Week 20: Animals in Winter: Hibernation and Migration
Fully detailed, ready-to-teach lesson plans for 1st - 2nd Grade, day by day, across all 6 subjects.
Monday — Naming and Using: Verbs and vocabulary
Objective: Student will identify and correctly use verbs and vocabulary in spoken and written sentences about Animals in Winter: Hibernation and Migration.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Verbs and vocabulary) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Verbs and vocabulary in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying verbs and vocabulary together. 3) Child attempts verbs and vocabulary with support, receiving feedback.
Practice: Child independently practices verbs and vocabulary, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates verbs and vocabulary correctly in at least 3 of 4 attempts.
Tuesday — Building Sentences with Verbs and vocabulary
Objective: Student will construct complete sentences that correctly apply verbs and vocabulary while talking about Animals in Winter: Hibernation and Migration.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Verbs and vocabulary) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Verbs and vocabulary in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying verbs and vocabulary together. 3) Child attempts verbs and vocabulary with support, receiving feedback.
Practice: Child independently practices verbs and vocabulary, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates verbs and vocabulary correctly in at least 3 of 4 attempts.
Wednesday — Comparing Examples of Verbs and vocabulary
Objective: Student will compare correct and incorrect examples of verbs and vocabulary, explaining what makes each one right or wrong.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Verbs and vocabulary) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Verbs and vocabulary in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying verbs and vocabulary together. 3) Child attempts verbs and vocabulary with support, receiving feedback.
Practice: Child independently practices verbs and vocabulary, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates verbs and vocabulary correctly in at least 3 of 4 attempts.
Thursday — Sorting and Categorizing: Verbs and vocabulary
Objective: Student will sort words and pictures related to Animals in Winter: Hibernation and Migration based on verbs and vocabulary.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Verbs and vocabulary) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Verbs and vocabulary in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying verbs and vocabulary together. 3) Child attempts verbs and vocabulary with support, receiving feedback.
Practice: Child independently practices verbs and vocabulary, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates verbs and vocabulary correctly in at least 3 of 4 attempts.
Friday — Weekly Language Review: Verbs and vocabulary
Objective: Student will independently demonstrate mastery of verbs and vocabulary by producing 3-4 original examples tied to Animals in Winter: Hibernation and Migration.
Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick warm-up connecting today's focus (Verbs and vocabulary) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Verbs and vocabulary in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying verbs and vocabulary together. 3) Child attempts verbs and vocabulary with support, receiving feedback.
Practice: Child independently practices verbs and vocabulary, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates verbs and vocabulary correctly in at least 3 of 4 attempts.
Monday — Introducing: Introduction to division as equal sharing
Objective: Student will model and explain introduction to division as equal sharing using hands-on manipulatives related to Animals in Winter: Hibernation and Migration.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Introduction to division as equal sharing) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Introduction to division as equal sharing in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying introduction to division as equal sharing together. 3) Child attempts introduction to division as equal sharing with support, receiving feedback.
Practice: Child independently practices introduction to division as equal sharing, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates introduction to division as equal sharing correctly in at least 3 of 4 attempts.
Tuesday — Guided Practice: Introduction to division as equal sharing
Objective: Student will solve guided problems involving introduction to division as equal sharing, explaining each step aloud.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Introduction to division as equal sharing) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Introduction to division as equal sharing in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying introduction to division as equal sharing together. 3) Child attempts introduction to division as equal sharing with support, receiving feedback.
Practice: Child independently practices introduction to division as equal sharing, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates introduction to division as equal sharing correctly in at least 3 of 4 attempts.
Wednesday — Applying Introduction to division as equal sharing to Real Problems
Objective: Student will apply introduction to division as equal sharing to solve a themed word problem connected to Animals in Winter: Hibernation and Migration.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Introduction to division as equal sharing) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Introduction to division as equal sharing in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying introduction to division as equal sharing together. 3) Child attempts introduction to division as equal sharing with support, receiving feedback.
Practice: Child independently practices introduction to division as equal sharing, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates introduction to division as equal sharing correctly in at least 3 of 4 attempts.
Thursday — Checking and Comparing: Introduction to division as equal sharing
Objective: Student will check work and compare strategies for introduction to division as equal sharing with a partner or parent.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Introduction to division as equal sharing) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Introduction to division as equal sharing in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying introduction to division as equal sharing together. 3) Child attempts introduction to division as equal sharing with support, receiving feedback.
Practice: Child independently practices introduction to division as equal sharing, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates introduction to division as equal sharing correctly in at least 3 of 4 attempts.
Friday — Weekly Math Challenge: Introduction to division as equal sharing
Objective: Student will independently complete a mixed-problem challenge demonstrating introduction to division as equal sharing.
Standard: CCSS.MATH.CONTENT (grade-level number, operations, and measurement standards)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick warm-up connecting today's focus (Introduction to division as equal sharing) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Introduction to division as equal sharing in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying introduction to division as equal sharing together. 3) Child attempts introduction to division as equal sharing with support, receiving feedback.
Practice: Child independently practices introduction to division as equal sharing, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates introduction to division as equal sharing correctly in at least 3 of 4 attempts.
Monday — Observing: Hibernation
Objective: Student will make and record observations related to hibernation in the context of Animals in Winter: Hibernation and Migration.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Hibernation) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Hibernation in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying hibernation together. 3) Child attempts hibernation with support, receiving feedback.
Practice: Child independently practices hibernation, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates hibernation correctly in at least 3 of 4 attempts.
Tuesday — Investigating: migration
Objective: Student will conduct a simple hands-on investigation to explore migration.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (migration) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review migration in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying migration together. 3) Child attempts migration with support, receiving feedback.
Practice: Child independently practices migration, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates migration correctly in at least 3 of 4 attempts.
Wednesday — Explaining Cause and Effect: adaptation strategies animals use in winter
Objective: Student will explain cause-and-effect relationships involving adaptation strategies animals use in winter.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (adaptation strategies animals use in winter) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review adaptation strategies animals use in winter in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying adaptation strategies animals use in winter together. 3) Child attempts adaptation strategies animals use in winter with support, receiving feedback.
Practice: Child independently practices adaptation strategies animals use in winter, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates adaptation strategies animals use in winter correctly in at least 3 of 4 attempts.
Thursday — Comparing and Classifying: Hibernation
Objective: Student will compare and classify examples related to hibernation and Animals in Winter: Hibernation and Migration.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Hibernation) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Hibernation in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying hibernation together. 3) Child attempts hibernation with support, receiving feedback.
Practice: Child independently practices hibernation, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates hibernation correctly in at least 3 of 4 attempts.
Friday — Sharing Findings: Hibernation
Objective: Student will summarize and share what was learned this week about hibernation.
Standard: NGSS (observe, describe, and explain patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick warm-up connecting today's focus (Hibernation) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Hibernation in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying hibernation together. 3) Child attempts hibernation with support, receiving feedback.
Practice: Child independently practices hibernation, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates hibernation correctly in at least 3 of 4 attempts.
Monday — Exploring: How geography influences where animals migrate or hibernate
Objective: Student will describe and discuss how geography influences where animals migrate or hibernate as it relates to Animals in Winter: Hibernation and Migration.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (How geography influences where animals migrate or hibernate) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review How geography influences where animals migrate or hibernate in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying how geography influences where animals migrate or hibernate together. 3) Child attempts how geography influences where animals migrate or hibernate with support, receiving feedback.
Practice: Child independently practices how geography influences where animals migrate or hibernate, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates how geography influences where animals migrate or hibernate correctly in at least 3 of 4 attempts.
Tuesday — Roles and Responsibilities: How geography influences where animals migrate or hibernate
Objective: Student will identify roles and responsibilities connected to how geography influences where animals migrate or hibernate.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (How geography influences where animals migrate or hibernate) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review How geography influences where animals migrate or hibernate in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying how geography influences where animals migrate or hibernate together. 3) Child attempts how geography influences where animals migrate or hibernate with support, receiving feedback.
Practice: Child independently practices how geography influences where animals migrate or hibernate, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates how geography influences where animals migrate or hibernate correctly in at least 3 of 4 attempts.
Wednesday — Connecting to Our Community: How geography influences where animals migrate or hibernate
Objective: Student will connect how geography influences where animals migrate or hibernate to examples in our own community.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (How geography influences where animals migrate or hibernate) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review How geography influences where animals migrate or hibernate in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying how geography influences where animals migrate or hibernate together. 3) Child attempts how geography influences where animals migrate or hibernate with support, receiving feedback.
Practice: Child independently practices how geography influences where animals migrate or hibernate, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates how geography influences where animals migrate or hibernate correctly in at least 3 of 4 attempts.
Thursday — Comparing Perspectives: How geography influences where animals migrate or hibernate
Objective: Student will compare different perspectives or places related to how geography influences where animals migrate or hibernate.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (How geography influences where animals migrate or hibernate) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review How geography influences where animals migrate or hibernate in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying how geography influences where animals migrate or hibernate together. 3) Child attempts how geography influences where animals migrate or hibernate with support, receiving feedback.
Practice: Child independently practices how geography influences where animals migrate or hibernate, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates how geography influences where animals migrate or hibernate correctly in at least 3 of 4 attempts.
Friday — Weekly Community Reflection: How geography influences where animals migrate or hibernate
Objective: Student will reflect on and summarize what was learned about how geography influences where animals migrate or hibernate.
Standard: C3 Framework D2 (civics, geography, and community relationships)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick warm-up connecting today's focus (How geography influences where animals migrate or hibernate) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review How geography influences where animals migrate or hibernate in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying how geography influences where animals migrate or hibernate together. 3) Child attempts how geography influences where animals migrate or hibernate with support, receiving feedback.
Practice: Child independently practices how geography influences where animals migrate or hibernate, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates how geography influences where animals migrate or hibernate correctly in at least 3 of 4 attempts.
Monday — Reading and Retelling: Identifying key details in a hibernation/migration nonfiction text
Objective: Student will read a text connected to Animals in Winter: Hibernation and Migration and retell it while focusing on identifying key details in a hibernation/migration nonfiction text.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Identifying key details in a hibernation/migration nonfiction text) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Identifying key details in a hibernation/migration nonfiction text in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying identifying key details in a hibernation/migration nonfiction text together. 3) Child attempts identifying key details in a hibernation/migration nonfiction text with support, receiving feedback.
Practice: Child independently practices identifying key details in a hibernation/migration nonfiction text, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates identifying key details in a hibernation/migration nonfiction text correctly in at least 3 of 4 attempts.
Tuesday — Digging into Details: Identifying key details in a hibernation/migration nonfiction text
Objective: Student will identify key details in the text that relate to identifying key details in a hibernation/migration nonfiction text.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Identifying key details in a hibernation/migration nonfiction text) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Identifying key details in a hibernation/migration nonfiction text in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying identifying key details in a hibernation/migration nonfiction text together. 3) Child attempts identifying key details in a hibernation/migration nonfiction text with support, receiving feedback.
Practice: Child independently practices identifying key details in a hibernation/migration nonfiction text, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates identifying key details in a hibernation/migration nonfiction text correctly in at least 3 of 4 attempts.
Wednesday — Asking and Answering Questions: Identifying key details in a hibernation/migration nonfiction text
Objective: Student will ask and answer questions about the text using identifying key details in a hibernation/migration nonfiction text.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Identifying key details in a hibernation/migration nonfiction text) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Identifying key details in a hibernation/migration nonfiction text in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying identifying key details in a hibernation/migration nonfiction text together. 3) Child attempts identifying key details in a hibernation/migration nonfiction text with support, receiving feedback.
Practice: Child independently practices identifying key details in a hibernation/migration nonfiction text, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates identifying key details in a hibernation/migration nonfiction text correctly in at least 3 of 4 attempts.
Thursday — Comparing Texts: Identifying key details in a hibernation/migration nonfiction text
Objective: Student will compare two texts or passages related to Animals in Winter: Hibernation and Migration using identifying key details in a hibernation/migration nonfiction text.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Identifying key details in a hibernation/migration nonfiction text) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Identifying key details in a hibernation/migration nonfiction text in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying identifying key details in a hibernation/migration nonfiction text together. 3) Child attempts identifying key details in a hibernation/migration nonfiction text with support, receiving feedback.
Practice: Child independently practices identifying key details in a hibernation/migration nonfiction text, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates identifying key details in a hibernation/migration nonfiction text correctly in at least 3 of 4 attempts.
Friday — Weekly Reading Reflection: Identifying key details in a hibernation/migration nonfiction text
Objective: Student will summarize the week's reading, demonstrating identifying key details in a hibernation/migration nonfiction text.
Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick warm-up connecting today's focus (Identifying key details in a hibernation/migration nonfiction text) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Identifying key details in a hibernation/migration nonfiction text in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying identifying key details in a hibernation/migration nonfiction text together. 3) Child attempts identifying key details in a hibernation/migration nonfiction text with support, receiving feedback.
Practice: Child independently practices identifying key details in a hibernation/migration nonfiction text, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates identifying key details in a hibernation/migration nonfiction text correctly in at least 3 of 4 attempts.
Monday — Introducing This Week's Words: Three-syllable word decoding
Objective: Student will read, spell, and sort this week's words featuring three-syllable word decoding.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Three-syllable word decoding) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Three-syllable word decoding in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying three-syllable word decoding together. 3) Child attempts three-syllable word decoding with support, receiving feedback.
Practice: Child independently practices three-syllable word decoding, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates three-syllable word decoding correctly in at least 3 of 4 attempts.
Tuesday — Building and Writing: Three-syllable word decoding
Objective: Student will build and write words using three-syllable word decoding with letter tiles or handwriting practice.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Three-syllable word decoding) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Three-syllable word decoding in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying three-syllable word decoding together. 3) Child attempts three-syllable word decoding with support, receiving feedback.
Practice: Child independently practices three-syllable word decoding, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates three-syllable word decoding correctly in at least 3 of 4 attempts.
Wednesday — Using Words in Sentences: Three-syllable word decoding
Objective: Student will use this week's spelling words correctly in original sentences.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Three-syllable word decoding) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Three-syllable word decoding in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying three-syllable word decoding together. 3) Child attempts three-syllable word decoding with support, receiving feedback.
Practice: Child independently practices three-syllable word decoding, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates three-syllable word decoding correctly in at least 3 of 4 attempts.
Thursday — Word Sort and Pattern Practice: Three-syllable word decoding
Objective: Student will sort and categorize words by their three-syllable word decoding pattern.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Three-syllable word decoding) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Three-syllable word decoding in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying three-syllable word decoding together. 3) Child attempts three-syllable word decoding with support, receiving feedback.
Practice: Child independently practices three-syllable word decoding, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates three-syllable word decoding correctly in at least 3 of 4 attempts.
Friday — Friday Spelling Check: Three-syllable word decoding
Objective: Student will complete a mini dictation/spelling check demonstrating three-syllable word decoding.
Standard: CCSS.ELA-LITERACY.RF (phonics, word patterns, and spelling)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick warm-up connecting today's focus (Three-syllable word decoding) back to Animals in Winter: Hibernation and Migration.
Main Activity: 1) Introduce/review Three-syllable word decoding in the context of Animals in Winter: Hibernation and Migration. 2) Guided practice applying three-syllable word decoding together. 3) Child attempts three-syllable word decoding with support, receiving feedback.
Practice: Child independently practices three-syllable word decoding, applying it to one new example related to Animals in Winter: Hibernation and Migration.
Assessment: Child demonstrates three-syllable word decoding correctly in at least 3 of 4 attempts.