Mrs. Stone - ELA Plans - September 25-29

Mrs.
Stone – ELA Plans – September 25-29
Mrs.Arguello Monday 9/25 Tuesday 9/26 Wednesday 9/27 Thursday 9/28 Friday 9/29
Student 1.1A – Recognize that spoken 1.1A – Recognize that spoken 1.1A – Recognize that spoken 1.1A – Recognize that spoken 1.1A – Recognize that spoken
Expectation words are represented in written words are represented in written words are represented in written words are represented in written words are represented in written
s English by specific sequences of English by specific sequences of English by specific sequences of English by specific sequences of English by specific sequences of
letters letters letters letters letters
1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower- 1.1B – Identify upper- and lower-
case letters case letters case letters case letters case letters
1.1C -Sequence the letters of the 1.1C -Sequence the letters of the 1.1C -Sequence the letters of the 1.1C -Sequence the letters of the 1.1C -Sequence the letters of the
alphabet. alphabet. alphabet. alphabet. alphabet.
1.3B - Combine sounds from 1.3B - Combine sounds from 1.3B - Combine sounds from 1.3B - Combine sounds from 1.3B - Combine sounds from
letters and common spelling letters and common spelling letters and common spelling letters and common spelling letters and common spelling
patterns (e.g., consonant blends, patterns (e.g., consonant blends, patterns (e.g., consonant blends, patterns (e.g., consonant blends, patterns (e.g., consonant blends,
long- and short-vowel patterns) to long- and short-vowel patterns) to long- and short-vowel patterns) to long- and short-vowel patterns) to long- and short-vowel patterns) to
create recognizable words create recognizable words create recognizable words create recognizable words create recognizable words
1.3D - Decode words with 1.3D - Decode words with 1.3D - Decode words with 1.3D - Decode words with 1.3D - Decode words with
common spelling patterns (e.g., common spelling patterns (e.g., common spelling patterns (e.g., common spelling patterns (e.g., common spelling patterns (e.g.,
-ink, -onk, -ick). -ink, -onk, -ick). -ink, -onk, -ick). -ink, -onk, -ick). -ink, -onk, -ick).
1.4A - Confirm predictions about 1.4A - Confirm predictions about 1.4A - Confirm predictions about 1.4A - Confirm predictions about 1.4A - Confirm predictions about
what will happen next in text by what will happen next in text by what will happen next in text by what will happen next in text by what will happen next in text by
"reading the part that tells". "reading the part that tells". "reading the part that tells". "reading the part that tells". "reading the part that tells".
1.21A – Form upper- and lower- 1.21A – Form upper- and lower- 1.21A – Form upper- and lower- 1.21A – Form upper- and lower- 1.21A – Form upper- and lower-
case letters legibly in text, using case letters legibly in text, using case letters legibly in text, using case letters legibly in text, using case letters legibly in text, using
the basic conventions of print the basic conventions of print the basic conventions of print the basic conventions of print the basic conventions of print (left-
(left-to-right and top-to-bottom (left-to-right and top-to-bottom (left-to-right and top-to-bottom (left-to-right and top-to-bottom to-right and top-to-bottom
progression), including spacing progression), including spacing progression), including spacing progression), including spacing progression), including spacing
between words and sentences. between words and sentences. between words and sentences. between words and sentences. between words and sentences.
1.22A –Use phonological 1.22A –Use phonological 1.22A –Use phonological 1.22A –Use phonological 1.22A –Use phonological
knowledge to match sounds to knowledge to match sounds to knowledge to match sounds to knowledge to match sounds to knowledge to match sounds to
letters to construct known words letters to construct known words letters to construct known words letters to construct known words letters to construct known words
1.28A – Share information and 1.28A – Share information and 1.28A – Share information and 1.28A – Share information and 1.28A – Share information and
ideas about the topic under ideas about the topic under ideas about the topic under ideas about the topic under ideas about the topic under
discussion, speaking clearly at an discussion, speaking clearly at an discussion, speaking clearly at an discussion, speaking clearly at an discussion, speaking clearly at an
appropriate pace, using the appropriate pace, using the appropriate pace, using the appropriate pace, using the appropriate pace, using the
conventions of language. conventions of language. conventions of language. conventions of language. conventions of language.
1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns 1.22B - Use letter-sound patterns
to spell to spell to spell to spell to spell
Performanc - Word Work - Students - Word Work - Students - Word Work - Students - Word Work - Students - Word Work - Students
e will write the alphabet in will write the alphabet in will write the alphabet in will write the alphabet in will write the alphabet in
Indicator order. Students will use order. Students will use order. Students will use order. Students will use order. Students will use
knowledge of letter knowledge of letter knowledge of letter knowledge of letter knowledge of letter
sound relationships to sound relationships to sound relationships to sound relationships to sound relationships to
write a list of 5-10 write a list of 5-10 write a list of 5-10 write a list of 5-10 write a list of 5-10 words
words containing the words containing the words containing the words containing the containing the CVC
CVC pattern. Students CVC pattern. Students CVC pattern. Students CVC pattern. Students pattern. Students will
Mrs. Stone – ELA Plans – September 25-29
will read the words will read the words will read the words will read the words read the words aloud.
aloud. aloud. aloud. aloud. - Reading - Using the
- Reading - Using the - Reading - Using the - Reading - Using the - Reading - Using the conventions of oral
conventions of oral conventions of oral conventions of oral conventions of oral language, repeat
language, repeat language, repeat language, repeat language, repeat poems, songs, and
poems, songs, and poems, songs, and poems, songs, and poems, songs, and rhymes. Generate,
rhymes. Generate, rhymes. Generate, rhymes. Generate, rhymes. Generate, write, and read aloud a
write, and read aloud a write, and read aloud a write, and read aloud a write, and read aloud a series of rhyming words
series of rhyming words series of rhyming words series of rhyming words series of rhyming words and a sentence
and a sentence and a sentence and a sentence and a sentence demonstrating
demonstrating demonstrating demonstrating demonstrating alliteration
alliteration alliteration alliteration alliteration
Vocabulary Sequence – putting events in a Sequence – putting events in a Sequence – putting events in a Sequence – putting events in a Sequence – putting events in a
story story story story story
Rhyme – identical or very similar Rhyme – identical or very similar Rhyme – identical or very similar Rhyme – identical or very similar Rhyme – identical or very similar
recurring final sounds in words; in recurring final sounds in words; in recurring final sounds in words; in recurring final sounds in words; in recurring final sounds in words; in
poetry, rhyming words may occur poetry, rhyming words may occur poetry, rhyming words may occur poetry, rhyming words may occur poetry, rhyming words may occur
at the ends of lines or within lines at the ends of lines or within lines at the ends of lines or within lines at the ends of lines or within lines at the ends of lines or within lines
Decode – apply knowledge of Decode – apply knowledge of Decode – apply knowledge of Decode – apply knowledge of Decode – apply knowledge of
letter-sound relationships in order letter-sound relationships in order letter-sound relationships in order letter-sound relationships in order letter-sound relationships in order
to sound out a word. In reading to sound out a word. In reading to sound out a word. In reading to sound out a word. In reading to sound out a word. In reading
practice, the term is used practice, the term is used practice, the term is used practice, the term is used practice, the term is used primarily
primarily to refer to word primarily to refer to word primarily to refer to word primarily to refer to word to refer to word identification
identification rather than word identification rather than word identification rather than word identification rather than word rather than word comprehension.
comprehension. comprehension. comprehension. comprehension.
Materials Literature books Literature books Literature books Literature books Literature books
Discovery Education Discovery Education Discovery Education Discovery Education Discovery Education
Writing Journals Writing Journals Writing Journals Writing Journals Writing Journals
Retell cards Retell cards Retell cards Retell cards Retell cards
Texas Treasures TE Texas Treasures TE Texas Treasures TE Texas Treasures TE Texas Treasures TE
Chart and Writing paper Chart and Writing paper Chart and Writing paper Chart and Writing paper Chart and Writing paper
Comprehension Anchor Charts Comprehension Anchor Charts Comprehension Anchor Charts Comprehension Anchor Charts Comprehension Anchor Charts
Students Book Bags or Boxes Students Book Bags or Boxes Students Book Bags or Boxes Students Book Bags or Boxes Students Book Bags or Boxes
Writing Review with students that a Discuss with children different Discuss with children that good Discuss with children again about Teachers will review with students
sentence must have words movements that they can make to writers want their audience to a sentence needing both parts, what makes a sentence complete.
written in an order that makes express themselves. Brainstorm understand their ideas. Talk the who and the doing. Use this time to complete and
sense. This makes the sentence with children words and phrases about how details can help the writing assignments that were not
tell a complete idea. Write both about other things they can do. reader make pictures in their Have students use writing completed earlier in the week.
correct and incorrect sentences (Action Verbs) mind. Talk about the differences journals to draw a picture of
on chart paper. (5 sentence List them on chart paper. Reread in the sentences **I can go fast. something they can do with their
examples) Have students work the list, and have the students **I can ride my blue bike fast. bodies and write at least two
together creating a sentence. use the list to write their own Distribute paper to children to sentences about their picture.
Share the sentences out with the sentences in their writing journal. draw a picture of something they
class. Students can draw a picture to can do with their bodies and write
illustrate afterwards. at least one complete sentence
about their picture.
(Use W.O.W Picture anchor chart
for guidance & Rate My Writing
for guidance.)
Objective We will retell a story’s beginning, We will retell a story’s beginning, We will retell a story’s beginning, We will retell a story’s beginning, We will retell a story’s beginning,
middle, and end. middle, and end. middle, and end. middle, and end. middle, and end.
Product I will be able to put a story’s I will be able to put a story’s I will be able to put a story’s I will be able to put a story’s I will be able to put a story’s
events in order using my own events in order using my own events in order using my own events in order using my own events in order using my own
words. words. words. words. words.
Small group DRA/Fluency & Sight and WWW DRA/Fluency & Sight and WWW DRA/Fluency & Sight and WWW DRA/Fluency & Sight and WWW DRA/Fluency & Sight and WWW
Teaching Introduce the Beginning, Middle, The teacher will explain that it is The teacher will explain Using the story “Oliver Who Read The Three Billy Goat Gruff
points and and End Chart to the class.(In big important to understand the that there are other sequence Would Not Sleep.” Set a purpose and have students draw a picture
activities flip book) sequence (or the order that things words that can help us identify for reading, preview and predict of the BME.
Preview and predict about “Along happen) in a story so that we can when the story is taking place. what the story will be about.
Came Toto” (Big Book) understand the story better. These are words like morning, As you read, Think aloud about English:
English: Explain to students that authors afternoon, evening, and night. the sequence of events of the https://www.youtube.com/watch?
https://www.youtube.com/watch? often use sequence words to help Stories may also tell the reader story. time_continue=70&v=Z0Fo0prEP
time_continue=83&v=ObLxU- us understand the sequence of what day of week or month of the 5E
uQ4CE events in a story. Put four year the story is taking place. We **L blends**
Review with students about the students in a line and model can use these clues to help us
genre of the story and purpose for using sequence words by figure out when the story is taking **L Blends**
reading. explaining which student is first, place. Add these to the sequence
Explain to children that the story second, third, and last Review the clue words chart. The teacher will Word Journeys Assessment
structure is how the author sequence words with the anchor read My Apron by Eric Carle
organizes information, in a chart created yesterday. I will tell English:
pattern. Explain that they must students that there are other https://www.youtube.com/watch?
pay attention as you are reading. sequence words that can help time_continue=145&v=GD1uXUQ
Read the story out loud. As you determine sequence as well. fWy8
are reading use think aloud’s to Review with students that aloud and identify the sequence
talk about the sequence of the sequence words in stories help words that help me know when
story. Use the language First, the reader understand when the story is taking place. For
Next, Second, Last, Finally. things are happening in the text. example, stop at the page that
(Create Sequencing anchor chart) says “In the morning my Uncle
Teacher will read aloud “Pig Goes Adam and I go to work,”
to the Party” and discuss the explaining that the text says “in
BME. the morning,” which helps me
(Have student place the know that this part of the story is
sequencing cards in the correct happening in the morning. It tells

order while explaining the order me the time of day that it is
of the story-Higher Student) happening. It also helps me know
that it is probably the day after his
Aunt Elizabeth sewed his apron.
Ask: "How was I able to better
understand when the events in
the story were happening?"
**L blends**
**L Blends**
**Introduce L blends**
Transition Youtube Alphabet song Youtube Alphabet song Youtube Alphabet song Youtube Alphabet song Youtube Alphabet song
Here are some links Here are some links Here are some links Here are some links Here are some links
https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch?
time_continue=3&v=36IBDpTRV time_continue=3&v=36IBDpTRV time_continue=3&v=36IBDpTRV time_continue=3&v=36IBDpTRV time_continue=3&v=36IBDpTRVN
NE NE NE NE E
Invitation to Invitation to Notice: Invitation to Notice More-Students Invitation to Collect: Invitation to Collect: Invitation to Edit:
Notice Display a sentence or group of will notice subject/predicate, Teacher will guide students to Teacher will guide students to Student shows what they know.
sentences from a familiar piece of verbs, nous, and punctuation. look through book boxes and look through book boxes and  Type the mentor text
text (this is the mentor sentence familiar texts. The students are familiar texts. The students are incorrectly several
of). Extend the invitation for looking for sentences containing looking for sentences containing different way. Students
students to notice what is done the convention from the mentor the convention from the mentor choose correct mentor
correctly in the sentence. Chart a sentence of the week. When sentence of the week. When sentence.
list showing what students students find a sentence, they students find a sentence, they  Students underline
noticed in the sentences. Ask write it down in their writer’s write it down in their writer’s subject and underline
specifically directed grammar notebook. After they are notebook. After they are predicate.
questions. collected, share a few and collected, share a few and  Students circle capitals
celebrate the most powerful celebrate the most powerful and punctuation on a
examples. It’s ok if they don’t find examples. It’s ok if they don’t find collected sentence form
any examples, its okay. You are any examples, its okay. You are the week.
just trying to get the concept just trying to get the concept  Provide space for
down. down. students to imitate
sentence.
Literacy  Read to self— Right  Read to self— Right  Read to self— Right  Read to self— Right  Read to self— Right
Stations now students will read now students will read now students will read now students will read now students will read
their Texas Treasures their Texas Treasures their Texas Treasures their Texas Treasures their Texas Treasures
book to practice book to practice book to practice book to practice book to practice
fluency. (Students will fluency. (Students will fluency. (Students will fluency. (Students will fluency. (Students will
choose books to read choose books to read choose books to read choose books to read choose books to read
Word from the class library. from the class library. from the class library. from the class library. from the class library.
Journeys Leveled books will be Leveled books will be Leveled books will be Leveled books will be Leveled books will be
Sort: available once ALL available once ALL available once ALL available once ALL available once ALL
d, h, l, ? district assessment are district assessment are district assessment are district assessment are district assessment are
given. I PICK stands given. I PICK stands given. I PICK stands given. I PICK stands given. I PICK stands
Sight for I – I choose a book, for I – I choose a book, for I – I choose a book, for I – I choose a book, for I – I choose a book,
Words: P – Purpose – why do P – Purpose – why do P – Purpose – why do P – Purpose – why do P – Purpose – why do
Make, can, you want to read it? I – you want to read it? I – you want to read it? I – you want to read it? I – you want to read it? I –
go, see, the Interest – Does this Interest – Does this Interest – Does this Interest – Does this Interest – Does this
book interest me? C – book interest me? C – book interest me? C – book interest me? C – book interest me? C –
Test Words: Comprehension – Am I Comprehension – Am I Comprehension – Am I Comprehension – Am I Comprehension – Am I
Make, can, understanding what I understanding what I understanding what I understanding what I understanding what I
go, see, the, am reading? K – Know am reading? K – Know am reading? K – Know am reading? K – Know am reading? K – Know
hop, dig, – I know most of the – I know most of the – I know most of the – I know most of the – I know most of the
land, desk, words.) words.) words.) words.) words.)
hut  Sorting Mat: Students  Sorting Mat: Students  Sorting Mat: Students  Sorting Mat: Students  Sorting Mat: Students
will complete a pocket will complete a pocket will complete a pocket will complete a pocket will complete a pocket
chart activity using the chart activity using the chart activity using the chart activity using the chart activity using the
word families of the word families of the word families of the word families of the word families of the
week- (L Blends)- week- (L Blends)- week- (L Blends)- week- (L Blends)- week- (L Blends)-
(Taken as a weekly (Taken as a weekly (Taken as a weekly (Taken as a weekly (Taken as a weekly
Reading Grade) Reading Grade) Reading Grade) Reading Grade) Reading Grade)
 Word Work: Sort and  Word Work: Students  Word Work: Students  Word Work: Buddy  Word Work: Students
write Journey Words, will look in their book will speed sort and see Sort. One will read the will be working on
practicing for box books for words how fast they can finish! words, while others sort placing their word
homework. that match this week’s Read, Sort Write. and write them in their journeys words in “abc”
 Rhyming: Students will patterns.  Rhyming: Students will Word Work Book. order.
read and match a  Rhyming: Students will read and match a  Rhyming: Students will  Rhyming: Students will
variety of CVC rhyming read and match a variety of CVC rhyming read and match a read and match a
words on a rhyming variety of CVC rhyming words on a rhyming variety of CVC rhyming variety of CVC rhyming
placemat. words on a rhyming placemat. words on a rhyming words on a rhyming
placemat. placemat. placemat.
Phonics/ Word Journeys- Cut, sort, and Word Journeys- Cut, sort, and Word Journeys- Cut, sort, and Word Journeys- Cut, sort, and Word Journeys- Cut, sort, and
spelling Write Write Write Write Write
District Word Wall: make, can, go, District Word Wall: make, can, go, District Word Wall: make, can, go, District Word Wall: make, can, go, District Word Wall: make, can, go,
see, the see, the see, the see, the see, the
Grammar Form upper and lowercase letters Form upper and lowercase letters Form upper and lowercase letters Form upper and lowercase letters Form upper and lowercase letters
legibly in text, including spacing legibly in text, including spacing legibly in text, including spacing legibly in text, including spacing legibly in text, including spacing
between words and sentences; between words and sentences; between words and sentences; between words and sentences; between words and sentences;
recognize and use capitalization recognize and use capitalization recognize and use capitalization recognize and use capitalization recognize and use capitalization
for the beginning of sentences. for the beginning of sentences. for the beginning of sentences. for the beginning of sentences. for the beginning of sentences.
Understand and use verbs (past, Understand and use verbs (past, Understand and use verbs (past, Understand and use verbs (past, Understand and use verbs (past,
present, future). Understand and present, future). Understand and present, future). Understand and present, future). Understand and present, future). Understand and
use nouns (singular/plural, use nouns (singular/plural, use nouns (singular/plural, use nouns (singular/plural, use nouns (singular/plural,
common/proper), pronouns (I and common/proper), pronouns (I and common/proper), pronouns (I and common/proper), pronouns (I and common/proper), pronouns (I and
me), and time order transition me), and time order transition me), and time order transition me), and time order transition me), and time order transition
__Small group / one on one __Small group / one on one __Small group / one on one __Small group / one on one __Small group / one on one
_Teacher reads questions/answer _Teacher reads questions/answer _Teacher reads questions/answer _Teacher reads questions/answer _Teacher reads questions/answer
choices at student request choices at student request choices at student request choices at student request choices at student request
__graphic organizer __graphic organizer __graphic organizer __graphic organizer __graphic organizer
_x_ extra time for completing _x_ extra time for completing _x_ extra time for completing _x_ extra time for completing _x_ extra time for completing work
work work work work ___break apart/chunk work
___break apart/chunk work ___break apart/chunk work ___break apart/chunk work ___break apart/chunk work __shorten instructions
__shorten instructions __shorten instructions __shorten instructions __shorten instructions __extra time for written responses
__extra time for written responses __extra time for written responses __extra time for written responses __extra time for written responses __x peer tutors/partners
__x peer tutors/partners __x peer tutors/partners __x peer tutors/partners __x peer tutors/partners ___Manipulatives
___Manipulatives ___Manipulatives ___Manipulatives ___Manipulatives ____Word list
____Word list ____Word list ____Word list ____Word list

Mrs. Stone - ELA Plans - September 25-29

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Stone – ELA Plans – September 25-29

sequencing cards in the correct happening in the morning. It tells

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