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This document includes a five day scripted lesson plan (1 day for assessment) for Unit 3 Week 1 lessons. The activities are easy
to read, organized into steps, and scripted so a lot of the work is done for you! They also work well for sub plans or plans that
need to be turned in. Each lesson includes learning targets, group activities, independent activities, and a scripted style lesson.
The lessons cover:

Unit 3 Week 1
-Day 1: Essential Question, Oral Vocabulary, Collaborative Conversation, Listening Comprehension,
Comprehension Strategy, Phonics and Spelling
-Day 2: Oral Vocabulary, Shared Read, and High Frequency Words
-Day 3: Comprehension Skill, reread Shared Read, Literature Anthology reading and skill application
-Day 4: Close reading/audio reading with the Literature Anthology/respond to reading questions/comprehension
assessment
*Day 5: Assessment/Centers (vocabulary/comprehension/spelling assessments, wonders online, leveled readers)
BONUS: List of weekly spelling words ready to display or print out for students!

You will need to supplement these lessons with the curriculum resources such as Wonders online, teacher guides, printables,
and the Readers Workshop books/Literature Anthology. To add to Day 2 (vocab practice) I often find additional vocabulary
sheets for practice here on TPT or on other sites. These lessons gave me a much more concrete plan to follow than the guides
provided and I hope they help you and your learners as well!

*Please leave me feedback as to how I can update these lesson plans to support you! I can guide you through any questions you
might have.

*Please note these lessons were scripted using the 2014 edition, however, many teachers still find they transfer over. Please
preview before purchasing- returns are not accepted for electronic content. Thank you!

Unit: 3 Week: 1 Day: Day 1

 EQ: How do we measure time? Genre: Fantasy

Learning Target: I can talk about how we measure time by having a collaborative conversation. Materials: Digital or
print resources, Differentiated Spelling Lists, Practice Book, CC Chart, Train Sound Spelling Card

Activity Weekly Opener/ Essential Question Materials/Support

Connect Readers, last week we learned about how to use maps! We Students at the
spent several weeks talking about communities too. CARPET

Teaching Today we are starting Unit 3. Unit 3 is all about changes

Point over time. We will learn many things. This week we will
begin by looking at time and how we measure it.
Introduce EQ Let’s take a look at our essential question: How do we Digital resources:
measure time? (show on Screen)
Essential Question,
photographs, Weekly
Oral Vocab To help us talk about this week’s essential question, I am Opener Video
going to share some words we can use: immediately and
schedule. When you do something immediately, you do it or
right away. A schedule is a timetable showing when things
will happen. Reading/Writing
Workshop Book pg 8-
9
Can you think of a schedule that might be in our classroom?
Is there anything that we need to do immediately?

Take a look at the photograph. What are the children using

to tell time? What other ways do you know to tell what
time it is?
 We use clocks to help us know what time it is
 The sky can help us know if it is day or night
 Time can be measured in second, minutes, or hours.
Watch Video/look at Photos included in the digital
resources
Collaborative Conversations
Collaborative Model a Collaborative Conversation and create a poster Chart T9 (Be Open to All
Conversation from the tips on page T9 Ideas)

Be Open to All Ideas:

We are going to have a collaborative conversation using everyone’s ideas are
what we just learned about time! important and should be
heard. Don’t be afraid to
ask a question if
 What can you do in one hour? something is unclear.
 What can you do in one second? Respect the opinion of
others.

Be ready to share out your ideas.

 Listening Comprehension
Introduce We will be listening to a story about how we measure time.

Read Aloud Literature Big Book: “A Second is a Hiccup” Digital Resources:

“A Second is a
Concepts of Print: Capitalization and Punctuation
Hiccup”

Remember, a sentence begins with a capital letter and ends Or

with a punctuation mark. The story we read today is a
rhyming fiction. Like poems, rhyming fiction can have Literature Big Book
different rules about capitalization and punctuation. As we
read, let’s point out what we notice about the punctuation.

Comprehension Strategy: Make and Confirm Predictions

As we listen, you can use the text and illustrations to make

predictions about what will happen next! Then after
reading, you can find out whether your prediction was
correct!

Model making and confirming predictions as you read or

listen to the text.

Collaborative  With your partner, share what you learned about

Conversation different measurements of time.
 What predictions did you make as you listened? Were
they correct?

Group Share out

Phonics and Spelling

Introduce Last week we studied consonant digraphs. This week we Train Sound Spelling
phonics will be looking at a new sound. Long a. This is the train- Card-long a: a_e
sound spelling card. The sound is /aaa/. This is the sound in
the middle of the word ‘train’. Listen: /traaaaain/ train.
 The sound is sometimes spelled with the letters a_e. PB 101 (optional)
When we see this, it means the a and e work
together as a team to change the sound. Day 1 Phonics
 I’ll show you what I mean. Take a look at the word I Practice Activity
(optional)
wrote: at. The a here is short. Listen /at/. If I add an e
 to the end, the a and the e work together as a team
and now the new word is ate/ Listen /aaaaate/ ate.
The sound changed from a short a /a/ to a long a
/aaaa/ Let’s look at some others!

Model the same routine with the words: mad/made,

rat/rate

Dictation/writing Routine (write a_e and say the sound 5

times) This can be done on white boards, in their Reading
Practice Journals, or on the back of Practice Book pg. 101 if you
decide to have them complete that PB page.

You can lead students through the routine on pg. T13 for
the Day 1 Phonics practice activity to read more words
with short a and long a: a_e
Spelling Here are this week’s spelling words. Each week we will have Spelling Lists 3.1
a new list of words that will help us understand our stories Orange, Blue, Green
better.

Model an activity of your choosing to have them practice

words. Differentiated lists for each level are included for
you here at the end of each week. Challenge words have
been added as well! Each week these will be pulled from
the higher level spelling list and/or oral vocabulary words.
Feel free to change them out and add in science
vocabulary social studies vocabulary or other words that
might benefit your students.

Unit: 3 Week: 1 Day: Day 2

EQ: How do we measure time? Genre: Fantasy

Learning Target: I can use vocabulary words and high frequency words to help me understand a new text.
 Materials: Workshop Book, vocab cards, word dictionaries high frequency word cards
Activity Vocabulary/Shared Read Materials/Support
Connect Readers yesterday we talked about time and how we Students at Carpet
measure it. We also practiced our spelling words and
looked at words with the long a sound.
Teaching Point Today, we are going to learn some vocabulary words
and high frequency words to help us understand a new
story!
Vocabulary Display each visual vocabulary card one at a time. Say Digital resources:
Routine (with the word and have students repeat it. Then use the Visual Glossary
Oral vocabulary define/Example/Ask routine on the cards (also on
Or
words) T20). After you have gone over all the words, have
immediately, students return to their seats and copy you as you Visual Vocabulary
schedule, calendar,
occasion, weekend
write each word down in a Word Dictionary (little cards
bound books that are alphabetized- you can easily
make these or order online). You can also use online Optional: word
dictionaries (not in
resources and play: Define, Example, Ask for the vocab
Wonders but a great
routine if you wish. addition!)
Shared Reading We are now going to read our shared reading this week Digital resources:
and look for our new vocabulary words. This week our “Good Job, Ben!”
story is a fantasy which means it is a made-up story
Or
with imaginary characters, settings, and events. It will
be a story that could not happen in real life. It will have Workshop Books
a narrator who tells the story. When the narrator is one Pg. 14-23
of the characters in the story and uses words like ‘I’ and
‘me’, we call this first-person point of view.

As we read “Nate the Snake Is Late!” look for ideas that

help you answer our essential question about how we
measure time.

Students put away Word Dictionaries and get

Workshop Books. Read Aloud the text as a class. Stop
after each page to discuss what they have learned
about what how we measure time. You can also
discuss vocabulary, and ask questions as you go.
Examples:
 Pages 16-17: What time does Nate wake? What
time does he have to be somewhere?
 Pages 18-19: What does Nate do on the way to
meet his friends?
  Pages 20-21: Where does Nate nap? What time
does Nate wake up?
 Pages 22-23: What happens when Nate meets up
with his friends?
High Frequency In addition to our vocabulary words we are going to Back wall –posted
Word Work have some high frequency words to focus on this week. words (optional)
These words will be on the word wall. We will read and
write these words often.
High Frequency Word
I am going to share our words. As I call out each word Cards (choose any or
on our word wall, locate the word on the wall with your the ones suggested
eyes. After I have said the word we are going to clap for the week) away,
now, some, today,
(snap or cheer) the word.
way, why

Ex) Blue B-L-U-E –blue!

Now we are going to go to our seats and write these

words in our journals. Watch me as I carefully write
each word and then fence the word in to make sure my
letter shapes are correct.

Model saying each word aloud and writing it in the

Reading Journal. Reading Journal

Extra Enrichment  High Frequency Words in Sentences with a High Frequency

Activities Partner Words
PB 102
 Play a Vocabulary or Word Work Game Digital Resources:
 High Frequency PB page 102 Word Work or
 Grammar Workbook Vocabulary

Unit: 3 Week: 1 Day: Day 3

EQ: How do we measure time? Genre: Fantasy

Learning Target: I can practice being a good reader by finding the characters, setting, and plot as I read.

Materials: Reading Journals, Anthology/Workshop book, Chart: Characters, Setting, plot- teacher created
 Activity Comprehension Skill/Anthology Reading Materials/Support
Connect Readers yesterday we learned some vocabulary words Reading Journals
(plain notebooks
and high frequency words to help us understand a story. dedicated to reading
work/notes)

Teaching Point Today, we are going to find the characters, setting, and Reading Journal
plot as we read a new story. Watch me as I show you Chart: Key Details T27
or
how this works with the story we read yesterday, “Nate
Workshop Book pg.
the Snake is Late” 24-25
Model the skill Create a chart using key points from page T27 in the Reading Journal
guide or display pg. 24-25 in the workshop books. One Chart:
example chart is to the right. Read the chart as a class
Characters a person
then model rereading “Nate the Snake is Late” and or animal in a story
how to write down the plot (beginning, middle, and
end) in your Reading Journal. Setting: when and
where a story takes
As I read page 16 I can find out what happens at the place
beginning of the story. The text says that it is 8:00 and
Plot: what happens at
that Nate does not want to be late. Where can we find the beginning,
out what happens in the middle of the story? middle, and end.

Beginning– Nate wakes up at 8 o’clock. He does not

want to be late. Workshop Book 24-
25
Middle- Nate does many things, such as wade in the
lake. Then he takes a nap.
End- Nate gets to the library late for story hour. But his
friends wait for him.
Trying it on Now it is your turn. Open your journals to the first blank Seats
page and let’s put our heading and make our plot or Anthology books
beginning, middle, and end chart.
“On My Way to
School” pg. 6
Students return to seats and watch you as you show
them how to create a plot or beginning, middle, end
Chart (I used the chart shown on page T27 as an
example). After, have students get their Anthology
books.
What do you predict the story will be about? Let’s read
to page 10 of “On My Way to School” and then write
down what we learn about the plot. Read up to page
10. We know the boy and the pig are some of the
characters. The setting is a school bus. What has
 happened so far in the beginning of the story?

Beginning- The boy meets a pig who wants to play.

They run and almost miss the bus.

(pg 12) Illustrations in a story help us find information

about the characters, setting, and events. What do the
illustrations on this page show us?

(pg. 18) A lot has happened on this bus ride. Let’s take
another look at our chart and see what details we can
include about the middle of the story.

Middle- Apes, a duck, and frogs get on too. The bus

stops to let off the frogs, duck, and apes.

(pg. 21) Turn and tell a partner what you have put in
your chart so far. What information did we learn for the
end of the story?

End- The bus gets to school. The boy sees a crocodile.

The boy tells the teacher the animals made him late.

Respond to the Let’s look at the Respond to the Text questions together Reading Journal
Text as a class. We will focus on the first question. Use your Anthology Book pg.
23
own words to retell “On My Way to School”

Extra:  Read about the Author: Wong Herbert Yee Anthology Book
Enrichment  Work in the Grammar Book (created from Grammar Book
Spelling Lists
Activities grammar pages in the resources section online) Digital Resources
 Spelling Words Letter cards
 Phonological Awareness game
 Letter Cards- flash cards and students say sounds

Unit: 3 Week: 1 Day: Day 4

EQ: How do we measure time? Genre: Fantasy

Learning Target: I can show what I know by rereading the text and answering questions.

Materials: Literature Anthology, Comprehension Test, Answer Key

 Activity Anthology Reading/Comprehension Test Materials/Support
Connect Readers yesterday we practiced finding the characters, Display: Digital
Resources
setting, and plot as we read a funny story about a boy
getting to school.
Teaching Point Today, we are going to read this text again and then
take a test to show what we have learned this week!
Reread or Listen Call students to the carpet. Play the audio version of Comprehension Test
to the Text- the text aloud. Discuss the text as you read and found in the Weekly
Assessments
preview test preview the comprehension questions before to guide
workbook. Use to
questions discussion with students. I ask the students the guide your questions.
questions directly from the test. I often add a bonus
question of my own as well that incorporates the
Comprehension skill or strategy for the week and
makes the test a level 4.
“On My Way to
Possible Discussion topics:
School” displayed
 Genre digitally
 Key Details
 Characters, setting, events
 Making predictions
 Measuring time
 Concepts of Print
 Essential question
 Vocab, ect.
Break BRAIN BREAK- Yoga or GoNoodle Break Activity
Test Handouts
Test Give the Comprehension Test: available in online
resources: Selection Tests or the Weekly Assessments
workbook

Extra Enrichment Correct the test together so the students can receive Correcting Tools
Grammar Book
Activities feedback right away!

Work on Grammar Book Pages as a whole Class

Day 5: Reading Centers for assessment/enrichment (This is ONE
example and tweak as needed) or you may simply give the vocab and
spelling tests and have kids read the leveled readers.
4 groups with 6 students per group
15 minutes for a full hour or 20 minutes for 80 min
 Time Location Activity Guided by
15 min. Small table Vocab Test Teacher
15 min Hallway Spelling Test Parent Volunteer
15 min Student Desks Posters/Project Parent Volunteer
15 min Student Desks Computers/ Parent Volunteer
Games

 Poster project is available in the teacher guide at the end of

each week under ‘Integrate ideas’. Students create a poster in
partner pairs that ties into the weekly essential question.
 Leveled Readers can be added in as a center.
 Listening Centers can be added in as a center.
 Computers can be 2 rotations long so students get 30 minutes.
Groups Template Example

Vocab Test Spelling Test Project Computers

Green Group Blue Group Orange Group Purple Group
Blue Group Orange Group Purple Group Green Group
Orange Group Purple Group Green Group Blue Group
Purple Group Green Group Blue Group Orange Group

Leveled Readers
Orange- Busy’s Watch
Blue – Kate Saves the Date!
Green- Uncle George is Coming
Purple- Kate Saves the Date!

came Challenge words

game page

gate space

late

make

take

3.1 Blue

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