Week 3: Jobs and Tools People Use

Objective: Student will identify and correctly use verbs and tools vocabulary in spoken and written sentences about Jobs and Tools People Use.

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 tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying verbs and tools vocabulary together. 3) Child attempts verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply verbs and tools vocabulary while talking about Jobs and Tools People Use.

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 tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying verbs and tools vocabulary together. 3) Child attempts verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of verbs and tools 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 tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying verbs and tools vocabulary together. 3) Child attempts verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Jobs and Tools People Use based on verbs and tools 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 tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying verbs and tools vocabulary together. 3) Child attempts verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of verbs and tools vocabulary by producing 3-4 original examples tied to Jobs and Tools People Use.

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 tools vocabulary) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Verbs and tools vocabulary in the context of Jobs and Tools People Use. 2) Guided practice applying verbs and tools vocabulary together. 3) Child attempts verbs and tools vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and tools vocabulary, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates verbs and tools vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will model and explain two-digit addition without regrouping using hands-on manipulatives related to Jobs and Tools People Use.

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 (Two-digit addition without regrouping) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Two-digit addition without regrouping in the context of Jobs and Tools People Use. 2) Guided practice applying two-digit addition without regrouping together. 3) Child attempts two-digit addition without regrouping with support, receiving feedback.

Practice: Child independently practices two-digit addition without regrouping, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates two-digit addition without regrouping correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving two-digit addition without regrouping, 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 (Two-digit addition without regrouping) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Two-digit addition without regrouping in the context of Jobs and Tools People Use. 2) Guided practice applying two-digit addition without regrouping together. 3) Child attempts two-digit addition without regrouping with support, receiving feedback.

Practice: Child independently practices two-digit addition without regrouping, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates two-digit addition without regrouping correctly in at least 3 of 4 attempts.

Objective: Student will apply two-digit addition without regrouping to solve a themed word problem connected to Jobs and Tools People Use.

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 (Two-digit addition without regrouping) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Two-digit addition without regrouping in the context of Jobs and Tools People Use. 2) Guided practice applying two-digit addition without regrouping together. 3) Child attempts two-digit addition without regrouping with support, receiving feedback.

Practice: Child independently practices two-digit addition without regrouping, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates two-digit addition without regrouping correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for two-digit addition without regrouping 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 (Two-digit addition without regrouping) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Two-digit addition without regrouping in the context of Jobs and Tools People Use. 2) Guided practice applying two-digit addition without regrouping together. 3) Child attempts two-digit addition without regrouping with support, receiving feedback.

Practice: Child independently practices two-digit addition without regrouping, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates two-digit addition without regrouping correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating two-digit addition without regrouping.

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 (Two-digit addition without regrouping) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Two-digit addition without regrouping in the context of Jobs and Tools People Use. 2) Guided practice applying two-digit addition without regrouping together. 3) Child attempts two-digit addition without regrouping with support, receiving feedback.

Practice: Child independently practices two-digit addition without regrouping, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates two-digit addition without regrouping correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use.

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 (Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying simple tools and materials; how tools help people do jobs together. 3) Child attempts simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore simple tools and materials; how tools help people do jobs.

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 (Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying simple tools and materials; how tools help people do jobs together. 3) Child attempts simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving simple tools and materials; how tools help people do jobs.

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 (Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying simple tools and materials; how tools help people do jobs together. 3) Child attempts simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to simple tools and materials; how tools help people do jobs and Jobs and Tools People Use.

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 (Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying simple tools and materials; how tools help people do jobs together. 3) Child attempts simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about simple tools and materials; how tools help people do jobs.

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 (Simple tools and materials; how tools help people do jobs) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Simple tools and materials; how tools help people do jobs in the context of Jobs and Tools People Use. 2) Guided practice applying simple tools and materials; how tools help people do jobs together. 3) Child attempts simple tools and materials; how tools help people do jobs with support, receiving feedback.

Practice: Child independently practices simple tools and materials; how tools help people do jobs, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates simple tools and materials; how tools help people do jobs correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss jobs people do and tools they use in the community as it relates to Jobs and Tools People Use.

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 (Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying jobs people do and tools they use in the community together. 3) Child attempts jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to jobs people do and tools they use in the 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 (Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying jobs people do and tools they use in the community together. 3) Child attempts jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will connect jobs people do and tools they use in the community 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 (Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying jobs people do and tools they use in the community together. 3) Child attempts jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to jobs people do and tools they use in the 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 (Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying jobs people do and tools they use in the community together. 3) Child attempts jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about jobs people do and tools they use in the 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 (Jobs people do and tools they use in the community) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Jobs people do and tools they use in the community in the context of Jobs and Tools People Use. 2) Guided practice applying jobs people do and tools they use in the community together. 3) Child attempts jobs people do and tools they use in the community with support, receiving feedback.

Practice: Child independently practices jobs people do and tools they use in the community, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates jobs people do and tools they use in the community correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Jobs and Tools People Use and retell it while focusing on identifying key details in nonfiction texts.

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 nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying identifying key details in nonfiction texts together. 3) Child attempts identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to identifying key details in nonfiction texts.

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 nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying identifying key details in nonfiction texts together. 3) Child attempts identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using identifying key details in nonfiction texts.

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 nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying identifying key details in nonfiction texts together. 3) Child attempts identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Jobs and Tools People Use using identifying key details in nonfiction texts.

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 nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying identifying key details in nonfiction texts together. 3) Child attempts identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating identifying key details in nonfiction texts.

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 nonfiction texts) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Identifying key details in nonfiction texts in the context of Jobs and Tools People Use. 2) Guided practice applying identifying key details in nonfiction texts together. 3) Child attempts identifying key details in nonfiction texts with support, receiving feedback.

Practice: Child independently practices identifying key details in nonfiction texts, applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates identifying key details in nonfiction texts correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring long vowel silent-e patterns (a_e, i_e, o_e, u_e).

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 (Long vowel silent-e patterns (a_e, i_e, o_e, u_e)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Long vowel silent-e patterns (a_e, i_e, o_e, u_e) in the context of Jobs and Tools People Use. 2) Guided practice applying long vowel silent-e patterns (a_e, i_e, o_e, u_e) together. 3) Child attempts long vowel silent-e patterns (a_e, i_e, o_e, u_e) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e patterns (a_e, i_e, o_e, u_e), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates long vowel silent-e patterns (a_e, i_e, o_e, u_e) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using long vowel silent-e patterns (a_e, i_e, o_e, u_e) 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 (Long vowel silent-e patterns (a_e, i_e, o_e, u_e)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Long vowel silent-e patterns (a_e, i_e, o_e, u_e) in the context of Jobs and Tools People Use. 2) Guided practice applying long vowel silent-e patterns (a_e, i_e, o_e, u_e) together. 3) Child attempts long vowel silent-e patterns (a_e, i_e, o_e, u_e) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e patterns (a_e, i_e, o_e, u_e), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates long vowel silent-e patterns (a_e, i_e, o_e, u_e) correctly in at least 3 of 4 attempts.

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 (Long vowel silent-e patterns (a_e, i_e, o_e, u_e)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Long vowel silent-e patterns (a_e, i_e, o_e, u_e) in the context of Jobs and Tools People Use. 2) Guided practice applying long vowel silent-e patterns (a_e, i_e, o_e, u_e) together. 3) Child attempts long vowel silent-e patterns (a_e, i_e, o_e, u_e) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e patterns (a_e, i_e, o_e, u_e), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates long vowel silent-e patterns (a_e, i_e, o_e, u_e) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their long vowel silent-e patterns (a_e, i_e, o_e, u_e) 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 (Long vowel silent-e patterns (a_e, i_e, o_e, u_e)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Long vowel silent-e patterns (a_e, i_e, o_e, u_e) in the context of Jobs and Tools People Use. 2) Guided practice applying long vowel silent-e patterns (a_e, i_e, o_e, u_e) together. 3) Child attempts long vowel silent-e patterns (a_e, i_e, o_e, u_e) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e patterns (a_e, i_e, o_e, u_e), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates long vowel silent-e patterns (a_e, i_e, o_e, u_e) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating long vowel silent-e patterns (a_e, i_e, o_e, u_e).

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 (Long vowel silent-e patterns (a_e, i_e, o_e, u_e)) back to Jobs and Tools People Use.

Main Activity: 1) Introduce/review Long vowel silent-e patterns (a_e, i_e, o_e, u_e) in the context of Jobs and Tools People Use. 2) Guided practice applying long vowel silent-e patterns (a_e, i_e, o_e, u_e) together. 3) Child attempts long vowel silent-e patterns (a_e, i_e, o_e, u_e) with support, receiving feedback.

Practice: Child independently practices long vowel silent-e patterns (a_e, i_e, o_e, u_e), applying it to one new example related to Jobs and Tools People Use.

Assessment: Child demonstrates long vowel silent-e patterns (a_e, i_e, o_e, u_e) correctly in at least 3 of 4 attempts.