Dr. Cupp Readers & Journal Writers – Lesson Plans – Reader #60 *TLW = “The learner will” Monday Tuesday Wednesday Thursday Friday

Section A- Fluency and Section A- Fluency and Section A- Fluency and Section A- Fluency and Section A- Fluency and Comprehension- Comprehension- Comprehension- Comprehension- Comprehension- 1/3 of the group time 1/3 of the group time 1/3 of the group time 1/3 of the group time 1/3 of the group time

Materials: Dr. Cupp Readers & Materials: Dr. Cupp Readers & Journal Materials: Dr. Cupp Readers & Materials: Dr. Cupp Readers & Materials: Dr. Cupp Readers & Journal Writers Part 2 p. 237-238, Writers Part 2 p. 237-238, Reader #60- Journal Writers Part 2 p. 237-238, Journal Writers Part 2 p. 237-238 Journal Writers Part 2 p. 237-238 Reader #60 p. 1, and ThinkerBox p. 2, and ThinkerBox Book Chapter 11 Reader #60 p. 3, and ThinkerBox Reader #60 pages 1-3 and Reader #60, p. 16 Assessment Book Chapter 11 pages 46-54. pages 46-54. Book Chapter 11 pages 46-54. ThinkerBox Book Chapter 11 pages Lesson Plan Sheet available from the Lesson Plan Sheet available from the Lesson Plan Sheet available from the Lesson Plan Sheet available from 46-54. web site: web site: web site: the web site: Lesson Plan Sheet available from http://www.cindycupp.com/forms. http://www.cindycupp.com/forms.htm http://www.cindycupp.com/forms.htm http://www.cindycupp.com/forms. the web site: htm htm http://www.cindycupp.com/forms. Objectives: TLW read with fluency. Objectives: htm Objective: TLW select words from TLW answer comprehension TLW read sentences with fluency. Objectives: TLW read with fluency. the word box to complete the questions. TLW self-correct reading errors. TLW answer comprehension Objectives: TLW recognize question sentence. TLW answers comprehension questions. marks, periods, and exclamation Teacher Note- This Reader questions about story. points. Procedure: completes Part 2 of Dr. Cupp Readers Procedure: TLW recognize commas. Students will do page 16 & Journal Writers. Students have Procedure: Review sight words. Read the story TLW read sentences with fluency. independently. learned: Review sight words. on page 3. TLW identify what is missing in Page 16 provides the comprehension 1. To automatically read 276 Have children orally read p. 2 and play Play Beat the Tiger. each picture. assessment for pages 1-3. high-frequency sight words. Beat the Tiger. TLW use picture clues to help with 2. To sound out multi-syllable Have students answer comprehension Go over comprehension questions at comprehension. words, as well as words questions at the bottom of the page. the bottom of the page. Important Terms using short, long, and r- Procedure: controlled vowels. Oral Language Lesson for Reader 60 Oral Language Lesson for Reader 60 Go over sight words. Retell, Sequence, Summarize 3. To read fluently with p. 2 p. 3 The teacher then randomly calls on expression. students to read the sentences on Section B- -Hop’n Pop Sight Words- 4. To punctuate sentences with Refer to Manual p. 238 for higher Refer to Manual p. 238 for higher p.10-18 of ThinkerBox Chapter 10 1/3 of the group time periods, question marks, order thinking and comprehension order thinking and comprehension Discuss the pictures and story. quotation marks and questions. questions. Materials: timer, Reader #60 p.4-5, exclamation marks. 5. To use capital letters for Important Terms Important Terms Important Terms Objective: TLW read sight words proper names and at the with speed and accuracy. beginning of sentences. Retell, Sequence, Summarize Retell, Sequence, Summarize Retell, Sequence, Summarize 6. To retell, summarize, See the August 2005 Online Reader 60

Monday Tuesday Wednesday Thursday Friday predict and sequence stories Section B- -Hop’n Pop Sight Words- Section B- -Hop’n Pop Sight Section B- -Hop’n Pop Sight Newsletter for sight word game 7. To speak and write in 1/3 of the group time Words- 1/3 of the group time Words-1/3 of the group time ideas: complete sentences. www.cindycupp.com/2005 August 8. To compare and contrast Materials: timer, Reader #60 p.4-5, Materials: timer, Reader #60 p.4-5, Materials: timer, Reader #60 p.4-5, Newsletter.htm stories. 9. To read and write Objective: TLW read sight words with Objective: TLW read sight words Objective: TLW read sight words Section C- Ten Minute Phonics independently. speed and accuracy. with speed and accuracy. with speed and accuracy. 1/3 of the group time See the August 2005 Online Procedure: See the August 2005 Online See the August 2005 Online Newsletter for sight word game Materials: Reader #60 p. 6-7, Students will read page 1. Newsletter for sight word game ideas: Newsletter for sight word game ideas: Manual p.239 www.cindycupp.com/2005 August ideas: www.cindycupp.com/2005 August Oral Language Lesson for Reader 60 Newsletter.htm www.cindycupp.com/2005 August Newsletter.htm Objective: TLW sound out words p. 1 Newsletter.htm with qu and squ. Section C- Ten Minute Phonics Section C- Ten Minute Phonics Refer to Manual p. 238 for higher 1/3 of the group time Section C- Ten Minute Phonics 1/3 of the time Teacher’s note: qu and squ do not order thinking and comprehension 1/3 of the group time have a Card Deck Reader 60 questions. Materials: Reader #60 p. 6-7, Manual Materials: Reader #60 p. 6-7, contains many words for practice. If p.239 Materials: Reader #60 p. 6-7, Manual p.239 students know Short Vowels, Long Important Terms Manual p.239 vowels, R-Controlled Vowels and Objective: TLW sound out words with Objective: TLW sound out words how to switch vowel sounds so the Retell, Sequence, Summarize qu and squ. Objective: TLW sound out words with qu and squ. context MAKES SENSE, then with qu and squ. students will not need a great deal Section B- -Hop’n Pop Sight Words- Teacher’s note: qu and squ do not Teacher’s note: qu and squ do not of repetition for qu and squ. If 1/3 of the group time have a Card Deck Reader 60 contains Teacher’s note: qu and squ do not have a Card Deck Reader 60 students have trouble sounding out many words for practice. If students have a Card Deck Reader 60 contains many words for practice. If words when they meet the letters qu Materials: timer, Reader #60 p.4-5. know Short Vowels, Long vowels, R- contains many words for practice. If students know Short Vowels, Long and squ in text, then make a Card Controlled Vowels and how to switch students know Short Vowels, Long vowels, R-Controlled Vowels and Deck for practice. Objective: TLW read sight words vowel sounds so the context MAKES vowels, R-Controlled Vowels and how to switch vowel sounds so the with speed and accuracy. SENSE, then students will not need a how to switch vowel sounds so the context MAKES SENSE, then Page 6-Introducing qu and squ- The great deal of repetition for qu and squ. context MAKES SENSE, then students will not need a great deal teacher writes qu and squ on the See the August 2005 Online If students have trouble sounding out students will not need a great deal of repetition for qu and squ. If board or chart paper. “The letters qu Newsletter for sight word game ideas: words when they meet the letters qu of repetition for qu and squ. If students have trouble sounding out make the sound /qu/ as in queen. www.cindycupp.com/2005 August and squ in text, then make a Card students have trouble sounding out words when they meet the letters qu The letters squ make the sound /squ/ Newsletter.htm Deck for practice. words when they meet the letters qu and squ in text, then make a Card as in squeeze. Let’s practice and squ in text, then make a Card Deck for practice. sounding out words using these Section C- Ten Minute Phonics Page 6-Introducing qu and squ- The Deck for practice. sounds.” Students practice sounds 1/3 of the group time teacher writes qu and squ on the board Page 6-Introducing qu and squ- The out words on page 6. or chart paper. “The letters qu make Page 6-Introducing qu and squ- The teacher writes qu and squ on the Materials: Reader #60 p. 6-7, Manual the sound /qu/ as in queen. The letters teacher writes qu and squ on the board or chart paper. “The letters qu p. 7- Review and practice- Students p.239 squ make the sound /squ/ as in board or chart paper. “The letters qu make the sound /qu/ as in queen. should practice sounding out words. squeeze. Let’s practice sounding out make the sound /qu/ as in queen. The letters squ make the sound /squ/ Objective: TLW sound out words words using these sounds.” Students The letters squ make the sound /squ/ as in squeeze. Let’s practice Assessment- Page 6 with qu and squ. practice sounds out words on page 6. as in squeeze. Let’s practice sounding out words using these The teacher will select two words sounding out words using these sounds.” Students practice sounds with the qu sound and two words

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Monday Tuesday Wednesday Thursday Friday Teacher’s note: qu and squ do not p. 7- Review and practice- Students sounds.” Students practice sounds out words on page 6. with the squ sound. have a Card Deck Reader 60 contains should practice sounding out words. out words on page 6. many words for practice. If students p. 7- Review and practice- Students For other game ideas, the teacher know Short Vowels, Long vowels, R- Assessment- Page 6 p. 7- Review and practice- Students should practice sounding out words. may check the August 2005 Online Controlled Vowels and how to switch The teacher will select two words with should practice sounding out words. Newsletter: vowel sounds so the context MAKES the qu sound and two words with the Assessment- Page 6 www.cindycupp.com/2005 August SENSE, then students will not need a squ sound. Assessment- Page 6 The teacher will select two words Newsletter.htm great deal of repetition for qu and The teacher will select two words with the qu sound and two words squ. If students have trouble sounding For other game ideas, the teacher may with the qu sound and two words with the squ sound. out words when they meet the letters check the August 2005 Online with the squ sound. qu and squ in text, then make a Card Newsletter: Independent Time for Reader #60 Deck for practice. www.cindycupp.com/2005 August For other game ideas, the teacher Group Newsletter.htm may check the August 2005 Online Page 6-Introducing qu and squ- The For other game ideas, the teacher Newsletter: Teacher-selected activity. teacher writes qu and squ on the may check the August 2005 Online www.cindycupp.com/2005 August The teacher may decide to do a board or chart paper. “The letters qu I ndependent Time for Reader #60 Newsletter: Newsletter.htm journal writing or vocabulary make the sound /qu/ as in queen. The www.cindycupp.com/2005 August building activity. letters squ make the sound /squ/ as in The teacher may select pages 10 and Newsletter.htm squeeze. Let’s practice sounding out 11 of Reader 60. Independent Time for Reader #60 GPS Standards words using these sounds.” Students Suggested Writing Topic: How are you ELA1R1 a, c practice sounds out words on page 6. smart? Draw a picture of yourself The teacher may select pages 14 and ELA1R2 c, e doing something that you do well. Independent Time for Reader #60 15 of Reader 60. ELA1R3 b, c, d, e, f, g, h p. 7- Review and practice- Students Write a story telling all the ways you Suggested Writing Topic- What ELA1R4 a, b, c, d, e should practice sounding out words. are smart. The teacher may select p. 12 and 13 lesson did you learn from this story? ELA1R5 a of Reader 60. Make a list of everything you ELA1R6 a, b, c, d, f, g, h, i, l, Assessment- Page 6 GPS Standards Suggested Writing Topic-On page learned from this story. ELA1W1 a, b, c, d, e, f, g, h,i, j, l The teacher will select two words ELA1R1 a, c 12, you see a picture of Red Fox and ELA1SV1 a, b, c, d, e, f with the qu sound and two words with ELA1R2 c, e his baby. What surprised you when GPS Standards the squ sound. ELA1R3 b, c, d, e, f, g, h the animals found Red Fox? Write a ELA1R1 a, c ELA1R4 a, b, c, d, e story telling what happened when ELA1R2 c, e For other game ideas, the teacher may ELA1R5 a the animals found Red Fox. If ELA1R3 b, c, d, e, f, g, h check the August 2005 Online ELA1R6 a, b, c, d, f, g, h, i, l, anything surprised you, tell the ELA1R4 a, b, c, d, e Newsletter: ELA1W1 a, b, c, d, e, f, g, h,i, j, l details. ELA1R5 a www.cindycupp.com/2005 August ELA1SV1 a, b, c, d, e, f ELA1R6 a, b, c, d, f, g, h, i, l, Newsletter.htm GPS Standards ELA1W1 a, b, c, d, e, f, g, h,i, j, l ELA1R1 a, c ELA1SV1 a, b, c, d, e, f ELA1R2 c, e Independent Time for Reader #60 ELA1R3 b, c, d, e, f, g, h ELA1R4 a, b, c, d, e The teacher may select pages 8 and 9 ELA1R5 a of Reader 60. Suggested Writing ELA1R6 a, b, c, d, f, g, h, i, l, Activity- On page 8, design a poster ELA1W1 a, b, c, d, e, f, g, h,i, j, l offering a reward for Red Fox. Write ELA1SV1 a, b, c, d, e, f a description of Red Fox.

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GPS Standards ELA1R1 a, c ELA1R2 c, e ELA1R3 b, c, d, e, f, g, h ELA1R4 a, b, c, d, e ELA1R5 a ELA1R6 a, b, c, d, f, g, h, i, l, ELA1W1 a, b, c, d, e, f, g, h,i, j, l ELA1SV1 a, b, c, d, e, f

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