<p> Trousdale County Schools Weekly Lesson Plan</p><p>Teacher: Jennifer Summers Pacing Guide Week #: 30</p><p>Dates: March 24th, 2014 – March 28th, 2014</p><p>Subject: ELA Common Core Standard(s) to be taught: (Write the entire standard)</p><p>P RF.2.3e- Identify words with inconsistent but common spelling-sound correspondences.</p><p>G L.2.1d- Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).</p><p>RC RI.2.5- Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.</p><p>RI.2.9- Compare and contrast the most important points presented by two texts on the same topic.</p><p>W W.2.2- Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.</p><p>W.2.5- With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.</p><p>W.2.6- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.</p><p>W.2.7- Participate in shared research and writing projects.</p><p>SPI(s) to be taught: (Write the entire SPI)</p><p>N/A</p><p>Daily practice activity for citing text based evidence in conversation and/or writing:</p><p> discussion of short story  implementation of Science/Social Studies into reading lessons  journal activities comparing texts</p><p>I Can Statements : Student Agenda:  Posted daily but NOT included in Lesson Plan  I can sound out and spell words using /au/, /aw/, /al/, /o/, or /a/.</p><p> I can use irregularly spelled verbs.</p><p> I can use text features to find information quickly.</p><p> I can compare and contrast two texts on the same topic and their key points.</p><p> I can write an informative text with facts.. 1 Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook. </p><p>N/A</p><p>Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook. </p><p>N/A</p><p>Instruction: In outline form, describe each day of instruction. Formative Assessment: </p><p>2 Day 1  Teacher observation  Phonics/Spelling: /au/ and /ow/  Oral questioning  Warm-up  Workbook pages - Read and discuss “I Can..” objective  Worksheets - Attention to spelling patterns as discuss meaning of words  Journal writing  Apply  Small Groups - WB 142 together  Thumbs up/down  Assess  White boards - WB 144 together as a class  Wrap-up - Oral review of spelling patterns  Grammar/English: irregular action verbs  Warm-up - Read and discuss “I Can..” objective - Whole group discussion of concept - Teacher model on front board  Apply - Whole group interaction with completion of projectable 25.2 - White boards with projectable  Assess - WB 143 together as a class  Wrap-up - Daily Proofreading Practice in Reading Journal  Reading Comprehension  Vocabulary Introduction - Student text page 344  Read and Comprehend - Introduction of text/graphic features with student text p346 - Additions to word wall - Review cause/effect with student text p365 - Additions to word wall - Brainpopjr video: “cause and effect”  Anchor Text - 1st read with choral reading - Retell with cue cards  Writing :  Draft - Research project 1st draft  Station Work  #1) /au/ or /ow/ cut and paste activity - Read each group’s words aloud to your team. - Use words in creation of oral sentences. - independent reading of provided leveled reader - math busy baskets for early finishers  #2) computer station - Abcya.com (letters section only)  #3) context clues activity - Complete matching practice - WS with sentence construction and usage  #4) text/graphic features activity - Scavenger hunt through story to complete graphic organizer and informational WS  #5) Teacher Table - Create life cycle of pumpkin strip together in small group  Homework Practice  Write each spelling word three times each.  Additional Practice  AR reading and testing</p><p>3 Day 2  Teacher observation  Phonics/Spelling: suffix review  Oral questioning  Warm-up  Workbook pages - Read and discuss “I Can..” objective  Worksheets - Review of spelling patterns as discuss meaning of words  Journal writing - Spell-ercises  Small Groups  Apply  Thumbs up/down - Teacher model with T448  White boards - WB 151 together as a class  Syllable chart  Assess - WB 148 on own and check together as a class  Wrap-up - Whole group discussion of concepts and self-check  Grammar/English: irregular action verbs  Warm-up - Read and discuss “I Can..” objective - Whole group review discussion of concept - Teacher model on front board  Apply - Whole group interaction with completion of projectable 25.5 - White boards with projectable  Assess - WB 146 together as a class  Wrap-up - Daily Proofreading Practice in Reading Journal  Reading Comprehension  Anchor Text - 2nd read with choral reading - WB 149-150 together as a class  Apply Vocabulalry - Syllable chart - Additions to word wall - Vocabulary map  Writing :  Revise - Small group review and edit  Station Work  #1) /au/ or /ow/ cut and paste activity - Read each group’s words aloud to your team. - Use words in creation of oral sentences. - independent reading of provided leveled reader - math busy baskets for early finishers  #2) computer station - Abcya.com (letters section only)  #3) context clues activity - Complete matching practice - WS with sentence construction and usage  #4) text/graphic features activity - Scavenger hunt through story to complete graphic organizer and informational WS  #5) Teacher Table - Create life cycle of pumpkin strip together in small group  Homework Practice  Read story and finish high frequency WS  Additional Practice  AR reading and testing</p><p>4 Day 3  Teacher observation  Phonics/Spelling: review  Oral questioning  Warm-up  Workbook pages - Student read review of I Can statement  Worksheets  Apply  Journal writing - WB 154 on own  Small Groups - Completion of PGM (Duggin method)  Partner Review  Assess  Thumbs up/down - Self-assessment of PGM  Word map - Self-assessment of WB 154  PGM chart  Wrap-up  White boards - Game: Sparkle  Grammar/English: Irregular action verbs  Warm-up SUMMATIVE ASSESSMENT: - Read and review I can statement UNIT 5 – LESSON 25  Apply VOCABULARY TEST - WB 152 together  Assess - Self-check of apply activity  Wrap-up - Daily Proofreading Practice in Reading Journal  Reading Comprehension  “Super Soil” with student text p368 - Accountable talk with guidance from student text p371  Apply Vocabulary - Model of using context clues & addition to word wall - Teacher guidance with projectable 25.7 - WB 153 together as a class - Brainpopjr video: inference  VOCABULARY/CONTEXT CLUE ASSESSMENT  Writing :  Review - Peer/teacher review with rubric completion  Station Work  #1) /au/ or /ow/ cut and paste activity - Read each group’s words aloud to your team. - Use words in creation of oral sentences. - independent reading of provided leveled reader - math busy baskets for early finishers  #2) computer station - Abcya.com (letters section only)  #3) context clues activity - Complete matching practice - WS with sentence construction and usage  #4) text/graphic features activity - Scavenger hunt through story to complete graphic organizer and informational WS  #5) Teacher Table - Create life cycle of pumpkin strip together in small group  Homework Practice  Read story  Additional Practice  AR reading and testing</p><p>5 Day 4  Teacher observation  Phonics/Spelling: test day  Oral questioning  Warm-up  Workbook - Review words aloud as a class  Worksheets - Recall I can statement  Journal writing  Apply  Small Group - Spell-aloud together as a class  Peer evaluation  Assess  Thumbs up/down - DICTATION TEST  Self-assessment  Grammar/English: review of commas in series  Warm-up - Teacher model aloud with T464 SUMMATIVE ASSESSMENT:  Apply - WB 155 on own Unit 5 – Lesson 25  Assess Dictation Test - Self-check together as a class Comprehension Test - WB 156 together as a class  Wrap-up - Daily Proof Reading in Journal  Reading Comprehension  COMPREHENSION TEST - Write paragraph using sequencing and main idea with text evidence - Discovery education video: How Plants Grow  Writing  Final Draft  Station Work  #1) /au/ or /ow/ cut and paste activity - Read each group’s words aloud to your team. - Use words in creation of oral sentences. - independent reading of provided leveled reader - math busy baskets for early finishers  #2) computer station - Abcya.com (letters section only)  #3) context clues activity - Complete matching practice - WS with sentence construction and usage  #4) text/graphic features activity - Scavenger hunt through story to complete graphic organizer and informational WS  #5) Teacher Table - Create life cycle of pumpkin strip together in small group  Additional Practice  AR reading and testing</p><p>Day 5</p><p>NO SCHOOL FOR STUDENTS – ½ ADMINISTRATIVE DAY FOR STAFF</p><p>Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.</p><p> Recess Tutoring: Use time to work in small groups with short story reading (fluency) and use of text evidence in formation of answers.  Small Group in-class Tutoring  Use Strategic Interventions Section in Teacher’s manual  Use Literacy Centers  Use Daily Assessment Suggestions in Manual</p><p>Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  Technology Carts- Use of Elmo for visual modeling  Discovery Education and Brain Pop – for further enhancement of the lesson with an additional visual and auditoria with real life experiences.  Thinkcentral.com- resources for our reading series.</p><p>6</p>