Week 4: Getting Around: Transportation

Objective: Student will identify and correctly use extending toward independent mastery — Prepositions and position words in spoken and written sentences about Getting Around: Transportation.

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 — Prepositions and position words) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Prepositions and position words in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Prepositions and position words together. 3) Child attempts extending toward independent mastery — Prepositions and position words with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Prepositions and position words, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and position words correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply extending toward independent mastery — Prepositions and position words while talking about Getting Around: Transportation.

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 — Prepositions and position words) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Prepositions and position words in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Prepositions and position words together. 3) Child attempts extending toward independent mastery — Prepositions and position words with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Prepositions and position words, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and position words correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of extending toward independent mastery — Prepositions and position words, 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 — Prepositions and position words) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Prepositions and position words in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Prepositions and position words together. 3) Child attempts extending toward independent mastery — Prepositions and position words with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Prepositions and position words, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and position words correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Getting Around: Transportation based on extending toward independent mastery — Prepositions and position words.

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 — Prepositions and position words) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Prepositions and position words in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Prepositions and position words together. 3) Child attempts extending toward independent mastery — Prepositions and position words with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Prepositions and position words, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and position words correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of extending toward independent mastery — Prepositions and position words by producing 3-4 original examples tied to Getting Around: Transportation.

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 — Prepositions and position words) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Prepositions and position words in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Prepositions and position words together. 3) Child attempts extending toward independent mastery — Prepositions and position words with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Prepositions and position words, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Prepositions and position words correctly in at least 3 of 4 attempts.

Objective: Student will model and explain division facts and the relationship to multiplication using hands-on manipulatives related to Getting Around: Transportation.

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 (Division facts and the relationship to multiplication) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Division facts and the relationship to multiplication in the context of Getting Around: Transportation. 2) Guided practice applying division facts and the relationship to multiplication together. 3) Child attempts division facts and the relationship to multiplication with support, receiving feedback.

Practice: Child independently practices division facts and the relationship to multiplication, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates division facts and the relationship to multiplication correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving division facts and the relationship to multiplication, 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 (Division facts and the relationship to multiplication) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Division facts and the relationship to multiplication in the context of Getting Around: Transportation. 2) Guided practice applying division facts and the relationship to multiplication together. 3) Child attempts division facts and the relationship to multiplication with support, receiving feedback.

Practice: Child independently practices division facts and the relationship to multiplication, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates division facts and the relationship to multiplication correctly in at least 3 of 4 attempts.

Objective: Student will apply division facts and the relationship to multiplication to solve a themed word problem connected to Getting Around: Transportation.

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 (Division facts and the relationship to multiplication) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Division facts and the relationship to multiplication in the context of Getting Around: Transportation. 2) Guided practice applying division facts and the relationship to multiplication together. 3) Child attempts division facts and the relationship to multiplication with support, receiving feedback.

Practice: Child independently practices division facts and the relationship to multiplication, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates division facts and the relationship to multiplication correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for division facts and the relationship to multiplication 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 (Division facts and the relationship to multiplication) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Division facts and the relationship to multiplication in the context of Getting Around: Transportation. 2) Guided practice applying division facts and the relationship to multiplication together. 3) Child attempts division facts and the relationship to multiplication with support, receiving feedback.

Practice: Child independently practices division facts and the relationship to multiplication, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates division facts and the relationship to multiplication correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating division facts and the relationship to multiplication.

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 (Division facts and the relationship to multiplication) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Division facts and the relationship to multiplication in the context of Getting Around: Transportation. 2) Guided practice applying division facts and the relationship to multiplication together. 3) Child attempts division facts and the relationship to multiplication with support, receiving feedback.

Practice: Child independently practices division facts and the relationship to multiplication, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates division facts and the relationship to multiplication correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces in the context of Getting Around: Transportation.

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 — Motion and speed of wheeled vehicles; ramps and forces) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces together. 3) Child attempts extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces.

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 — Motion and speed of wheeled vehicles; ramps and forces) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces together. 3) Child attempts extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces.

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 — Motion and speed of wheeled vehicles; ramps and forces) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces together. 3) Child attempts extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces and Getting Around: Transportation.

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 — Motion and speed of wheeled vehicles; ramps and forces) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces together. 3) Child attempts extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces.

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 — Motion and speed of wheeled vehicles; ramps and forces) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces together. 3) Child attempts extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Motion and speed of wheeled vehicles; ramps and forces correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss extending toward independent mastery — Types of transportation; rules as it relates to Getting Around: Transportation.

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 — Types of transportation; rules) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Types of transportation; rules in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Types of transportation; rules together. 3) Child attempts extending toward independent mastery — Types of transportation; rules with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Types of transportation; rules, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Types of transportation; rules correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to extending toward independent mastery — Types of transportation; rules.

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 — Types of transportation; rules) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Types of transportation; rules in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Types of transportation; rules together. 3) Child attempts extending toward independent mastery — Types of transportation; rules with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Types of transportation; rules, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Types of transportation; rules correctly in at least 3 of 4 attempts.

Objective: Student will connect extending toward independent mastery — Types of transportation; rules 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 — Types of transportation; rules) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Types of transportation; rules in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Types of transportation; rules together. 3) Child attempts extending toward independent mastery — Types of transportation; rules with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Types of transportation; rules, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Types of transportation; rules correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to extending toward independent mastery — Types of transportation; rules.

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 — Types of transportation; rules) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Types of transportation; rules in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Types of transportation; rules together. 3) Child attempts extending toward independent mastery — Types of transportation; rules with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Types of transportation; rules, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Types of transportation; rules correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about extending toward independent mastery — Types of transportation; rules.

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 — Types of transportation; rules) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Types of transportation; rules in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Types of transportation; rules together. 3) Child attempts extending toward independent mastery — Types of transportation; rules with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Types of transportation; rules, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Types of transportation; rules correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Getting Around: Transportation and retell it while focusing on extending toward independent mastery — Sequencing events in transportation stories using first/next/last.

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 — Sequencing events in transportation stories using first/next/last) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing events in transportation stories using first/next/last in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Sequencing events in transportation stories using first/next/last together. 3) Child attempts extending toward independent mastery — Sequencing events in transportation stories using first/next/last with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Sequencing events in transportation stories using first/next/last, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Sequencing events in transportation stories using first/next/last correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to extending toward independent mastery — Sequencing events in transportation stories using first/next/last.

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 — Sequencing events in transportation stories using first/next/last) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing events in transportation stories using first/next/last in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Sequencing events in transportation stories using first/next/last together. 3) Child attempts extending toward independent mastery — Sequencing events in transportation stories using first/next/last with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Sequencing events in transportation stories using first/next/last, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Sequencing events in transportation stories using first/next/last correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using extending toward independent mastery — Sequencing events in transportation stories using first/next/last.

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 — Sequencing events in transportation stories using first/next/last) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing events in transportation stories using first/next/last in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Sequencing events in transportation stories using first/next/last together. 3) Child attempts extending toward independent mastery — Sequencing events in transportation stories using first/next/last with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Sequencing events in transportation stories using first/next/last, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Sequencing events in transportation stories using first/next/last correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Getting Around: Transportation using extending toward independent mastery — Sequencing events in transportation stories using first/next/last.

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 — Sequencing events in transportation stories using first/next/last) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing events in transportation stories using first/next/last in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Sequencing events in transportation stories using first/next/last together. 3) Child attempts extending toward independent mastery — Sequencing events in transportation stories using first/next/last with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Sequencing events in transportation stories using first/next/last, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Sequencing events in transportation stories using first/next/last correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating extending toward independent mastery — Sequencing events in transportation stories using first/next/last.

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 — Sequencing events in transportation stories using first/next/last) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Extending toward independent mastery — Sequencing events in transportation stories using first/next/last in the context of Getting Around: Transportation. 2) Guided practice applying extending toward independent mastery — Sequencing events in transportation stories using first/next/last together. 3) Child attempts extending toward independent mastery — Sequencing events in transportation stories using first/next/last with support, receiving feedback.

Practice: Child independently practices extending toward independent mastery — Sequencing events in transportation stories using first/next/last, applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates extending toward independent mastery — Sequencing events in transportation stories using first/next/last correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring suffixes affecting part of speech (-tion, -ment, -ive).

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 (Suffixes affecting part of speech (-tion, -ment, -ive)) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Suffixes affecting part of speech (-tion, -ment, -ive) in the context of Getting Around: Transportation. 2) Guided practice applying suffixes affecting part of speech (-tion, -ment, -ive) together. 3) Child attempts suffixes affecting part of speech (-tion, -ment, -ive) with support, receiving feedback.

Practice: Child independently practices suffixes affecting part of speech (-tion, -ment, -ive), applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates suffixes affecting part of speech (-tion, -ment, -ive) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using suffixes affecting part of speech (-tion, -ment, -ive) 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 (Suffixes affecting part of speech (-tion, -ment, -ive)) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Suffixes affecting part of speech (-tion, -ment, -ive) in the context of Getting Around: Transportation. 2) Guided practice applying suffixes affecting part of speech (-tion, -ment, -ive) together. 3) Child attempts suffixes affecting part of speech (-tion, -ment, -ive) with support, receiving feedback.

Practice: Child independently practices suffixes affecting part of speech (-tion, -ment, -ive), applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates suffixes affecting part of speech (-tion, -ment, -ive) 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 (Suffixes affecting part of speech (-tion, -ment, -ive)) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Suffixes affecting part of speech (-tion, -ment, -ive) in the context of Getting Around: Transportation. 2) Guided practice applying suffixes affecting part of speech (-tion, -ment, -ive) together. 3) Child attempts suffixes affecting part of speech (-tion, -ment, -ive) with support, receiving feedback.

Practice: Child independently practices suffixes affecting part of speech (-tion, -ment, -ive), applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates suffixes affecting part of speech (-tion, -ment, -ive) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their suffixes affecting part of speech (-tion, -ment, -ive) 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 (Suffixes affecting part of speech (-tion, -ment, -ive)) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Suffixes affecting part of speech (-tion, -ment, -ive) in the context of Getting Around: Transportation. 2) Guided practice applying suffixes affecting part of speech (-tion, -ment, -ive) together. 3) Child attempts suffixes affecting part of speech (-tion, -ment, -ive) with support, receiving feedback.

Practice: Child independently practices suffixes affecting part of speech (-tion, -ment, -ive), applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates suffixes affecting part of speech (-tion, -ment, -ive) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating suffixes affecting part of speech (-tion, -ment, -ive).

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 (Suffixes affecting part of speech (-tion, -ment, -ive)) back to Getting Around: Transportation.

Main Activity: 1) Introduce/review Suffixes affecting part of speech (-tion, -ment, -ive) in the context of Getting Around: Transportation. 2) Guided practice applying suffixes affecting part of speech (-tion, -ment, -ive) together. 3) Child attempts suffixes affecting part of speech (-tion, -ment, -ive) with support, receiving feedback.

Practice: Child independently practices suffixes affecting part of speech (-tion, -ment, -ive), applying it to one new example related to Getting Around: Transportation.

Assessment: Child demonstrates suffixes affecting part of speech (-tion, -ment, -ive) correctly in at least 3 of 4 attempts.