Unit Theme: How Do People, Plants and Animals Grow and Change

Unit 3 Week 4 Farfallina and Marcel

Unit Theme: How do people, plants and animals grow and change

ELL Planning Sheet

High Frequency Words:see, look

New Phonics Skills: Ff /f/

Grammar: Verbs for now and in the past

Amazing Vocabulary:goose, gosling, caterpillar, butterfly, reflection, cocoon

Story Vocabulary:drizzle, recognize ,vanished, uncomfortable, lonely (solitary), confused

Activity / Monday / Tuesday / Wednesday / Thursday / Friday
Building
Background Knowledge / Activate Prior Knowledge:
Poster 16
Poster Talk-Through
Poster activities Day 1
Combine with High Frequency Word lesson
Video: Butterfly Life Cycle—animated youtube video / Poster 16
Day two Develop Vocabulary
Vocabulary
(Amazing Words
And
Story Vocabulary
Tier II and III) / Talk with me/Sing with me Chart 16 A/B:
goose, gosling, caterpillar, butterfly, reflection, cocoon / Talk with me Chart 16 goose, gosling, caterpillar, butterfly, reflection, cocoon / Talk with me Chart 16 goose, gosling, caterpillar, butterfly, reflection, cocoon / Story Vocabulary:
drizzle, recognize , vanished, / Story Vocabulary:
uncomfortable, lonely (solitary), confused,
Reading
Comprehension / Read: Farfallina and Marcel / Re-read: Farfallina and Marcel
Plot:
How did Marcel (goose) change
How did that change the way he played hide and seek / Re-read: Farfallina and Marcel
Plot:
How did Farfallina (caterpillar) change
How did that change the way she played hide and seek / Re-read: Farfallina and Marcel
Plot: p.220 plot sentences in order / See How We Grow
Narrative retell graphic organizer
Unit Connection
Grammar
Writing / Verbs – past/present
Pg 205
Speak
Teacher model / Verbs – past/present
Pg 218
Students id when sentence happened / Verbs – past/present
Pg 245
Students change sentence / Verbs – past/present
Practice Book pg 40
High Frequency
Words / Look, see
(combine with Build Background Knowledge lesson)
Poster 16 day 1
Flash Cards / Look, see
Spell
sentences
Find HF words in Phonics Reader: For Me!
Flash Cards / Look, see
Poster 16 Day 3 Speaking Practice –
sentences
Flash Cards / Look, see
Flash Cards
Find HF words in Decodable Reader: In The Kit! / Look, see
Flash Cards
Spelling
(Phonics) / Ff /f/ (DI 48 / DI30)
Phonemic Awareness (pictures)
segment (fan, fit, fun) / Ff /f/
Phonics -
Discriminate initial sound fence, gate, fan, door, feather, bird
Blend (fan, fox, can) / Ff /f/
Phonics
Discriminate last sound (+/+
blend (fit, Kit, fan) / Ff /f/
Phonics - spelling
(mop, top, not, cot, pot, tap) / Ff /f/
Phonics- spelling
(tip, dip, dot, cat, pat, sad)
Readers / Phonic Reader:For Me!
(keep to re-read on Day 3) / Re-read Phonics Reader: For Me! / Decodable Reader: In The Kit!
(keep to re-read on Day 5) / Decodable Reader In The Kit!

Unit 1 Proposed Assessment Plan

Measure / Frequency / Assessor
High frequency words / weekly / Classroom teacher
Verbal retell / weekly / Classroom teacher
Writing CBM / biweekly / ELL tutor

Unit 3 Week 4 Farfallina and Marcel

Unit Theme: How do people, plants and animals grow and change

Day 1

High Frequency Words: see, look

New Phonics Skills: Ff /f/

Grammar: Verbs for now and in the past

Amazing Vocabulary: goose, gosling, caterpillar, butterfly, reflection, cocoon

Story Vocabulary: drizzle, recognize ,vanished, uncomfortable, lonely (solitary), confused

Background Knowledge / Poster 16

Poster Talk-through – read aloud and point as you describe the poster. Have students repeat the underlined words in the script, after you say them and identify on the poster.
Students need to respond to the following questions with one of the embedded answer choices or complete sentence as modeled.
Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.
What are the frogs doing? The frogs are playing a leap frog game.
Are the frogs in the water or the grass? The frogs are in the grass.
What are the tadpoles doing? The tadpoles are playing a chasing game.
Are the tadpole is the water or the grass? The tadpoles are in the water?
Could the tadpoles, play leapfrog with the frogs? No
What do tadpoles need to play leap frog, wings or legs? Tadpoles need legs to play leap frog.
Will the tadpoles change into frogs or dragon fly? The tadpoles will change into frogs.
Are these animals in the woods or the pond? These animals are in the pond.

Video: Butterfly Life Cycle—animated youtube video
Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Display Talk with Me Chart 16 A
“This week we will be talking about friends and how friendships change.”

This is a picture of a goose.
What does a goose.look like? A goose looks like _____., or A goose has_____.
Is a goose a large or small bird? A goose is a large bird.
What is this goose swimming in? The goose is swimming in water.
A goose is a large bird that makes its home near water.
What is a goose? A large bird that makes its home near water.
What do we call a large bird that makes its home near water? A goose
This is what a goose looks like when it is a baby.
A baby goose is called a gosling.
What is a gosling? A baby goose
What do we call a baby goose? A gosling
What does a gosling look like? A gosling looks like _____., or A gosling has_____.
This is a caterpillar.
A caterpillar is an insect that makes a cocoon.
What is a caterpillar? An insect that makes a cocoon
What do we call an insect that makes a cocoon? A caterpillar
This is a butterfly .
A butterfly is a flying insect with colorful wings.
What is a butterfly? A flying insect with colorful wings
What do we call a flying insect with colorful wings? A butterfly
Display and read pg 15 of Farfallina and Marcel
A reflection is what we see when we look in a mirror.
Where can you see your reflection. I see my reflection in a mirror.
What is it called when you see yourself in the mirror? A reflection
Do you remember what a caterpillar makes? A cocoon
A cocoon is a shell where a caterpillar turns into a butterfly.
What is a cocoon? A shell where a caterpillar turns into a butterfly.
What do we call a shell where a caterpillar turns into a butterfly? A cocoon

Reading Comprehension / Display Farfallinand Marcel.

Look at the cover.
Think Aloud: I see a gosling and a caterpillar. They look like they are friends. The title of this book isFarfallinand Marcel.. What do you think this story will be about?
Read Farfallinand Marcel.

Grammar and Writing
High Frequency
Words / Look, see
Poster 16 day 1 develop Concepts and Vocabulary

Look at the animals in the pond. How many ducks do you see? I see four ducks when I look.
Look at the animals in the pond. How many tadpoles do you see?I see four tad poles when I look.
Look at the animals in the pond. How many lily pads do you see? I see six lily pads when I look.
Look at the animals in the pond. How many frogs on the lily pads do you see? I see two frogs on the lily pads when I look.
Look at the animals in the grass. How many frogs do you see? I see three frogs when I look.

Here are this week’s high frequency words.

This word is look. What word? look
This word is see. What word? see
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Spelling
(Phonemic Awareness/ Phonics) / Ff /f/
Today we will learn a new sound. Listen and watch as I say the sound: /f/, /f/, /f/.

Please say the /f/ sound……/f/ /f/ /f/
Say Four fish fell fast. ….Four fish fell fast. Have students feel the air on their hands as they say the words.
What sound do four fish fell fast start with? /f/

Show the fan and nut pictures.
Have students say the words with you as you point to the pictures.
Which word starts with /f/? Fan or nut? Fan
Repeat with the following picture pairs: flag/map, feather/ sun, frog/house
Use three fingers to help children see the number of sounds you say while segmenting a word. Model then have students repeat.
Segment the word fan. Hold up fingers as you say the individual sounds. “fan: f - a - n”
Say it with me. fan: f - a - n
You do it. fan: f - a - n
Repeat with the following words: fit, fun

Readers

Unit 3 Week 4 Farfallina and Marcel

Unit Theme: How do people, plants and animals grow and change

Day 2

High Frequency Words: see, look

New Phonics Skills: Ff /f/

Grammar: Verbs for now and in the past

Amazing Vocabulary: goose, gosling, caterpillar, butterfly, reflection, cocoon

Story Vocabulary: drizzle, recognize ,vanished, uncomfortable, lonely (solitary), confused

Background Knowledge / Poster 15 Day 2

Follow directions on poster for activity: Then Now

Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Display Talk with Me Chart 16 A
“This week we will be talking about friends and how friendships change.”

This is a picture of a goose.
A goose is a large bird that makes its home near water.
What is a goose? A large bird that makes its home near water.
What do we call a large bird that makes its home near water? A goose
This is what a goose looks like when it is a baby.
A baby goose is called a gosling.
What is a gosling? A baby goose
What do we call a baby goose? A gosling
This is a caterpillar.
What does a caterpillar look like? (one of the descriptions needs to be that it looks like a worm – with legs)
Do you think a caterpillar is an insect or a fish? A caterpillar is an insect
Point to the cocoon. The caterpillar made this cocoon. What makes a cocoon? A caterpillar makes a cocoon.
A caterpillar is an insect that makes a cocoon.
What is a caterpillar? An insect that makes a cocoon
What do we call an insect that makes a cocoon? A caterpillar
This is a butterfly .
What does a butterfly look like?
A caterpillar turns into a butterfly.
What does a caterpillar turn into? A butterfly
A butterfly is a flying insect with colorful wings.
What is a butterfly? A flying insect with colorful wings
What do we call a flying insect with colorful wings? A butterfly
Display and read pg 15 of Farfallina and Marcel
A reflection is what we see when we look in a mirror.
Where can you see your reflection. I see my reflection in a mirror.
What is it called when you see yourself in the mirror? A reflection
Do you remember what a caterpillar makes? A cocoon
A cocoon is a shell where a caterpillar turns into a butterfly.
What is a cocoon? A shell where a caterpillar turns into a butterfly.
What do we call a shell where a caterpillar turns into a butterfly? A cocoon

Reading Comprehension / Display Farfallina And Marcel, and Venn Diagram

We are going to use the Venn Diagram to show how Marcel the gosling is the same and different then Marcel the goose.Do a picture walk to help students compare and contrast.
Gosling: little voice, small, grey, soft feathers
Goose: fly, bigger, brown and black colors, sleek feathers
Both: gentle eyes, swim, friend with Farfallina
When Marcel was a gosling how did he hide for Farfallina? Marcel hid close by because Farfallina moved slow.
When Marcel was a goose, how did he hide for Farfallina? Marcel did not fly to fast, because Farfallina could not fly fast.

Re-read See How We Grow

Grammar and Writing / VerbFor Now and the Past

Words that tell what we are doing are verbs.
What are verbs? Words that tell what we are doing
What do we call a word that tells what we are doing? A verb
Sometimes we use a verb to tell what someone is doing now, and sometimes we use a verb to tell what someone has done in the past.
Today, I teach the class. (Point down to represent present)
Yesterday, I taught the class. (Use thumbs to point over and behind your shoulder to represent past.)
I am teaching in both sentences. But we use different words for things we do now and things we do in the past
Modeling/Practice
Say (and point down to represent present): Marcel swims in the pond. That is happening now.
Say it with me (and have students point down to represent present): Marcel swims in the pond.
Now I am going to change the word swims and make it happen in the past (Use thumbs to point over and behind your shoulder to represent past.)
Say (and use thumb to point over and behind your shoulder to represent past.) Marcel swam in the pond.
Say it with me (and have students use thumb to point over and behind your shoulder to represent past.)Marcel swam in the pond.
Repeat above script using the following sentence pairs:
Farfallinahides under a leaf. / Farfallina hid under a leaf.
It rains in the morning. / It rained in the morning.
I go to school. / I went to school.

High Frequency
Words / Look, see
This word is see. What word? see
Everyone, spell see. s-e-e
What word did you spell? See
A sentence with the word see is….”I see Marcel swimming in the pond.”
Ask students to use see in a sentence.
This word is look. What word? look
Everyone spell look. L-o-o-k
What word did you spell? Look
A sentence with the word look is….”Look Farfallina is now a beautiful butterfly.”
Ask students to use look in a sentence.
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Have students mark the words: look, see in the Phonics reader For Me!
Spelling
(Phonics) / Ff /f/

Hold up an F letter card. This is the letter F. It makes the /f/ sound.
Give each student an F letter card.
Trace the letter F on your card and say /f/.
What sound does this letter make? /f/
What is the name of this letter? F

I am going to say some words. If the word starts with the /f/ sound, hold up the letter F card.
fence, gate, fan, door, feather, bird Use the page with arrows and blocks to practice blending words together.

Use the page with arrows and blocks to practice blending words together.
With students slowly sound out each letter while pointing to the letter with finger.
With students repeat sounding out and pointing at a faster speed.
With students repeat reading and pointing at a normal speed.

Readers / Phonics Reader : For Me
Keep reader to re-read on Day 3

Unit 3 Week 4 Farfallina and Marcel

Unit Theme: How do people, plants and animals grow and change

Unit 3 Week 4 Farfallina and Marcel

Unit Theme: How do people, plants and animals grow and change

F / F
F / F

Day 3

High Frequency Words: see, look

New Phonics Skills: Ff /f/

Grammar: Verbs for now and in the past

Amazing Vocabulary: goose, gosling, caterpillar, butterfly, reflection, cocoon

Story Vocabulary: drizzle, recognize ,vanished, uncomfortable, lonely (solitary), confused

Vocabulary
(Amazing Words
and
Story Vocabulary
Tier II and III) / Display Talk with Me Chart 16 A
“This week we will be talking about friends and how friendships change.”

This is a picture of a goose.
A goose is a large bird that makes its home near water.
What is a goose? A large bird that makes its home near water.
What do we call a large bird that makes its home near water? A goose
This is what a goose looks like when it is a baby.
A baby goose is called a gosling.
What is a gosling? A baby goose
What do we call a baby goose? A gosling
This is a caterpillar.
A caterpillar is an insect that makes a cocoon.
What is a caterpillar? An insect that makes a cocoon
What do we call an insect that makes a cocoon? A caterpillar
This is a butterfly .
A butterfly is a flying insect with colorful wings.
What is a butterfly? A flying insect with colorful wings
What do we call a flying insect with colorful wings? A butterfly
Display and read pg 15 of Farfallina and Marcel
When Marcel looked in the pond, he could see himself.
When Marcel looked in the pond, he could see his reflection.
Does this goose on the poster have a reflection? Yes, the goose has a reflection
What do you look into to see your reflection? I look into a mirror to see my reflection.
A reflection is what we see when we look in a mirror.
Where can you see your reflection. I see my reflection in a mirror.
What is it called when you see yourself in the mirror? A reflection
Do you remember what a caterpillar makes? A cocoon
A caterpillar makes a cocoon .
The caterpillar wraps or spins the cocoon all around its body.
What is wrapped up inside the cocoon? A caterpillar
A cocoon is like a shell. The cocoon will get hard.
Why do you think the cocoon turns into a hard shell? The cocoon turns into a hard shell to protect the caterpillar inside.
When the caterpillar is inside the cocoon. It turns into a butterfly.
Where does the caterpillar change into a butterfly? The caterpillar changes into a butterfly in the cocoon.
A cocoon is a shell where a caterpillar turns into a butterfly.
What is a cocoon? A shell where a caterpillar turns into a butterfly.
What do we call a shell where a caterpillar turns into a butterfly? A cocoon

Reading Comprehension / Display Farfallina And Marcel, and Sequence Graphic Organizer

We are going to use this graphic Organizer to help us write down the order that Farfallina changes into a butterfly.
Do a picture walk and have students tell you the sequence of events for a caterpillar to change into a butterfly.
Pg 5: First - Farfallina is a caterpillar
Pg. 17: Second – Farfallina forms a cocoon and hangs from a leaf all winter
Pg 18: Third – The cocoon breaks open.
Pg 19: Fourth – Farfallina comes out of the cocoon and opens her wings
Pg 22: - Fifth – Farfallina can fly.
When Farfallina was a caterpillar how did she hide for Marcel? Farfallina hid low because Marcel could not climb.
When Farfallina was a butterfly, how did she hide for Marcel? Farfallina did not hide on the colorful flowers, because Marcel would not see her.

Re-read Farfallina and Marcel
Grammar and Writing / Verb For Now and the Past

Words that tell what we are doing are verbs.
What are verbs? Words that tell what we are doing
What do we call a word that tells what we are doing? A verb
Sometimes we use a verb to tell what someone is doing now, and sometimes we use a verb to tell what someone has done in the past.
Today, I teach the class. (Point down to represent present)
Yesterday, I taught the class. (Use thumbs to point over and behind your shoulder to represent past.)
I am teaching in both sentences. But we use different words for things we do now and things we do in the past
I am going to say a sentence. You show me if the verb happens now (point down to represent present), or in the past (use thumb to point over and behind shoulder to represent past).
I read a book.
I am writing my name.
My dog barked at the mail carrier
The children sang a song
I am jumping on the trampoline.
The mouse hides from the cat.
We clapped when the show was over.

High Frequency
Words / Look, see
Display Poster 16
Model saying “Look (point/hold up the look card). I see (point/hold up the see card) a duck.”

Point to the words and say it with me…..“Look (point/hold up the look card). I see (point/hold up the see card) a duck.”
Without me, point to the words and say it …..“Look (point/hold up the look card). I see (point/hold up the see card) a duck.”

Repeat letting each student have a turn to create a sentence. Everyone repeat and point to words.
Second Time
When I touch under the word, say the word in your head.
When I tap under the word, everyone will say the word aloud.
Practice the word list until they read the list without errors.
Unpredictable individual turns (Not everyone will have an individual turn.)
Spelling
(Phonics) / Ff /f/

Hold up anF letter card. This is the letter F. It makes the /f/ sound.
Give each student a F letter card.
Trace the letter Fon your card and say /f/.
What sound does this letter make? /f/
What is the name of this letter? F
I am going to say some words. If the last sound in the word is /f/, hold up the F letter card.
Teacher say: leaf
Say it with me: leaf
What is the last sound in the word leaf? /f/
Repeat script using the following words: leaf, acorn, loaf, bread, wolf, howl
Use the page with arrows and blocks to practice blending words together.
With students slowly sound out each letter while pointing to the letter with finger.
With students repeat sounding out and pointing at a faster speed.
With students repeat reading and pointing at a normal speed.

Readers / Re-read Phonics Reader :For Me!