Week 33: Butterflies and Insect Life Cycles

Objective: Student will identify and correctly use verbs and sequencing vocabulary in spoken and written sentences about Butterflies and Insect Life Cycles.

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

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

Warm-up: Quick warm-up connecting today's focus (Verbs and sequencing vocabulary) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Verbs and sequencing vocabulary in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying verbs and sequencing vocabulary together. 3) Child attempts verbs and sequencing vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and sequencing vocabulary, applying it to one new example related to Butterflies and Insect Life Cycles.

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

Objective: Student will construct complete sentences that correctly apply verbs and sequencing vocabulary while talking about Butterflies and Insect Life Cycles.

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

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

Warm-up: Quick warm-up connecting today's focus (Verbs and sequencing vocabulary) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Verbs and sequencing vocabulary in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying verbs and sequencing vocabulary together. 3) Child attempts verbs and sequencing vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and sequencing vocabulary, applying it to one new example related to Butterflies and Insect Life Cycles.

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

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

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

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

Warm-up: Quick warm-up connecting today's focus (Verbs and sequencing vocabulary) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Verbs and sequencing vocabulary in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying verbs and sequencing vocabulary together. 3) Child attempts verbs and sequencing vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and sequencing vocabulary, applying it to one new example related to Butterflies and Insect Life Cycles.

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

Objective: Student will sort words and pictures related to Butterflies and Insect Life Cycles based on verbs and sequencing vocabulary.

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

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

Warm-up: Quick warm-up connecting today's focus (Verbs and sequencing vocabulary) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Verbs and sequencing vocabulary in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying verbs and sequencing vocabulary together. 3) Child attempts verbs and sequencing vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and sequencing vocabulary, applying it to one new example related to Butterflies and Insect Life Cycles.

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

Objective: Student will independently demonstrate mastery of verbs and sequencing vocabulary by producing 3-4 original examples tied to Butterflies and Insect Life Cycles.

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

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

Warm-up: Quick warm-up connecting today's focus (Verbs and sequencing vocabulary) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Verbs and sequencing vocabulary in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying verbs and sequencing vocabulary together. 3) Child attempts verbs and sequencing vocabulary with support, receiving feedback.

Practice: Child independently practices verbs and sequencing vocabulary, applying it to one new example related to Butterflies and Insect Life Cycles.

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

Objective: Student will model and explain counting by twos; addition/subtraction within 10 with insect counters using hands-on manipulatives related to Butterflies and Insect Life Cycles.

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 by twos; addition/subtraction within 10 with insect counters) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Counting by twos; addition/subtraction within 10 with insect counters in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying counting by twos; addition/subtraction within 10 with insect counters together. 3) Child attempts counting by twos; addition/subtraction within 10 with insect counters with support, receiving feedback.

Practice: Child independently practices counting by twos; addition/subtraction within 10 with insect counters, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates counting by twos; addition/subtraction within 10 with insect counters correctly in at least 3 of 4 attempts.

Objective: Student will solve guided problems involving counting by twos; addition/subtraction within 10 with insect 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 (Counting by twos; addition/subtraction within 10 with insect counters) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Counting by twos; addition/subtraction within 10 with insect counters in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying counting by twos; addition/subtraction within 10 with insect counters together. 3) Child attempts counting by twos; addition/subtraction within 10 with insect counters with support, receiving feedback.

Practice: Child independently practices counting by twos; addition/subtraction within 10 with insect counters, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates counting by twos; addition/subtraction within 10 with insect counters correctly in at least 3 of 4 attempts.

Objective: Student will apply counting by twos; addition/subtraction within 10 with insect counters to solve a themed word problem connected to Butterflies and Insect Life Cycles.

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 by twos; addition/subtraction within 10 with insect counters) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Counting by twos; addition/subtraction within 10 with insect counters in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying counting by twos; addition/subtraction within 10 with insect counters together. 3) Child attempts counting by twos; addition/subtraction within 10 with insect counters with support, receiving feedback.

Practice: Child independently practices counting by twos; addition/subtraction within 10 with insect counters, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates counting by twos; addition/subtraction within 10 with insect counters correctly in at least 3 of 4 attempts.

Objective: Student will check work and compare strategies for counting by twos; addition/subtraction within 10 with insect 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 (Counting by twos; addition/subtraction within 10 with insect counters) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Counting by twos; addition/subtraction within 10 with insect counters in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying counting by twos; addition/subtraction within 10 with insect counters together. 3) Child attempts counting by twos; addition/subtraction within 10 with insect counters with support, receiving feedback.

Practice: Child independently practices counting by twos; addition/subtraction within 10 with insect counters, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates counting by twos; addition/subtraction within 10 with insect counters correctly in at least 3 of 4 attempts.

Objective: Student will independently complete a mixed-problem challenge demonstrating counting by twos; addition/subtraction within 10 with insect 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 (Counting by twos; addition/subtraction within 10 with insect counters) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Counting by twos; addition/subtraction within 10 with insect counters in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying counting by twos; addition/subtraction within 10 with insect counters together. 3) Child attempts counting by twos; addition/subtraction within 10 with insect counters with support, receiving feedback.

Practice: Child independently practices counting by twos; addition/subtraction within 10 with insect counters, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates counting by twos; addition/subtraction within 10 with insect counters correctly in at least 3 of 4 attempts.

Objective: Student will make and record observations related to butterfly life cycle: egg in the context of Butterflies and Insect Life Cycles.

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 (Butterfly life cycle: egg) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Butterfly life cycle: egg in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying butterfly life cycle: egg together. 3) Child attempts butterfly life cycle: egg with support, receiving feedback.

Practice: Child independently practices butterfly life cycle: egg, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates butterfly life cycle: egg correctly in at least 3 of 4 attempts.

Objective: Student will conduct a simple hands-on investigation to explore caterpillar.

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 (caterpillar) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review caterpillar in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying caterpillar together. 3) Child attempts caterpillar with support, receiving feedback.

Practice: Child independently practices caterpillar, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates caterpillar correctly in at least 3 of 4 attempts.

Objective: Student will explain cause-and-effect relationships involving chrysalis.

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 (chrysalis) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review chrysalis in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying chrysalis together. 3) Child attempts chrysalis with support, receiving feedback.

Practice: Child independently practices chrysalis, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates chrysalis correctly in at least 3 of 4 attempts.

Objective: Student will compare and classify examples related to butterfly and Butterflies and Insect Life Cycles.

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 (butterfly) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review butterfly in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying butterfly together. 3) Child attempts butterfly with support, receiving feedback.

Practice: Child independently practices butterfly, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates butterfly correctly in at least 3 of 4 attempts.

Objective: Student will summarize and share what was learned this week about butterfly life cycle: egg.

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 (Butterfly life cycle: egg) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Butterfly life cycle: egg in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying butterfly life cycle: egg together. 3) Child attempts butterfly life cycle: egg with support, receiving feedback.

Practice: Child independently practices butterfly life cycle: egg, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates butterfly life cycle: egg correctly in at least 3 of 4 attempts.

Objective: Student will describe and discuss comparing how change happens in nature and change in our lives as it relates to Butterflies and Insect Life Cycles.

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 how change happens in nature and change in our lives) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Comparing how change happens in nature and change in our lives in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying comparing how change happens in nature and change in our lives together. 3) Child attempts comparing how change happens in nature and change in our lives with support, receiving feedback.

Practice: Child independently practices comparing how change happens in nature and change in our lives, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates comparing how change happens in nature and change in our lives correctly in at least 3 of 4 attempts.

Objective: Student will identify roles and responsibilities connected to comparing how change happens in nature and change in our lives.

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 how change happens in nature and change in our lives) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Comparing how change happens in nature and change in our lives in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying comparing how change happens in nature and change in our lives together. 3) Child attempts comparing how change happens in nature and change in our lives with support, receiving feedback.

Practice: Child independently practices comparing how change happens in nature and change in our lives, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates comparing how change happens in nature and change in our lives correctly in at least 3 of 4 attempts.

Objective: Student will connect comparing how change happens in nature and change in our lives 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 how change happens in nature and change in our lives) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Comparing how change happens in nature and change in our lives in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying comparing how change happens in nature and change in our lives together. 3) Child attempts comparing how change happens in nature and change in our lives with support, receiving feedback.

Practice: Child independently practices comparing how change happens in nature and change in our lives, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates comparing how change happens in nature and change in our lives correctly in at least 3 of 4 attempts.

Objective: Student will compare different perspectives or places related to comparing how change happens in nature and change in our lives.

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 how change happens in nature and change in our lives) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Comparing how change happens in nature and change in our lives in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying comparing how change happens in nature and change in our lives together. 3) Child attempts comparing how change happens in nature and change in our lives with support, receiving feedback.

Practice: Child independently practices comparing how change happens in nature and change in our lives, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates comparing how change happens in nature and change in our lives correctly in at least 3 of 4 attempts.

Objective: Student will reflect on and summarize what was learned about comparing how change happens in nature and change in our lives.

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 how change happens in nature and change in our lives) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Comparing how change happens in nature and change in our lives in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying comparing how change happens in nature and change in our lives together. 3) Child attempts comparing how change happens in nature and change in our lives with support, receiving feedback.

Practice: Child independently practices comparing how change happens in nature and change in our lives, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates comparing how change happens in nature and change in our lives correctly in at least 3 of 4 attempts.

Objective: Student will read a text connected to Butterflies and Insect Life Cycles and retell it while focusing on retelling a butterfly life-cycle story with accurate sequence.

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 butterfly life-cycle story with accurate sequence) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Retelling a butterfly life-cycle story with accurate sequence in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying retelling a butterfly life-cycle story with accurate sequence together. 3) Child attempts retelling a butterfly life-cycle story with accurate sequence with support, receiving feedback.

Practice: Child independently practices retelling a butterfly life-cycle story with accurate sequence, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates retelling a butterfly life-cycle story with accurate sequence correctly in at least 3 of 4 attempts.

Objective: Student will identify key details in the text that relate to retelling a butterfly life-cycle story with accurate sequence.

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 butterfly life-cycle story with accurate sequence) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Retelling a butterfly life-cycle story with accurate sequence in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying retelling a butterfly life-cycle story with accurate sequence together. 3) Child attempts retelling a butterfly life-cycle story with accurate sequence with support, receiving feedback.

Practice: Child independently practices retelling a butterfly life-cycle story with accurate sequence, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates retelling a butterfly life-cycle story with accurate sequence correctly in at least 3 of 4 attempts.

Objective: Student will ask and answer questions about the text using retelling a butterfly life-cycle story with accurate sequence.

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 butterfly life-cycle story with accurate sequence) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Retelling a butterfly life-cycle story with accurate sequence in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying retelling a butterfly life-cycle story with accurate sequence together. 3) Child attempts retelling a butterfly life-cycle story with accurate sequence with support, receiving feedback.

Practice: Child independently practices retelling a butterfly life-cycle story with accurate sequence, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates retelling a butterfly life-cycle story with accurate sequence correctly in at least 3 of 4 attempts.

Objective: Student will compare two texts or passages related to Butterflies and Insect Life Cycles using retelling a butterfly life-cycle story with accurate sequence.

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 butterfly life-cycle story with accurate sequence) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Retelling a butterfly life-cycle story with accurate sequence in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying retelling a butterfly life-cycle story with accurate sequence together. 3) Child attempts retelling a butterfly life-cycle story with accurate sequence with support, receiving feedback.

Practice: Child independently practices retelling a butterfly life-cycle story with accurate sequence, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates retelling a butterfly life-cycle story with accurate sequence correctly in at least 3 of 4 attempts.

Objective: Student will summarize the week's reading, demonstrating retelling a butterfly life-cycle story with accurate sequence.

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 butterfly life-cycle story with accurate sequence) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Retelling a butterfly life-cycle story with accurate sequence in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying retelling a butterfly life-cycle story with accurate sequence together. 3) Child attempts retelling a butterfly life-cycle story with accurate sequence with support, receiving feedback.

Practice: Child independently practices retelling a butterfly life-cycle story with accurate sequence, applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates retelling a butterfly life-cycle story with accurate sequence correctly in at least 3 of 4 attempts.

Objective: Student will read, spell, and sort this week's words featuring multisyllable word segmenting (but-ter-fly, cat-er-pil-lar).

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 (Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar)) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) together. 3) Child attempts multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) with support, receiving feedback.

Practice: Child independently practices multisyllable word segmenting (but-ter-fly, cat-er-pil-lar), applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) correctly in at least 3 of 4 attempts.

Objective: Student will build and write words using multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) 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 (Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar)) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) together. 3) Child attempts multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) with support, receiving feedback.

Practice: Child independently practices multisyllable word segmenting (but-ter-fly, cat-er-pil-lar), applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) 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 (Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar)) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) together. 3) Child attempts multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) with support, receiving feedback.

Practice: Child independently practices multisyllable word segmenting (but-ter-fly, cat-er-pil-lar), applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) correctly in at least 3 of 4 attempts.

Objective: Student will sort and categorize words by their multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) 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 (Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar)) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) together. 3) Child attempts multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) with support, receiving feedback.

Practice: Child independently practices multisyllable word segmenting (but-ter-fly, cat-er-pil-lar), applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) correctly in at least 3 of 4 attempts.

Objective: Student will complete a mini dictation/spelling check demonstrating multisyllable word segmenting (but-ter-fly, cat-er-pil-lar).

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 (Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar)) back to Butterflies and Insect Life Cycles.

Main Activity: 1) Introduce/review Multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) in the context of Butterflies and Insect Life Cycles. 2) Guided practice applying multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) together. 3) Child attempts multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) with support, receiving feedback.

Practice: Child independently practices multisyllable word segmenting (but-ter-fly, cat-er-pil-lar), applying it to one new example related to Butterflies and Insect Life Cycles.

Assessment: Child demonstrates multisyllable word segmenting (but-ter-fly, cat-er-pil-lar) correctly in at least 3 of 4 attempts.