with
picture cards.
Students
take turns.
Reading Lessons 3/21 3/25 Ms. Kathleen

Group
All Groups
Monday
Review March
vocab & sign.
Spell/talk
about had
with
manipulatives
and write it.
Sequence I
Have Fun
Cups
Tuesday
Review March
vocab & sign.
Had
worksheet.
Micah & Alli
Review all
sight words
with cards.
Naveah
Continue
reading Rule
c using
comprehensio
n strategies,
reviewing
details, and
questioning.
Spell/talk
about My
with
manipulatives,
playdoh, and
sign.
Continue
reading Rule
c using
comprehensio
n strategies,
reviewing
details, and
questioning.
Grant, Olivia,
Karsen
Adrian,
Ajhanni,
Brooklyn
Sequence
Can I Fit in a
Jug?
Wednesday
Review March
vocab & sign.
Spell/talk
about has
with
manipulatives
and write it.
Comprehensio
n check Beth
and Ben go to
the Movies
My
worksheet.
Thursday
Review March
vocab & sign.
Has
worksheet.
Friday
Review March
vocab & sign.
Memory game
with has,
have, give,
and going.
Comprehensio
n check Beth
and Ben go to
the Movies
Spell/talk
about not
with
manipulatives
and sign.
Sequence
My Mom
Said
Continue
reading Rule
c using
comprehension
strategies,
reviewing
details, and
questioning.
Continue
reading Rule
c using
comprehensio
n strategies,
reviewing
details, and
questioning.
Continue
reading Rule
c using
comprehensio
n strategies,
reviewing
details, and
questioning.
Not
worksheet.
Reading Lessons 3/21 3/25 Ms. Danielle

Group
Nevaeh
Micah & Alli
Adrian,
Ajhanni,
Brooklyn
Grant, Olivia,
Karsen
Monday
Language/gram
mar worksheets
The Letter Z
Tuesday
Language/gram
mar worksheets
Edmark
Wednesday
Language/gram
mar worksheets
The Letter Z
Thursday
Language/gram
mar worksheets
Edmark
Edmark
Edmark
Edmark
Edmark
The Letter Z on
the iPad
The Letter Z on
the iPad
The Letter Z on
the iPad
The Letter Z on
the iPad
Friday
The Letter
Z craft
The Letter
Z
The Letter
Z craft
The Letter
Z craft
Reading Lessons 3/21 3/25 Ms. Josie

Group
Monday
Tuesday
Wednesday
Thursday
Friday
Micah & Alli
Introduce story
words/meaning
s
Find words in
story complete
say & sound
Tactile shaving
cream/corn/beans/L
egos building words
Sentences
spell with
mats
Nevaeh
Introduce
words picture
dictionary
Introduce story
Introduce words
picture
dictionary
Find words in
Match words with

definitions
Fill in the
blanks w/
vocab
Sentences
Review
story and
spelling
test
Vocab test
Grant, Olivia,
Tactile shaving
Review
Spelling
Unit
7
X
13
Karsen
words/meaning
s
story complete
say & sound
cream/corn/beans/L
egos building words
spell with
mats
Adrian,
Ajhanni,
Brooklyn
Introduce story
words/meaning
s
Find words in
story complete
say & sound
Tactile shaving
cream/corn/beans/L
egos building words
Sentences
spell with
mats
story and
spelling
test
Review
story and
spelling
test
30+31
READING LESSON PLAN GROUP (1) Adrian, Ajhanni, Brooklyn

Name: Kyrie Purdy
Date: Monday - 3/21/16
I. LESSON FOUNDATION
Lesson Title: The Vet
Grade Level(s): Sp. Ed. K-5
Time Allotted: 20 minutes
Subject Area(s)/Subject Content Explanation: Reading

Standard(s)/Anchors: R. ES 3.1 Answer who, what or where questions about key details in a
story read aloud or presented in alternative means

R. ES 3.2 Identify a character in a story read aloud or presented in alternative means.
R. ES 4.1 Answer who, what, where or when questions about key details in a story.
R. ES 4.2 Identify setting in a story
Essential Question(s): What word is this? (vocab word to match) What is a vet? What is this
animals problem?
Instructional Objective(s): Instructional Objectives are based on the Individual Education Plan of
each students, in this instructional group, IEP Goals and Objectives.
Formative Assessment & Summative Assessment: Observations
Augmented Devices: Yes/No Button
Adaptations/Accommodations: One student will listen to attend the story. Option of two pictures
to match for vocab
II. LESSON BODY:
INTRODUCTION: Allow all students to come to the small group table. Introduce story, book walk: Ask
students, What do you think this story will be about? Discuss: What is a vet?
TEACHING PROCEDURES:
Must include:
*Guided Practice - Preview vocabulary words from story with pictures students will take
turns matching vocabulary words with pictures. Read The Vet with students allow
students to take turns reading aloud. Prompt with questions to check for understanding.

Name: Kyrie Purdy
Date: Tuesday - 3/22/16


animals problem? Why is this animal at the vet?
Formative Assessment & Summative Assessment: Observations and running records
to match for vocab
II. LESSON BODY:
INTRODUCTION: Review vocabulary words from story with pictures students will take turns
matching vocabulary words with pictures and discuss what they mean.
Must include:
*Guided Practice - Have students take turns reading The Vet aloud. Teacher takes running
records and asks comprehension questions throughout. Teacher will note all questions/responses.

Name: Kyrie Purdy
Date: Wednesday - 3/23/16
Lesson Title: Who, What Key details of a text


Essential Question(s): What word is this? (vocab word to match) What is a vet? What is this animals
problem? Why is this animal at the vet? Who is this/what is wrong with them?
Instructional Objective(s): Instructional Objectives are based on the Individual Education Plan of each
students, in this instructional group, IEP Goals and Objectives.
Formative Assessment & Summative Assessment: Observations and student work samples
Adaptations/Accommodations: Hand over hand for one student
II. LESSON BODY:
INTRODUCTION: Allow all students to come to the small group table.
Must include:
*Guided Practice - Have students take turns reading The Vet aloud. Make a Who/What chart by
giving students a chart with all the animals on it. Then go back and reread to locate what ailment
each animal had in the story together.

Name: Kyrie Purdy
Date: Thursday - 3/24/16


to match for vocab
II. LESSON BODY:
INTRODUCTION: Preview vocabulary words from story with pictures students will take turns
Must include:
*Guided Practice - Have students take turns reading The Vet aloud. Teacher takes running
records and asks comprehension questions throughout. Teacher will note all questions/responses.
At the end notice theme with students by guided and prompting them to notice the repetition
in the story to point to the meaning of the story. Model thinking.

Name: Kyrie Purdy
Date: Friday - 3/25/16
Lesson Title: Sequencing


II. LESSON BODY:
Must include:
*Guided Practice Review short E give examples of words with short e Phonics paste short
e activity. Teacher will provide students will paper to paste short e sounding words on and
picture cards will be read so students can listen to vowel sounds. Comprehension Vets
test administered with little teacher assistance when going back to story to reread.
READING LESSON PLAN GROUP (2) Micah, Alli

Name: Kyrie Purdy
Lesson Title: The Ocean

Standard(s)/Anchors: R. ES K.3 Match spoken words to real-life objects or actions.
W. ES K.3 When presented with a picture of an experience, answer a question about that
experience.
W. ES 1.3 Recall information from a picture of an experience or event.
Essential Question(s): What word is this? (vocab word to match) What is a coral? What will this
story be about?
II. LESSON BODY:
INTRODUCTION: Allow all students to come to the small group table. Book walk: Review cover/ What do
you think this book is about? Provide vocabulary with pictures. Preview vocabulary words from story with
pictures students will take turns matching vocabulary words with pictures.
Must include:
*Guided Practice - Read The Ocean with students on the smart board. Where is (sight word/any
letter) to practice letter and sight word recognition

Name: Kyrie Purdy

experience.
Essential Question(s): What word is this? (vocab word to match) What is a coral? What does that
letter say? Where is the word -___?
II. LESSON BODY:
INTRODUCTION: Allow all students to come to the small group table. Review vocabulary words
from story with pictures students will take turns matching vocabulary words with pictures and
discuss what they mean.
Must include:
*Guided Practice - Read The Ocean with students on the smart board. Where is (sight word/any

Name: Kyrie Purdy
Lesson Title: Phonics

experience.
Essential Question(s): What letter sound does this letter make? What letter does this word start
with?
II. LESSON BODY:
Must include:
*Guided Practice - Allow students to sort letter sounds by using pictures. On the table the teacher
will write the letters they are sorting on opposite sides of the table. The students will slide the
picture card over to the correct letter that matches the letter that the picture starts with. Teacher
will model first.

Name: Kyrie Purdy

experience.
with?
II. LESSON BODY:
Must include:
*Guided Practice - Allow students to match the words with the pictures of the book to make their
own The Ocean Book. As students match the picture with the correct words, they will glue them
onto their paper, using picture clues in the story. We will read the story together as we glue it
through and go back to reread when necessary to find our next part. After the students make
their own book, they may take it home to read. (A copy is being sent home Monday too)

Name: Kyrie Purdy
Lesson Title: Phonics Letter Muncher

experience.
with?
Formative Assessment & Summative Assessment: Observations and teacher notes
II. LESSON BODY:
Must include:
*Guided Practice - Play Letter Muncher with students. The students will be given letters that
the monster is on the hunt for! They must feed him these letters but no others. The teacher will
model first. The students will be given pictures and letters and they will have to determine if the
object in the picture starts with that sound or if the letter makes that sound. If it does, feed it to
the muncher. If it does not, set it away.
READING LESSON PLAN GROUP (3) Navaeh

Name: Kyrie Purdy
Lesson Title: Bats

Standard(s)/Anchors: R. ES 5.3 Read high frequency words.
R. ES 5.4 Identify two key details in content area text.

Essential Question(s): What are the chapters? Comprehension questions throughout story.
II. LESSON BODY:
INTRODUCTION: Allow all students to come to the small group table. Book walk: Preview the
cover, index. Ask student what all topics does she think will be included in this book about Bats.
Must include:
*Guided Practice - Begin reading Bats with student. Ask questions/discuss the text throughout
to check for/deepen understanding. Have mini-discussions throughout the text to expand on
ideas target test questions. How long have bats been around? Etc.

Name: Kyrie Purdy
Lesson Title: Bats


II. LESSON BODY:
INTRODUCTION: Allow student to come to the small group table.
Must include:
*Guided Practice - Finish reading Bats with the student. Student and teacher will take turns
reading while the teacher may ask questions or start a discussion about the text throughout to
check for/deepen understanding. Have mini-discussions throughout the text to expand on ideas
target test questions. How long have bats been around? Etc.

Name: Kyrie Purdy
Lesson Title: Bats Compare/Contrast with Humans


Essential Question(s): What is a mammal? What are similarities/differences between humans and
bats? Comprehension questions throughout story.
Formative Assessment & Summative Assessment: Observations and student work sample
II. LESSON BODY:
Must include:
*Guided Practice Go back to reread Bats when necessary and guide student to using chapters
to find certain parts. Venn Diagram compare and contrast bats with humans. This will be
completed with the teacher as guided practice.

Name: Kyrie Purdy
Lesson Title: Bats Discussions


bats? Comprehension questions throughout story.
Formative Assessment & Summative Assessment: Observations and notes
II. LESSON BODY:
Must include:
*Guided Practice Use discussion cards to question student about text, and prompt thinking
about answers to similar test questions. Discussion about text using Bats discussion cards.
This is review for the test. Teacher will guide discussion and scaffold questions as
necessary. Looking back in the text is encouraged.

Name: Kyrie Purdy
Lesson Title: Bats Comprehension Assessment


bats? Comprehension questions from story.
Formative Assessment & Summative Assessment: Observations and comprehension assessment
II. LESSON BODY:
Must include:
*Guided Practice Administer Bats Comprehension test. If student asks for assistance the
teacher will note this.
READING LESSON PLAN GROUP (4) Olivia, Grant, Karsen

Name: Kyrie Purdy
Lesson Title: Spring Weather

Standard(s)/Anchors: R. ES 3.1 - 1 Respond to a yes/no question about a character in a
story read aloud or presented in alternative means.
R. ES 4.1-2 Identify a key detail in a story read aloud or presented in alternative means.
ELA. K. 21.d Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). [RF.K.2]
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three phoneme (consonant-vowel-consonant, or CVC) words. (This does not include
CVCs ending with /l/, /r/, or /x/.)
(Words, syllables, or phonemes written in /slashes/
refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes
regardless of the number of letters in the spelling of the word.)
Essential Question(s): What weather do you notice? What word is this (vocab)
Instructional Objective(s): Instructional Objectives are based on the Individual Education
Plan of each students, in this instructional group, IEP Goals and Objectives.
Adaptations/Accommodations: One student will listen to attend the story. Option of two
pictures to match for vocab
II. LESSON BODY:
INTRODUCTION: Allow all students to come to the small group table. Introduce story,
book walk: Ask students, What do you think this story will be about?
Must include:
*Guided Practice - Ask students: What weather did you notice on your way to school
today? Was it rainy or foggy? Cool or warm? Explain that now we are in the Spring
season and no longer in the Winter season, so we will see different things happening
with the weather. Discuss weather observations with students. Review weather cards.
Preview vocabulary words from story with pictures students will take turns matching
vocabulary words with pictures. Read Spring Weather with students allow students to
take turns reading aloud. Prompt with questions to check for understanding.

Name: Kyrie Purdy
Lesson Title: Spring Weather

Essential Question(s): What word is this? (vocab word to match) What is a vet? What is
this animals problem? Why is this animal at the vet?
II. LESSON BODY:
INTRODUCTION: Review vocabulary words from story with pictures students will take
turns matching vocabulary words with pictures and discuss what they mean.
Must include:
*Guided Practice - Have students take turns reading Spring Weather aloud. Read
Spring Weather with students while asking students questions to check for
understanding of the story. Make connections to students responses of what makes them
happy to connect text to prior background

Name: Kyrie Purdy
Lesson Title: Who/What/Where

Essential Question(s): Is this a person, place or thing?
Formative Assessment & Summative Assessment: Observations and student work
samples
II. LESSON BODY:
Must include:
*Guided Practice The teacher will give students picture cards of various items. The
students must decide if the picture is of a person, place, or thing and glue it in the right
spot on a construction paper table. Practice distinguishing character, setting, and objects
with picture cards. Students take turns.

Name: Kyrie Purdy
Lesson Title: Spring Weather book

Essential Question(s): What words match with which picture? Using picture clues to
determine meaning.
samples
II. LESSON BODY:
INTRODUCTION: Allow student to come to small group table.
Must include:
*Guided Practice - Allow students to match the words with the pictures of the book to
make their own Spring Weather Book. Book will have pictures but no words when given
to student, and students will match the correct sentence on each page and glue it.

Name: Kyrie Purdy
Lesson Title: Who/What/Where

Essential Question(s): Is this a person, place or thing?
samples
II. LESSON BODY:
Must include:
students must decide if the picture is of a person, place, or thing and set it in the right
area on the table where the teacher has labeled person, place or thing. Allow students to
use their table to help them if needed. Practice distinguishing character, setting, and
objects with picture cards. Students take turns.
Purdys Reading Homework

Every Monday I will be sending home a copy of the story we will
be working on for that week. I will also send home the list of
vocabulary words that we will be working on. Please practice
both of these with your child every night if possible. On
Thursday, I will send home additional reading homework that
goes along with the story.
This week your story is:
THE VET
Vocabulary words:
Broken, crack, fever, hoof, paw, shell
THE OCEAN
Vocabulary words:
Coral, crab, ocean, sand, seaweed, starfish

BATS
Vocabulary words:
Ecolation, hibernate, mammals, microbats, megabats, migrate
SPRING WEATHER
Vocabulary words:
Clouds, comes, flowers, fog, rain, spring, storm, sun, wind
RUNNING RECORD - THE VET
Questions
A dog has a hurt paw. The vet can help.

A hamster is sick. The vet can help.
A bird has a broken wing. The vet can help.
A snake has a hurt eye. The vet can help.
A turtle has a crack in its shell. The vet can help.
A rabbit cant hop. The vet can help.
A lizard has a bite mark. The vet can help.
A cat has a hurt tail. The vet can help.
A goat has a problem with its hoof. The vet can help.
The vet has a fever. The people doctor can help.
RUNNING RECORD - THE VET
A dog has a hurt paw. The vet can help.

A hamster is sick. The vet can help.
A bird has a broken wing. The vet can help.
A snake has a hurt eye. The vet can help.
A turtle has a crack in its shell. The vet can help.
A rabbit cant hop. The vet can help.
A lizard has a bite mark. The vet can help.
A cat has a hurt tail. The vet can help.
A goat has a problem with its hoof. The vet can help.
The vet has a fever. The people doctor can help.
Questions
Reading Lessons 3/28 4/1 Ms. Purdy

Group
1) Adrian,
Ajhanni,
Brooklyn
Homewor
k: Initial
blends
review
worksheet
2) Micah,
Alli
Monday
Preview
vocabulary
words from
story with
pictures match
vocabulary
words with
pictures. Read
Lets Make
Lemonade with
students allow
students to read
aloud. Prompt
with questions
to check for
understanding.
Tuesday
Picture vocab.
match. Have
students take
turns reading
Lets Make
Lemonade
aloud. Teacher
takes running
records and asks
comprehension
questions
throughout.
Teacher will note
all
questions/respon
ses.
Wednesday
Have students
take turns
reading Lets
Make
Lemonade
aloud.
Sequence the
book with
students. The
students will
be given the
pictures and
must
sequence the
events back
into the book.
They will put
the words
back in the
book with
Velcro.
Book walk:
Review cover/
What do you
think this book
is about?
Provide
vocabulary with
pictures. Read
The Coast
with students.
Where is (sight
word/any letter)
to practice letter
and sight word
recognition
Picture vocab.
match. Read
The Coast with
students. Where
is (sight
word/any letter)
to practice letter
and sight word
recognition. Ask
what sound
certain letters
make.
Allow students
to sort letter
sounds by
using pictures.
Also, allow
students to
sort animals
by habitat. Is
this animals
habitat the
coast? Sort.
Book walk:
Preview the
cover, index.
Ask student
what all topics
does she think
Finish reading
China with the
student. Student
and teacher will
take turns
reading while the
Venn Diagram
compare and
contrast China
with the
United States.
Thursday
Picture vocab.
match. Have
students take
turns reading
Lets Make
Lemonade
aloud.
Teacher takes
running
records and
asks
comprehensio
n questions
throughout.
Teacher will
note all
questions/res
ponses.
Discuss
theme of the
story note
title
Allow
students to
match the
words with
the pictures
of the book to
make their
own The
Coast Book.
Homewor
k: B
Phonics
worksheet
3) Navaeh
Review China
with teacher
made quizizz
on
Smartboard/iP
ad -
Friday
SP blends
phonics
activity. Lets
Make
Lemonade
Comprehensi
on test for
two students.
Play phonics
game
Beginning
Sounds
Game.
Teacher will
lay out
picture cards
faced down
and the
students will
turn two over.
If the
beginning
sound of the
word
matches, they
keep it. If it
does not,
they do not.
Whoever has
the most
pairs at the
end wins!
China
Comprehensi
on test
Homewor
k: Main
idea
Worksheet
4) Grant,
Karsen,
Olivia
Homewor
k: Ff
Phonics
sounds
worksheet
will be included
in this book
about China.
Begin reading
China with
student. Ask
questions/discus
s the text
throughout to
check
for/deepen
understanding.
Book walk:
Preview
cover/back/pictu
res. Ask
students: What
do you think this
will be about?
Picture vocab.
match. Read
The Forest
with students
teacher may ask

questions or start
a discussion
about the text
throughout to
check for/deepen
understanding.
Picture vocab
match. Read
The Forest with
students while
asking students
questions to
check for
understanding of
the story. Make
connections to
students
responses of
forests that they
have seen or
been to connect
text to prior
background
http://quizizz.
com/admin/q
uiz/56e5e98fb
fad40ee3594
d2ca/start
Practice
distinguishing
character,
setting, and
objects with
picture cards
from the story
first half. Then
sort animals
for habitats. Is
this animals
habitat the
forest? Sort.
Does deer
start with C or
D? listen for
initial sounds.
Allow
students to
match the
words with
the pictures
of the book to
make their
own The
Forest Book.
Book will
have pictures,
and students
will match the
correct
sentence on
each page.
Play Letter
Muncher
with students.
The students
will be given
pictures and
letters and
they will have
to determine
if the object
in the picture
has the same
sound of the
letter we are
looking for or
if the letter
does not
make that
sound. If it
does, feed it
to the
muncher. If it
does not, set
it away. Ask:
What is this
animals
habitat?

Group
Monday
Tuesday
Wednesday
Thursday
Friday
All
Groups
Grant,
Olivia,
Karsen
Review March vocab

& sign.
Spell/talk about
her with
manipulatives and
write it.
Review March
vocab & sign.
Her
worksheet.
Review March
vocab & sign.
Spell/talk about
him with
manipulatives and
write it.
Review March
vocab & sign.
Him
worksheet.
Review March
vocab & sign.
Memory game
with has, had,
him, and her.
Adrian,
Ajhanni,
Brooklyn
Sequence My Dad
Said
Sequence A
Box from Jan?
Spell/talk about
One with
manipulatives and
write it.
One
worksheet.
Comprehension
check/quick draw
The Boat
Parade
Play
worksheet.
Sequence
Who is in the
Mud?
Micah &
Alli
Comprehension
check/quick draw
Lets Make
Lemonade
Spell/talk about
Play with
manipulatives and
write it.
Naveah
Continue reading
Rule c using
comprehension
strategies,
reviewing details,
and questioning.
Continue
reading Rule c
using
comprehension
strategies,
reviewing
details, and
questioning.
Continue reading
Rule c using
comprehension
strategies,
reviewing details,
and questioning.
Continue reading
Rule c using
comprehension
strategies,
reviewing details,
and questioning.
Continue reading
Rule c using
comprehension
strategies,
reviewing
details, and
questioning.
Review all sight

words and
Youre

Group
Nevaeh
Micah &
Alli
Adrian,
Ajhanni,
Brooklyn
Grant,
Olivia,
Karsen
Monday
Language/grammar
worksheets
Long Vowel
Worksheets
Edmark. Brooklyn
iPad Reading Game
Tuesday
Language/gramm
ar worksheets
Edmark
Long Vowel
Worksheets. Olivia
iPad Reading Game
Edmark. Olivia
iPad Reading
Game
Edmark. Brooklyn
iPad Reading
Game
Wednesday
Language/gramm
ar worksheets
Long Vowel
Worksheets
Edmark. Brooklyn
iPad Reading
Game
Thursday
Language/gramm
ar worksheets
Edmark
Long Vowel
Worksheets.
Olivia iPad
Reading Game
Edmark. Olivia
iPad Reading
Game
Edmark. Brooklyn
iPad Reading
Game
Friday
Memory
Game
Long Vowel
Worksheets
Memory
Game.
Brooklyn
iPad Reading
Game
Long Vowel
Worksheets.
Olivia iPad
Reading
Game

Group
Monday
Tuesday
Wednesday
Thursday
Friday
Micah & Alli
Introduce story
words/meaning
s
Find words in
story complete
say & sound
Tactile shaving
cream/corn/beans/L
egos building words
Sentences
spell with
mats
Nevaeh
Introduce
words picture
dictionary
Introduce story
words/meaning
s
Introduce words
picture
dictionary
Find words in
story complete
say & sound
Match words with

definitions
Fill in the
blanks w/
vocab
Sentences
spell with
mats
Review
story and
spelling
test
Vocab test
Grant, Olivia,
Karsen
Tactile shaving
cream/corn/beans/L
egos building words
Review
story and
spelling
Spelling
Unit
8
China
Vocab
14
Adrian,
Ajhanni,
Brooklyn
Introduce story
words/meaning
s
Find words in
story complete
say & sound
Tactile shaving
cream/corn/beans/L
egos building words
Sentences
spell with
mats
test
Review
story and
spelling
test
31B

Name: Kyrie Purdy
Lesson Title: Lets Make Lemonade


Essential Question(s): What word is this? (vocab word to match) What is lemonade? What is the
characters problem?
to match for vocab
II. LESSON BODY:
students, What do you think this story will be about? Discuss: What is a lemonade? When do you drink
lemonade?
Must include:
turns matching vocabulary words with pictures. Read Lets Make Lemonade with
students allow students to take turns reading aloud. Prompt with questions to check for
understanding.

Name: Kyrie Purdy


girls/boys problem? Why is the girl getting ____?
to match for vocab
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading Lets Make Lemonade aloud. Teacher takes
running records and asks comprehension questions throughout. Teacher will note all
questions/responses.

Name: Kyrie Purdy
Lesson Title: Who, What Key details of a text and sequencing


Essential Question(s): What word is this? (vocab word to match) What is a lemonade? What is the
childrens problem? When did ____ happen? Next?
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading Lets Make Lemonade aloud.
Sequence the book with students. The students will be given the pictures and must
sequence the events back into the book. They will put the words back in the book with
Velcro.

Name: Kyrie Purdy


Essential Question(s): What word is this? (vocab word to match) What is a lemonade? What is
this characters problem? Why is this girl looking for a ____?
to match for vocab
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading Lets Make Lemonade aloud. Teacher takes
questions/responses. At the end notice theme with students by guided and prompting them to
notice the title of the story to point to using it as a clue to what story is all about. Model thinking.

Name: Kyrie Purdy
Date: Friday 4/1/16
Lesson Title: Test


Essential Question(s): What word is this? (vocab word to match) What is lemonade? What is this
characters problem? Why are they making lemonade?
II. LESSON BODY:
Must include:
*Guided Practice Review SP blends and give examples of words with sp blends. Phonics
writing sp blends activity worksheet. Comprehension Lets Make Lemonade test
administered with little teacher assistance when going back to story to reread.

Name: Kyrie Purdy
Lesson Title: The Coast

experience.
Essential Question(s): What word is this? (vocab word to match) What is a coast? What will this
story be about?
II. LESSON BODY:
Must include:
*Guided Practice - Read The Coast with students on the smart board. Where is (sight word/any

Name: Kyrie Purdy

experience.
Essential Question(s): What word is this? (vocab word to match) What is a coast? What does that
letter say? Where is the word -___?
II. LESSON BODY:
Must include:
*Guided Practice - Read The Coast with students on the smart board. Where is (sight word/any

Name: Kyrie Purdy
Lesson Title: Phonics

experience.
Science: SCI. ES 5.2 Identify animals and plants that are dependent on each other within
a habitat (e.g., monarch butterflies and the forests of Mexico).
with?
II. LESSON BODY:
Must include:
*Guided Practice - Allow students to sort letter sounds by using pictures. On the table the teacher
will write the letters they are sorting on opposite sides of the table. The students will slide the
picture card over to the correct letter that matches the letter that the picture starts with. Teacher
will model first. Also, allow students to sort animals by habitat. Is this animals habitat the
coast? Teacher will show animal picture and students will sort together as students take
turns.

Name: Kyrie Purdy

experience.
with?
II. LESSON BODY:
Must include:
own The Coast Book. As students match the picture with the correct words, they will glue them
onto their paper, using picture clues in the story. We will read the story together as we glue it
through and go back to reread when necessary to find our next part. After the students make
their own book, they may take it home to read. (A copy is being sent home Monday too)

Name: Kyrie Purdy
Date: Friday 4/1/16
Lesson Title: Phonics Match Beginning Sounds Game

experience.
with? Do these beginning sounds match?
II. LESSON BODY:
Must include:
*Guided Practice - Play phonics game Beginning Sounds Game. Teacher will lay out
picture cards faced down and the students will turn two over. If the beginning sound of
the word matches, they keep it. If it does not, they do not. Whoever has the most pairs
at the end wins!

Name: Kyrie Purdy
Lesson Title: China


II. LESSON BODY:
cover, index. Ask student what all topics does she think will be included in this book about China.
Must include:
*Guided Practice - Begin reading China with student. Ask questions/discuss the text
throughout to check for/deepen understanding. Have mini-discussions throughout the text to
expand on ideas target test questions. How old is China? Etc.

Name: Kyrie Purdy
Lesson Title: China


II. LESSON BODY:
Must include:
*Guided Practice - Finish reading China with the student. Student and teacher will take turns
reading while the teacher may ask questions or start a discussion about the text throughout to
check for/deepen understanding. Have mini-discussions throughout the text to expand on ideas
target test questions. What types of animals are commonly found in China?

Name: Kyrie Purdy
Lesson Title: China Compare/Contrast with U.S.


Essential Question(s): What are similarities/differences between U.S. and China based on what
we read? Comprehension questions throughout story.
II. LESSON BODY:
Must include:
*Guided Practice Go back to reread China when necessary and guide student to using chapters
to find certain parts. Venn Diagram compare and contrast China with U.S. This will be
completed with the teacher as guided practice.

Name: Kyrie Purdy
Lesson Title: China Discussions


Essential Question(s): What is China? What are similarities/differences between China and U.S.?
Comprehension questions throughout story.
II. LESSON BODY:
Must include:
*Guided Practice Teacher will play China comprehension game with student on quizizz.com.
Student will select answers by joining game on iPad and play at
http://quizizz.com/admin/quiz/56e5e98fbfad40ee3594d2ca/start

Name: Kyrie Purdy
Date: Friday 4/1/16
Lesson Title: China Comprehension Assessment


Essential Question(s): What is Chinese culture like? What are similarities/differences between
China and U.S.? Comprehension questions from story.
II. LESSON BODY:
Must include:
*Guided Practice Administer China Comprehension test. If student asks for assistance
the teacher will note this.

Name: Kyrie Purdy
Lesson Title: The Forest

Essential Question(s): What do you notice? What lives in the forest? What word is this
(vocab)
II. LESSON BODY:
Must include:
*Guided Practice - Ask students: What animals do they think live in the forest. Make
connections to students responses of forests that they have seen or been to connect text
to prior background.
vocabulary words with pictures. Read The Forest with students allow students to take
turns reading aloud. Prompt with questions to check for understanding.

Name: Kyrie Purdy
Lesson Title: The Forest

Essential Question(s): What word is this? (vocab word to match) What is a deer? What is
this animals habitat? What animals live in the forest??
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading The Forest aloud. Read The
Forest with students while asking students questions to check for understanding of the
story. Make connections to students responses of what lives in the forest to connect text
to prior background

Name: Kyrie Purdy
Lesson Title: Habitats & Who/What/Where

Essential Question(s): Is this a person, place or thing? Is this animals habitat a forest?
samples
II. LESSON BODY:
Must include:
students must decide if the picture is of a person, place, or thing slide it to the right spot
in the table. Practice distinguishing character, setting, and objects with picture cards.
Students take turns. Then sort animals for habitats. Is this animals habitat the forest?
Sort animal habitats. Does deer start with C or D? listen for initial sounds.

Name: Kyrie Purdy
Lesson Title: The Forest book

determine meaning. Does this animal live in the forest?
samples
II. LESSON BODY:
Must include:
*Guided Practice - Allow students to match the words with the pictures of the book to
make their own The Forest Book. Book will have pictures but no words when given to
student, and students will match the correct sentence on each page and glue it.

Name: Kyrie Purdy
Date: Friday 4/1/16
Lesson Title: Phonics Letter Muncher

Essential Question(s): What letter sound does this letter make? What letter does this
word start with?
II. LESSON BODY:
Must include:
*Guided Practice - Play Letter Muncher with students. The students will be given letters
that the monster is on the hunt for! They must feed him these letters but no others. The
teacher will model first. The students will be given pictures and letters and they will have
to determine if the object in the picture starts with that sound or if the letter makes that
sound. If it does, feed it to the muncher. If it does not, set it away.

LETS MAKE LEMONADE
Vocabulary words:
Lemons, pitcher, roll, seeds, spot, spill, squeeze, sticky, sweet,
thirsty
THE COAST
Vocabulary words:
Beach, birds, cliff, coast, lighthouse, ocean, rocks, waves

CHINA
Vocabulary words:
Border, characters, civilizations, ancient, wetlands, bamboo
THE FOREST
Vocabulary words:
Deer, forest, fox, mushroom, rabbit, squirrel, stream, tree
RUNNING RECORD Lets Make Lemonade
Its so hot today. Were so thirsty for a cold drink.

Lets make a cold drink. Lets make a sweet drink.
Lets make lemonade. Lets make it in this pitcher.
Add cold water. Add white sugar.
Roll and cut the lemons. Squeeze the lemons.
Spot the lemon seeds. Pick out all the seeds!
Stir the lemonade with a long spoon.
Dont spill the pitcher! Lemonade is sticky.
Our drink looks cold. Our drink looks sweet.
Were so thirsty for our lemonade.
RUNNING RECORD Lets Make Lemonade
Questions
Its so hot today. Were so thirsty for a cold drink.

Lets make a cold drink. Lets make a sweet drink.
Lets make lemonade. Lets make it in this pitcher.
Add cold water. Add white sugar.
Roll and cut the lemons. Squeeze the lemons.
Spot the lemon seeds. Pick out all the seeds!
Stir the lemonade with a long spoon.
Dont spill the pitcher! Lemonade is sticky.
Our drink looks cold. Our drink looks sweet.
Were so thirsty for our lemonade.
Questions
Name: ____________________
Lets Make Lemonade Comprehension

Check
Directions: Read and Answer Questions
Mom and dad are going to make lemonade today. First, they get a
pitcher. Next, they add cold water and sugar. Then, they cut and
squeeze the lemons. Finally, they stir it with a long spoon. The lemonade
is ready!
1. What are mom and dad making today?
2. What is the first thing they do?
3. What happens to the lemons?
4. The Lemonade is ready! What do you think happens next?
5. Draw your own glass of lemonade
The Boat Parade Comprehension Check

Directions: Read and answer the questions
The boats are floating along the lake. It is the summer boat
parade. There are motor boats, rowboats, and sailboats. Jessicas
favorite boat is the one with the yellow flag? Lisas favorite is the one
with flowers. Tony likes the purple boat. The boat parade is so much fun
to watch.
1. Where are the boats floating?
2. What kinds of boats are there?
3. What boat does Tony like?
4. Draw your own boat
Reading Lessons 4/4 4/8 Ms. Purdy

Group
1) Adrian,
Ajhanni,
Brooklyn
Homework:
Identify the
noun worksheet
2) Micah, Alli
Homework:
Final consonant
sounds
worksheet
Monday
Preview vocabulary
words from story with
pictures match
vocabulary words with
pictures. Read
Animals, Animals
with students allow
students to read
aloud. Prompt with
questions to check for
understanding.
Tuesday
Picture vocab. match.
Have students take
turns reading Animals,
Animals aloud.
Teacher takes running
records and asks
comprehension
questions throughout.
Teacher will note all
Wednesday
Have students take
turns reading
Animals, Animals
aloud. Create a
habitat chart with
students. The
students will be
given the animal
from the story, and
they will have to
decide its habitat
and ort the on the
chart.
Book walk: Review

cover/ What do you
think this book is
about? Provide
vocabulary with
pictures. Read I Can
with students. Where
is (sight word/any
letter) to practice
letter and sight word
recognition
Picture vocab. match.

Read I Can with
students. Where is
(sight word/any letter)
to practice letter and
sight word recognition.
Ask what sound certain
letters make.
Grammar: Singular
vs. Plural words.
Watch video:
http://www.watchkn
owlearn.org/Video.a
spx?
VideoID=52554&Ca
tegoryID=1719 and
practice match
pictures of 1 animal
or 2-4 animals and
have students
match with the right
word plural or
singular.
Thursday
Picture vocab.
match. Have
students take turns
reading Animals,
Animals aloud.
Teacher takes
running records
and asks
comprehension
questions
throughout.
Teacher will note
all
questions/response
s.
Play Initial Sound
Bingo with
students. Each
student will get an
initial sounds letter
bingo card with
markers. The
student will need
to listen to the
teacher call the
sounds to mark
their bingo card
spots.
Friday
Short A phonics
activity. Animals,
Animals
Comprehension
test for two
students.
Word family sort

cut & paste an,
am, at
3) Navaeh
Homework:
Word work
homophone
worksheet
4) Grant,
Karsen, Olivia
Homework:
Final consonant
sounds
worksheet
Book walk: Preview

the cover, index. Ask
student what do you
think this book might
be about? Begin
reading Charlenes
Sea of Cortez Journal
with student. Ask
questions/discuss the
text throughout to
check for/deepen
understanding.
Finish reading
Charlenes Sea of
Cortez Journal with the
student. Student and
teacher will take turns
reading while the
teacher may ask
questions or start a
discussion about the
text throughout to
check for/deepen
understanding.
Book walk: Preview

cover/back/pictures.
Ask students: What do
you think this will be
about? Picture vocab.
match. Read
Animals Can Move
with students
Picture vocab match.

Read Animals Can
Move with students
while asking students
questions to check for
understanding of the
story. Make connections
to students responses
of animals that they
have seen to connect
text to prior
background
Provide student with

a visualization
sheet. Instruct
students to draw
what she pictures as
she listens to the
teacher read to
visualize the text.
Explain that good
readers make this
movie in their
head to better
understand text.
Practice
distinguishing
character, setting,
and objects with
pictures of objects ,
people in the
classroom like
teacher and
students, an a
picture of the school
as a place.
Review Charlenes
Sea of Cortez
Journal with
teacher made
quizizz on
Smartboard/iPad http://quizizz.com/
admin/quiz/570071
098341cc64799d1
3e9
Charlenes Sea of
Cortez Journal
Comprehension
test
Grammar: Singular
vs. Plural words.
Watch video:
http://www.watchk
nowlearn.org/Video
.aspx?
VideoID=52554&C
ategoryID=1719
and practice match
pictures of 1
animal or 2-4
animals and have
students match
with the right word
plural or singular.
Watch video on
iPad:
https://www.youtub
e.com/watch?
v=KQc1gpIoe5Y#t
=41.021 Play
Rhyme game with
students. Show
students two
pictures of objects
some rhyme,
some do not. Ask
students do these
words rhyme?
Allow students to
say the word of
each object then
tell if they rhyme.

Group
All
Groups
Grant,
Olivia,
Karsen
Adrian,
Ajhanni,
Brooklyn
Micah &
Alli
Naveah
Monday
Introduce April
vocabulary words &
signs.
Spell/talk about his
with manipulatives
and write it.
Sequence Where is
the Bug?
Tuesday
Review April vocab
words & signs.
Wednesday
Review April vocab
words & signs.
His worksheet
Spell/talk about Red

with manipulatives
Red Worksheet
Continue reading
Rule c using
comprehension
strategies, reviewing
details, and
questioning. Review
previous chapters.
Continue reading Rule

c using
comprehension
details, and
questioning. Review
previous chapters.
Spell/talk about how

How worksheet
with manipulatives and
write it.
Comprehension check
Comprehension
Animals, Animals
check Animals,
Animals
Spell/talk about Run
Run Worksheet
with manipulatives and
sign.
Continue reading Rule Continue reading
c using
Rule c using
comprehension
comprehension
details, and
details, and
questioning. Review
questioning. Review
previous chapters.
previous chapters.
Sequence Max Can

Do A Lot
Thursday
Review April vocab
words & signs.
Friday
Review March vocab &
sign.
Memory game with
him, her, his, and how.
Sequence Who Can
Go in the Den?
Memory game with
one, play, red, and
run.
Continue reading
Rule c using
comprehension
details, and
questioning. Review
previous chapters.

Group
Nevaeh
Monday
Discussion: how to write
a story/brainstorming
practice
Tuesday
Begin writing story
Wednesday
Continue writing story
Thursday
Continue writing story
Friday
Find the Sound
Phonics game
Micah & Alli
Short Vowel worksheets
Edmark
Edmark
Short Vowel
worksheets
Adrian,
Ajhanni,
Brooklyn
Grant,
Olivia,
Karsen
Discussion: how to write

a story/brainstorming
practice
The Letter Z on the
iPad. Karsen and Olivia:
Edmark
Work on writing story.
Edmark
Find the Sound

Phonics game
Olivia: Reading practice on

the iPad. Grant and
Karsen: Edmark
Olivia: Reading practice

on the iPad. Grant and
Karsen: Edmark.
Short Vowel
worksheets

Group
Monday
Tuesday
Wednesday
Thursday
Friday
Micah & Alli
Introduce story
words/meanings
Find words in story

complete say & sound
Sentences spell with

mats
Review story and

spelling test
Nevaeh
Introduce words
picture dictionary
Introduce words
picture dictionary
Tactile shaving
cream/corn/beans/Legos
building words
Match words with
definitions
Fill in the blanks w/

vocab
Vocab test
Grant, Olivia,
Karsen
Introduce story
words/meanings
Find words in story

Tactile shaving
building words

mats
Review story and

spelling test
Adrian, Ajhanni,
Brooklyn
Introduce story
words/meanings
Find words in story

Tactile shaving

mats
Review story and

spelling test
Spelling
Unit
8
Charlene
s
Sea
Cortez
14
32

Name: Kyrie Purdy
Date: Monday 4/4/16
Lesson Title: Animals, Animals


Essential Question(s): What word is this? (vocab word to match) What is lemonade? What is the
characters problem?
to match for vocab
II. LESSON BODY:
students, What do you think this story will be about? Discuss habitats and reference animals in students
habitat books.
Must include:
turns matching vocabulary words with pictures. Read Animals, Animals with students
allow students to take turns reading aloud. Prompt with questions to check for
understanding. Present students with stuffed animals to represent the animals in the
story as they read through it.

Name: Kyrie Purdy
Date: Tuesday 4/5/16


Essential Question(s): What word is this? (vocab word to match) Where do camels live? What do
you know about this animal _____?
to match for vocab
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading Animals, Animals aloud. Teacher takes

Name: Kyrie Purdy
Lesson Title: Who, What Key details of a science text and classifying animals by habitat


Essential Question(s): What word is this? (vocab word to match) What is this animal? Where is this
animals habitat?
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading Animals, Animals aloud. Create a habitat
chart with students. The students will be given the animal from the story, and they will
have to decide its habitat. Then they will sort the animals by habitat with teacher
assistance and questioning/prompting.

Name: Kyrie Purdy


Essential Question(s): What word is this? (vocab word to match) What is this animals habitat?
What animal is ___? Where does the animal live?
to match for vocab
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading Animals, Animals aloud. Teacher takes
Name: Kyrie Purdy

Date: Friday 4/8/16
Lesson Title: Test


Essential Question(s): What word is this? (vocab word to match) What is lemonade? What is this
characters problem? Why are they making lemonade?
II. LESSON BODY:
Must include:
*Guided Practice Review Short A and give examples of words with short A. Identify short A
activity worksheet completed with teacher assistance. Comprehension Animals, Animals
test administered with little teacher assistance when going back to story to reread.

Name: Kyrie Purdy
Lesson Title: I Can

experience.
Essential Question(s): What word is this? (vocab word to match) What does I can mean? What
will this story be about?
II. LESSON BODY:
Must include:
*Guided Practice - Read I Can with students on the smart board. Where is (sight word/any

Name: Kyrie Purdy
Lesson Title: I Can

experience.
Essential Question(s): What word is this? (vocab word to match) What does that letter say?
Where is the word -___?
II. LESSON BODY:
Must include:
*Guided Practice - Read I Can with students on the smart board. Where is (sight word/any

Name: Kyrie Purdy
Lesson Title: I Can

experience.
with?
II. LESSON BODY:
Must include:
own I Can Book. As students match the picture with the correct words, they will glue them onto
their paper, using picture clues in the story. We will read the story together as we glue it through
and go back to reread when necessary to find our next part. After the students make their own
book, they may take it home to read. (A copy is being sent home Monday too)

Name: Kyrie Purdy
Date: Thursday 4/7/16
Lesson Title: Phonics Bingo

experience.
with?
II. LESSON BODY:
Must include:
*Guided Practice - Play Initial Sound Bingo with students. Each student will get an initial
sounds letter bingo card with markers. The student will need to listen to the teacher call
the sounds to mark their bingo card spots. The first student with a row of 5 wins!

Name: Kyrie Purdy
Date: Friday 4/8/16
Lesson Title: Phonics Word Family Sort

experience.
with? Do these words match in a word family?
II. LESSON BODY:
Must include:
*Guided Practice - Word family sort cut & paste an, am, at. Teacher will complete with
students as guided practice.

Name: Kyrie Purdy
Lesson Title: Charlenes Sea of Cortez Journal


II. LESSON BODY:
cover, index. Ask student what all topics does she think will be included in this book about China.
Must include:
*Guided Practice - Begin reading Charlenes Sea of Cortez Journal with student. Ask
questions/discuss the text throughout to check for/deepen understanding. Have mini-discussions
throughout the text to expand on ideas target test questions.

Name: Kyrie Purdy
Lesson Title: Charlenes Sea of Cortez Journal


II. LESSON BODY:
Must include:
*Guided Practice - Finish reading Charlenes Sea of Cortez Journal with the student. Student
and teacher will take turns reading while the teacher may ask questions or start a discussion
about the text throughout to check for/deepen understanding. Have mini-discussions throughout
the text to expand on ideas target test questions. What types of animals did Charlene see?
What is their habitat?

Name: Kyrie Purdy
Lesson Title: Charlenes Sea of Cortez Journal Visualizations


Essential Question(s): What does the movie in your head look like? Comprehension questions
throughout story.
II. LESSON BODY:
Must include:
*Guided Practice Explain to student what visualization is/means. Provide student with a
visualization sheet. Instruct student to listen as teacher reads and draw what she sees in her
head as her eyes will be closed. Go back to reread Charlenes Sea of Cortez Journal and
allow student to draw for each day of the journal what the picture in her mind looked like. Guide
student through visualization after the/sections read parts. This will be completed with the
teacher as guided practice.

Name: Kyrie Purdy
Lesson Title: Charlenes Sea of Cortez Journal Discussions


Essential Question(s): What is China? What are similarities/differences between China and U.S.?
Comprehension questions throughout story.
II. LESSON BODY:
Must include:
*Guided Practice Teacher will play China comprehension game with student on quizizz.com.
Student will select answers by joining game on iPad and play at
http://quizizz.com/admin/quiz/570071098341cc64799d13e9

Name: Kyrie Purdy
Date: Friday 4/8/16
Lesson Title: Charlenes Sea of Cortez Journal Comprehension Assessment


Essential Question(s): What happened to Charlene? How long did Charlene write in her journal?
Comprehension questions from story.
II. LESSON BODY:
Must include:
*Guided Practice Administer Charlenes Sea of Cortez Journal Comprehension test. If
student asks for assistance the teacher will note this.

Name: Kyrie Purdy
Lesson Title: Animals Can Move

Essential Question(s): What do you notice? What animal is this? Where does it live? What
word is this (vocab)
II. LESSON BODY:
Must include:
*Guided Practice - Ask students: What animals do they hope to see in this book and what
is their habitat or home? Make connections to students responses of habitats that they
have seen or been to connect text to prior background. Also reference habitat resource
vocabulary words with pictures. Read Animals Can Move with students allow students
to take turns reading aloud. Prompt with questions to check for understanding.

Name: Kyrie Purdy
Lesson Title: Animals Can Move

Essential Question(s): What word is this? (vocab word to match) What is a deer? What is
this animals habitat? What animals live in this habitat based on what we read?
Adaptations/Accommodations: Two students will read using teacher assistance and listen
to attend the story. Option of two pictures to match for vocab
II. LESSON BODY:
Must include:
*Guided Practice - Have students take turns reading Animals Can Move aloud. Read
Animals Can Move with students while asking students questions to check for
understanding of the story. Make connections to students responses of what lives in the
forest to connect text to prior background

Name: Kyrie Purdy
Lesson Title: Habitats & Who/What/Where

Essential Question(s): Is this a person, place or thing? Is this animals habitat a forest?
samples
II. LESSON BODY:
Must include:
*Guided Practice The teacher will give students picture cards of people, items in the
room, their homework, a picture of the school, and pictures of the classroom, and picture
of Legacy school to show the students that these are pictures of people, places, and
things and make student to content connections. The teacher will create an anchor chart
with students and hang it in the room for all students to reference. Practice
distinguishing character, setting, and objects with these personalized picture cards.
Students take turns. Then sort animals from books for habitats. Is this animals habitat
the ocean or grasslands? Sort animal habitats. Does deer start with C or D? listen for
initial sounds.

Name: Kyrie Purdy
Lesson Title: Animals Can Move book

determine meaning. Does this animal live in the ocean or grasslands?
samples
II. LESSON BODY:
Must include:
own Animals Can Move Book. Book will have pictures but no words when given to student, and
students will match the correct sentence on each page and glue it.
Name: Kyrie Purdy

Date: Friday 4/8/16
Lesson Title: Rhyming game

Essential Question(s): What letter sound does this letter make? What letter does this
word start with? Do these words rhyme?
II. LESSON BODY:
Must include:
*Guided Practice Introduce words that rhyme. Ask students if the words sound alike? That is
because they have the same endings and they rhyme. Introduce more rhyming words with this
video - https://www.youtube.com/watch?v=KQc1gpIoe5Y#t=41.021 . Play Rhyme game with
students. Show students two pictures of objects some rhyme, some do not. Ask students do
these words rhyme? Allow students to say the word of each object then tell if they rhyme.

ANIMALS, ANIMALS
Vocabulary words:
Camels, elephants, elk, foxes, giraffes, mountains, polar bears,
zebras
I CAN
Vocabulary words:
Climb, crawl, hop, jump, play, ride, run, swing

CHARLENES SEA OF CORTEZ JOURNAL
Vocabulary words:
Ashore, binoculars, boojum, cruise, fossils, harbor, inflatable,
isla, journal, kayaks, mammals, terns
ANIMALS CAN MOVE
Vocabulary words:
Crawl, hop, move, slither, swim, walk
RUNNING RECORD Animals, Animals
Questions
There are many kinds of animals. Elk run fast. Elk live in the mountains.
Giraffes are tall. Giraffes have spots.
Elephants are strong. Elephants have long trunks.
Camels live in deserts. Camels can go without water for a long time.
Foxes have bushy tails. Foxes live in holes in the ground.
Zebras have stripes. Zebras live in grassy places.
Hippos live near water. Hippos have almost no hair.
Polar bears live in cold places. Polar bears eat seals. There are many kinds of animals.
RUNNING RECORD Animals, Animals
Questions
There are many kinds of animals. Elk run fast. Elk live in the mountains.
Giraffes are tall. Giraffes have spots.
Elephants are strong. Elephants have long trunks.
Camels live in deserts. Camels can go without water for a long time.
Foxes have bushy tails. Foxes live in holes in the ground.
Zebras have stripes. Zebras live in grassy places.
Hippos live near water. Hippos have almost no hair.
Polar bears live in cold places. Polar bears eat seals. There are many kinds of animals.
Animals, Animals Comprehension Check

Name: ____________________
Animals live in different places. Animals live in habitats. Elk live in the
mountains. Elephants live in the grasslands. Rabbits and bears hibernate in the
forest. Polar bears live in the artic. Where do you live? Your house your habitat.
1. Animals live in H __ __ __ __ __ __ __ .
2. Where do elk live?
3. Where do elephants live?
Animals, Animals Comprehension Check

Name: ____________________
Animals live in different places. Animals live in habitats. Elk live in the
mountains. Elephants live in the grasslands. Rabbits and bears hibernate in the
forest. Polar bears live in the artic. Where do you live? Your house your habitat.
1. What do Rabbits and Bears do?
2. Where do polar bears live?
3. Your house is your habitat. Is this true or false? Circle your answer.
True
False
Connect to student life

Person, place, or thing

Reading Unit

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Reading Unit

Hochgeladen von

Copyright:

Verfügbare Formate

Group

what all topics

Reading Lessons 3/21 3/25 Ms. Kathleen

Micah & Alli

Reading Lessons 3/21 3/25 Ms. Danielle

Reading Lessons 3/21 3/25 Ms. Josie

Micah & Alli

Match words with

READING LESSON PLAN GROUP (1) Adrian, Ajhanni, Brooklyn

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

story read aloud or presented in alternative means

READING LESSON PLAN GROUP (1) Adrian, Ajhanni, Brooklyn

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

story read aloud or presented in alternative means

READING LESSON PLAN GROUP (1) Adrian, Ajhanni, Brooklyn

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

story read aloud or presented in alternative means

READING LESSON PLAN GROUP (1) Adrian, Ajhanni, Brooklyn

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

story read aloud or presented in alternative means

READING LESSON PLAN GROUP (1) Adrian, Ajhanni, Brooklyn

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

story read aloud or presented in alternative means

READING LESSON PLAN GROUP (2) Micah, Alli

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

READING LESSON PLAN GROUP (2) Micah, Alli

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

READING LESSON PLAN GROUP (2) Micah, Alli

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

READING LESSON PLAN GROUP (2) Micah, Alli

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

READING LESSON PLAN GROUP (2) Micah, Alli

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

READING LESSON PLAN GROUP (3) Navaeh

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

R. ES 5.4 Identify two key details in content area text.

READING LESSON PLAN GROUP (3) Navaeh

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

R. ES 5.4 Identify two key details in content area text.

READING LESSON PLAN GROUP (3) Navaeh

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

R. ES 5.4 Identify two key details in content area text.

completed with the teacher as guided practice.

READING LESSON PLAN GROUP (3) Navaeh

Time Allotted: 20 minutes

Subject Area(s)/Subject Content Explanation: Reading

R. ES 5.4 Identify two key details in content area text.

READING LESSON PLAN GROUP (3) Navaeh

Time Allotted: 20 minutes