Centers 10:10-11:30

Rotation
Group 1 Group 2 Group 3 Group 4
Rotation
1
20mins

Small Group with
Ms. Campbell
Small Group with
Ms. Mt. Joy
Independent
Reading
Small Group with
Ms. Twigg
Rotation
2
20mins
Small Group with
Ms. Mt. Joy
ABC Center
Small Group with
Ms. Twigg
Independent
Reading
Rotation
3
20mins
Small Group with
Ms. Twigg
Independent
Reading
Small Group with
Ms. Mt. Joy
ABC Center
Rotation
4
20mins
Independent
Reading
Small Group with
Ms. Twigg
ABC Center
Small Group with
Ms. Mt. Joy


Centers
Ms. Campbell- Ms. Campbell will focus on identifying medial sounds in CVC words. Students will be
completing a picture sort game for review. Then students will practice tapping and writing CVC
words in order to correct common medial spelling errors.
Ms. Mt. Joy- Ms. Mt. Joy s focus for the day will be identifying who, what, when, where, and why
questions. Students will be using pictures clues to answer the question. Then students will practice
forming, writing, and answering questions in order to correct common questioning confusions.
ABC Center-Students may use a variety of materials/activities to practice their weekly sight and
CVC words. Activities include: saying and tapping, writing on white boards, using magnetic letters,
stamping words, writing words, and using words in a complete sentence or testing a friend.
Independent Reading- Students may use the library books or guided reading texts to select a
leveled book. The students will then answer the Daily Question about the text, and recorded it on
their paper. May 7
th
s -Daily Question: Is the main character happy or sad? How do you know?




Group 1 Group 2 Group 3 Group 4
Massandje
Jefferson
Desmond
Sanaa
Muhamed
Joshua
Marcello
Erika
Issiah
Alexis
Jordan
Amari
Andre
Khamari
Jason
Milton
Reading Level:
B (high)- C (low)
Reading Level:
C (high)-D (low)
Reading Level:
E (high)-F (low)
Reading Level:
H (high)- I (low)
Goals:
Letter Naming Fluency,
Medial Sounds, Ending
Sounds, Blending, Rhyming
Words
Goals:
Medial Sounds, Long/Short
Vowel Sounds, Nonsense
Word Fluency, WWWW and
W Questions
Goals:
Blends, Word Families,
Manipulating/Writing
Complete Sentences, Answer
Text Dependent Questions,
WWWW and W Questions,
Comprehension
Goals: Manipulating and
Writing Complete Sentences,
Answering Questions in a
Complete Thought, Blends,
WWWW and W Questions,
Comprehension

Text: Bags, Cans, Pots, and
Pans
By: Della Cohen
Text: Stop That!
By: Maryann Dobeck
Text: A Box Can Be Many
Things
By: Danan Meachen Rau
Text: Dear Butterflies
By: Maryann Dobeck
Objective:
CCSS.ELA-LITERACY.RF.K.2.D
Today we will isolate and
pronounce the initial, medial, and
final sounds in CVC words, and
blend these sounds to form
words.


Objective:
CCSS.ELA-LITERACY.RF.K.2.D
Today we will isolate and
pronounce the initial, medial, and
final sounds in CVC words, and
blend these sounds to form
words.

Objective:
Ou/Ow Blends
CCSS.ELA-LITERACY.RF.K.2.B
Today we will produce the ou/ow
diagraph by blending and
segmenting and sorting spoken
words.
Objective:
CCSS.ELA-LITERACY.W.K.1
Today we will distinguish
between fact and opinions
by determining if a
statement can be proven
true or false.
Samantha Twigg, Formal Observation May 7, 2014

Common Core Curriculum:
CCSS.ELA-LITERACY.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the
name of the book they are writing about and state an opinion or preference about the topic or book.


Objective: Today we will distinguish between fact and opinions by determining if a statement can be proven true
or false.
Materials:
Readers Library: Animal Habitats Book Chapter Dear Butterflies
Fact and Opinion Cards
Fact and Opinion Foldable
Scissors
Glue
Pencil
Fact and Opinion Clue Sort
Dear Butterflies Fact and Opinion Sort (pre-cut)
Dino Fact and Opinion Sorting Assessment


Prior to Wednesday, May 7
th
: Prior to this observation students will have been exposed to the text for two days.
On day one students will have wrote about their predictions for the text. During this time I will have exposed the
students to all of the scientific vocabulary in the text. On day two students will review vocabulary, and use it in a
sentence. Students also will review the definition of fact and opinion and create their foldable in preparation for
activities during Wednesdays (day threes) lesson.




Procedure:

1. I will first read the objective with my students. I will ask the group to talk with a partner about the difference
between fact and opinion to recall what they can remember from our foldable. Then, as a group we will review the
definition of fact and opinion together with our foldables. Reminding students that a statement is fact if it can be
proven true, and an opinion it is someones beliefs or thoughts.

2. Next, I will model that there are clues in the text or sentences that tell us the difference between fact and option
if we know what to look for in the text. I will model a sentence I think we should go to the mall. I agree with
Mark. He was born on March 9, 2009. The room is blue. We will play a fact and opinion clue sorting game
together. Students will choose a clue from the bag and we will discuss whether or not the clue is a fact or opinion
based on the vocabulary on the card.

3. Next, we will read Dear Butterflies together as a whole group. As we are reading I will remind students to look
for fact and opinions in the text, as well as, words that would that would give us clues to whether the statement is a
fact or opinion.

4. Once finished the text we will complete the Dear Butterflies Fact and Opinion Sort in pairs or in a whole group
depending on their overall understanding of the concept at this time. Students should be using their foldable and
created fact opinion clue anchor chart as resources.

Assessment:

The students will work independently using resources to complete the Dino Fact and Opinion Sort Independently
during part of the remaining center rotation. If needed the students may complete the assessment during their
independent reading time as well.

Closure:

Once everyone is finished I will restate the objective and compliment team members for their hard work, and then
rotate students to the next center rotation.

Next Day: Students will be working in pairs to begin writing fact statements.