UNO Sandra Cisneros Lesson Cycle Template Mollie Kanter

Week 4 October 6- 10
Content Area:
Reading
Dates Implemented:
October 6-10
Common Core Standards:
RL.1.1. Ask and answer questions about key details in a text.
RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

SMALL GROUP FOCUSES:

RF.1.1a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a. Read grade-level text with purpose and understanding.
RF.1.4b. Read grade-level text orally with accuracy, appropriate rate, and expression.

RF.1.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SPELLING/LANGUAGE
L.1.2d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.1b. Use common, proper, and possessive nouns.
L.1.2b. Use end punctuation for sentences.
Guiding Question:
What is a setting?
How can I describe the setting?
When I describe the setting what do I look for?
How does the setting change the story?
What is a character?
How can I describe a character?
How do characters change a story?
What is the beginning of the story?
What is the middle of the story?
What is the end of the story?
What does it mean to retell a story?
How can I retell a story?
Why do good readers retell a story?
How does retelling help us become better readers?
What are the three ways to make the long e sound?
How can I tell which long e sound to use?

Vocabulary:
Long e sound
Retelling
Setting
Characters
Beginning
Middle
End

Materials:
Read Aloud Books:
Recess Queen (Friday- Major Assessment)
Goldilocks and the 3 Bears
The Little Engine that Could
The 3 Little Pigs
Formal Assessment:
Spelling Quiz minor
Word Family Quiz minor
Comprehension Quiz minor
Unit 2 Test Major (Written)
Unit 2 Story Comprehension
Accommodations and/or Modifications
(check/highlight all that apply)
Details about Accommodations and/or Modifications (IEP and/or ELL students):

Student Grouping
Differentiation
o
o
o
o
o

Heterogeneous
Homogeneous
Content
Process
Product
Student Activity: What students will do during lesson cycle (check all that apply)

Acquire

o
oo
oo
oo
oo
oo
o
o

Construct, examine,
meaning

Diagnostic assessment make

Observe
Watch
Lecture

o
Attempt
o Take notes
Graphic organizers
Practice
o Question
Questioning (convergent)
Refine
o Answer
Demonstration/modeling
Listen
Give responses
Process guideso
Guided practice
Feedback

o
o
o
o
o
o

Construct,
Transfer examine, make meaning

o
Compareo
Induce o
Define o
Generalize
o
Collaborate
o
Support o
others

Concept attainment
Teach
Cooperative learning

o
o
Listen
Discussion
o
Question
Experimental inquiry
o representation
Consider
Graphic
o
Guided inquiryExplain
Hypothesize
Usingo
analogies
o
Gather data

Transfer

o
o
o
o
o
o
o
o
o
o
o
o
o

o
On-going assessment
o
Listen
o of Revise
o
Provide specific
feedback
in the context
authentic application
Pose
or
define
o
Consider
o
Reflect
o
Conferencing
problems
Connect
o self-assessment
Practice and reflection
o
Refine
Simulation (e.g. mock trial) o
Prompting
o
Solve
Map relationships
o
Retry
o
Recycle through
Socratic
seminar
o
Evaluate
Research
o
Refine
Writing process
o
Clarify
Conclude
Understanding notebook
o
Predict
Problem-based learning
Analyze
Questions (open-ended)

o
Visualize
Reciprocal teaching o

Support

Teacher Activity: What the teacher will use in order to instruct (check all that apply)

Teacher Instruction and Form of

Student Engagement
Monday
8:00 8:20

8:20 8:40

Do NOW Journal
Morning Meeting
-Greeting
-Sharing
-Calendar
Daily Five Focus Lesson #1
Comprehension: Retelling

Teacher will introduce that

good readers are able to
retell a story.

T will explain that when we

retell a story, we can tell
a friend all the important
things that happen in the
story.
T will explain that when we
retell, we must pay
attention to characters,
setting, and the order in
which things happen
(beginning, middle and end).
T will read aloud a familiar
text, The Little Engine
that Could.

Daily Assessment

Content Objective
SWBAT ask and answers questions
about a grade level text.
Language Objective
SW observe the teacher reading
aloud.

Anecdotal notes

After reading, T will model

retelling the story using
pre-made sentence strips
to show students the
importance of retelling
events in a specific order.

8:40 9:00

Daily 5 Round 1

9:00 9:15

Daily Five Focus Lesson #2

Phonics/Spelling

Objectives

Teacher will introduce

that when y comes at
the end of the word it
can sound like e.

BLUEBERRIES: igh game

Content Objective
SWBAT spell untaught words
phonetically.
Language Objective
SW sort long e words.

Anecdotal Notes