Week 22: Forest and Woodland Animals

Objective: Student will identify and correctly use extending toward independent mastery — Nouns and verbs in spoken and written sentences about Forest and Woodland Animals.

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 (Extending toward independent mastery — Nouns and verbs) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Nouns and verbs together. 3) Child attempts extending toward independent mastery — Nouns and verbs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Nouns and verbs, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Nouns and verbs correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply extending toward independent mastery — Nouns and verbs while talking about Forest and Woodland Animals.

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 (Extending toward independent mastery — Nouns and verbs) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Nouns and verbs together. 3) Child attempts extending toward independent mastery — Nouns and verbs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Nouns and verbs, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Nouns and verbs correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of extending toward independent mastery — Nouns and verbs, 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 (Extending toward independent mastery — Nouns and verbs) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Nouns and verbs together. 3) Child attempts extending toward independent mastery — Nouns and verbs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Nouns and verbs, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Nouns and verbs correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Forest and Woodland Animals based on extending toward independent mastery — Nouns and verbs.

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 (Extending toward independent mastery — Nouns and verbs) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Nouns and verbs together. 3) Child attempts extending toward independent mastery — Nouns and verbs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Nouns and verbs, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Nouns and verbs correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of extending toward independent mastery — Nouns and verbs by producing 3-4 original examples tied to Forest and Woodland Animals.

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 (Extending toward independent mastery — Nouns and verbs) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Nouns and verbs together. 3) Child attempts extending toward independent mastery — Nouns and verbs with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Nouns and verbs, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Nouns and verbs correctly in at least 3 of 4 attempts.

Objective: Student will model and explain line plots and data with fractions using hands-on manipulatives related to Forest and Woodland Animals.

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 (Line plots and data with fractions) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Line plots and data with fractions in the context of Forest and Woodland Animals. 2) Guided practice applying line plots and data with fractions together. 3) Child attempts line plots and data with fractions with support, receiving feedback.

Practice: Child independently practices line plots and data with fractions, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates line plots and data with fractions correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving line plots and data with fractions, 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 (Line plots and data with fractions) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Line plots and data with fractions in the context of Forest and Woodland Animals. 2) Guided practice applying line plots and data with fractions together. 3) Child attempts line plots and data with fractions with support, receiving feedback.

Practice: Child independently practices line plots and data with fractions, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates line plots and data with fractions correctly in at least 3 of 4 attempts.

Objective: Student will apply line plots and data with fractions to solve a themed word problem connected to Forest and Woodland Animals.

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 (Line plots and data with fractions) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Line plots and data with fractions in the context of Forest and Woodland Animals. 2) Guided practice applying line plots and data with fractions together. 3) Child attempts line plots and data with fractions with support, receiving feedback.

Practice: Child independently practices line plots and data with fractions, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates line plots and data with fractions correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for line plots and data with fractions 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 (Line plots and data with fractions) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Line plots and data with fractions in the context of Forest and Woodland Animals. 2) Guided practice applying line plots and data with fractions together. 3) Child attempts line plots and data with fractions with support, receiving feedback.

Practice: Child independently practices line plots and data with fractions, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates line plots and data with fractions correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating line plots and data with fractions.

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 (Line plots and data with fractions) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Line plots and data with fractions in the context of Forest and Woodland Animals. 2) Guided practice applying line plots and data with fractions together. 3) Child attempts line plots and data with fractions with support, receiving feedback.

Practice: Child independently practices line plots and data with fractions, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates line plots and data with fractions correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to extending toward independent mastery — Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals.

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 (Extending toward independent mastery — Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Forest habitat features; needs of woodland animals together. 3) Child attempts extending toward independent mastery — Forest habitat features; needs of woodland animals with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore extending toward independent mastery — Forest habitat features; needs of woodland animals.

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 (Extending toward independent mastery — Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Forest habitat features; needs of woodland animals together. 3) Child attempts extending toward independent mastery — Forest habitat features; needs of woodland animals with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving extending toward independent mastery — Forest habitat features; needs of woodland animals.

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 (Extending toward independent mastery — Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Forest habitat features; needs of woodland animals together. 3) Child attempts extending toward independent mastery — Forest habitat features; needs of woodland animals with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to extending toward independent mastery — Forest habitat features; needs of woodland animals and Forest and Woodland Animals.

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 (Extending toward independent mastery — Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Forest habitat features; needs of woodland animals together. 3) Child attempts extending toward independent mastery — Forest habitat features; needs of woodland animals with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about extending toward independent mastery — Forest habitat features; needs of woodland animals.

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 (Extending toward independent mastery — Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Forest habitat features; needs of woodland animals together. 3) Child attempts extending toward independent mastery — Forest habitat features; needs of woodland animals with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss extending toward independent mastery — Comparing forest communities and resources people use from forests as it relates to Forest and Woodland Animals.

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 (Extending toward independent mastery — Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Comparing forest communities and resources people use from forests together. 3) Child attempts extending toward independent mastery — Comparing forest communities and resources people use from forests with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to extending toward independent mastery — Comparing forest communities and resources people use from forests.

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 (Extending toward independent mastery — Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Comparing forest communities and resources people use from forests together. 3) Child attempts extending toward independent mastery — Comparing forest communities and resources people use from forests with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.

Objective: Student will connect extending toward independent mastery — Comparing forest communities and resources people use from forests 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 (Extending toward independent mastery — Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Comparing forest communities and resources people use from forests together. 3) Child attempts extending toward independent mastery — Comparing forest communities and resources people use from forests with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to extending toward independent mastery — Comparing forest communities and resources people use from forests.

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 (Extending toward independent mastery — Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Comparing forest communities and resources people use from forests together. 3) Child attempts extending toward independent mastery — Comparing forest communities and resources people use from forests with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about extending toward independent mastery — Comparing forest communities and resources people use from forests.

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 (Extending toward independent mastery — Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Comparing forest communities and resources people use from forests together. 3) Child attempts extending toward independent mastery — Comparing forest communities and resources people use from forests with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Forest and Woodland Animals and retell it while focusing on extending toward independent mastery — Retelling a forest animal story with key sequence details.

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 (Extending toward independent mastery — Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Retelling a forest animal story with key sequence details together. 3) Child attempts extending toward independent mastery — Retelling a forest animal story with key sequence details with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to extending toward independent mastery — Retelling a forest animal story with key sequence details.

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 (Extending toward independent mastery — Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Retelling a forest animal story with key sequence details together. 3) Child attempts extending toward independent mastery — Retelling a forest animal story with key sequence details with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using extending toward independent mastery — Retelling a forest animal story with key sequence details.

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 (Extending toward independent mastery — Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Retelling a forest animal story with key sequence details together. 3) Child attempts extending toward independent mastery — Retelling a forest animal story with key sequence details with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Forest and Woodland Animals using extending toward independent mastery — Retelling a forest animal story with key sequence details.

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 (Extending toward independent mastery — Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Retelling a forest animal story with key sequence details together. 3) Child attempts extending toward independent mastery — Retelling a forest animal story with key sequence details with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating extending toward independent mastery — Retelling a forest animal story with key sequence details.

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 (Extending toward independent mastery — Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Extending toward independent mastery — Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying extending toward independent mastery — Retelling a forest animal story with key sequence details together. 3) Child attempts extending toward independent mastery — Retelling a forest animal story with key sequence details with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates extending toward independent mastery — Retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring root word families (port, dict, spect).

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 (Root word families (port, dict, spect)) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Root word families (port, dict, spect) in the context of Forest and Woodland Animals. 2) Guided practice applying root word families (port, dict, spect) together. 3) Child attempts root word families (port, dict, spect) with support, receiving feedback.

Practice: Child independently practices root word families (port, dict, spect), applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates root word families (port, dict, spect) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using root word families (port, dict, spect) 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 (Root word families (port, dict, spect)) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Root word families (port, dict, spect) in the context of Forest and Woodland Animals. 2) Guided practice applying root word families (port, dict, spect) together. 3) Child attempts root word families (port, dict, spect) with support, receiving feedback.

Practice: Child independently practices root word families (port, dict, spect), applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates root word families (port, dict, spect) 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 (Root word families (port, dict, spect)) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Root word families (port, dict, spect) in the context of Forest and Woodland Animals. 2) Guided practice applying root word families (port, dict, spect) together. 3) Child attempts root word families (port, dict, spect) with support, receiving feedback.

Practice: Child independently practices root word families (port, dict, spect), applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates root word families (port, dict, spect) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their root word families (port, dict, spect) 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 (Root word families (port, dict, spect)) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Root word families (port, dict, spect) in the context of Forest and Woodland Animals. 2) Guided practice applying root word families (port, dict, spect) together. 3) Child attempts root word families (port, dict, spect) with support, receiving feedback.

Practice: Child independently practices root word families (port, dict, spect), applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates root word families (port, dict, spect) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating root word families (port, dict, spect).

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 (Root word families (port, dict, spect)) back to Forest and Woodland Animals.

Main Activity: 1) Introduce/review Root word families (port, dict, spect) in the context of Forest and Woodland Animals. 2) Guided practice applying root word families (port, dict, spect) together. 3) Child attempts root word families (port, dict, spect) with support, receiving feedback.

Practice: Child independently practices root word families (port, dict, spect), applying it to one new example related to Forest and Woodland Animals.

Assessment: Child demonstrates root word families (port, dict, spect) correctly in at least 3 of 4 attempts.