Week 32: Spring Weather and New Life

Objective: Student will identify and correctly use descriptive adjectives and vocabulary in spoken and written sentences about Spring Weather and New Life.

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 (Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying descriptive adjectives and vocabulary together. 3) Child attempts descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates descriptive adjectives and vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will construct complete sentences that correctly apply descriptive adjectives and vocabulary while talking about Spring Weather and New Life.

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 (Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying descriptive adjectives and vocabulary together. 3) Child attempts descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates descriptive adjectives and vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will compare correct and incorrect examples of descriptive adjectives and vocabulary, explaining what makes each one right or wrong.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying descriptive adjectives and vocabulary together. 3) Child attempts descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates descriptive adjectives and vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will sort words and pictures related to Spring Weather and New Life based on descriptive adjectives and vocabulary.

Standard: CCSS.ELA-LITERACY.L (grammar, vocabulary, and sentence construction)

Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons

Warm-up: Quick warm-up connecting today's focus (Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying descriptive adjectives and vocabulary together. 3) Child attempts descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates descriptive adjectives and vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will independently demonstrate mastery of descriptive adjectives and vocabulary by producing 3-4 original examples tied to Spring Weather and New Life.

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 (Descriptive adjectives and vocabulary) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Descriptive adjectives and vocabulary in the context of Spring Weather and New Life. 2) Guided practice applying descriptive adjectives and vocabulary together. 3) Child attempts descriptive adjectives and vocabulary with support, receiving feedback.

Practice: Child independently practices descriptive adjectives and vocabulary, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates descriptive adjectives and vocabulary correctly in at least 3 of 4 attempts.

Objective: Student will model and explain counting and comparing sets; simple patterns with spring objects using hands-on manipulatives related to Spring Weather and New Life.

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 (Counting and comparing sets; simple patterns with spring objects) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Counting and comparing sets; simple patterns with spring objects in the context of Spring Weather and New Life. 2) Guided practice applying counting and comparing sets; simple patterns with spring objects together. 3) Child attempts counting and comparing sets; simple patterns with spring objects with support, receiving feedback.

Practice: Child independently practices counting and comparing sets; simple patterns with spring objects, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates counting and comparing sets; simple patterns with spring objects correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving counting and comparing sets; simple patterns with spring objects, 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 (Counting and comparing sets; simple patterns with spring objects) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Counting and comparing sets; simple patterns with spring objects in the context of Spring Weather and New Life. 2) Guided practice applying counting and comparing sets; simple patterns with spring objects together. 3) Child attempts counting and comparing sets; simple patterns with spring objects with support, receiving feedback.

Practice: Child independently practices counting and comparing sets; simple patterns with spring objects, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates counting and comparing sets; simple patterns with spring objects correctly in at least 3 of 4 attempts.

Objective: Student will apply counting and comparing sets; simple patterns with spring objects to solve a themed word problem connected to Spring Weather and New Life.

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 (Counting and comparing sets; simple patterns with spring objects) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Counting and comparing sets; simple patterns with spring objects in the context of Spring Weather and New Life. 2) Guided practice applying counting and comparing sets; simple patterns with spring objects together. 3) Child attempts counting and comparing sets; simple patterns with spring objects with support, receiving feedback.

Practice: Child independently practices counting and comparing sets; simple patterns with spring objects, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates counting and comparing sets; simple patterns with spring objects correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for counting and comparing sets; simple patterns with spring objects 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 (Counting and comparing sets; simple patterns with spring objects) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Counting and comparing sets; simple patterns with spring objects in the context of Spring Weather and New Life. 2) Guided practice applying counting and comparing sets; simple patterns with spring objects together. 3) Child attempts counting and comparing sets; simple patterns with spring objects with support, receiving feedback.

Practice: Child independently practices counting and comparing sets; simple patterns with spring objects, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates counting and comparing sets; simple patterns with spring objects correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating counting and comparing sets; simple patterns with spring objects.

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 (Counting and comparing sets; simple patterns with spring objects) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Counting and comparing sets; simple patterns with spring objects in the context of Spring Weather and New Life. 2) Guided practice applying counting and comparing sets; simple patterns with spring objects together. 3) Child attempts counting and comparing sets; simple patterns with spring objects with support, receiving feedback.

Practice: Child independently practices counting and comparing sets; simple patterns with spring objects, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates counting and comparing sets; simple patterns with spring objects correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life.

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 (Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying signs of spring; new plant and animal life; changing weather together. 3) Child attempts signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore signs of spring; new plant and animal life; changing weather.

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 (Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying signs of spring; new plant and animal life; changing weather together. 3) Child attempts signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving signs of spring; new plant and animal life; changing weather.

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 (Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying signs of spring; new plant and animal life; changing weather together. 3) Child attempts signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to signs of spring; new plant and animal life; changing weather and Spring Weather and New Life.

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 (Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying signs of spring; new plant and animal life; changing weather together. 3) Child attempts signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about signs of spring; new plant and animal life; changing weather.

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 (Signs of spring; new plant and animal life; changing weather) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Signs of spring; new plant and animal life; changing weather in the context of Spring Weather and New Life. 2) Guided practice applying signs of spring; new plant and animal life; changing weather together. 3) Child attempts signs of spring; new plant and animal life; changing weather with support, receiving feedback.

Practice: Child independently practices signs of spring; new plant and animal life; changing weather, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates signs of spring; new plant and animal life; changing weather correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss how communities celebrate and prepare as it relates to Spring Weather and New Life.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying how communities celebrate and prepare together. 3) Child attempts how communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices how communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates how communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to how communities celebrate and prepare.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying how communities celebrate and prepare together. 3) Child attempts how communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices how communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates how communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will connect how communities celebrate and prepare to examples in our own community.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying how communities celebrate and prepare together. 3) Child attempts how communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices how communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates how communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to how communities celebrate and prepare.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying how communities celebrate and prepare together. 3) Child attempts how communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices how communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates how communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about how communities celebrate and prepare.

Standard: C3 Framework D2 (civics, geography, and community relationships)

Materials: Theme-related picture cards, simple map or chart as needed, paper

Warm-up: Quick warm-up connecting today's focus (How communities celebrate and prepare) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review How communities celebrate and prepare in the context of Spring Weather and New Life. 2) Guided practice applying how communities celebrate and prepare together. 3) Child attempts how communities celebrate and prepare with support, receiving feedback.

Practice: Child independently practices how communities celebrate and prepare, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates how communities celebrate and prepare correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Spring Weather and New Life and retell it while focusing on identifying key details in a springtime nonfiction/fiction text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying key details in a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates identifying key details in a springtime nonfiction/fiction text correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to identifying key details in a springtime nonfiction/fiction text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying key details in a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates identifying key details in a springtime nonfiction/fiction text correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using identifying key details in a springtime nonfiction/fiction text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying key details in a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates identifying key details in a springtime nonfiction/fiction text correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Spring Weather and New Life using identifying key details in a springtime nonfiction/fiction text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying key details in a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates identifying key details in a springtime nonfiction/fiction text correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating identifying key details in a springtime nonfiction/fiction text.

Standard: CCSS.ELA-LITERACY.RL / RI (comprehension, key details, and text features)

Materials: A picture book or short passage related to this week's theme, sequencing cards

Warm-up: Quick warm-up connecting today's focus (Identifying key details in a springtime nonfiction/fiction text) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Identifying key details in a springtime nonfiction/fiction text in the context of Spring Weather and New Life. 2) Guided practice applying identifying key details in a springtime nonfiction/fiction text together. 3) Child attempts identifying key details in a springtime nonfiction/fiction text with support, receiving feedback.

Practice: Child independently practices identifying key details in a springtime nonfiction/fiction text, applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates identifying key details in a springtime nonfiction/fiction text correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring contraction words introduced with support (it's, don't, can't).

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 (Contraction words introduced with support (it's, don't, can't)) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Contraction words introduced with support (it's, don't, can't) in the context of Spring Weather and New Life. 2) Guided practice applying contraction words introduced with support (it's, don't, can't) together. 3) Child attempts contraction words introduced with support (it's, don't, can't) with support, receiving feedback.

Practice: Child independently practices contraction words introduced with support (it's, don't, can't), applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates contraction words introduced with support (it's, don't, can't) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using contraction words introduced with support (it's, don't, can't) 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 (Contraction words introduced with support (it's, don't, can't)) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Contraction words introduced with support (it's, don't, can't) in the context of Spring Weather and New Life. 2) Guided practice applying contraction words introduced with support (it's, don't, can't) together. 3) Child attempts contraction words introduced with support (it's, don't, can't) with support, receiving feedback.

Practice: Child independently practices contraction words introduced with support (it's, don't, can't), applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates contraction words introduced with support (it's, don't, can't) 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 (Contraction words introduced with support (it's, don't, can't)) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Contraction words introduced with support (it's, don't, can't) in the context of Spring Weather and New Life. 2) Guided practice applying contraction words introduced with support (it's, don't, can't) together. 3) Child attempts contraction words introduced with support (it's, don't, can't) with support, receiving feedback.

Practice: Child independently practices contraction words introduced with support (it's, don't, can't), applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates contraction words introduced with support (it's, don't, can't) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their contraction words introduced with support (it's, don't, can't) 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 (Contraction words introduced with support (it's, don't, can't)) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Contraction words introduced with support (it's, don't, can't) in the context of Spring Weather and New Life. 2) Guided practice applying contraction words introduced with support (it's, don't, can't) together. 3) Child attempts contraction words introduced with support (it's, don't, can't) with support, receiving feedback.

Practice: Child independently practices contraction words introduced with support (it's, don't, can't), applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates contraction words introduced with support (it's, don't, can't) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating contraction words introduced with support (it's, don't, can't).

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 (Contraction words introduced with support (it's, don't, can't)) back to Spring Weather and New Life.

Main Activity: 1) Introduce/review Contraction words introduced with support (it's, don't, can't) in the context of Spring Weather and New Life. 2) Guided practice applying contraction words introduced with support (it's, don't, can't) together. 3) Child attempts contraction words introduced with support (it's, don't, can't) with support, receiving feedback.

Practice: Child independently practices contraction words introduced with support (it's, don't, can't), applying it to one new example related to Spring Weather and New Life.

Assessment: Child demonstrates contraction words introduced with support (it's, don't, can't) correctly in at least 3 of 4 attempts.