Week 3 Lesson and Date Reread for fluency (approximately 3 minutes) Pattern Focus Word Study (Approximately 7-8 minutes) If students know the pattern focus, spend more time on the meanings, synonyms and antonyms of the word cards. New Read: Lead read with whisper reading or silent read a short section to find answers to questions. (approximately 20 minutes) Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas) L11 L12 Poem ________________ ___________________ VCCV Syllables *Review VCCV syllabication rules *Call out 1 word card and have students write it and divide into syllables. Justify answers. Be sure they know the meanings of the words. Do 8-10 words each day. Level: _______ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations, text dependent questions After: Focused comprehension discussion teacher/student discussion, text dependent questions L13 L14 Introduce new poem for next week. Work on vocabulary and comprehension. Poem _______________ VCCV Syllables *Review VCCV syllabication rules *Call out 1 word card and have students write it and divide into syllables. Justify answers. Be sure they know the meanings of the words. Do 8-10 words each day. Passage ___________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L15 ____________________
Week 5 Lesson and Date Reread for fluency (approximately 3 minutes) Pattern Focus Word Study (Approximately 7-8 minutes) If students know the pattern focus, spend more time on the meanings, synonyms and antonyms of the word cards. New Read: Lead read with whisper reading or silent read a short section to find answers to questions. (approximately 20 minutes) Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas) L21 L222 Poem ________________ ___________________ Homophones Introduce 1st ½ of word cards, discussing meaning. Teacher orally gives a sentence using a word card from Monday. (See Weekly plans from Tyner notebook for examples.)Students write the correct spelling of the word. Check together. Continue with all cards from Monday. Level: _______ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L23 L24 Introduce new poem for next week. Work on vocabulary and comprehension. Poem _______________ Homophones Introduce 2nd ½ of word cards, discussing meaning. Teacher orally gives a sentence using a word card from Wednesday. Students write the correct spelling of the word. Check together. Continue with all cards from Wed. Passage ___________________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L25
Week 6 Lesson and Date Reread for fluency (approximately 3 minutes) Pattern Focus Word Study (Approximately 7-8 minutes) If students know the pattern focus, spend more time on the meanings, synonyms and antonyms of the word cards. New Read: Lead read with whisper reading or silent read a short section to find answers to questions. (approximately 20 minutes) Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group L26 L27 Poem ________________ ___________________ Consonant digraphs th, ch, sh, wh, ph, ck, ng Discuss that when some pairs of consonants come together they make only one sound. This will help decode unknown words. Call out ½ of word cards. Students write the word and underline the consonant diagraph(s). Level: _______ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L28 L29 Introduce new poem for next week. Work on vocabulary and comprehension. Poem _______________ Suffixes -y and -ous Review affix, prefix, base word and root word. Introduce 3-4 examples of each. Discuss meaning of words with and without the suffix. Students give oral sentences with the words to demonstrate meanings. Passage ___________________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L30
Week 7 Lesson and Date Reread for fluency (approximately 3 minutes) Pattern Focus Word Study (Approximately 7-8 minutes) If students know the pattern focus, spend more time on the meanings, synonyms and antonyms of the word cards. New Read: Lead read with whisper reading or silent read a short section to find answers to questions. (approximately 20 minutes) Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas) L31 L32 Poem ________________ ___________________ Consonant Clusters cr, pr, ct, pl, nd, st, gr, pr, ct, fl Discuss that when some pairs of consonants come together they retain their sounds but blend together. This will help decode unknown words. Call out as many word cards as time permits. Students write the word and underline the consonant cluster(s). Level: _______ Title: _______________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L33 L34 Introduce new poem for next week. Work on vocabulary and comprehension. Poem _______________ Greek and Latin Word Parts Phon, photo, graph, auto, tele Use word cards for graph. Discuss meanings and have students give an oral sentence with the words. Passage _The History of Movies Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L35
Week 9 Lesson and Date Reread for fluency (approximately 3 minutes) Pattern Focus Word Study (Approximately 7-8 minutes) If students know the pattern focus, spend more time on the meanings, synonyms and antonyms of the word cards. New Read: Lead read with whisper reading or silent read a short section to find answers to questions. (approximately 20 minutes) Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas) L31 L32 Poem ________________ ___________________ (Reread orally for fluency Common Beginning Syllables /ə/, be, de, pre, com, con * Explain that noting the beginning word parts can help decode unknown words. Call out ½ of the word cards. Ask students to write each word and underline the common beginning syllable for part of the words. You can let the students identify the beginning sound orally if time permits. Level: _______ Title: _______________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations, text dependent questions After: Focused comprehension discussion teacher/student discussion,, text dependent questions L33 L34 Introduce new poem for next week. Work on vocabulary and comprehension. Poem _______________ Antonyms *Define synonyms and antonyms. Read a word card and have students write an antonym for it on their board. Check after each word. Have students use the word card word in a sentence orally to demonstrate knowledge of meaning. (See Tyner word study directions for word cards.) Passage ________________ ________________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L35