Day Objective Vocab & Teaching the Lesson Wrap Up/ HW/ Modifications

Students will Materials Exit Ticket Assess

Mon. Students will Materials: Warm up: https://www.youtube.com/watch?v=TAm- Sequencing * Pull students into
review the Reading/Writing uzMhgH8 graphic smaller groups to
importance of Workshop page I do: Teacher will remind the students what it means to organizer is guide struggling
sequencing and 98 have a sequence (things are in a order-like first, next, collected students through
an
will apply their “From Puppy to then, and last). Teacher will read the story “From
activity/assignment
knowledge of Guide Dog” Puppy to Guide Dog”. While reading the story, she will involving
placing things model her thinking and questioning of the story: what is sequencing
in the correct happening first? Next? Then? Last? Are there any clue * During
order using the Higher order words that can help me figure this out? After reading independent
weekly story. thinking the story, the teacher will model how she can find out practice, teach mini
questions: what happened first in story. After deciphering what lesson/re-teach for
Why do we need happens first, she will then record what occured next. those students who
the concept of We do: As a class, teacher and students will are not grasping
sequencing? acknowledge what will be recorded in the then box. the content/skill
* Provide students
Throughout this area, the teacher will remind the
additional time to
Where can the students that it all must flow. complete
reader look if You do: After being prompted, students will fill in the independent
they are trying to final box from the graphic organizer for the sequencing work/modify length
figure out what section last. of assignment as
happened first? needed
Next? Then? Please REVAMP your sequencing posters and
Last? include the clue words. Providing them with
How can you tell various words and implementing them within the
if the sequence classroom will be helpful!
is wrong?
Challenge:
Students will be
prompted to
write on the back
of the sheet
using the
correlating lines:
After being
trained, what will
the trained dogs
 be able to do?
Who will they
help?

Tues. Students will Materials: Warm up: “My Silly * Pull students into
apply their “My Silly Cat” Students will discuss with their elbow partner the Cat” activity smaller groups to
knowledge of activity sheet meaning of sequencing and various words that they sheet is guide struggling
sequencing to a can find in the story to help them. turned in for students through
an
comprehension Challenge: I do: Teacher will read “My Silly Cat” story. During this a quiz
activity/assignment
activity. Students will time, the teacher will use the anchor chart to ask grade. involving
write out first, herself: what is happening first, next, then and last? sequencing
next, then, and She will also say to herself: “I do not see those special * During
last for the story, words. Are there any other types of words that could independent
rather than help me figure out the sequence? The teacher will practice, teach mini
numbering and highlight the sequencing words in the story and will lesson/re-teach for
placing them in also record the numbers 1 to 4, reminding herself that those students who
the correct numbering things helps keep things in an order. are not grasping
We do: After highlighting the sequencing words, the the content/skill
order.
* Provide students
students and teacher will work together to answer
additional time to
question one” What does my cat do after his nap? complete
You do: Students will work on their own to answer independent
question number 2: what does my cat do last? They will work/modify length
also number and record the events of the story in the of assignment as
correct order. needed

Wed. Students will Materials: Warm up: Root Words * Pull students into
understand that Root Words https://www.youtube.com/watch?v=KhvF2gkCM4s activity smaller groups to
a root word is a activity sheet I do: The teacher will introduce the concept of root sheet is guide struggling
word that can words by creating an anchor chart. She will write the handed in students through
an
stand alone and meaning of a root word. She will also explain that there for a
will apply this Root words are parts of a word added to the word to change its classwork activity/assignment
rule to their root anchor chart meaning (prefixes and suffixes) Adding ing, ed, s, es, grade. involving root
words activity. prefixes, and suffixes (ly, est, er,ful) She will display a words
few examples on the anchor chart. * During
independent
Higher order practice, teach mini
thinking After completing the chart, she will complete questions lesson/re-teach for
questions? 1, 2, and 3. She will model by asking herself is there those students who
How does something on the front of the word or the end of the are not grasping
adding -ed and - word that makes the word change? the content/skill
ing change the We do: Students and teacher will work together to * Provide students
meaning of the complete 4 and 5, being prompted with higher order additional time to
word? thinking questions and asking if there is anything apart complete
of the word that causes the word to change? independent
work/modify length
What is a prefix? You do: Students will complete the remaining section
of assignment as
of the paper on their own. They must circle the root needed
Why does word of each given word.
understanding
root words allow
for someone to
know a words
meaning?

Challenge:
Students will be
provided with
three extra
words on the
back of the
activity sheet
where they must
circle the root
word and put the
word into a
sentence using
the either the
root word form
or the given
word.
Thurs. Students will be Materials: Warm up: Proper * Pull students into
introduced to Proper Nouns https://www.youtube.com/watch?v=XfkHRgqCn0M nouns all smaller groups to
proper nouns paper I do: about guide struggling
and how the Teacher will model how she can identify proper nouns yourself students through
an
word begins Proper nouns by listing the directions of what to do with a proper sheet
activity/assignment
with a capital anchor chart noun and providing different examples on the anchor involving proper
because it is a chart. nouns
special name of Higher order * During
a person, place, thinking After completing the small anchor chart, the teacher will independent
thing, or animal. questions: model how she can answer the following questions practice, teach mini
How can I about herself: First name, last name, street name, lesson/re-teach for
identify a proper school name, and friend name. While doing this she those students who
will record one to two words with a lowercase letter. are not grasping
noun in a story ?
the content/skill
We do: Together, we will review the answers for the
* Provide students
Where can you questions above. The teacher will allow the students to additional time to
find proper have a discussion if the word is recorded wrong. She complete
nouns in our will prompt the students to think about why the word is independent
world? wrong and will invite the student to fix it on the front work/modify length
everyday? board. of assignment as
You do: Students will answer each question on their needed
Challenge: own, recording their answer with a capital because of it
Students can being a proper noun.
produce two
sentences using
two proper
nouns that have
been recorded
on their activity
sheet.

Students can
also create a list
of various proper
nouns that they
have seen while
in a mall or in
the car.

Fri. Students will Materials: Warm up: Common * Pull students into
review nouns Students and teacher will review nouns, common and and proper smaller groups to
and will apply proper. guide struggling
their knowledge Common and nouns trivia students through
of proper and Proper nouns game an
common nouns trivia Rules for the game: activity/assignment
trivia game. Students are broken into two teams. involving common
and proper nouns
* During trivia, work
When prompted, one player from each team will come 1:1 or in a small
up to the front of the room where two desks will be set group with students
up. The students will tap the desk once they know the as needed (check-
answer to the question that is being stated by the in with A.S., C.E.,
teacher. Before reading the question, the teacher will C.P., and L.E.)
indicate how many points the specific question is.

Whichever team has the most points at the end wins.