Reading Yeh Shen 1 12612f
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Monday, May 15 Teacher: Cruz Time: 12:50 – 1:10 SOL 2.7 The students will expand vocabulary when reading (d) by discussing the meaning of words and develop vocabulary by listening and reading Objective: The student will be able to determine the meaning of the given vocabulary words of the weekly story. Blooms: ing (1), Understanding (2), Apply (3) Essential Knowledge, Skills, and Process: Discuss meanings of words and develop vocabulary. Essential Question: Why is it important to learn new words? Warm Up: Daily Proof Reading Practice Page #1 Story: Yeh Shen Activator: Today I will…..learn new vocabulary words that go along with my weekly reading story. So that….I will be able to read more fluently. I know I’ve got it when I can….identify 6 out of 8 vocabulary words correctly. This is important to me because….I want to become a better reader and understand the words I am reading. Procedures: 1. Students will complete daily proof reading practice page #1 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #1 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder. 4. Teacher will then ask students “why is it important to learn new words?” 5. Students respond to teacher question by raising hands and sharing answers. 6. Activator: The teacher will then write the vocabulary words on the board (task, glimmering, served, content, overjoyed, worn, concealed, valuable) The teacher will then ask the students if any of the vocabulary words are familiar or have heard of them before. Students share. 7. Teacher will then share the Smartboard vocabulary definitions with students. Teacher and students will then discuss vocabulary card and how it relates to themselves. 8. Teacher will then out the book Yeh Shen to students – teacher will ask students who has ever heard or read the story of Cinderella? 9. Students will share answers and things about the story of Cinderella. 10. Teacher will then tell the student they will be reading a story called Yeh Shen which is a Cinderella story from China. 11. Teacher and students take a picture walk of Yeh Shen 12. Review/Summarizer: Students will review the vocabulary words list on the board. Criteria for Success: Students will correctly match the vocabulary word to its definition with their group. 6 out of 8 (75%)
Small Group Rotation 1:15-2:35 SOL Focus
2.5 Phonetic Strategies - The student will use phonetic strategies when reading and spelling a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
Bloom’s Level
Understand, Apply
Today I will….
Determine my word study sort
So that….
I can better understand how words are grouped together
I know I’ve got it when
I can correctly sort my spelling words and explain
Activities & Materials: No Reading Groups on Monday – Words Their Way Word Study Sort Spelling Groups: *Cheetah *Heron *Bison *Iguana *Elephant *Jaguar *Flamingo *Kangaroo *Giraffe Centers: - I-Ready - Writing Center (goes along with weekly story) - Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
ing Resources: 1. Daily Proof Reading Practice Page #1 2. Reading/Center Folder 3. Smartboard vocabulary definitions 4. Vocabulary Cards for each group 5. Pencil Homework: read 20 minutes
Tuesday, May 16 – Friday, May 19 Teacher: Cruz Time: 12:50 – 1:10 SOL 2.9 The students will read and demonstrate comprehension of fiction text e) Describe characters, setting, and important events in fiction and poetry Objective: The students will be able to correctly name the characters, setting, and important events in the story Yeh Shen Blooms: (1) and Analyze (4) Essential Knowledge, Skills, and Process: Describe a character’s traits, feelings, and actions as presented in a story or poem. Describe how characters in a story or poem respond to key events. Describe the setting and important events of a story. Essential Question: How is does a character change during a story? Warm Up: Daily Proof Reading Practice Page #2-5 Story: Yeh Shen Activator: Today I will….. describe & identify the characters, setting, and events in Yeh Shen So that…..I can better understand the story that I am reading (Day 2-4) I know I’ve got it when I can….complete a story map listing the character, setting, and events of the story (Day 5) I know I’ve got it when I can… answer comprehension questions using a complete sentence This is important to me because…I want to better understand the story I am reading. Procedures: Tuesday: 1. Students will complete daily proof reading practice page #2 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #2 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder. 4. Teacher and students read together the story of 5. Review/Summarizer: As the teacher and students read, stop and discuss any similarities and differences between the versions we know in America vs. the Chinese version. Criteria for Success: On an index card, students will write down the main character, setting and two important events from the story Yeh-Shen Teacher: DRA Testing/PALS Testing
Small Groups Rotations 1:15 – 2:35 Centers: -I-Ready - Writing Center (goes along with weekly story) -Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
Wednesday: 1. Students will complete daily proof reading practice page #3 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #3 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder.
4. Together as a class, students will then watch the video of Yeh-Shen https://safeshare.tv/x/ss590fe370b41aa (26 minutes) 5. Review/Summarizer: Students will discuss with a partner how the book and video of Yeh-Shen is similar and different Criteria for Success: Students will complete the Story Map of Yeh-Shen Teacher: DRA Testing/PALS Testing
Small Groups Rotations 1:15 – 2:35 Centers: -I-Ready - Writing Center (goes along with weekly story) -Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
Thursday: 1. Students will complete daily proof reading practice page #4 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #4 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder. 4. Students will listen to the story Yeh-Shen https://safeshare.tv/x/ss590fe25145fd9 5. Students will listen to the story Cinderella https://safeshare.tv/x/ss590fe6e2c79f5 6. Review/Summarizer: Students will turn to a partner and discuss which Cinderella they liked better and why? Criteria for Success: Students will complete the comprehension questions using complete sentence. Teacher: DRA Testing/PALS Testing
Small Groups Rotations 1:15 – 2:35 Centers: -I-Ready - Writing Center (goes along with weekly story) -Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
Friday: 1. Students will complete daily proof reading practice page #5 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #5 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder. 4. Review/Summarizer: Students will listen or read aloud the story Yeh-Shen https://safeshare.tv/x/ss590fe25145fd9 Criteria for Success: Teacher will out reading comprehension test. Students will answer 8 out of 10 questions correctly
Small Groups Rotations 1:15 – 2:35 SOL Focus
Bloom’s Level
2.5 Phonetic Strategies - The student will use phonetic strategies when reading and spelling a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. Understand, Apply
Today I will…. So that…. I know I’ve got it when
take my word study spelling test I can show that I can sort and spell my word study words correctly I can correctly sort and spell 80% of my word study words
Activities & Materials:– Words Their Way Word Study Test Spelling Groups: *Cheetah *Heron *Bison *Iguana *Elephant *Jaguar *Flamingo *Kangaroo *Giraffe Centers: -I-Ready - Writing Center (goes along with weekly story) - Making Words (using letters from the weekly[whole group] story title) - Accelerated Reader/Independent Reading
ing Resources: 1. Smartboard of vocabulary words 2. Daily Proof Reading Practice Page 3. Reading/Center Folder 4. Yeh Shen book 5. Yeh Shen Story Map 6. Yeh Shen comprehension questions 7. Pencil Homework: read 20 minutes
Small Group Rotation 1:15-2:35 SOL Focus
2.5 Phonetic Strategies - The student will use phonetic strategies when reading and spelling a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
Bloom’s Level
Understand, Apply
Today I will….
Determine my word study sort
So that….
I can better understand how words are grouped together
I know I’ve got it when
I can correctly sort my spelling words and explain
Activities & Materials: No Reading Groups on Monday – Words Their Way Word Study Sort Spelling Groups: *Cheetah *Heron *Bison *Iguana *Elephant *Jaguar *Flamingo *Kangaroo *Giraffe Centers: - I-Ready - Writing Center (goes along with weekly story) - Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
ing Resources: 1. Daily Proof Reading Practice Page #1 2. Reading/Center Folder 3. Smartboard vocabulary definitions 4. Vocabulary Cards for each group 5. Pencil Homework: read 20 minutes
Tuesday, May 16 – Friday, May 19 Teacher: Cruz Time: 12:50 – 1:10 SOL 2.9 The students will read and demonstrate comprehension of fiction text e) Describe characters, setting, and important events in fiction and poetry Objective: The students will be able to correctly name the characters, setting, and important events in the story Yeh Shen Blooms: (1) and Analyze (4) Essential Knowledge, Skills, and Process: Describe a character’s traits, feelings, and actions as presented in a story or poem. Describe how characters in a story or poem respond to key events. Describe the setting and important events of a story. Essential Question: How is does a character change during a story? Warm Up: Daily Proof Reading Practice Page #2-5 Story: Yeh Shen Activator: Today I will….. describe & identify the characters, setting, and events in Yeh Shen So that…..I can better understand the story that I am reading (Day 2-4) I know I’ve got it when I can….complete a story map listing the character, setting, and events of the story (Day 5) I know I’ve got it when I can… answer comprehension questions using a complete sentence This is important to me because…I want to better understand the story I am reading. Procedures: Tuesday: 1. Students will complete daily proof reading practice page #2 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #2 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder. 4. Teacher and students read together the story of 5. Review/Summarizer: As the teacher and students read, stop and discuss any similarities and differences between the versions we know in America vs. the Chinese version. Criteria for Success: On an index card, students will write down the main character, setting and two important events from the story Yeh-Shen Teacher: DRA Testing/PALS Testing
Small Groups Rotations 1:15 – 2:35 Centers: -I-Ready - Writing Center (goes along with weekly story) -Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
Wednesday: 1. Students will complete daily proof reading practice page #3 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #3 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder.
4. Together as a class, students will then watch the video of Yeh-Shen https://safeshare.tv/x/ss590fe370b41aa (26 minutes) 5. Review/Summarizer: Students will discuss with a partner how the book and video of Yeh-Shen is similar and different Criteria for Success: Students will complete the Story Map of Yeh-Shen Teacher: DRA Testing/PALS Testing
Small Groups Rotations 1:15 – 2:35 Centers: -I-Ready - Writing Center (goes along with weekly story) -Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
Thursday: 1. Students will complete daily proof reading practice page #4 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #4 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder. 4. Students will listen to the story Yeh-Shen https://safeshare.tv/x/ss590fe25145fd9 5. Students will listen to the story Cinderella https://safeshare.tv/x/ss590fe6e2c79f5 6. Review/Summarizer: Students will turn to a partner and discuss which Cinderella they liked better and why? Criteria for Success: Students will complete the comprehension questions using complete sentence. Teacher: DRA Testing/PALS Testing
Small Groups Rotations 1:15 – 2:35 Centers: -I-Ready - Writing Center (goes along with weekly story) -Word Study Center - Listening Center (QR Codes) - Accelerated Reader/Independent Reading
Friday: 1. Students will complete daily proof reading practice page #5 independently for about five minutes. 2. The teacher will lead a review of daily proof reading practice page #5 with student input. 3. Students will put daily proof reading practice page into their Reading/Center Folder. 4. Review/Summarizer: Students will listen or read aloud the story Yeh-Shen https://safeshare.tv/x/ss590fe25145fd9 Criteria for Success: Teacher will out reading comprehension test. Students will answer 8 out of 10 questions correctly
Small Groups Rotations 1:15 – 2:35 SOL Focus
Bloom’s Level
2.5 Phonetic Strategies - The student will use phonetic strategies when reading and spelling a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. Understand, Apply
Today I will…. So that…. I know I’ve got it when
take my word study spelling test I can show that I can sort and spell my word study words correctly I can correctly sort and spell 80% of my word study words
Activities & Materials:– Words Their Way Word Study Test Spelling Groups: *Cheetah *Heron *Bison *Iguana *Elephant *Jaguar *Flamingo *Kangaroo *Giraffe Centers: -I-Ready - Writing Center (goes along with weekly story) - Making Words (using letters from the weekly[whole group] story title) - Accelerated Reader/Independent Reading
ing Resources: 1. Smartboard of vocabulary words 2. Daily Proof Reading Practice Page 3. Reading/Center Folder 4. Yeh Shen book 5. Yeh Shen Story Map 6. Yeh Shen comprehension questions 7. Pencil Homework: read 20 minutes
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