Lesson Plan Day One

Phonics/Spelling High Frequency:

Phonetic Pattern:

Reading/Language Arts:

Text: Big Orange Splot Comprehension Focus: Making Connections/Predicting

Building Background (T109) Activating Prior Knowledge  Use the Wordle webpage to create a collage about themselves  Make connections to other students collages  Intro/review Making Connections song

Developing Vocabulary: AV1 Introduce words via picture/word association guessing game, develop definitions, discuss syllables, use words in sentences (orally)

Preview, Predict, and Infer: RP 2, 6 RALT 3, 4, 6

Review predicting and using vocabulary predict what the story is going to be about: Teacher records predictions

Read aloud The Big Orange Splot *check predictions during reading and make new predictions as needed *complete Sequence WS as you read Discuss whether predictions were right or not and how making predictions help them understand the story Lesson Plan Day Two

Phonetic Pattern:

Text: Big Orange Splot Comprehension Focus: Schema/Inferring

Developing Vocabulary: RA 1, AV 9  Review words using picture cards  Review the use of a glossary  Students use glossary to write their own definitions for the word (taking the definition into their own words)

Comprehension: Schema/Inferring RP 2, 5, 6, 7  Review Predicting (relate back to story from yesterday)  Introduce Inferring  Complete Venn diagram comparing the two  Introduce Inferring song from “Into the Book”. use song to point out keys things when inferring

Students in groups reread The Big Orange Splot and answer orally inferring questions on card, which include: 1. Why do you think the bird was carrying the paint can? 2. Why do you think the neighbors at the beginning of the story liked their street being neat? 3. Why do you think the neighbors were mad at first that Plumbean changed his house? 4. What do you think each neighbor talks about with Mr. Plumbean before changing their house? 5. What are some of the dreams of Mr. Plumbean’s neighbors?

*Model sharing; students share answers to inferring questions Lesson Plan Day Three

Phonetic Pattern:

Text: Big Orange Splot Comprehension Focus: Making Connections/Schema

Developing Vocabulary: AV 1  Review words and definitions (using pictures)  Students independently write vocabulary words in sentences.  Share sentences that students created (leaving vocabulary word out) so other students can fill in the blank

Comprehension: Making Connections (T-S,T-W) RP 3, 6  Review T-S, T-W connections, review song from “Into the Book”  Intro Book Clubs: Who? What? Why?  Use groups from yesterday to help relate to what they are, what it looks like, what it sounds like

Record on anchor chart for students to use as a reference (split into 2 columns)

Randomly choose Book Clubs Members  Students use paper with 2 columns (T-S, T-W) and on post-it notes students write down their connections and place them on the correct column.

Model Sharing; Students share and place post-it notes on larger class chart or board Lesson Plan Day Four

Phonetic Pattern:

Text: Big Orange Splot Comprehension Focus: Visualizing, Making Connections RP 3, 7

Comprehension: Evaluating  Listen to story on tape or read aloud.  Review and Model how to answer questions (stealing from the question, making complete sentences, using correct capitalization and punctuation)  Students individually answer questions (multiple choice, extended-response, short answer, and fill in the blank) (Students should reread story or another book silently)

Comprehension: Visualization  Read aloud Poem “I Love the Look of Words” to review visualization.  Connect to the story and how each house looked like their dreams. Teacher describes their dream house while students visualize and then draw it.  Compare students’ drawings to each other and then to the teacher’s drawing  Discuss how the pictures compare and contrast each other and why Lesson Plan Day Five

Phonics/Spelling High Frequency: Evaluation

Phonetic Pattern: Evaluation

Text: Big Orange Splot Writer’s Workshop: Making Connections/Visualizing

Writer’s Workshop WP 1, 2, 3, 4, 6, 10, 11, 12, 14, 15, 16 WA 2 WC 1-17  Review teacher’s visualization activity from yesterday (drawing dream house).  Review how to write complete sentences (naming and telling part)  Use Mimio to display teacher’s paragraph about their dream house (it should contain both fragments and sentences, so students can identify them and fix the fragments).  Students draw their dream house (emphasize that their house should be like the ones in the story: unique to them, display their dreams and own personal traits or interests)  Students write a descriptive paragraph about their house and tell why it looks like that. Tell should tell what their hopes, dreams, and interests are. They can refer back to the collages they made on Monday  editing (self and teacher) (Use checklist)  Publishing: Create final copy (rewriting the final draft, glue collage, drawing and paragraph on construction paper (Display for all to see)