Week 22: Forest and Woodland Animals
Fully detailed, ready-to-teach lesson plans for Kindergarten, day by day, across all 6 subjects.
Monday — Naming and Using: Nouns and verbs
Objective: Student will identify and correctly use 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 (Nouns and verbs) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying nouns and verbs together. 3) Child attempts nouns and verbs with support, receiving feedback.
Practice: Child independently practices nouns and verbs, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates nouns and verbs correctly in at least 3 of 4 attempts.
Tuesday — Building Sentences with Nouns and verbs
Objective: Student will construct complete sentences that correctly apply 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 (Nouns and verbs) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying nouns and verbs together. 3) Child attempts nouns and verbs with support, receiving feedback.
Practice: Child independently practices nouns and verbs, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates nouns and verbs correctly in at least 3 of 4 attempts.
Wednesday — Comparing Examples of Nouns and verbs
Objective: Student will compare correct and incorrect examples of 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 (Nouns and verbs) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying nouns and verbs together. 3) Child attempts nouns and verbs with support, receiving feedback.
Practice: Child independently practices nouns and verbs, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates nouns and verbs correctly in at least 3 of 4 attempts.
Thursday — Sorting and Categorizing: Nouns and verbs
Objective: Student will sort words and pictures related to Forest and Woodland Animals based on 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 (Nouns and verbs) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying nouns and verbs together. 3) Child attempts nouns and verbs with support, receiving feedback.
Practice: Child independently practices nouns and verbs, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates nouns and verbs correctly in at least 3 of 4 attempts.
Friday — Weekly Language Review: Nouns and verbs
Objective: Student will independently demonstrate mastery of 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 (Nouns and verbs) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Nouns and verbs in the context of Forest and Woodland Animals. 2) Guided practice applying nouns and verbs together. 3) Child attempts nouns and verbs with support, receiving feedback.
Practice: Child independently practices nouns and verbs, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates nouns and verbs correctly in at least 3 of 4 attempts.
Monday — Introducing: Addition and subtraction within 10 using forest animal counters
Objective: Student will model and explain addition and subtraction within 10 using forest animal counters 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 (Addition and subtraction within 10 using forest animal counters) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Addition and subtraction within 10 using forest animal counters in the context of Forest and Woodland Animals. 2) Guided practice applying addition and subtraction within 10 using forest animal counters together. 3) Child attempts addition and subtraction within 10 using forest animal counters with support, receiving feedback.
Practice: Child independently practices addition and subtraction within 10 using forest animal counters, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates addition and subtraction within 10 using forest animal counters correctly in at least 3 of 4 attempts.
Tuesday — Guided Practice: Addition and subtraction within 10 using forest animal counters
Objective: Student will solve guided problems involving addition and subtraction within 10 using forest animal counters, 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 (Addition and subtraction within 10 using forest animal counters) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Addition and subtraction within 10 using forest animal counters in the context of Forest and Woodland Animals. 2) Guided practice applying addition and subtraction within 10 using forest animal counters together. 3) Child attempts addition and subtraction within 10 using forest animal counters with support, receiving feedback.
Practice: Child independently practices addition and subtraction within 10 using forest animal counters, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates addition and subtraction within 10 using forest animal counters correctly in at least 3 of 4 attempts.
Wednesday — Applying Addition and subtraction within 10 using forest animal counters to Real Problems
Objective: Student will apply addition and subtraction within 10 using forest animal counters 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 (Addition and subtraction within 10 using forest animal counters) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Addition and subtraction within 10 using forest animal counters in the context of Forest and Woodland Animals. 2) Guided practice applying addition and subtraction within 10 using forest animal counters together. 3) Child attempts addition and subtraction within 10 using forest animal counters with support, receiving feedback.
Practice: Child independently practices addition and subtraction within 10 using forest animal counters, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates addition and subtraction within 10 using forest animal counters correctly in at least 3 of 4 attempts.
Thursday — Checking and Comparing: Addition and subtraction within 10 using forest animal counters
Objective: Student will check work and compare strategies for addition and subtraction within 10 using forest animal counters 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 (Addition and subtraction within 10 using forest animal counters) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Addition and subtraction within 10 using forest animal counters in the context of Forest and Woodland Animals. 2) Guided practice applying addition and subtraction within 10 using forest animal counters together. 3) Child attempts addition and subtraction within 10 using forest animal counters with support, receiving feedback.
Practice: Child independently practices addition and subtraction within 10 using forest animal counters, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates addition and subtraction within 10 using forest animal counters correctly in at least 3 of 4 attempts.
Friday — Weekly Math Challenge: Addition and subtraction within 10 using forest animal counters
Objective: Student will independently complete a mixed-problem challenge demonstrating addition and subtraction within 10 using forest animal counters.
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 (Addition and subtraction within 10 using forest animal counters) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Addition and subtraction within 10 using forest animal counters in the context of Forest and Woodland Animals. 2) Guided practice applying addition and subtraction within 10 using forest animal counters together. 3) Child attempts addition and subtraction within 10 using forest animal counters with support, receiving feedback.
Practice: Child independently practices addition and subtraction within 10 using forest animal counters, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates addition and subtraction within 10 using forest animal counters correctly in at least 3 of 4 attempts.
Monday — Observing: Forest habitat features; needs of woodland animals
Objective: Student will make and record observations related to 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 (Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying forest habitat features; needs of woodland animals together. 3) Child attempts forest habitat features; needs of woodland animals with support, receiving feedback.
Practice: Child independently practices forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.
Tuesday — Investigating: Forest habitat features; needs of woodland animals
Objective: Student will conduct a simple hands-on investigation to explore 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 (Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying forest habitat features; needs of woodland animals together. 3) Child attempts forest habitat features; needs of woodland animals with support, receiving feedback.
Practice: Child independently practices forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.
Wednesday — Explaining Cause and Effect: Forest habitat features; needs of woodland animals
Objective: Student will explain cause-and-effect relationships involving 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 (Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying forest habitat features; needs of woodland animals together. 3) Child attempts forest habitat features; needs of woodland animals with support, receiving feedback.
Practice: Child independently practices forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.
Thursday — Comparing and Classifying: Forest habitat features; needs of woodland animals
Objective: Student will compare and classify examples related to 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 (Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying forest habitat features; needs of woodland animals together. 3) Child attempts forest habitat features; needs of woodland animals with support, receiving feedback.
Practice: Child independently practices forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.
Friday — Sharing Findings: Forest habitat features; needs of woodland animals
Objective: Student will summarize and share what was learned this week about 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 (Forest habitat features; needs of woodland animals) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Forest habitat features; needs of woodland animals in the context of Forest and Woodland Animals. 2) Guided practice applying forest habitat features; needs of woodland animals together. 3) Child attempts forest habitat features; needs of woodland animals with support, receiving feedback.
Practice: Child independently practices forest habitat features; needs of woodland animals, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates forest habitat features; needs of woodland animals correctly in at least 3 of 4 attempts.
Monday — Exploring: Comparing forest communities and resources people use from forests
Objective: Student will describe and discuss 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 (Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying comparing forest communities and resources people use from forests together. 3) Child attempts comparing forest communities and resources people use from forests with support, receiving feedback.
Practice: Child independently practices comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.
Tuesday — Roles and Responsibilities: Comparing forest communities and resources people use from forests
Objective: Student will identify roles and responsibilities connected to 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 (Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying comparing forest communities and resources people use from forests together. 3) Child attempts comparing forest communities and resources people use from forests with support, receiving feedback.
Practice: Child independently practices comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.
Wednesday — Connecting to Our Community: Comparing forest communities and resources people use from forests
Objective: Student will connect 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 (Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying comparing forest communities and resources people use from forests together. 3) Child attempts comparing forest communities and resources people use from forests with support, receiving feedback.
Practice: Child independently practices comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.
Thursday — Comparing Perspectives: Comparing forest communities and resources people use from forests
Objective: Student will compare different perspectives or places related to 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 (Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying comparing forest communities and resources people use from forests together. 3) Child attempts comparing forest communities and resources people use from forests with support, receiving feedback.
Practice: Child independently practices comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.
Friday — Weekly Community Reflection: Comparing forest communities and resources people use from forests
Objective: Student will reflect on and summarize what was learned about 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 (Comparing forest communities and resources people use from forests) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Comparing forest communities and resources people use from forests in the context of Forest and Woodland Animals. 2) Guided practice applying comparing forest communities and resources people use from forests together. 3) Child attempts comparing forest communities and resources people use from forests with support, receiving feedback.
Practice: Child independently practices comparing forest communities and resources people use from forests, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates comparing forest communities and resources people use from forests correctly in at least 3 of 4 attempts.
Monday — Reading and Retelling: Retelling a forest animal story with key sequence details
Objective: Student will read a text connected to Forest and Woodland Animals and retell it while focusing on 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 (Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying retelling a forest animal story with key sequence details together. 3) Child attempts retelling a forest animal story with key sequence details with support, receiving feedback.
Practice: Child independently practices retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.
Tuesday — Digging into Details: Retelling a forest animal story with key sequence details
Objective: Student will identify key details in the text that relate to 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 (Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying retelling a forest animal story with key sequence details together. 3) Child attempts retelling a forest animal story with key sequence details with support, receiving feedback.
Practice: Child independently practices retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.
Wednesday — Asking and Answering Questions: Retelling a forest animal story with key sequence details
Objective: Student will ask and answer questions about the text using 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 (Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying retelling a forest animal story with key sequence details together. 3) Child attempts retelling a forest animal story with key sequence details with support, receiving feedback.
Practice: Child independently practices retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.
Thursday — Comparing Texts: Retelling a forest animal story with key sequence details
Objective: Student will compare two texts or passages related to Forest and Woodland Animals using 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 (Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying retelling a forest animal story with key sequence details together. 3) Child attempts retelling a forest animal story with key sequence details with support, receiving feedback.
Practice: Child independently practices retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.
Friday — Weekly Reading Reflection: Retelling a forest animal story with key sequence details
Objective: Student will summarize the week's reading, demonstrating 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 (Retelling a forest animal story with key sequence details) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Retelling a forest animal story with key sequence details in the context of Forest and Woodland Animals. 2) Guided practice applying retelling a forest animal story with key sequence details together. 3) Child attempts retelling a forest animal story with key sequence details with support, receiving feedback.
Practice: Child independently practices retelling a forest animal story with key sequence details, applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates retelling a forest animal story with key sequence details correctly in at least 3 of 4 attempts.
Monday — Introducing This Week's Words: Long vowel silent-e u_e words (cube, tune, mule)
Objective: Student will read, spell, and sort this week's words featuring long vowel silent-e u_e words (cube, tune, mule).
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 u_e words (cube, tune, mule)) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Long vowel silent-e u_e words (cube, tune, mule) in the context of Forest and Woodland Animals. 2) Guided practice applying long vowel silent-e u_e words (cube, tune, mule) together. 3) Child attempts long vowel silent-e u_e words (cube, tune, mule) with support, receiving feedback.
Practice: Child independently practices long vowel silent-e u_e words (cube, tune, mule), applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates long vowel silent-e u_e words (cube, tune, mule) correctly in at least 3 of 4 attempts.
Tuesday — Building and Writing: Long vowel silent-e u_e words (cube, tune, mule)
Objective: Student will build and write words using long vowel silent-e u_e words (cube, tune, mule) 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 u_e words (cube, tune, mule)) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Long vowel silent-e u_e words (cube, tune, mule) in the context of Forest and Woodland Animals. 2) Guided practice applying long vowel silent-e u_e words (cube, tune, mule) together. 3) Child attempts long vowel silent-e u_e words (cube, tune, mule) with support, receiving feedback.
Practice: Child independently practices long vowel silent-e u_e words (cube, tune, mule), applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates long vowel silent-e u_e words (cube, tune, mule) correctly in at least 3 of 4 attempts.
Wednesday — Using Words in Sentences: Long vowel silent-e u_e words (cube, tune, mule)
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 u_e words (cube, tune, mule)) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Long vowel silent-e u_e words (cube, tune, mule) in the context of Forest and Woodland Animals. 2) Guided practice applying long vowel silent-e u_e words (cube, tune, mule) together. 3) Child attempts long vowel silent-e u_e words (cube, tune, mule) with support, receiving feedback.
Practice: Child independently practices long vowel silent-e u_e words (cube, tune, mule), applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates long vowel silent-e u_e words (cube, tune, mule) correctly in at least 3 of 4 attempts.
Thursday — Word Sort and Pattern Practice: Long vowel silent-e u_e words (cube, tune, mule)
Objective: Student will sort and categorize words by their long vowel silent-e u_e words (cube, tune, mule) 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 u_e words (cube, tune, mule)) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Long vowel silent-e u_e words (cube, tune, mule) in the context of Forest and Woodland Animals. 2) Guided practice applying long vowel silent-e u_e words (cube, tune, mule) together. 3) Child attempts long vowel silent-e u_e words (cube, tune, mule) with support, receiving feedback.
Practice: Child independently practices long vowel silent-e u_e words (cube, tune, mule), applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates long vowel silent-e u_e words (cube, tune, mule) correctly in at least 3 of 4 attempts.
Friday — Friday Spelling Check: Long vowel silent-e u_e words (cube, tune, mule)
Objective: Student will complete a mini dictation/spelling check demonstrating long vowel silent-e u_e words (cube, tune, mule).
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 u_e words (cube, tune, mule)) back to Forest and Woodland Animals.
Main Activity: 1) Introduce/review Long vowel silent-e u_e words (cube, tune, mule) in the context of Forest and Woodland Animals. 2) Guided practice applying long vowel silent-e u_e words (cube, tune, mule) together. 3) Child attempts long vowel silent-e u_e words (cube, tune, mule) with support, receiving feedback.
Practice: Child independently practices long vowel silent-e u_e words (cube, tune, mule), applying it to one new example related to Forest and Woodland Animals.
Assessment: Child demonstrates long vowel silent-e u_e words (cube, tune, mule) correctly in at least 3 of 4 attempts.