Language Arts

Elizabeth Richardson and Chelsea Rufli

Week
One Day 1 Day 2 Day 3 Day 4 Day 5

ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1
Oral Language Oral Language Oral Language Oral Language Oral Language
Growth Growth Growth Growth Growth

R - Students will CD - Students will R - Students will CD - Students will R - Students will read
read a short story learn the meaning of read a short story learn the meaning of a short story Bedtime
Alexander and the syllables. Students The Bears' Picnic a grapheme and a for Frances
Terrible, Horrible, No will clap to the by Stan Berenstain, Jan phoneme. by Russell Hoban
Good, Very Bad Day number of syllables Berenstain
by Judith Viorst. in given words. R/W - Students will LI - Students will
LI - Students will complete a listen to the audio
LI - Students will R/W - Students will listen to the audio worksheet where tape of the story and
listen to the audio complete a tape of the story and they will identify the follow along in their
tape of the story and worksheet where follow along in their number of books.
follow along in their they will read a story books. graphemes and
books. and then count the phonemes in a CD - Students will
number of syllables CD - Students will sentence. answer questions
CD - Students will in the underlined answer questions asked by the teacher
answer questions words. asked by the teacher W - Students will by raising their
asked by the teacher by raising their write the number hands.
by raising their W - Students will hands. word for how many
hands. write a story using at phonemes and W - Students will
least five four- W - Students will graphemes are on write a story about
W - Students will syllable words, and a write a story about a the worksheet. how they have tried
write a story about a few will recite the family picnic or trip. to get out of going to
bad day that they story to the class. bed early and if it
have had. worked, and a few
DA – Students who will read it to the
have trouble typing class.
can use a word
processor.
Week Day 6 Day 7 Day 8 Day 9 Day 10
Two

ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1
Oral Language Oral Language Oral Language Oral Language Oral Language
Growth Growth Growth Growth Growth

R - Students will R - Students will R -Students will R -Students will R -Students will
read a short story learn how to read read a short story learn how to read read a short story
Brown Bear, Brown poetry, when to Caps for Sale: A Tale poetry, when to Franklin Rides a Bike
Bear, What Do You pause and when to of a Peddler, Some pause and when to by Paulette Bourgeois
See? not. Monkeys, and Their not, etc.
by Bill Martin Monkey Business LI -Students will
PS - Students will by Esphyr Slobodkina PS -Students will listen to the audio
LI - Students will choose a poem choose a poem tape of the story
listen to the audio from their class LI -Students will from their class and follow along in
tape of the story text, and recite listen to the audio text, and recite their books.
and follow along in their poems to the tape of the story their poems to the
their books. class. and follow along in class. CD -Students will
their books. answer questions
CD - Students will W - Students will W -Students will asked by the
answer questions write their own CD -Students will write their own teacher by raising
asked by the poem about a topic answer questions poem about a topic their hands.
teacher by raising that they choose. asked by the that they choose.
their hands. teacher by raising W -Students will
DA – Some their hands. write a story about
W - Students will students may need how there is
write a story about to read their poems W -Students will something they
their favorite color from a paper typed write a story about cannot do, and how
and what things on a separate how it is important they will keep
they own or see sheet. to be honest and trying to do what
that are their not steal. they cannot do.
favorite color.
Week Day 11 Day 12 Day 13 Day 14 Day 15
Three

ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1 ERCR SOL LA 1.1
Oral Language Oral Language Oral Language Oral Language Oral Language
Growth Growth Growth Growth Growth

R -Students will MU -Students will R -Students will MU -Students will Students will read a
read a short story If listen to, learn and read a short story listen to, learn and short story The Little
You Give a Mouse a recite the song The Listening Walk recite the song Engine That Could
Cookie Ready to Read. by Paul Showers School is Cool. by Watty Piper
by Laura Joffe Numeroff
PS -Students will LI -Students will PS -Students will Students will listen
LI -Students will get in groups and listen to the audio get in groups and to the audio tape of
listen to the audio ‘perform’ the song tape of the story ‘perform’ the song the story and follow
tape of the story for the rest of the and follow along in for the rest of the along in their
and follow along in class. their books. class. books.
their books.
CD -Students will DA – Students can Students will
CD -Students will answer questions have words typed answer questions
answer questions asked by the out for them, gifted asked by the
asked by the teacher by raising students may lead teacher by raising
teacher by raising their hands. the group. their hands.
their hands.
LI/W -Students will Students will write a
W -Students will go outside and story about
write a story about write down as many something that they
what they need of the sounds that do not think they
when they eat a they hear as will ever be able to
cookie. possible. do.
Week Day 16 Day 17 Day 18 Day 19 Day 20
Four

ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2
Expanding Listening Expanding Listening Expanding Listening Expanding Listening Expanding Listening
and Speaking and Speaking and Speaking and Speaking and Speaking
Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

MO -The teacher will MU -The teacher will The teacher will CD -The teacher will The teacher will
introduce adjectives play three songs for pass out five continue to teach select classic fairy
by placing five the class and they different food items: about adjectives by tale or folklore
random objects in will list adjectives potato chips, pickle explaining stories.
paper bags around that describe the slices, synonyms.
the room. The music. marshmallows. (For something that R/W -The students
students will walk tastes good: will choose one of
around the room in R -Students will read W -Students will delicious, tasty, etc.) the short stories and
groups and list as two short stories write adjective to rewrite it using as
many words to and list words that describe the objects W -Students will many different
describe the object describe how the that they taste. make word webs of adjectives as they
as they can, without storied make them These cover all synonyms from can. (Ex: For
opening the bag. feel. shapes, colors, other words: good, instance, the big,
tastes, and textures. bad, etc. bad wolf can
CD -They will then DA – Students who become the
try to figure out have trouble R -Students will enormous, naughty
what the object is, expressing may read a story about wolf.)
learning that need more of a food and Food For
adjectives help! guidline. Thought PS -Students can
share their stories
by Joost Elffers
R -Students will then with the class!
read a story and
and discuss all of
pick out all of the the adjectives in
adjectives! the story.
 W Day 21 Day 22 Day 23 Day 24 Day 25
eek ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2
Five Expanding Listening Expanding Listening Expanding Listening Expanding Listening Expanding Listening
and Speaking and Speaking and Speaking and Speaking and Speaking
Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

MA -Record pairs of MU -Students will The teacher will MA -Record pairs of W- Divide students
synonyms on index listen to and sing select classic fairy antonyms on index into groups and
cards, one word per along to this song tale or folklore cards, one word per have them
card. To play: Give about antonyms. stories. card. To play: Give compete with
each student a card http://www.songsfort each student a card
trying to make as
and challenge them eaching.com/gramm R/W -The students and challenge them
to find the arpunctuationspellin will choose one of to find the
many antonyms
classmate who has g/antonyms.htm the short stories and classmate who has and then
the matching rewrite it using as the matching synonyms with the
synonym card. W -Students will many antonyms as antonym card. When words below:
When everyone has make word webs of they can. (Ex: For everyone has found Strong big happy
found their partner, antonyms from instance, the big, their partner, have short soft fast easy
have each pair read other words: good, bad wolf can each pair read their fat nice new good
their synonyms to bad, etc. become the small, antonyms to the quiet bright
the class. nice wolf.) class. Warm
MO/MU/W -Have PS -Students can MO/MU/W- Have
MA/W -Then, teams
stations lined up share their stories stations lined up
around the room with the class! around the room can be allotted a
with a word on a with a word on a limited amount of
piece of paper. Have DA – Students may piece of paper. Have time to use the
students circle need to have some students circle thesaurus to find
around and add a words already around and add a words.
synonym that isn’t selected for them to antonym that isn’t
already there. Have change. already there. Have
music playing in the music playing in the
background. background.
Week
Six Day 26 Day 27 Day 28 Day 29 Day 30

ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2 ERCR SOL LA 1.2
Expanding Listening Expanding Listening Expanding Listening Expanding Listening Expanding Listening
and Speaking and Speaking and Speaking and Speaking and Speaking
Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

W - Students will R -Students will read R -Students will read PS -Students will R -Students will read
write a story about a short story Play a short story Make share the stories a short story Quick
their favorite family Ball, Amelia Bedelia Way for Ducklings that they wrote with as a Cricket
vacation, using by Peggy Parish by Robert McCloskey the rest of the class. by Audrey Wood
proper ending
marks. LI -Students will LI -Students will LI -Students will
listen to the audio listen to the audio listen to the audio
W/FA -Students will tape of the story tape of the story tape of the story and
have their teacher and follow along in and follow along in follow along in their
read over their their books. their books. books.
paper for mistakes
and draw a picture CD -Students will CD -Students will CD -Students will
on their paper when answer questions answer questions answer questions
they are finished. asked by the asked by the asked by the
teacher by raising teacher by raising teacher by raising
their hands. their hands. their hands.

W -Students will W -Students will W -Students will

write a story about write a story about write a story that
trying something how they have tells their favorite
they have never helped a friend in thing about being a
done before. need. kid.
Week Day 31 Day 32 Day 33 Day 34 Day 35
Seve
n
ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3
Using Language to Using Language to Using Language to Using Language to Using Language to
Communicate Communicate Communicate Communicate Communicate

R -The teacher will MA -The teacher LI -The teacher will R -Students will R -Students will read
read the students should have the read a mock resume read a short story a short story There's
an interesting students look to the students. Ten Apples Up on an Alligator Under
article from the through Magazine Top! My Bed
local newspaper. pages selected by Students will then by Theodore LeSieg by Mercer Mayer
Give students a the teacher. pick a job that they
copy of the story to would like to “apply Students will listen Students will listen
refer back to. Students will team for,” and then write to the audio tape of to the audio tape of
up into pairs and a paragraph about the story and follow the story and follow
Students will team write a magazine why they should be along in their books. along in their books.
up into pairs and advertisement of a given the job.
then write their own product of their Students will Students will answer
news story choice. Students will share answer questions questions asked by
beginning with the their ‘resume asked by the the teacher by
phrase, “Earlier The students will paragraphs’ with teacher by raising raising their hands.
today at ___ announce their the class. their hands.
Elementary persuasive words Students will write a
School…” with and advertisement Students will write a story about a funny
specific criteria such to the class. story about a monster or animal
as when, where, contest that they that might live
who, etc. have been in and under their bed.
what happened.
Students will
perform their “news
cast” to the class.
Week
Eight Day 36 Day 37 Day 38 Day 39 Day 40

ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3
Using Language to Using Language to Using Language to Using Language to Singular and Plural
Communicate Communicate Communicate by Communicate Nouns
Directions Directions following directions.

R -The teacher will W -Students will MA -The teacher will PS -Students will CD -The teacher will
have examples of write a story about bring in or set up a participate in giving give examples of
recipe cards for the the favorite game game for the whole oral directions by words that end in
students to read. that they like to class to play, either directing the class “s” when plural and
play. as individuals or in drawing a picture. “es” when plural,
W -Students will even in teams. Students will take and words with
then give step-by- Students will then turns in leading the neither such as
step instructions on give as specific Students will play class in how to draw “deer” or “mice.”
how to cook their step-by-step the game by a person, and by
favorite food. directions as they following directions demonstrating on Students will
can about how to appropriately. the chalkboard. complete a
FA -Students can play the game. Each student should worksheet where
then draw a picture explain two aspects. they will write in the
of their favorite (The first student plural form of the
dish! tells the rest of the singular noun that is
class how to draw given.
the head and nose,
etc.)
Week
Nine Day 41 Day 42 Day 43 Day 44 Day 45

ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3 ERCR SOL LA 1.3
Using Language to Using Language to Using Language to Using Language to Using Language to
Communicate Communicate Communicate Communicate Communicate

CD -The teacher will W - The teacher will CD -The teacher will CD -The teacher will CD -The teacher will
explain rules for instruct students to explain rules for explain rules for explain rules for
conversation. They make a list of conversation. They conversation. They conversation. The
will review questions that they will review will review Students will review
appropriate will use to interview appropriate appropriate appropriate
techniques for a classmate. techniques for techniques for techniques for
different situations, different situations, different situations, different situations,
including talking to Each interviewee including talking to including talking to including talking to
authorities, friends, should give at least authorities, friends, authorities, friends, authorities, friends,
etc. two-sentence etc. etc. etc.
responses.
W -The students will W -The students W -The students W -The students will
complete a The students will will complete a will complete a complete a
worksheet where then introduce their worksheet where worksheet where worksheet where
they will need to partner to the they will need to they will need to they will need to
circle the class. circle the circle the circle the
appropriate appropriate appropriate appropriate
response for given response for given response for given response for given
situations. situations. situations. situations.

DA – The worksheet
should be reviewed
for proper
understanding.
Week
Ten Day 46 Day 47 Day 48 Day 49 Day 50

ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4
Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction
and Phonemic and Phonemic and Phonemic and Phonemic and Phonemic
Awareness Awareness Awareness Awareness Awareness

CD -The teacher will CD -Students will CD -Students will CD -Students will CD -Students will
instruct the review the letter ‘a’ review the letter ‘a’ review the letter ‘e’ review the letter ‘e’
students on the and its short sound. and its long sound. and its short sound. and its long sound.
definition of a
phoneme. Students will review Students will review Students will review Students will review
common words common words common words common words
W -Students will (and dolche sight (and dolche sight (and dolche sight (and dolche sight
identify the number words) with the words) with the words) with the words) with the
of phonemes in a sound. sound. sound. sound.
given word on a
worksheet. Students will Students will Students will Students will
identify words from identify words from identify words from identify words from
a group of words a group of words a group of words a group of words
that contain the that contain the that contain the that contain the
same sound from a same sound from a same sound from a same sound from a
word bank and list word bank and list word bank and list word bank and list
the words on a the words on a the words on a the words on a
given list. given list. given list. given list.

Students will read a Students will read a Students will read a Students will read a
story and identify story and identify story and identify story and identify
sounds the letters sounds the letters sounds the letters sounds the letters
make. make. make. make.

DA – Students may
need the words
pointed out and
then reviewed.
Week
Eleven Day 51 Day 52 Day 53 Day 54 Day 55

ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4
Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction
and Phonemic and Phonemic and Phonemic and Phonemic and Phonemic
Awareness Awareness Awareness Awareness Awareness

CD -Students will Students will review Students will review Students will review Students will review
review the letter ‘i’ the letter ‘i’ and its the letter ‘o’ and its the letter ‘o’ and its the letter ‘u’ and its
and its short sound. long sound. short sound. long sound. short sound.

Students will review Students will review Students will review Students will review Students will review
common words common words common words common words common words
(and dolche sight (and dolche sight (and dolche sight (and dolche sight (and dolche sight
words) with the words) with the words) with the words) with the words) with the
sound. sound. sound. sound. sound.

Students will Students will Students will Students will Students will
identify words from identify words from identify words from identify words from identify words from
a group of words a group of words a group of words a group of words a group of words
that contain the that contain the that contain the that contain the that contain the
same sound from a same sound from a same sound from a same sound from a same sound from a
word bank and list word bank and list word bank and list word bank and list word bank and list
the words on a the words on a the words on a the words on a the words on a
given list. given list. given list. given list. given list.

Students will read a Students will read a Students will read a Students will read a Students will read
story and identify story and identify story and identify story and identify a story and identify
sounds the letters sounds the letters sounds the letters sounds the letters sounds the letters
make. make. make. make. make.

DA – Students may
need the words
pointed out and
then reviewed.
 Week Day 56 Day 57 Day 58 Day 59 Day 60
Twelve ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4
Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction
and Phonemic and Phonemic and Phonemic and Phonemic and Phonemic
Awareness Awareness Awareness Awareness Awareness

Students will The teacher will The teacher will The teacher will The teacher will
review the letter ‘u’ review the different review the different review the different review the different
and its long sound. sound of the letters sound of the letters sound of the letters sound of the letters
B, C, D, F, G, H J,K
Students will
review common Students will Students will Students will Students will
words (and dolche review common review common review common review common
sight words) with words (and dolche words (and dolche words (and dolche words (and dolche
the sound. sight words) with sight words) with sight words) with sight words) with
the letters. the letters. the letters. the letters.
Students will
identify words from Students will Students will Students will Students will
a group of words identify words from identify words from identify words from identify words from
that contain the a group of words a group of words a group of words a group of words
same sound from a that contain the that contain the that contain the that contain the
word bank and list same sound from a same sound from a same sound from a same sound from a
the words on a word bank and list word bank and list word bank and list word bank and list
given list. the words on a the words on a the words on a the words on a
given list. given list. given list. given list.
Students will read a
story and identify Students will read a Students will read a Students will read a Students will read a
sounds the letters story and identify story and identify story and identify story and identify
make. sounds the letters sounds the letters sounds the letters sounds the letters
make. make. make. make.

DA – Students may
need the words
pointed out and
then reviewed.
 Week Day 61 Day 62 Day 63 Day 64 Day 65
Thirtee ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4
n Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction
and Phonemic and Phonemic and Phonemic and Phonemic and Phonemic
Awareness Awareness Awareness Awareness Awareness

The teacher will The teacher will The teacher will The teacher will The teacher will
review the different review the different review the different review the different review the different
sound of the letters sound of the letters sound of the letters sound of the letters sound of the letters
L,M NP QR ST VW

Students will Students will Students will Students will Students will
review common review common review common review common review common
words (and dolche words (and dolche words (and dolche words (and dolche words (and dolche
sight words) with sight words) with sight words) with sight words) with sight words) with
the letters. the letters. the letters. the letters. the letters.

Students will Students will Students will Students will Students will
identify words from identify words from identify words from identify words from identify words from
a group of words a group of words a group of words a group of words a group of words
that contain the that contain the that contain the that contain the that contain the
same sound from a same sound from a same sound from a same sound from a same sound from a
word bank and list word bank and list word bank and list word bank and list word bank and list
the words on a the words on a the words on a the words on a the words on a
given list. given list. given list. given list. given list.

Students will read a Students will read a Students will read a Students will read a Students will read a
story and identify story and identify story and identify story and identify story and identify
sounds the letters sounds the letters sounds the letters sounds the letters sounds the letters
make. make. make. make. make.

DA – Students may
need the words
pointed out and
then reviewed.
Week Day 66 Day 67 Day 68 Day 69 Day 70
Fourte ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4 ERCR SOL LA 1.4
en Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction Phonics Instruction
and Phonemic and Phonemic and Phonemic and Phonemic and Phonemic
Awareness Awareness Awareness Awareness Awareness

The teacher will The teacher will The teacher will Students will use Students will learn
review the different review the different discuss the their word what rhyming
sound of the letter sound of the letters definition of the chunking dolche words are.
X Y, Z phoneme. sight word cards to
create new words. Students will create
Students will Students will The students will rhyming words
review common review common complete a Students will create from given words,
words (and dolche words (and dolche worksheet where a given number of first using real
sight words) with sight words) with they will write the real and nonsense words and then
the letters. the letters. number of words and share creating nonsense
phonemes, with a some with the words.
Students will Students will maximum of three class.
identify words from identify words from syllables. Students will write
a group of words a group of words DA – Some a short poem using
that contain the that contain the students can work rhyming words.
same sound from a same sound from a in pairs for help.
word bank and list word bank and list
the words on a the words on a
given list. given list.

Students will read a Students will read a

story and identify story and identify
sounds the letter sounds the letters
makes. make.
 Week
Fifteen Day 71 Day 72 Day 73 Day 74 Day 75

ERCR SOL LA 1.5 ERCR SOL LA 1.5 ERCR SOL LA 1.5 ERCR SOL LA 1.5 ERCR SOL LA 1.5
Frequency Words Frequency Words Frequency Words Frequency Words Frequency Words
and Writing and Writing and Writing and Writing and Writing
Strategies Strategies Strategies Strategies Strategies

Students will Students will write Students will work Students will put Students will put
practice writing summary on writing the together the together the
strategies by sentences that introduction to the sentences from sentences from
generating ideas to expand on the story that they their outline to their outline to
write a paper. outline that they have chosen to make the actual make the actual
Students should created. create. meat of their story. meat of their story.
develop a topic
from a list of items
and develop a min-
outline.
Week Day 81 Day 82 Day 83 Day 84 Day 85
Seve ERCR SOL LA 1.5 ERCR SOL LA 1.5 ERCR SOL LA 1.5 ERCR SOL LA 1.5 ERCR SOL LA 1.5
ntee Frequency Words Frequency Words Frequency Words Frequency Words Frequency Words
n and Writing and Writing and Writing and Writing and Writing
Strategies Strategies Strategies Strategies Strategies

Students will put Students will put Students will create The students will The students will
together the together the the conclusion check their own copy their final draft
sentences from their sentences from their paragraphs for their work for correct on a separate sheet
outline to make the outline to make the stories, using tips spelling and of lined paper.
actual meat of their actual meat of their provided by the punctuation. When
story. story. teacher. done, they can Students will make a
choose a book to heading and draw a
Students who finish read for AR or picture that
early can read a another assignment. represents the story
book or complete that they have
other assignments. The teacher will written.
meet with individual
DA – Other students students and correct The teacher will
may need more help mistakes that they hang the stories in
and need a have learned thus the classroom for
worksheet with far. display.
outlines.
 Week Day 86 Day 87 Day 88 Day 89 Day 90
Eightee ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6
n Applying Phonetic Applying Phonetic Applying Phonetic Applying Phonetic Applying Phonetic
Principles to read Principles to read Principles to read Principles to read Principles to read
and spell and spell and spell and spell and spell

R: The teacher will R: The teacher will R: The teacher will R: The teacher will R/M: The teacher
review the put the students in read, Tiny goes to read, Brown Bear, will read a poem
principles of pairs. Each student the Library, by Brown Bear, What with the short i
Carrie Meister. The do You See? By Eric
phonics learned. will choose a book sound. The
teacher will write Carle. The children
The teacher will to read. The words from the will discuss the students will listen
read, Thomas Goes students will get story on the board different colors, and recite it with
Fishing and with their partner and ask students animals, and the teacher as well.
demonstrate and read each individually to read patterns seen in The teacher will
phonetic principles other the book they them. the story. have the class tell
when reading. picked; they will be her words that
W/S/VA: The W/ VA: The
given a half hour. rhyme with the
W: The students students will write students will write
sentences using a sentence about word tip. (lip, sip,
will write in their W: Students will rip, dip) MU- The
the words on the which of the things
journals about the then write about class will sing the
board. They will the bear saw was
book. They will the book that was draw pictures to go their favorite. They song “The Itsy Bitsy
include what they read to them. They along with three of will then their own Spider” The
liked, disliked, etc. will include as their sentences. version of the teacher will help
They will use their much detail as animal they liked.
them and they will
knowledge of possible and will DA: Students who
need help G: The students will think of other
phonetics to spell implement phonics nonsense rhyming
determining play color bingo
as best they can. strategies to spell context of words using the animals pairs with the /i/
The teacher will correctly, as they will be given one and colors from the sound.
correct any will be graded. example sentence story. The teacher
misspellings after but still required to will call out the HO/S: The children
the entries are HW: The students come up with a animal and the will be given letter
complete. will be instructed to sentence. students will have tiles and will work
choose three new to read and match
in teams. They will
words to learn to the color on their
bingo card. (The spell words that
spell by next they know have the
teacher will repeat
Monday. short i sound.
sentences from the
book if needed).
Week Day 91 Day 92 Day 93 Day 94 Day 95
Ninete ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6
en Applying Phonetic Applying Phonetic Applying Phonetic Applying Phonetic Applying Phonetic
Principles to read Principles to read Principles to read Principles to read Principles to read
and spell and spell and spell and spell and spell

R: The teacher will R: The teacher will R: The teacher will R: The teacher will R/W: Students will
read, Chicka Chicka re-read Chicka read, City Seen re-read, City Seen choose a book from
Boom Boom by Bill Chicka Boom Boom from A to Z by from A to Z and go the book wall in the
Martin. The class will and randomly have students help
Rachel Isadora. class that follows
focus on the L and M choose students to read like on
help her read Then the class will Tuesday. first grade level
sound. The teacher
sentences or parts review the sound reading skills. They
will read two rhymes
for each letter. Then of sentences. Today that w makes. W: Students write will read it quietly
the teacher will hold the students will sentences about and then write
focus and review B: The students will other things they about it in their
up pictures that
begin with the L or M the letters b and d. brainstorm on their see in the city. journal. They will
sound and the own words that give a short
S/VA: The students begin with the w VA: Students will
students will hold up summary as well as
will make a list of sound and they will finger paint their
a L or M to show what detailing their
five words each for own cityscape and
sound that word attempt to spell favorite and least
the letters b and d. label things that
started with. any words they
The students will begin with different favorite parts and
find a partner to come up with using letters. any lessons they
GA: The students will
check their their knowledge of think they story
be put in groups.
spelling. They will phonics.
Some groups will might convey.
then draw a picture
make a silly sentence
and write a short D: The students will
loaded with words DA: Students
story using one of pick one word to
beginning with the l their words. below reading level
act out in front of
sound and others will will be given
the class.
come up with picture books to
sentences with the m make a story up
sound. Each group
and then write
will share their silly
about what they
made up sentence
with the class.
created.
 Week Day 96 Day 97 Day 98 Day 99 Day 100
Twenty ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6 ERCR SOL LA 1.6
Applying Phonetic Applying Phonetic Applying Phonetic Applying Phonetic Applying Phonetic
Principles to read Principles to read Principles to read Principles to read Principles to read
and spell and spell and spell and spell and spell
The teacher will make R: The teacher will R: The teacher will G/R: Students will
the letter x with her read, The Day I read, The play spelling Bingo. Reading and
body. She will ask the Had to Play with Berenstain Bears’ Students will be Spelling Test
kids to do the same. my Sister, by New Pup, by Stan given a bingo card
Then review the Crosby Bosnall. and Jan Berenstain. and will choose
sound x makes. As The students will spelling words to
she reads a poem WS: The students listen carefully and write on their card.
with the x sound in it will be given a discuss any new Students will check
the students will worksheet with words they might each other’s
listen for the x sound words from the have heard. spelling and the
and make an x with book broken down teacher will give a
their body every time
into segments. The W/WS: Students will final check. One
objective is for the write in their student at a time
they hear it.
students to form journals about their stands and is given
LA/GA/W: The the word from the pet or another a word to spell. If
students will make segments. story of a dog that the word is spelled
word cards that have they know. They correctly the
the x sound there will
DA: Students will will also complete a students cover it on
be given the option worksheet with their card, if
also be words that do
of completing a words from the incorrectly, it is put
not have the x sound.
worksheet with book segmented back into the list.
The children will work
words in which they and they must put To win a student
in pairs and pick a
have to list the the sounds must not only get
card and read it. They segmentation of together to form a five in a row but
will say whether or each. word. must correctly spell
not it has the x sound each word covered
or what sound it does at the end.
start with. They will
receive 5 points for x
sounding words and 1
point for others.
 Week Day 101 Day 102 Day 103 Day 104 Day 105
Twenty- ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7
One Expanding Expanding Expanding Expanding Expanding
Vocabulary and Vocabulary and Vocabulary and Vocabulary and Vocabulary and
discovering the discovering the discovering the discovering the discovering the
meaning of meaning of meaning of meaning of meaning of
literature literature literature literature literature
R: The students will R/GA: The students WS/ HW: The WS/GA: The CD: The students
begin to view a will talk about the students will students will will talk about the
book and will try book read complete a word complete the word story and how they
and figure out yesterday. They search. The word searches made by used the pictures
what the book is all will then think search will contain another student. to figure out what
about. They will about what gave the vocabulary They will also view the story was
then make a list of them the clues from the story read another book with about. They will
possibilities. They about the book and on Monday. The their group also look at
will then look at what it was about. teacher will help members and pictures of art and
the pictures of the Each group will the students as complete the same explain what they
story and cross out read the story they complete the activity as Monday. think each one
what they think is again and draw a word search. The The teacher will means. The
incorrect. They will picture showing teacher will also observe the teacher will pick
then read the story what might happen show the students students out words that she
and talk about at the end of the how to make a completing each of hears and will ask
what it was really story. word search. the activities. the students what
about. The they mean.
teacher will use a VA: The students HW: The students DA: The students
will read the same will make a word will be allowed to GA: The students
chart paper to
book from search at home for use a dictionary or will look at
write down what yesterday and will another student to
help from other different pictures of
the students think. draw a picture of complete. art and talk about
The teacher will what will happen students to
what each one
also read the book. next in the story. complete their might mean. They
word searches. will try and use
CD: The students new vocabulary
will talk about and they have learned.
discuss any new
words they came
across.
 Week Day 106 Day 107 Day 108 Day 109 Day 110
Twenty- ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7
Two Expanding Expanding Expanding Expanding Expanding
Vocabulary and Vocabulary and Vocabulary and Vocabulary and Vocabulary and
discovering the discovering the discovering the discovering the discovering the
meaning of meaning of meaning of meaning of meaning of
literature literature literature literature literature
R/LI/GA: The CD: The students WS: The teacher WS/CD: The VA: The students
students will look will talk about the will prepare an students will will each be given
at the cover of A story from easy cross-word complete the one word from the
New Brain for Igor, yesterday. As a puzzle for the cross-word puzzle vocabulary list.
by Teddy O’Connor. group, they will student to that another They will draw a
They will read the discuss the complete. The student made. picture of what the
title and think sequence during words will be new They will also talk word means. They
about what it the course of the ones that the about the words in will also write the
might be about. story. They will students have the story that they word underneath
They will then look also draw a picture encountered in the might not have the picture so the
at the pictures of as to what might book. The teacher understood. teacher can hand
the book and think happen after the will also help the Teacher will help them up on the
about what it story. Teacher will students as they the students as wall. The teacher
might be about. lead the discussion complete to puzzle they complete the will bring out the
After they listen to and will also help The students will puzzle. The art supplies and
the story, they will the students as use the clues to fill teacher will also will give each
then draw they draw their out the cross-word help the students student one word
conclusions about pictures of what puzzle. The as they talk about from the
what the story was might happen teacher will be the words they vocabulary list.
really about. next. there to get them might not have The teacher will
Teacher will read started and do a understood. also display the
the story and will GA/VA: The few examples for pictures the
students will talk DA: Students that
lead the discussion them. students drew. The
about what have trouble with
for the students. happened in the students will be
HW: The students crossword puzzles
The students will story and then will will be permitted to provided with
will make a
also discuss what draw a picture of complete word colored noodles,
crossword puzzle
they think could what might happen searches. marshmallows, and
at home for
happen next. next. other materials to
another student to
complete. complete their
picture.
 Week Day 111 Day 112 Day 113 Day 114 Day 115
Twenty- ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7 ERCR SOL LA 1.7
Three Expanding Expanding Expanding Expanding Expanding
Vocabulary and Vocabulary and Vocabulary and Vocabulary and Vocabulary and
discovering the discovering the discovering the discovering the discovering the
meaning of meaning of meaning of meaning of meaning of
literature literature literature literature literature
CD/ GA: The R/W: The students R: The students will W/GA: The CD: The students
students will talk will practice look at a book, students will take will discuss which
about how to use reading sentences read the title, and the vocabulary book they liked the
context clues to to find out what then list what the words from the best and what they
find the meaning the vocabulary story might be week and come up have learned.
of the unknown word means. They about. The with a story using
word. The teacher will also put the students will also them. They will RE: The students
will find sentences vocabulary words look at the pictures work as a group will be given a list
throughout a story in their own to determine what and spell the words of every new word
and will help the definitions for the story might be the best they can. they have learned
students break the homework. The about. They will The teacher will in the past few
sentence down to teacher will also read the story give each group a weeks and the
find the meaning prepare several and then draw a list of the teacher will review
of the unknown sentences for each picture of what vocabulary words. them with the
word. The teacher group to find the might happen The teacher will class.
will also make a meaning of an next. Teacher will also monitor the DA: The teacher
few sentences with unknown word. pick out a book for students as they will also give the
unknown meaning each student and begin to write the students a list of
words and give it HW: The students will monitor the story.
will write in their the words with
to the students to students as they definitions and
own words the HW: the students
complete in a meanings of the come up with the have some words
will draw a picture
group. vocabulary words. conclusion about acted out to
to match the page
the story. of the book. accommodate for
PS – The students all types of
will view and read learners.
a book. They will
draw a picture of
what might happen
next in the story.
 Week Day 116 Day 117 Day 118 Day 119 Day 120
Twenty- ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8
Four Enthusiastic Enthusiastic Enthusiastic Enthusiastic Enthusiastic
Reading with Reading with Reading with Reading with Reading with
fluency fluency fluency fluency fluency
R: The students will R/VA: The students D: After reading R/W: The students R/WS: The students
read Cinderella. will read Cinderella Cinderella, the will read Cinderella will read Cinderella
The students will again today. This students will pick a individually. They individually to a
then look at the time, they will scenario from the will write a volunteer. The
words and define draw pictures to hat and will tell the different ending to students will also
any that might be illustrate each rest of the story the story and complete the
unfamiliar. The page of words. based on what the explain how they questions from the
students will also The teacher will paper said. The came up with it. story Cinderella.
talk about what help the students students will tell The teacher will The teacher will
might have as they read the rest of the pull them aside monitor the
happened Cinderella as a story with a very individually so they students in the
differently given group. The teacher expressive voice, can read an classroom and will
different will prepare a book acting it out. The excerpt of the story also prepare the
circumstances. The with writing on teacher will to her. The teacher questions for the
teacher will also each page for the monitor the acting will also monitor students to answer.
discuss any words students to draw out of the students the other student’s
that they might not on. The teacher and will also behavior while
know. will also monitor prepare the they are working
the students as scenarios. The individually. The
LI: The students they draw the teacher will also students will also
will listen to the
pictures to help the students tell the teacher
teacher read
Cinderella. They illustrate the story. think of how the how they came up
will discuss the story could be with that ending.
story and think different.
about and define
the words they did DA: Students will
not know. have the option of
choosing a fellow
classmate to act
while they narrate
if they are
uncomfortable
acting.
 Week Day 121 Day 122 Day 123 Day 124 Day 125
Twenty- ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8
Five Enthusiastic Enthusiastic Enthusiastic Enthusiastic Enthusiastic
Reading with Reading with Reading with Reading with Reading with
fluency fluency fluency fluency fluency
R/CD: The students R/VA: The students R/GA: The students R/PS: The students
will listen to the will get a poem to will practice will read their
teacher read a read to the class. reading the poem poem in front of
Test 2
poem. After the Today, they will in from of their the class. They will
teacher is finished, read the poem and group. The teacher be graded them on
the students will draw a picture will come around how well they read
talk about how the about it. They will and listen to one the poem based on
teacher read it with also read their student in each fluency and
fluency and poem to a partner group. The teacher expression.
expression. The and begin to will also help the
teacher will read practice reading it. student’s become RE: Students will
the poem aloud to The teacher will aware of their review for the test
the class. The monitor the reading. The tomorrow.
teacher will write students. students will
on the board what practice reading
the students think. LI: The students the poem in front
will listen to each
The students will of their group. The
other read their
come up with ways poems. The students will also
the teacher read students will also become aware of
the poem and will draw a picture to what they sound
also talk about the go with their poem. like when reading
fluency and the poem.
expression she DA: Students who
are ahead of grade
had.
level reading will
be given more than
one poem of
greater difficulty to
read.
 Week Day 126 Day 127 Day 128 Day 129 Day 130
Twenty- ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8 ERCR SOL LA 1.8
Six Enthusiastic Enthusiastic Enthusiastic Enthusiastic Enthusiastic
Reading with Reading with Reading with Reading with Reading with
fluency fluency fluency fluency fluency
CD/R: The R: The students will R/GA: The students R/WS: The students R/VA: The students
students will read a take turns reading will read the story will individually will read the story
story and will talk the story. They will in their groups and read the story from to a volunteer. The
about what also pay attention will answer the Monday. After they volunteer will keep
happened and to the words that questions. The have read, they will a running record on
what could happen they do not know. students will also fill out and answer each of the
next. The students The teacher will talk about how or another set of students. The
will also begin to encourage them to why people need questions. The students will read
recognize different use the context to know how to students will the story to the
words and what clues and try to read. The teacher exchange answer teacher. They will
they mean. The figure out the will listen and with another also draw a picture
teacher will meaning of the monitor the student and grade of what might
prepare the trade word. The teacher student’s reading them. Teacher will happen next.
book to read to the will also make sure in groups. The monitor the Teacher will work
students. The that the student teacher will also students and will with the volunteer
teacher will also reads in an write on the board help them if they and make sure
talk about the appropriate way. how or why people do not know a he/she knows how
words they do not would need to word. The teacher to complete a
know. PS: The students read. will also check the running record.
will read the story
questions to make The teacher will
GA: The students from yesterday out DA: The students
loud and will sure they are really also monitor the
will discuss the who have trouble
practice public getting the students inside the
story and what public speaking will
happened. They speaking as well as answers correctly. classroom.
fluency while nominate someone
will also talk about
what could happen reading. to speak for them
next in the story. while they stand
with them.
 Week Day 131 Day 132 Day 133 Day 134 Day 135
Twenty- ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9
Seven Reading to acquire Reading to acquire Reading to acquire Reading to acquire Reading to acquire
new information new information new information new information new information
R/VA: The teacher R: The Students R/W: The students R: The students will R: The students will
will take the class together will all will read The Race read The Wolf and look at The Fox
to the library and read Pitty Pitty Pat by Loreen Leedy. the Goat (Aesop and the Goat
they will be able to by Joelle Murphy. Then the teacher Fable). The class (Aesop Fable) The
choose a book to Then the students will focus on the will first review the class will first
read. They will will read the book nouns that were longer words and review the sight
read the book and on their own. They plural in the book. find them in the words by finding
then draw a picture will tell the teacher The children will story. Then the them in the story
to illustrate afterward what look back in their teacher will write and then telling the
something in the words were high books and find the the sight words in teacher. Then the
book. frequency words. plural nouns. The the story on the teacher will write a
(in, out, across, teacher will also board. She will compound word on
W: Each student under, on) ask them to find have a student tell the board. She will
will fill in reading the high frequency her what those show the students
chart that tells the W/VA: Then the words. The words are. how it is two words
main characters students will
students will also in one. They will
and then the complete a story WS/VA: The
map. They will write about what look through the
children will share student will read
draw a picture of they learned in story and try to
their book with the the story and then
what happened in their journals. will complete the find more
class. They will the beginning, mid compound words.
worksheet “Do You
recommend the way through, and VA/GA: The Remember?”. Then
book if they liked in the end. The students will work the students will GA: The students
it. students will color in groups and make puppets will practice
these pictures and make up their own wolfs and goats. making other
DA: Students with the teacher will put obstacle courses. They will take turns compound words
reading difficulties them up in the They will draw and in partners telling with a partner
classroom. color them. They the story with a
will be chosen a
will also write partner.
book by the instructions for
librarian or the their obstacle
teacher and they course.
will be provided an
assistant to help
them read the
book.
 Week Day 136 Day 137 Day 138 Day 139 Day 140
Twenty- ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9
Eight Reading to acquire Reading to acquire Reading to acquire Reading to acquire Reading to acquire
new information new information new information new information new information
R/W: The teacher R: The teacher will R/GA: The students R/C: The students R/CD: The students
will introduce, The read We Can Share will look at the will go to the will read The
Dog and the Wolf It! by Sarah Tatler Aesop fable The library and choose Berenstain Bears’
a book to read on New Pup. The class
to the students. to the class. The Wolf and the
their own over the will discuss what
They will find the teacher will Crane. The will look course of the next they learned from
compound words in preview the book through it and see week and complete the book.
the story and then with the students if there are any a report on. The
the teacher will and ask them why compound word, librarian will go VA: The students
write the sight they think it is sight words, or over how to use will construct their
words on the important to share. longer words. the library and own puppies out of
where to find construction paper,
board. The class She will then write
R/VA: Then they things. She will cotton balls, etc.
will read the sight the high frequency give a short
will read the story
words together as words on the board discussion on the
on their own. Then
a class. The and then she will they will be in importance of
teacher will also have the students groups of 3 and books and reading.
write the longer say them along they will read it
words that are in with her. again. Then the DA: Students with
group will come reading disabilities
the story on the
W: The students together and the or problems
board. She will go focusing will be
will read the story teacher will ask
over those words provided with a
again on their own. them questions
as well. The They will look for about the story. book on tape to be
students will read number words. She will talk about listened to and
the story on their They will then copy friendship. Then supervised at
own and then write and write these the students will home.
about what they number words on draw a picture of
their handwriting who they would HW: Students will
learned in their begin reading their
paper. They will want to be friends
journal. They will with the wolf or book at home.
also journal what
share this with they learned. crane. They will
another student. share their
drawings and the
reason they chose
the animal they
did.
 Week Day 141 Day 142 Day 143 Day 144 Day 145
Twenty- ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9 ERCR SOL LA 1.9
Nine Reading to acquire Reading to acquire Reading to acquire Reading to acquire Reading to acquire
new information new information new information new information new information
R/CD: The teacher PS: The students R/W: The students
will bring in the will take a few will read one article
Sunday paper and minutes to report (one they did not
read certain back to the class a write) from the
sections to the summary/ what class newspaper
class. The teacher they learned about and will write in Test 3
will lead a the article that was their journals about
discussion of why read to them. what they learned
one would want to WD: The students from the article
read the GA/VA: The will work on their and why it was
newspaper. The students will begin newspaper and important.
teacher will ask the to compile their produce the
students whose own newspaper. finished product. RE: The teacher
parents read the The teacher will be The class will vote will review for the
newspaper. The the “editor” and on a name for their test tomorrow.
teacher will list will direct newspaper.
reasons on the everything. Each
board. student will write
one article about
HW: The students something of their
will have their choosing.
parents read them
an article from a DA: The final drafts
newspaper. will be typed for
those whose
handwriting is
below par.
Week Day 146 Day 147 Day 148 Day 149 Day 150
Thirty ERCR SOL LA 1.10 ERCR SOL LA 1.10 ERCR SOL LA 1.10 ERCR SOL LA 1.10 ERCR SOL LA 1.10
Using Reference Using Reference Using Reference Using Reference Using Reference
Materials and Materials and Materials and Materials and Materials and
Resources Resources Resources Resources Resources
C: The students will CD/ GA: The HW: The students WD: The students WS: The students
go to the library students will talk will be given a will continue will be given a
and see how all of about how to use research topic. working on their sheet with many
the books, each part of the They will have to research project. words on it. The
magazines, and library to find use the resources They will also be students are to look
articles are information. They of the library and reminded about the up the words in the
organized. They will go to the materials given to dictionary and what dictionary and write
will also see how library and find them. This will be it is used for. The the definition. They
everything is listed information the due week from students will have will be graded on
in alphabetical teacher wants. The today. The teacher class time to do this assignment.
order. The teacher will pick a will pick easy several dictionary The teacher will
students will begin topic for the research topics for activities. The also monitor the
to see that it is students to go and the students. She teacher will prepare students as they
important to keep find at the library. will also help the a couple of continue the
all the books The teacher will students by giving dictionary activities research in the
organized. The monitor the them plenty of for the students. classroom (on the
teacher will monitor students while they ideas. She will also help computers, etc.).
the students as the are at the library them as they begin
librarian reviews and she will be to research
with them. The there to help if W: They will different topics.
teacher will also anyone needs it. research and write
help the students HW: The students
about a specific
DA: The students will do several
to see the topic given to
who need extra dictionary activities
importance of them. It will be due
in their groups.
staying organized. help will be one week from
They will also work
provided with today.
on their research
resources and projects.
shown how to use
them without
electricity.
Week Day 151 Day 152 Day 153 Day 154 Day 155
Thirty- ERCR SOL LA 1.10 ERCR SOL LA 1.10 ERCR SOL LA 1.10 ERCR SOL LA 1.10 ERCR SOL LA 1.10
One Using Reference Using Reference Using Reference Using Reference Using Reference
Materials and Materials and Materials and Materials and Materials and
Resources Resources Resources Resources Resources
WD: The students WD: The students PS: The students RE: The teacher
will continue will go to the will present their will review the
researching their library one more research project to uses of a Library (reference
dictionary and materials) Quiz
topic. The time to get the class. The
thesaurus. Given in the library
students will also information that is teacher will by the librarian.
begin showing the still needed. They monitor the WS: The students Students will be
teacher where will continue students in the will complete a able to check out
they are in the working on the class as they worksheet where books afterward.
research and how project. They will present their they must use a
much they have also go to the research projects dictionary to
define words and a
left. The teacher computer lab if to the class. The
thesaurus to find
will look at each needed to do more students will other words with
child’s research research. The explain how they the same
and decide if they teacher will found their meaning.
have enough monitor and help information.
information or if the students in the DA: Students will
they need to do a library and the be given different
dictionaries based
bit more research. computer lab.
on their reading/
They will begin to skill level.
put the project
together.
Week Day 156 Day 157 Day 158 Day 159 Day 160
Thirty-
Two
Standardized Standardized Standardized Standardized Standardized
Testing Testing Testing Testing Testing
Week Day 161 Day 162 Day 163 Day 164 Day 165
Thirty- ERCR SOL LA 1.11 ERCR SOL LA 1.11 ERCR SOL LA 1.11 ERCR SOL LA 1.11 ERCR SOL LA 1.11
Three Writing Writing Writing Writing Writing
Assessment: Assessment: Assessment: Assessment: Assessment:
Penmanship, Penmanship, Penmanship, Penmanship, Penmanship,
Grammar, and Grammar, and Grammar, and Grammar, and Grammar, and
Spelling Spelling Spelling Spelling Spelling
W: The students W: The students W/RE: The RE/W: The students W: The students
will talk about a will make a list of students will will review how to will begin writing
topic they are descriptive words review how a end a sentence. sentences about
interested in with on chart paper. sentence is They will also their topic. They
the teacher. Then, After they have written. They will correct a few will use correct
the students will finished, they will practice writing problems on the punctuation as well
write down use the list of different sentences board concerning as correct spelling.
interesting facts words to describe and correcting punctuation. The The teacher will
they find about this their topic. The some for practice. teacher will write a walk around and
topic. The teacher teacher will write The teacher will couple of help the students
will prepare a list descriptive words review sentences sentences on the as they need it.
of topics for the on chart paper for by writing a few board for the The teacher will
students and will the students to incorrect students to correct. also help the
also talk with each copy. The teacher sentences up on This will also help students as they
student about what will also help the the board. The the teacher to see write the
he/she wants to students as they teacher will be where the students sentences.
do. The teacher describe their able to assess are in the writing
will also find books topic. where each process. The
that the students student is in the students will write
can read and find writing process. explanations for
interesting facts. why they made the
The students will DA: Students will corrections they
be graded on their be provided with a did.
penmanship, worksheet
grammar and detailing correct
spelling. sentence structure
if needed.
Week Day 166 Day 167 Day 168 Day 169 Day 170
Thirty- ERCR SOL LA 1.11 ERCR SOL LA 1.11 ERCR SOL LA 1.11 ERCR SOL LA 1.11 ERCR SOL LA 1.11
Four Writing Writing Writing Writing Writing
Assessment: Assessment: Assessment: Assessment: Assessment:
Penmanship, Penmanship, Penmanship, Penmanship, Penmanship,
Grammar, and Grammar, and Grammar, and Grammar, and Grammar, and
Spelling Spelling Spelling Spelling Spelling
W: The students S: The students will PE: The students W: The students C: The students will
will begin to make review their sight will have a friend will use the use the computer
a rough draft of words and will check their writing corrections their lab to research
their report on have a spelling to see if the words partner made and their different
their topic. They Bee. The students were spelled right will make topics. They will
will review the will have a spelling in their rough draft. corrections in the write down all the
beginning of a bee to make sure The students will next draft. The facts they can in
sentence and the they know their also check for the teacher will walk the short amount
end of a sentence. sight words and punctuation to the around and of time. The
They will have how to spell them. sentences. The monitor the teacher will
paper and will teacher will students. The monitor the
write sentences W: The students monitor the teacher will also students and will
about their topic. will then write out students as they answer any help them when
The teacher will their sight words check each other’s questions the they need it. The
help the students on lined paper to work up to this students might teacher will also
as they review and practice point. The teacher have. prepare websites
as they begin penmanship. will also help the that will be easy
writing their students if they DA: The students for the students to
sentences. need it. with exceptional research and read.
spelling with go The students will
around and help write with correct
those that have spelling and
trouble spelling. grammar.
Week Day 171 Day 172 Day 173 Day 174 Day 175
Thirty- ERCR SOL LA 1.12 ERCR SOL LA 1.12 ERCR SOL LA 1.12 ERCR SOL LA 1.12 ERCR SOL LA 1.12
Five Writing to Writing to Writing to Writing to Writing to
Communicate Communicate Communicate Communicate Communicate
Ideas, with Ideas, with Ideas, with Ideas, with Ideas, with
Enthusiasm Enthusiasm Enthusiasm Enthusiasm Enthusiasm

WD/G: The WD: The students WD/VA: The PS: The students W: Students will
students will will take the students will will share their write in their
complete the work corrections the complete their final reports with the journals what they
learned about their
that was not teacher made on draft and get ready class. Teacher will
topic and other
finished from their reports and to share it with the monitor and help students’. They
Friday and will will make a final class on Thursday the students as will discuss the
work on spelling draft. The teacher and Friday. The they begin to share importance of
their sight words. will make the students will also what they found writing their ideas
The class will play corrections needed draw pictures for about their topic. down and what
Around the World. and will then help the sentences they The students will they like or do not
like about writing.
This will help the the students as wrote about their explain what they
teacher see who they begin to write topic. Teacher will wrote about and
can write their their final draft of prepare the art what they learned.
words and who is the report. The supplies and will
still struggling. The teacher will also help the students DA: Students will
teacher will also review the correct as they finish be permitted to
begin to see what way to write a writing their prepare queue-
students know the sentence. reports. cards for their
sight words and presentations if
which ones do not. W: The students HW: What does not desired.
will begin writing get done in class is
W: The students the final draft of for homework.
will practice writing the report. The
their sight words students will use
while playing a the advice given by
game. the teacher to
make corrections.
Week Day 176 Day 177 Day 178 Day 179 Day 180
Thirty- ERCR SOL LA 1.12 ERCR SOL LA 1.12 ERCR SOL LA 1.12 ERCR SOL LA 1.12 ERCR SOL LA 1.12
Six Writing to Writing to Writing to Writing to Writing to
Communicate Communicate Communicate Communicate Communicate
Ideas, with Ideas, with Ideas, with Ideas, with Ideas, with
Enthusiasm Enthusiasm Enthusiasm Enthusiasm Enthusiasm

R: The teacher will WD: Students will W/VA: Students will PS: The students
read The Little work on writing finish their stories will present their
House, by Virginia their story. The and draw pictures story to the class.
Lee Burton. The teacher will pull for it.
teacher will ask the students aside one Test 4 W: Students will
students what they by one to find out RE: The teacher complete one final
liked about the what each will review for the journal entry. They
story and what student’s story is last test. will write about
kind of stories they about. The teacher what they learned
like. will give the HW: The students this year, what
students any will finish their they expect next
B: The students will pointers necessary. books and pictures year and what was
brainstorm topics Students will edit at home if needed. their favorite
for a story they will their story for experiences in the
write. mechanical errors DA: Students who classroom this
and begin to wish will be year.
W: Students will transfer their story permitted to find
begin to write their to their blank and cut out
story. The teacher books. pictures from
will provide blank magazines or other
books for the resources to use
stories to be for their books.
written in. They
will not begin
writing in the book
until their story is
approved by the
teacher.
 Legend

B- brainstorm

C- collaboration

CD- class discussion

G- game

HO- hands on activity

M- Music

PE- peer editing

PS- public speaking

R-reading

RE- review

S- Spelling

VA- visual art

WD- work day

 Resources

Eisele, B (1991). Managing the whole language classroom. Cypress, CA: Creative Teaching Press, Inc.

O'Dell, S (1992). A Literature unit for the island of the blue dolphins. Huntington Beach, CA: Teacher
Creadted Materials, Inc.

Palow, Scott (1996). Teaching Multicultural Awarness. Grand Rapids, MI: Instuctional Fair.

Retrieved November 20, 2007, from First Grade Book List Web site: <http://www.slco.lib.ut.us/firstgl.htm>.

Retrieved November 21, 2007, from Education World Web site: http://www.educationworld.com/a_lesson/

Strain, M (1982). My travel log. Carthage, IN: Good Apple Inc.