Q3 Kindergarten ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Listening & Learning

  • Listening & Learning Overview

    Listening & Learning Overview Q3

    **K Teachers: Please note that there will be an additional L&L lesson on Fridays beginning in Q3. We have added a new domain for the 2016-17 school year and in order to fit in all of the lessons, we will need to complete 30 minutes of L&L instruction on Fridays. The 90 remaining minutes of your literacy block can be used for small groups, remediation and enrichment, like it has been previously.**

     

    Domain 4: Plants

    In this domain students will acquire a fundamental understanding of the parts of a plant and how they grow. They will learn what plants need in order to stay alive and will be introduced to the concepts of the life cycle of plants, pollination, and photosynthesis. This basic knowledge about plants will lay the foundation for a broader understanding of ecology and the interdependence of all living things, topics that will be addressed in other Kindergarten domains (Farms and Taking Care of the Earth), as well as in subsequent grades.

     

    Review the vocabulary for this domain (pg. 3 of the Domain 4 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

     

    Please reference the Supplemental Guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content. These lessons could be taught whole group or small group.

     

    Trade Books recommended for Read Alouds throughout the Domain can be found on pgs. 5-8 of your Domain 4 Teacher's Guide. Websites that align to the domain can be found on pg. 8 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

     

    Review the Culminating Activities to determine if any can be used throughout the Domain to increase student engagement and synthesize student knowledge of the domain concepts.

     

    Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 active student engagement opportunities (look-lean-whisper, stop and jot, turn and talk, call and response, response cards, etc) during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.

     

    Domain 5: Farms

    This domain will introduce students to several farm animals as well as to crops that people grow on farms. Students will learn how farmers meet the needs of farm animals.  Students will be able to make the connection from their learning in the Plants domain that animals need food, water, and space to live and grow—just as plants do. Students will be able to contrast how plants make their own food with how animals get their food from eating plants or other living things. Students will also understand the importance of farms as a source of food and other products people use. Finally, students will also become familiar with the classic story “The Little Red Hen,” which introduces the seasonal rhythm of planting, growing, and harvesting. Reading this story to Kindergarten students may also stimulate class discussion of helping one another and doing one's part to reap the benefits of a reward.

     

    It is important to note that the Farms domain features informational text presented through a fictional narrator, Old MacDonald. As such, you may want to tell students that family farms like the one depicted are not as common as they once were, but that this is a fun way to learn about farm animals and crops. As you read the lessons about farm animals, you may also want to point out that some people, for a variety of reasons (e.g., religious or personal beliefs, food allergies, etc.), do not eat eggs, dairy, and/or meat products. This is a wonderful opportunity to teach students awareness and sensitivity.

     

    Review the vocabulary for this domain (pg. 3 of the Domain 5 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

     

    Please reference the Supplemental Guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content. These lessons could be taught whole group or small group.

     

    Trade Books recommended for Read Alouds throughout the Domain can be found on pgs. 5-9 of your Domain 5 Teacher's Guide. Websites that align to the domain can be found on pg. 9 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

     

    Review the Culminating Activities to determine if any can be used throughout the Domain to increase student engagement and synthesize student knowledge of the domain concepts.

     

    Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 active student engagement opportunities (look-lean-whisper, stop and jot, turn and talk, call and response, response cards, etc) during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.

  • Week 1: February 5

    Domain

    4

    Lesson

    1 - Part A

    1 - Part B

    2 - Part A

    2 - Part B

    3 - Part A

    Notes:

    Weekly Overview: This week students will begin to learn about plants. They will learn that plants are living things and what they need to survive. Students will also learn the parts of a plant and their functions, as well as the life cycle of a plant.

     

    Lesson 1: In this lesson, students will learn that plants are living things. They will also learn what plants need to survive. Students will compare and contrast plants to humans. In the extension activity, students will continue to contrast different types of plants in the extension activity.

     

    Lesson 2: In this lesson, students will learn the parts of the plant and their functions. Students will also learn about the process of photosynthesis. On the Domain Assessment, students will be asked to identify parts of a plant (on a picture) by listening to their function. This knowledge will be built upon during the first part of the extension activity. For the second part, you will need celery, two cups of water and food dye.

     

    Lesson 3: In this lesson, students will learn about the life cycle of a plant. You will need a yardstick for this read aloud. Again, students will be asked to compare and contrast plants to humans - this will help them understand plants better. On the Domain Assessment, students will need to know the life cycle of a plant begins with a seed. You may want to plant seeds as a class, so you can observe the life cycle of a plant over the course of this domain.

  • Week 2: February 12

    Domain

    4

    Lesson

    3 - Part B

    4 - Part A

    4 - Part B

    PP

    5 - Part A

    Assessment

    Pausing Point

    Notes:

    Weekly Overview: This week students will complete the extension activity from Lesson 3. They will also listen to the story, The Gigantic Turnip, and complete the Pausing Point.

     

    Lesson 3: In this lesson, students will learn about the life cycle of a plant. You will need a yardstick for this read aloud. Again, students will be asked to compare and contrast plants to humans - this will help them understand plants better. On the Domain Assessment, students will need to know the life cycle of a plant begins with a seed. You may want to plant seeds as a class, so you can observe the life cycle of a plant over the course of this domain.

     

    Lesson 4: During this lesson, students will listen to a fictional story about a turnip. This lesson is not assessed on the Domain Assessment, but it is important for students to be exposed to the fiction genre and to see how plants can be represented across genres. Bring in a real turnip for the class to see if you can find one. For the extension activity, students will represent the life cycle of a turnip, which will reinforce knowledge learned in lesson 3.

     

    Pausing Point: Students will label the parts of a plant for the PP. Make sure you walk around and discuss the functions of each part of a plant to assess students' understanding.

     

    Lesson 5: In this lesson, students will be introduced to Polly the Honeybee. Using a bee puppet to tell this story will add to student engagement. Students will learn about pollination. For the extension activity, you will need either cotton balls or scraps of paper. It would be a helpful visual if there were a few scraps of paper/cotton balls each colored different colors, so students can see how pollination works.

  • Week 3: February 19

    Domain

    4

    Lesson

    5 - Part B

    6 - Part A

    6 - Part B

    7 - Part A

    Notes:

    Weekly Overview: This week student's will complete the Lesson 5 extension activity on pollination. They will also learn about what pollination does and about different types of seeds in Lesson 6. In Lesson 7, they will learn the story of Johnny Appleseed.

     

    Lesson 5: In this lesson, students will be introduced to Polly the Honeybee. Using a bee puppet to tell this story will add to student engagement. Students will learn about pollination. For the extension activity, you will need either cotton balls or scraps of paper. It would be a helpful visual if there were a few scraps of paper/cotton balls each colored different colors, so students can see how pollination works.

     

    Lesson 6: Again, using the bee puppet for this lesson will add to student engagement. You will also need an apple for this lesson. The read aloud also discusses cherries, strawberries, and watermelons and their seeds. Bringing in these fruits will also increase student engagement and help students visualize the content of the text. It will also help students with the extension activity where they have to guess which seed goes with which fruit.

     

    Lesson 7: In this lesson, students will read a story about Johnny Appleseed. While there are no questions on th Domain Assessment on Johnny Appleseed specifically, students will be assessed on the meaning of the word, "hero." Also, this story will help students synthesize what they have learned about seeds and the plant life cycle thus far. You may want to enrich this lesson with a short YouTube clip on Johnny Appleseed, as well.

  • Week 4: February 26

    Domain

    4

    Lesson

    7 - Part B

    8 - Part A

    8 - Part B

    9 - Part A

    9 - Part B

    Notes:

    Weekly Overview: Students will begin this week with the Lesson 7 extension activity, in which they sequence events in Johnny Appleseed's life. They will then learn about two different types of trees - deciduous trees and evergreen trees.

     

    Lesson 7: In this lesson, students will read a story about Johnny Appleseed. While there are no questions on the Domain Assessment on Johnny Appleseed specifically, students will be assessed on the meaning of the word, "hero". Also, this story will help students synthesize what they have learned about seeds and the plant life cycle thus far. You may want to enrich this lesson with a short YouTube clip on Johnny Appleseed, as well.

     

    Lesson 8: In this lesson, students learn about deciduous trees. They will need to know that deciduous trees loose their leaves in the winter. On the extension activity, they will be asked to draw a deciduous tree during the four different seasons. Students may need a review on what each season is like. You could do this through images or a short video. Students will need to be able to differentiate between a deciduous tree and an evergreen tree, as well as define both, on the Domain Assessment, so it is important they internalize that deciduous trees loose their leaves.

     

    Lesson 9: In this lesson, students will learn about evergreen trees, and the fact that evergreen trees keep their leaves all year. You may want to create an anchor chart that shows the difference between evergreen and deciduous trees for students to refer to, since this may be a concept that is difficult for students to grasp.

  • Week 5: March 5

    Domain

    4

    Lesson

    10 - Part A

    10 - Part B

    11 - Part A

    11 - Part B

    Notes:

    Weekly Overview: This week students will learn how plants make it possible for animals and humans to survive by giving them oxygen and food. They will also learn about George Washington Carver and why he was called the "plant doctor."

     

    Lesson 10: In this lesson, students learn how people use plants to survive. You may want to bring in different types of plants that we eat, including vegetables, bread, rice, etc, in order to enhance the lesson. The text also discusses cotton, sap, and rubber, which could be brought in as well. Students will need to understand different things people can get from plants for the Domain Assessment. This idea will also be reinforced in the extension activity.

     

    Lesson 11: In this lesson, students will learn about George Washington Carver. You will need a map of the United States to show where we live versus where George Washington Carver lived, as well as where he went to college. For the Domain Assessment, students will need to recall that Carver was referred to as the "plant doctor." For the second part of this extension activity you have the option of reading a trade book on plants. If you choose to do that, you will need a trade book. (There is a list of related trade books at the beginning of the Teacher's Guide.)

  • Week 6: March 12

    Domain

    4

    5

    Lesson

    DR

    DA

    CA

    1 - Part A

    1 - Part B

    Assessment

    Domain Assessment

    Notes:

    Weekly Overview: This week concludes Domain 4: Plants with the Domain Review, Domain Assessment, and Culminating Activities. Students will also begin Domain 5 on Farms by learning about the animals and the sounds they make on Old MacDonald's farm.

     

    Domain Review: Choose a review activity based on student misconceptions you have observed throughout the domain. Choose an activity that addresses those misconceptions and will also be covered on the Domain Assessment.

     

    Domain Assessment: Complete as is. Pull students to complete in small groups, if necessary. In addition, this Domain Assessment has 4 parts, so you may want to give students a "brain break" in the middle.

     

    Culminating Activities: Choose a Culminating Activity that addresses students' misconceptions, according to the results of the Domain Assessment. you can have the whole class complete one Culminating Activity, or you can choose to have students work in small groups on an activity that meets their needs.

     

    Lesson 1: In this lesson, students will be introduced to Old MacDonald's farm. They will learn what kinds of animals are on a farm, as well as what sounds they make. Students will need to know this information for the Domain Assessment, as well. In order to increase engagement, you may want to dress up as a farmer! There are also farms in the Chicagoland area, which are available to visit as field trips, which would be a great way to enhance this domain.

  • Week 7: March 19

    Domain

    5

    Lesson

    2 - Part A

    2 - Part B

    3 - Part A

    3 - Part B

    4 - Part A

    Notes:

    Weekly Overview: This week students will learn more information about three animals found on the farm - cows, chickens, and pigs.

     

    Lesson 2: In this lesson, students will learn all about cows. For the Domain Assessment, students will need to know that a baby cow is called a 'calf.' They will also need to know that animals eat hay to live and grow. Students will reinforce their learning from the read aloud by reviewing the pictures during the extension activity. Students will state what they learned from each picture in their own words. Push students to speak in more complex sentences, using domain vocabulary.

     

    Lesson 3: In this lesson, students learn lots of information about chickens. On the Domain Assessment, students need to know that eggs come from an animal (chicken). In order to enhance this lesson, you could bring in an egg to crack to show students the two parts of an egg (the white and yolk).

     

    Lesson 4: In this lesson, students learn facts about pigs. On the Domain Assessment, students will need to identify the sound a pig makes, so that should be emphasized in your discussion. For the extension activity, you will be reading a trade book about farms and animals on the farm. A list of possible trade books is at the beginning of your Teacher's Guide.

  • Week 8: April 2

    Domain

    5

    Lesson

    4 - Part B

    5 - Part A

    5 - Part B

    PP

    6 - Part A

    Assessment

    Pausing Point

    Notes:

    Weekly Overview: This week students will learn information about sheep. They will also take the Pausing Point. Finally, in Lesson 6, students will learn about the crops that farmers grow.

     

    Lesson 4: In this lesson, students learn facts about pigs. On the Domain Assessment, students will need to identify the sound a pig makes, so that should be emphasized in your discussion. For the extension activity, you will be reading a trade book about farms and animals on the farm. A list of possible trade books is at the beginning of your Teacher's Guide.

     

    Lesson 5: In this lesson, students will learn all about sheep. Students will not have to know facts about sheep for the Domain Assessment, however, this lesson is a great opportunity to build their background knowledge. The lesson also ties in a nursery rhyme from Domain 1. You may want to incorporate kinesthetic movements when you recite this rhyme with your class. For the extension activity, students will work with words related to the domain. You can push students to use these words in their responses going forward.

     

    Pausing Point: For this Pausing Point, you will have students recite the song "Old MacDonald Had a Farm" one-by-one. You may want to pull a few students every day for a few days to complete this assessment, rather than assessing all students in one day, depending on your class size.

     

    Lesson 6: In this lesson, students will learn about various crops that can be grown on the farm. In order to enhance the lesson, you could bring a variety of vegetables for your students to try. You could also bring in flour to show students. For the Domain Assessment, students will be able to identify crops. They will also have to know which crops can become food for people (apples and corn). Students will review what they learned in the read aloud during the extension activity.

  • Week 9: April 9

    Domain

    5

    Lesson

    6 - Part B

    7 - Part A

    7 - Part B

    Notes:

    Weekly Overview: This week students will complete the extension activity for Lesson 6. They will also listen to the fictional story, The Little Red Hen.

     

    Lesson 6: In this lesson, students will learn about various crops that can be grown on the farm. In order to enhance the lesson, you could bring a variety of vegetables for your students to try. You could also bring in flour to show students. For the Domain Assessment, students will be able to identify crops. They will also have to know which crops can become food for people (apples and corn). Students will review what they learned in the read aloud during the extension activity.

     

    Lesson 7: In this lesson, students will listen to a story about a hen that grows a crop. This lesson will help students synthesize their learning from the previous lesson about crops, which will help to answer those questions on the Domain Assessment. Students will also act out the story for the first part of the extension activity. You may want to create a developmentally appropriate rubric to share with students to show them how they will be assessed during the performance - emphasize the gestures students should use for various parts of the plot.

Skills

  • Skills Overview

    Skills Overview Q3

     

    In Unit 6, students will begin blending consonant clusters. They will also review letter names and learn that 's' can also make the /z/ sound. This unit includes a Big Book for teacher read alouds, as well as individual readers for students to use during partner reading. There is homework given for each lesson, as well.

     

    In Unit 7, students will learn the spellings for the following sounds: /ch/, /sh/, /th/ (both sounds), /qu/, and /ng/. Students will participate in a variety of activities to practice these sounds and their spellings.

     

    Notes to Teacher: Whenever the lesson suggests that the teacher display materials (such as modeling a worksheet), or whenever we refer to the blackboard, please choose the most convenient and effective method of reproducing and displaying the material for all to see. This may include making a transparency of the material and using an overhead projector, scanning the page and projecting it on a Smartboard, or writing the material on chart paper or a whiteboard.

  • Week 1: February 5

    Unit

    6

    Lesson

    1

    2

    3

    4

    Notes:

    Weekly Overview: This week students will begin Unit 6. Students will learn to blend words that contain consonant clusters. They will also review letter names. Skills routines such as chaining, dictation and independent practice worksheets will continue this week. The new routines of reading and discussing a Big Book, as well as partner reading will be introduced.

     

    Lesson 1: In Part A of the Warm-Up, students will practice blending sounds into three-, four-, and five-sound words. Special emphasis is placed on blending consonant clusters. Blending consonant clusters is a significant new skill in this unit. For Part B of the Warm-Up, you may review all the letter sounds if your students are ready. When you begin to teach the letter names, you will want to acknowledge that students may already know a lot of these from pre-school and home, so that they aren't confused. When you sing the alphabet song, be sure to clip between L, M, N, O and P, so students don't run those letter names together. Remember to use the phrase and wiggle cards throughout the day. Transitions can be a great opportunity to do this.

     

    Lesson 2: See the notes from Lesson 1 about the Warm-Up. For the dictation chaining activity, you may want to model one line before having students do it independently. Lesson 2 begins small group, differentiated instruction for this Unit. As always, you may choose to do a targeted activity from the ARG, rather than the suggested option in the Teacher's Guide, if that will better meet the needs of your students.

     

    Lesson 3: In this lesson, students will be taught the tricky spelling for 's'. If students need additional practice, refer to the Pausing Point activities. This lesson also includes homework, in which students will read the story, Kit, to a family member. You may want to add a line for a family member signature to increase accountability.

     

    Lesson 4: For the Warm-Up, ensure you use as many fingers as sounds in the word when segmenting. For the word sort, you are to complete it guided with students until they are ready to work independently. You many need to pull a group of students who needs your support for the whole page. Lesson 4 is the first time students will experience partner reading. Make sure that you have clearly set up systems and routines for partner reading before you begin, so that students are successful. Things to think about: strategic reading partnerships, assigned spots in the classroom, how students should sit, how they should partner read (every other page, every other sentence, chorally, echo, etc), how to help your partner solve a word they don't know, and what to do if they finish early. There are suggestions given on these topics in the Teacher's Guide, as well. Again, students will have homework for this lesson.

  • Week 2: February 12

    Unit

    6

    Lesson

    5

    6

    7

    8

    Notes:

    Weekly Overview:

    This week students will continue to practice blending words with consonant clusters. They will also hear more read alouds from the Big Book, read in partnerships and complete dictation exercises. Students will begin to use their individual chaining folders, where they will create words said orally using small letter cards. Finally, in Lesson 8, students will also work with rhyming words.

     

    Lesson 5: This lesson follows a similar structure as previous lessons. Students will blend words with consonant clusters, review letter names, listen to a read aloud from the Big Book, and read in partnerships. The homework for this lesson requires a brass fastener. You may want to make these wheels ahead of time for students, in case they don't have these materials at home. Be sure to use phrase and wiggle cards throughout the day.

     

    Lesson 6: In this lesson, students will begin to use their personal chaining folders. Students will spell the words said orally using small letter cards in their own individual folders. For homework, students will read sentences to an adult. You may want to add a signature line to increase student accountability.

     

    Lesson 7: For the dictation in this lesson, you will need to guide students through the process until they feel comfortable with it. You may need to pull a group of students to complete the worksheet as guided practice. Make sure you are teaching students how to use the table of contents to find the story they should be reading during partner reading. For the second page of homework, students may need flash cards. You may want to prepare these in baggies for students ahead of time.

     

    Lesson 8: In this lesson, a new chaining routine will be introduced - students will work in partnerships and one student will create the word said out of letter cards, while the other student writes the word down. You could have students use personal whiteboards for the writing, if you would prefer.

  • Week 3: February 19

    Unit

    6

     

    Lesson

    9

    10

    11

    Notes:

    Weekly Overview: This week students will continue to work on blending words with consonant clusters. They will also complete a variety of activities to practice chaining, listen to read alouds, partner read, and review rhyming.

     

    Lesson 9: This lesson follows a similar structure as previous lessons. Students will blend words with consonant clusters, complete a dictation, listen to a read aloud, and participate in partner reading. Again, for homework, students will need notecards and baggies, so this may be something you want to prepare and give them ahead of time.

     

    Lesson 10: This lesson includes a "Tap and Spell" activity. In order to prepare for this activity, you will need to create letter cards that students can tap their foot on. You can use cardstock or construction paper to make these cards, if you would prefer students don't tap or step on the letter cards given in the curriculum. Students will use their foot to tap each letter of a word to spell it, saying the sound as they tap the card. All other activities in this lesson have been completed previously.

     

    Lesson 11: Students will use individual chaining folders and review rhyming words in this lesson. There is no homework given for this lesson. You may want to create a worksheet that reviews rhyming for homework for students.

  • Week 4: February 26

    Unit

    6

    Lesson

    12

    13

    14

    15

    Notes:

    Weekly Overview: This week students continue to review the letter names and read stories from the Big Book and their readers. Students also participate in a game to review letter names. This week ends with students completing the Unit 6 End-of-Unit Assessment.

     

    Lesson 12: In this lesson, students will review letter names by playing a game called, 'Alphabet Soup'. Students will select a card from the container and say the letter name and sound. For the demonstration story in this lesson, you will first read the story, "Up", from the Big Book, and then students will read the story aloud as a whole class from their readers. If you finish early, you can read "Mumps" and "Kit's Pants" aloud as a whole class, as well.

     

    Lesson 13: In this lesson, students will play a 'Letter Name Sprint'. Two students will play at a time. You will say a letter name and have students race to pick it up. You can also modify this game by writing the letters on the board and then just have students point to them, or tap them with a fly swatter. This lesson also includes large card chaining. In order to have all students participate during the large card chaining, have students write the words being created on personal whiteboards or in a Skills notebook.

     

    Lesson 14: This lesson follows a similar structure as previous lessons. Students will complete a warm up blending words with consonant clusters, complete a dictation, listen to a read aloud from a Big Book, and complete partner reading. For homework, students will need to cut out small cards and read them aloud to an adult. You may want to create an adult signature line for added accountability. Also, you may want to have students create these cards on notecards, rather than using the worksheet, in case they don't have access to scissors. This will also give students a bigger card to hold onto.

     

    Lesson 15: The first two parts of the assessment will be completed whole group. Students will circle the letter that corresponds with the letter name you say aloud. In the second part, students will color in a smiley face if the two words said aloud rhyme and a frown face if they do not. For the third part of the assessment, you will read a word aloud and students will need to circle the correct word. You may want to create parallel worksheets with different words to complete with students first, so that they are familiar with the format of the assessments and you get accurate data. You may also choose to complete the assessment in small groups, based on your class' needs.

    Assessment

    End-of-Unit Assessment is given in Lesson 15. This assessment will determine students ability to identify letter names and rhyming words. It will also assess their ability to read words with consonant clusters.

  • Week 5: March 5

    Unit

    6

    7

    Notes:

    Weekly Overview: This week begins with the Pausing Point for Unit 6. Students then move on to begin Unit 7. They will be introduced to the spellings for the /ch/ and /sh/ sounds and complete a variety of activities to practice them.

     

    Pausing Point: Use student assessment results to choose Pausing Point activities that address their needs. Differentiate Pausing Point activities for small groups of students who struggled in the same area.

     

    Lesson 1: The Warm-Up exercise for Unit 7 has two sections. In Part A, you will segment words containing up to five sounds, with consonant clusters at the beginning and/or the end of the word. You will begin with a set of six words which will be repeated for the first few lessons. You will also add a new word in every lesson until you have a set of 10. At that point, you will drop the oldest word when adding a new word in the next lesson. This will maintain a set of 10 words at all times. In Part B of the Warm-Up, you will review selected sounds and spellings that have been taught. You can always review all of the sounds if you think your students are ready. The worksheet students will complete during differentiated instruction can be confusing for students. Model this worksheet and do some guided practice to ensure students understand how to complete it. Be sure to incorporate the phrase and wiggle cards throughout your day.

     

    Lesson 2: In this lesson, students will learn the spelling for the /sh/ sound. One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss has many examples of the /sh/ sound. If possible, you should find the opportunity to read this book to the class. This would be a great way to introduce the sound to students and/or to use it as a check for understanding by reading it aloud and having students raise their hand when they hear the /sh/ sound. Students will also use individual chaining folders in this lesson. For homework, students will need to cut out cards with /ch/ sound in them and read them aloud. You may want to have students write these words on notecards, so they are easier to hold onto, and will help students who don't have access to scissors.

     

    Lesson 3: Students will complete the "Chain and Copy" exercise in this lesson. Students who are copying the words can write them on personal whiteboards or in a notebook. Again, during differentiated instruction, model the worksheet and complete some guided practice with students, since it is a new format, to ensure they know how to complete it correctly.

    Lesson

    PP

    1

    2

    3

  • Week 6: March 12

    Unit

    7

    Notes:

    Weekly Overview: This week students will learn the spelling for the two sounds that 'th' makes, as well as the spelling for the sound /qu/.

     

    Lesson 4: This lesson follows the same format as previous lessons introducing a new spelling. Students will complete a warm-up, learn about the /th/ sound and how to spell it, and participate in a chaining activity. It is also recommended that students re-read from the reader, Kit, to develop fluency and accuracy with any extra time.

     

    Lesson 5: This lesson introduces the other /th/ sound. They are referred to as 'sister sounds.' Make sure that you complete the activities where students compare the two different sounds, so that they understand the difference. For the differentiated instruction portion of the lesson, you will need to write the phrases in advance for student's reference. Students will have homework from this lesson, as well.

     

    Lesson 6: Students will participate in 'Spelling Hopscotch' in this lesson. You will need to prepare letter cards that students can step on. Refer to your Teacher's Guide on how to set the letter cards up on the floor. The 'Chain and Copy' routine is also included in this lesson.

     

    Lesson 7: In this lesson, students will learn about the /qu/ sound. They will practice the sound through riddles, a worksheet and chaining. In the homework for this lesson, students will need a brass fastener. You may want to make the wheels ahead of time, since some students may not have access to these materials at home.

    Lesson

    4

    5

    6

    7

  • Week 7: March 19

    Unit

    7

    Lesson

    8

    9

    10

    11

    Notes:

    Weekly Overview: This week students will learn the spelling for the sound /ng/. There will then be two lessons that are a review of all of the sounds and spellings learned throughout this unit. In Lesson 11, students will complete the first part of the end-of-unit assessment for Unit 7.

     

    Lesson 8: In this lesson, students will learn about the /ng/ sound. It is often hard for students to differentiate between the /n/ and /ng/ sound. Make sure the complete the activity on 'Minimal Pairs', so students can practice differentiating the two. The worksheet for differentiated instruction can be confusing for students, so make sure you do enough clear modeling/guided practice before sending them off to work on their own. As always, be sure to incorporate the phrase and wiggle cards throughout the day.

     

    Lesson 9: In this lesson, students will review all of the sound spellings taught in this unit. For the practice worksheet, students will need to determine how many sounds are in a word. This is a new worksheet for students, so they may need extra modeling/guided practice before completing it independently. This lesson will also be the first lesson in Unit 7 when you read a demonstration story from the Big Book. For this reading, students can follow along in their own readers. For homework, students will need to cut out cards with the sounds learned in this unit and read them aloud. You may want to have students write these words on notecards, so they are easier to hold onto, and will help students who don't have access to scissors.

     

    Lesson 10: In this lesson, students will review all of the sounds taught in this unit again, through a warm-up, a dictation exercise, a demonstration story, and partner reading. During the demonstration story, again, students can follow along in their own readers. For the partner reading, make sure students don't read ahead, even though they won't be have new spellings in this particular reader, we don't want them to get into the habit, since other readers will have new spellings in them.

     

    Lesson 11: In Lesson 11, you will administer Part 1 of the End-of-Unit assessment where students circle the word that you pronounce. You may want to create a parallel worksheet for students to complete before administering the assessment, so that they are familiar with the format. For Part 2 of the assessment, you will need to pull students one-by-one to read words with the spellings learned in Unit 7. You will have 7 lessons to pull all students. You may choose to pull students during partner reading or when students are completing independent worksheets. This lesson also includes a demonstration story and partner reading. For homework, students need to read to their families, so you may want to create an adult signature line to increase accountability.

    Assessment

    This week will begin the End-of-Unit assessment for Unit 7 by assessing students ability to read words that include the spelling patterns taught throughout this unit. Part One of this assessment can be administered whole group. Part Two will need to be administered one-on-one. You will have lessons 11-17 to finish assessing all students.

  • Week 8: April 2

    Unit

    7

    Lesson

    12

    13

    14

    15

    Notes:

    Weekly Overview: This week students will continue to complete part 2 of the End-of-Unit assessment. They will also participate in a variety of activities to review the sound spellings taught in this unit.

     

    Lesson 12: This lesson consists of a warm-up, a chaining activity, an independent practice worksheet, and partner reading. You can pull students one-on-one to assess them on Part 2 of the End-of-Unit assessment during the independent practice worksheet, as well as partner reading. Again, students will need to read aloud to a family member for homework, so you may want to include a signature line to increase accountability.

     

    Lesson 13: This lesson is very similar to lesson 12. Students will participate in a warm-up, a chaining activity, a demonstration story, as well as partner reading. Pull students one-on-one during partner reading to administer Part 2 of the End-of-Unit assessment.

     

    Lesson 14: Again, this lesson consists of a warm-up, an independent practice worksheet, a demonstration story, and partner reading. You can pull students one-on-one to assess them on Part 2 of the End-of-Unit assessment during the independent practice worksheet, as well as partner reading. Again, students will need to read aloud to a family member for homework, so you may want to include a signature line to increase accountability.

     

    Lesson 15: This lesson includes the 'Tap and Spell' activity. You will need to prepare letter cards students can step on for this activity. For the 'Circle Spelling' worksheet ensure you do sufficient modeling/guided practice, since this is a worksheet that tends to confuse students. You can pull students one-on-one to complete Part 2 of the End-of-Unit assessment, while students work on the worksheet independently. Students will also participate in partner reading, which is another time you can pull students to complete Part 2 of the assessment. Again, students will need to read aloud to a family member for homework, as well as recite all 26 letter names, so you may want to include a signature line to increase accountability.

    Assessment

    This week you will continue to administer Part 2 of the End-of-Unit assessment for Unit 7 by having students read 10 words with the spellings taught throughout this unit. You will have 7 lessons total to assess all students. Guidelines are given on how to score and analyze student responses.

  • Week 9: April 9

    Unit

    7

    Lesson

    16

    17

    PP

    Assessment

    This week you will finish administering Part 2 of the End-of-Unit assessment for Unit 7 by having students read 10 words with the spellings taught throughout this unit. You will have 7 lessons total to assess all students. Guidelines are given on how to score and analyze student responses.

    Notes:

    Weekly Overview: This week you will finish assessing students on Part 2 of the End-of-Unit assessment. Students will complete a variety of review activities on the sound spellings taught throughout this unit in Lessons 16 and 17. Finally, the week ends with the Pausing Point for Unit 7.

     

    Lesson 16: This lesson is similar to previous lessons. Students will complete a warm-up, read wiggle cards, complete a practice worksheet (during which time you can pull students one-on-one to complete Part 2 of the End-of-Unit assessment), a demonstration story, and partner reading (again, when you can pull students one-on-one for Part 2 of the assessment). Homework is included in this lesson.

     

    Lesson 17: This is the last lesson where you will have time to assess students one-on-one on Part 2 of the End-of-Unit assessment. Again, you can pull students for the assessment during the independent practice worksheet, as well as during partner reading. This lesson also includes 'Word Reading Sprints'. You will need to prepare these word cards ahead of time. For the activity, two students will race to retrieve the word you say aloud. If you would prefer students don't run in the classroom, you could write the words on the board and have two students stand at the board and point at the correct word. (They could also use a fly swatter or some other type of pointer.) For homework, students will read aloud to a family member, as well as recite a rhyming word to a word read aloud by a family member. Again, adding a signature line will increase accountability. You could also provide a space for parents to write in the rhyming word their child says aloud.

     

    Pausing Point: Use student assessment results to choose Pausing Point activities that address their needs. Differentiate Pausing Point activities for small groups of students who struggled in the same area.