Professional Documents
Culture Documents
Monday
-Sit on the rug or in
seats and introduce
visual imagery. Explain
that it is a tool good
readers use to make
mental images in their
brains about what they
are reading. They use
their prior knowledge
and experiences to
connect with the
authors writing. Ask
them if they have ever
made mental images
before.
-Model the strategy by
reading the passage
(attached), pause
every couple lines and
draw on the board or
an easel what my
mental image is at the
time. When I am done
reading the passage, I
should have
representation of my
mental image on the
paper
-Then, give the
students a copy of a
new passage. Have
them work with each
Tuesday
-Have students review
and share their
worksheets from
yesterday again. Ask if
they have any
questions about visual
imagery or if they had
any good mental
pictures in their heads
as they went about
their day yesterday
-Discuss how different
people can have
different mental
images, and use the
worksheets from
yesterday to show
that.
-Today tell the class
they we are going to
work on group mental
pictures
-Read a picture book
to the class, but do not
show them the
pictures.
-After each page,
have the a student go
up and draw a little bit
about what is going on
in their head
-The next student can
Wednesday
-Read the students the
book Go Away, Big
Green Monster! by Ed
Emberly. Its a story of
a monster who grows,
and as the story
continues, it adds
descriptions of the
features and
characteristics of the
monster
-As you are reading,
pass out paper
(worksheet attached)
to the class. Do not
show the class the
pictures.
-After every page,
pause and have the
students draw what
they think the monster
looks like.
-Reread the book, this
time, showing the
students the pages
-Ask the students if
creating a visual
image helped them
understand the story
better by
understanding what
the monster looked like
Thursday
-Have the students
pick a book of the
shelf and buddy read
to each other. If it is a
chapter book, have
them read only one
chapter.
-Model the activity first.
Pick a book from the
class library and a
student to sit next to.
Read a page of the
book to the student.
Ask the student what is
going on in their head,
and ask the student to
describe it or draw it.
Tell the class after
every couple pages to
ask their partner to
describe with words or
draw their visual
image. Together, pick
a page that was
descriptive to them
and have them copy
a sentence or phrase
onto the worksheet
(attached)
-Then have them
switch jobs, one person
reads and the other
Friday
-Read some two
chapters form Willy
Wonka and the
Chocolate Factory
by Ronald Dahl.
Give some
background
information about
what is going on in
the story. Good
chapter to chose for
this would be when
they enter the
candy garden or
when they are on
the chocolate river.
-Have the students
close their eyes
-When the chapter
is done, ask the
students to describe
what they saw in
their heads
-Ask what the main
idea of the chapter
was
-What were details
that were important,
but not the main
ideas, these details
or parts supported
the main idea
other to highlight
sentences of phrases
that stuck out to them
for their mental images
and draw their own
mental image from the
passage.
-Have the students
return to the circle or
come back together
as a while group. Ask
for student volunteers
to share their mental
images.
About 30 minutes
Passages attached
About 20 minutes
About 30 minutes
Guided Reading (approximately 15-25 minutes daily for each group) (You will be planning just one group for the week,
based on results of the student assessed that would be grouped with other similar readers)
Objectives Use the book Charlie and the Chocolate Factory by Ronald Dahl to guide reading and comprehension by
making inferences, completing character analyses and summarizing by chapters.
Standards of Learning
4.4 The student will expand vocabulary when reading.
a) Use context to clarify meanings of unfamiliar words.
Tuesday
-Ask students for a
retell of what they
read yesterday and
what they read for last
nights homework
-Were any of their
inferences correct?
-Continue to share
new vocab on the
white board with the
class
-Read Chapter 4
-Complete a
character analysis
together. On the white
board, draw an outline
of a person, and name
him Grandpa Joe."
Wednesday
-Have the students
retell you what they
read last night for
homework, and
answer any questions.
Did they learn
anything else about
Grandpa Joe that they
could add to their
character analysis?
-Read Chapter 6 (this is
a long chapter, have
the students read what
they can in about 1215 minutes)
-By now one (or 2
depending on how far
the readers have
Thursday
-Review the character
charts and the rest of
chapter 6. Was there
anything on other
peoples charts that
they would like to add
to theirs?
-Introduce chapter 7,
more tickets are going
to be found!
-Start reading chapter
7. Have them read for
only about 8 minutes,
stop them and review
vocabulary they do
not know. Some new
words might be
peculiar, document,
Friday
-Review the rest
of chapter 7 and
ask for a retelling
of what
happened
-Complete the
summary by
chapter chart,
model chapter 1.
Review chapter
1, flip through the
pages and
familiarize
yourself with
what happened,
then write down
3-5 sentences of
the main points.
mystic, precious,
verdict or procession.
-Have them do a 5
finger retell of the
chapter so far
About 20 minutes
About 20 minutes
Homework- Finish
Chapter 7
Homework- Share
their chapter
summarizes with
someone at
home this
weekend to tell
them what the
About 20 minutes
Homework-Read
Chapter 5
Homework- Finish
chapter 6 and their
character chart
book is about!
Independent Reading (Do not really need to plan, but need to know that it fits into you plan each day and that teacher will
be conferring with students during this time).
Objectives Expand reading knowledge independently
Standards of Learning
4.1 The student will use effective oral communication skills in a variety of settings.
h) Demonstrate the ability to work independently.
Monday
Student will continue
independently reading
throughout the week, I
will check-in and
confer with her
throughout the week
to guide her
independent reading
as well.
Tuesday
Wednesday
Thursday
Friday
Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately 3040 minutes each day).
Objectives Practice writing skills to become better writers, specifically using building paragraphs and using transitions.
Standards of Learning
4.7 The student will write cohesively for a variety of purposes.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
i) Utilize elements of style, including word choice and sentence variation.
j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.
Monday
-Introduce the topic of
writing paragraphs,
using a central idea.
-The topic will be
favorite places, and as
a class brainstorm
some of their favorite
places on the board,
this will offer some
Tuesday
-Continue working on
the favorite places
topic
-Discuss what a central
idea is, and ask what
the supporting details
would be, in the chart
the central idea would
be what the favorite
Wednesday
-Have one student
share their work, and
as the mini-lesson have
the class ask
constructive questions.
If some students have
never been there
before, they may have
more questions
Thursday
-Have the students
create finish products
of their work. Take their
drafts from their writers
workshop journals and
have them transfer
them onto new paper.
Then, have them draw
a picture to go along
Friday
-Have the
completed book
ready to be shared
-Each student reads
aloud their work
-Students will sit with
post-it note pads.
When they learn
something new or
examples to students
who are stuck. Some
examples might be the
beach, their home, a
waterpark or
amusement park, the
woods
-Model how you pick
reasons for it being
your favorite place
(One of my favorite
places is the beach
because it is warm and
relaxing)
-From that, model how
you build paragraphs
using details
-Pass out the
worksheet attached to
help them get started
-Once they have
completed the chart,
they can move onto
independent writing
and building
paragraphs in their
writers workshop
notebook
-Allow them to write
until time is up,
understanding they
may not be finished
but they will have the
opportunity to finish in
there is something in
the writing that they
like, they can write it
down. When the
student presenting is
done, they can stick
it in the book under
their writing
About 30-40 minutes
the future
-Ask two students to
share what they have
written or their charts
so far
About 40 minutes
Word Study
The student is a derivational speller based on the spelling inventory assessment that was given. This stage means
that the student is growing in spelling and vocabulary knowledge through derivation- from a single base or word
root, a number of related words are derived through the addition of prefixes and suffixes. She is a strong writer and
speller. She correctly spells words she is familiar with. She is using but confusing some suffixes and prefixes, so this
word study focuses on prefixes and using them correctly, and then further applying them to other words.
Objectives for week Understand how adding a prefix can change the meaning of a base word, and understand that
prefixes can have their own meaning which changes the meaning of the word, specifically when working with the
prefixes in-. un-, dis-, and mis-.
SOLs for week4.4 The student will expand vocabulary when reading
b) Use knowledge of roots, affixes, synonyms, antonyms and homophones
c) Use word reference materials, including glossary, dictionary and thesaurus
Monday
Present the word sort
to the students, have
them cut out the
words and lead the
sort open. (The
students should notice
the prefixes and sort
them by prefixes).
Homework: have the
students practice
sorting the words at
home.
Tuesday
Have the students resort the words. Ask
them what they notice
about the words,
remind them of the
terms prefixes and
base words. Discuss
the meaning of the
words, with the base
word and without.
Have the students
discuss how the prefix
can have its own
meaning that can
change the base
word. This should be a
group discussion. Then,
have the students write
the meaning of the
prefix in their word
study notebook sheet,
and include the words
in their word sort under
each prefix and its
meaning (included
below).
Homework: have the
students sort the words
at home and tell
someone at home (or
a stuffed animal or a
pet) about the
Wednesday
Review the sheet from
yesterday, and review
the meanings of the
prefixes. Then, have
the students go on a
word hunt in a familiar
text and see if they
can find words with
the same prefixes, in-,
un-, mis- and dis-, to
figure out the meaning
of the word. They can
use a dictionary to
figure out meanings of
base words if they do
not know.
Homework: sort the
words and practice
spelling.
Thursday
Have the students
resort the words, and
review their findings
over the last few days
about the meanings of
the prefixes in-, un-, disand mis-, and also how
a prefix can change
the meaning of the
word. Then, give the
students new base
words and their
definition, and have
the students add
prefixes to change the
meaning and define
the new word. Assist
students in choosing a
correct prefix.
Worksheet attached.
Homework: review for
assessment tomorrow.
Friday
Word sort
assessment. Give
a spelling test on
the words from
the word sort, but
add in a section
that addresses
more than
spelling. Since
word study for
derivational
spellers is more
focused on
aspects of
morphology and
how the structure
of words is usually
key to their
meanings, add a
section with base
words, their base
word definition,
and adding a
prefix and asking
what the meaning
would be. This
takes it beyond
spelling.
meanings of the
prefixes.
If planning that child would use word study notebook, show would each page from your assignment would look like for
each day.
insincere uneasy
informal
unaware
infrequent unknown
inexpensive unfasten
dishonest untidy
disbelief
discourage
disorder
misspell
disrespect mistake
misleading
mischief
misfortune
insane