Monday, March 7

Whole Group:
Standard:
W01: Write an opinion piece in which they introduce key details from a
text read aloud or information presented orally or through other media.
Objective:
Students will comprehended and begin the writing prompt.
Materials:
Writing Prompt
Anchor chart for ideas
Pencils
Instructional:
The teacher will introduce the opinion-writing prompt to students and
explain what it is they will be writing about. Can anyone tell me what
it means to have an opinion? Is it a fact? Is it up to you to make your
own opinion?
Lets brainstorm. Think about weather for a minute. What comes to
mind when you hear the word weather? What type of weather do you
like? How about the seasons? What is your favorite season? Look at all
the great weather terms we have listed on the anchor chart! Now we
can look up here during our writing and find out how to spell tricky
words.
For our writing today, we will be creating an opinion writing based on
your favorite season. Here is what you will need to do inside your
planning page.
Intro- I am going to tell you about my favorite season, spring.
First, I enjoy spring because I really like thunderstorms. I like
thunderstorms because it is exciting to see all of the lightning and
listen to the loud thunder. Second, I like spring because everything
turns green again. All the snow goes away and the trees and grass
become a bright, fresh, clean green.
Lastly I like spring because it starts to warm up. It always feels great to
get outside and play during springtime.
Closing: Those are the reasons that I love spring. I hope you like spring
too!
students, stopping briefly at vocabulary words.
Small Group Reading Centers:
Vocab/A-100 (Purple)
Writing (spelling sorts writing and cutting, Lexia when finished)
(YELLOW)
Spelling sorts intro (RED)

 Writing (planning page) (Orange)

Introduction to spelling sorts:
Objective: Introduce the spelling rule and words to students in a small
group setting. Students will begin writing their planning page.
The teacher will be stationed at the teacher table. Each colored group
will join the teacher for 15 minutes to work on spelling sorts. The
spelling sorts will be introduced to students. Students will be exposed
to the spelling rule. Students will be asked to complete their sorts and
correctly identify the proper vowel sort they are working with for the
week. Spelling practice will be done if time permits. The teacher will
have two dice, administer a number to students, roll the dice and call
upon the numbered student to solve the word and give the rule.
Red LN 27
Yellow SA 38
Purple WW18
Orange WW8
Evaluation:
Students will be evaluated on their ability to identify the rule of their
spelling sorts. We will formally assess on Friday.
Handwriting: C (15 minutes)
The teacher will work with students to correctly write the letter c in
cursive form. The teacher will also prompt students to write many
words that have the letter c at the beginning or middle of the word
Reading: Pippy Longstocking (15 minutes)

Tuesday, March 8
Introduction to reading
Whole Group
Standard: W01, RI06, RIT08
Objective: Introduce the weekly standards to students. Prompt
students on the guided reading story Helen Keller and the Big Storm.
Materials:
SFGR teacher book
SFGR student books
Headphones
SFGR CD #10, #8
Vocab power word bank
Instructional:
The teacher will begin the lesson by previewing the reading to
students. The teacher will prompt students to answer the question
How do changes in the weather affect us?
The teacher will write responses up on the whiteboard. The teacher
will explain, Today we will read Helen Keller and the Big Storm.
Predict, what do you think the reading will be about this week? Raise
your hand if youd like to answer. The teacher will explain that this
story is a narrative non-fiction. The teacher will ask a student to define
non-fiction for the class. The teacher will read the story with the
students, stopping briefly at vocabulary words.
Whole Group:
Standard:
W01: Write an opinion piece in which they introduce key details from a
text read aloud or information presented orally or through other media.
Objective:
Students will comprehended and begin the writing prompt.
Materials:

 Writing Prompt
Anchor chart for ideas
Pencils
Instructional:
The teacher will introduce the opinion-writing prompt to students and
explain what it is they will be writing about. Can anyone tell me what
it means to have an opinion? Is it a fact? Is it up to you to make your
own opinion?
Lets brainstorm. Think about weather for a minute. What comes to
mind when you hear the word weather? What type of weather do you
like? How about the seasons? What is your favorite season? Look at all
the great weather terms we have listed on the anchor chart! Now we
can look up here during our writing and find out how to spell tricky
words.
For our writing today, we will be creating an opinion writing based on
your favorite season. Here is what you will need to do inside your
planning page.
Intro- I am going to tell you about my favorite season, spring.
First, I enjoy spring because I really like thunderstorms. I like
thunderstorms because it is exciting to see all of the lightning and
listen to the loud thunder. Second, I like spring because everything
turns green again. All the snow goes away and the trees and grass
become a bright, fresh, clean green.
Lastly I like spring because it starts to warm up. It always feels great to
get outside and play during springtime.
Closing: Those are the reasons that I love spring. I hope you like spring
too!

What is your favorite season?

Introduction___________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
_______________________________________________
Tell why you choose the season. Give at least
4 details
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________
Conclusion_____________________________________
________________________________________________
________________________________________________
_______________________________________________

Draw a picture from your favorite season

Favorite
season_________________________________________

Tuesday Small Group Reading Centers

Writing (rough)
Spelling sorts (gluing)
Vocab/A-100
SFGR center
Objective: Students will begin their rough draft writing for their
opinion writing, complete the gluing for their spelling words, and find a
great vocabulary word.
Students will listen to SFGR story.

Materials:
Planning sheet
Pencils
Spelling sorts
SFGR CD #10, #8
Instructional:
Reading Centers will begin at 9:45. Students will have 20 minutes at
each station. Students will be prompted at the teacher table on how to
begin their opinion writings. The teacher will help students get started
on their writings and assist with any questions students may have.
Students will be reminded to listen to the SFGR quietly and return to
their desks once the story has ended.
Evaluation:
Students will be evaluated by their ability to comprehend what an
opinion piece of writing is. Students will prove they have achieved the
objective by beginning a successful planning sheet.
Reading Centers end at 11:00
IRLA testing-11: 11:30
Steps (3) 11:30
Handwriting: j (15 minutes)
The teacher will work with students to correctly write the letter j in
cursive form. The teacher will also prompt students to write many
words that have the letter j at the beginning or middle of the word.
Reading: Pippy Longstocking (15 minutes)

Wednesday, March 9
Whole Group
Standard: RIT08, RL06, W01
Objective: Students will be introduced to new vocabulary terms
through their peers. Students will be enriched in the RL06 standard by
reading two pair selections to the SFGR Monday story.
Materials:
Excel document: Vocabulary bank
Word power sheets
Jumbo Dice
SFGR teacher and student books

Instructional:
The teacher will signal for attention and call upon students to quietly
join the teacher at the Smartboard. The teacher will pull up the Excel
document with student vocabulary words from weeks past. The
teacher will call on various students to role the dice; (whichever
number the dice lands on, the student will choose the corresponding
word with the number. The student will pronounce and define the
word). Once many students have had the opportunity to prove their
vocabulary fluency, the teacher will have students return to their
desks, open up page 144-145 in their SFGR books, and read the story
Wind as a whole group. Once finished, students will be instructed to
turn to page 44 and read Great Grapes as a whole group.
Evaluation: Students will be evaluated on their fluency of vocabulary
terms that they have previously examined.
Small Group Reading Centers: A-100 level
Writing, planning sheet, rough draft (1b/2b)
Spelling sorts (backside) (1R)
Introduction to SFGR books (teacher table) (2Ra)
Vocab/A-100 (W)
Lexia (2Rb)
Objective:
The objective is for students to begin their rough drafts of their opinion
writing. Furthermore, students need to read and comprehend the
different books we will read in class.
Instruction:
Students will begin Reading Centers at 9:45. Students will come to the
teacher table to read the weekly SFGR book. The readings are
differentiated by SFGR levels:
Special Beach Day: IB/2B. The teacher will read the book aloud, check
for comprehension and vocab.
Watch Out: 1R/2Ra/2Rb. The teacher will allow students to read the
book aloud, check for comprehension and vocab.
Here Comes a Storm: White. The teacher will have previously handed
the books out to students. Students will be asked a variety of
questions based on vocabulary, comprehension, and fluency.
Evaluation:
Students will be evaluated on their comprehension and academic
language within the story. Students will be evaluated on their progress
and understanding of the opinion writing.

A-100 conference 11-11:30

Steps (3) 11:30

Thursday, March 10
Whole Group
Standards: RF03b, W01, RL06, RIT08
Objective: The objective of the whole group lesson is for students to be
able to comprehend the bossy r, ar and er rules.
Materials:
Bossy r worksheet scramble (25)
Pencil

Instructional:
Students will be introduced to the bossy r word
scramble. The teacher will explain to students that sometimes, the
letter r can be a little bossy. It can overtake a word. Think about some
words that have a strong r sound. Raise your hand once you think of
a word. Well today we are going to be unscrambling and writing down
words that contain the bossy r. (Display the worksheets) each of you
will get a packet with these worksheets. Once you unscramble a word,
please write the word using your best spelling. We will do the first
page together. The rest of the packet is for you to do on your own. Be
ready to answer what the word is and where the bossy r is hiding in
the word.
CFU- who can tell me, without looking in their packets, what word do
you know with a bossy r ending. Whisper it to your elbow partner.
Students will be allowed to work on their packets for 15 minutes.
Students may finish their work after they finish up with a reading
center early.
Small Group Reading Centers:
A-100 skills groups (2B/1B)
Vocab/A-100 (2Ra)
Writing (final) illustrations (2Rb)
Spelling Sentences (1R)
Lexia/Reading games (W)
Objective: To build student vocabulary, comprehension, and spelling
within their reading level
Instructional:
The teacher will introduce a variety of rules for students
to work on in their A-100 groups. The teacher will explain the rule and
work with students to read words within the rules that students are
examining. Individualized A-100 leveled groups will have different
words with the same objective. Students will turn in their spelling
sentences
White group:
O- with final E (prefixes self/over/after/dis/under/non)(suffixes
ward/ness/ship/less)
2R A/B:
U-Short vowel word families (prefixes un/re/mis)(suffixes
ful/able/tion/sion/tian
1R:

U- Short vowel word families (suffixes ing/es/ed/y/le/er/est)

IB/2B:
U-short vowel consonant blends/diagraphs(ush/ust/ut/utch/utt)
Evaluation:
Students will be evaluated on their ability to identify words that we are
working on in A-100 skills. Students will be evaluated on their writing
progress as well.
Pippy Longstocking (15 minutes)
Handwriting d (15 minutes)

Friday, March 11

Whole Group:
Orton Gillingham page 194
Objective:
The objective of the lesson is to introduce oo, ew, ue, and ui to
students, and to have students comprehend the rules in which we use
them.
Materials:
Pencils
Orton Gillingham worksheet pages 194 (26 copies) and 195 (26
copies)
Instructional:
The teacher will display OG 194 on the Smartboard for
students to see. The teacher will administer page 194 to students.
Reminding students to put their names on the top of the paper. The
teacher will read the rules for each long oo vowel team. The teacher
will ask students to come to the Smartboard, underline the rule, and
say the word. Students at their desks will be asked to follow along and
highlight the proper oo vowel team. Students at their desks will give a
thumb up if the answer is correct and a thumb to the side if the answer
is incorrect.
The teacher will check for understanding by asking students if they can
think of other words with the rules oo, ew, ue, and ui. We will make an
anchor chart of different words that students compile. We will use the
anchor chart to revert back to the rules we have learned.
Once we have successfully completed the underlining
and highlighting activity we will write the order of frequency in which
the vowel teams appear (oo, ew, u, u-e, ou, ui, eu). The teacher will
give examples of words that have those rules
(ie: Eau Claire).
The students will read the mnemonic sentence with an
elbow partner for the last activity.
We will begin our small group reading centers.
Small Group Reading Centers:
Spelling Test (Red)
Grammer OG page 195 (Orange)
Illustrations/Final Writing/Partner read (Yellow)
A-100/Vocab (Purple)
Objective:
Students will complete their spelling tests with good accuracy and final
drafts of writing.

Materials:
Spelling sentences
Pencils
Spelling sorts
Instruction:
The teacher will administer the spelling test to each
group. The teacher will give clear instructions as to where students will
find the papers for illustrations and grammar. Students will turn in
their final copies of their writing/illustrations, word bank, and grammar
worksheets.
Evaluation:
Students will be evaluated on their spelling test accuracy. Students
will be evaluated on their writings by:
Did they have 4 details?
Did they follow the prompt?
Best spelling?
Proper length?
Planning/Rough/Final all handed in?
Done by Friday at 12:25?