__ Ms. P. J. Bryant 5Th Grade ELA Lesson Plan for the Week of March 28, 2016 Thru April

__ Ms. P. J. Bryant_5th_ Grade ELA Lesson Plan for the Week of _March 28, 2016 thru April 1, 2016 ______

Monday / Tuesday / Wednesday / Thursday / Friday
Reading Foundational Standards
Intervention Group / Students will be able to identify syllabication patterns, letter – sound correspondence and morphology.
Level 29
Sonday System Level 12 (BRYANT GROUP)
Jamiracle Jackson
Keyon Watson
Ahmoni Lamar
Kaleb Battle
William Reed
Derek Bush
Dustin Bush
Tremayne Fox
Jalil Johnson
Terrell Major
Description of lesson steps are: 1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud
Sonday System Level 11 Group(JOHNSON)
Jalieha Blunt
Schmari Abston
Jamar Kirksey
Lovell Willia
Jejuan Sadler
Tiara Brown
Level 12 Group will work on the oo,aw,ear (hear), oa, ir,ai Sounds.
At the complete of this level, a Mastery Check will be done.
Level 11 Group will work on 3 letter Blends.
Description of lesson steps are:
1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud / Students will be able to identify syllabication patterns, letter – sound correspondence and morphology.
Level 29
Sonday System Level 12 (BRYANT GROUP)
Jamiracle Jackson
Keyon Watson
Ahmoni Lamar
Kaleb Battle
William Reed
Derek Bush
Dustin Bush
Tremayne Fox
Jalil Johnson
Terrell Major
Description of lesson steps are: 1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud
Sonday System Level 11 Group(JOHNSON)
Jalieha Blunt
Schmari Abston
Jamar Kirksey
Lovell Willia
Jejuan Sadler
Tiara Brown
Level 12 Group will work on the oo,aw,ear (hear), oa, ir,ai Sounds.
At the complete of this level, a Mastery Check will be done.
Level 11 Group will work on 3 letter Blends.
Description of lesson steps are:
1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud / Students will be able to identify syllabication patterns, letter – sound correspondence and morphology.
Level 29
Sonday System Level 12 (BRYANT GROUP)
Jamiracle Jackson
Keyon Watson
Ahmoni Lamar
Kaleb Battle
William Reed
Derek Bush
Dustin Bush
Tremayne Fox
Jalil Johnson
Terrell Major
Description of lesson steps are: 1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud
Sonday System Level 11 Group(JOHNSON)
Jalieha Blunt
Schmari Abston
Jamar Kirksey
Lovell Willia
Jejuan Sadler
Tiara Brown
Level 12 Group will work on the oo,aw,ear (hear), oa, ir,ai Sounds.
At the complete of this level, a Mastery Check will be done.
Level 11 Group will work on 3 letter Blends.
Description of lesson steps are:
1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud / Students will be able to identify syllabication patterns, letter – sound correspondence and morphology.
Level 29
Sonday System Level 12 (BRYANT GROUP)
Jamiracle Jackson
Keyon Watson
Ahmoni Lamar
Kaleb Battle
William Reed
Derek Bush
Dustin Bush
Tremayne Fox
Jalil Johnson
Terrell Major
Description of lesson steps are: 1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud
Sonday System Level 11 Group(JOHNSON)
Jalieha Blunt
Schmari Abston
Jamar Kirksey
Lovell Willia
Jejuan Sadler
Tiara Brown
Level 12 Group will work on the oo,aw,ear (hear), oa, ir,ai Sounds.
At the complete of this level, a Mastery Check will be done.
Level 11 Group will work on 3 letter Blends.
Description of lesson steps are:
1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud / Students will be able to identify syllabication patterns, letter – sound correspondence and morphology.
Level 29
Sonday System Level 12 (BRYANT GROUP)
Jamiracle Jackson
Keyon Watson
Ahmoni Lamar
Kaleb Battle
William Reed
Derek Bush
Dustin Bush
Tremayne Fox
Jalil Johnson
Terrell Major
Description of lesson steps are: 1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud
Sonday System Level 11 Group(JOHNSON)
Jalieha Blunt
Schmari Abston
Jamar Kirksey
Lovell Willia
Jejuan Sadler
Tiara Brown
Level 12 Group will work on the oo,aw,ear (hear), oa, ir,ai Sounds.
At the complete of this level, a Mastery Check will be done.
Level 11 Group will work on 3 letter Blends.
Description of lesson steps are:
1.read sounds
2. spell sounds
3. read words workbook page 52 (review –ing, -er
4. spell words
5. introduce new materials
6. read aloud
“I Can” statement(s)/Learning Target(s) / I can reread with a purpose and understanding. / I can reread with a purpose and understanding. / I can reread with a purpose and understanding. / I can reread with a purpose and understanding. / I can reread with a purpose and understanding.
Foundational Skills
Activities
(include level for Sonday System) / R.F.5.3a identify syllabication patterns, letter –sound correspondence and morphology
Sonday System Level 30
Introduce sight words previously taught sounds.
RF.5.4a read with purpose and understanding
RF.5.4b read orally with accuracy, appropriate rate, and expression
RF.5.4c use context to aid in word recognition
Roots- scrib/script, fac/fact / R.F.5.3a identify syllabication patterns, letter –sound correspondence and morphology
Sonday System Level 30
Introduce sight words previously taught sounds.
RF.5.4a read with purpose and understanding
RF.5.4b read orally with accuracy, appropriate rate, and expression
RF.5.4c use context to aid in word recognition
Roots- scrib/script, fac/fact / R.F.5.3a identify syllabication patterns, letter –sound correspondence and morphology
Sonday System Level 30
Introduce sight words previously taught sounds.
RF.5.4a read with purpose and understanding
RF.5.4b read orally with accuracy, appropriate rate, and expression
RF.5.4c use context to aid in word recognition
Roots- scrib/script, fac/fact / R.F.5.3a identify syllabication patterns, letter –sound correspondence and morphology
Sonday System Level 30
Introduce sight words previously taught sounds.
RF.5.4a read with purpose and understanding
RF.5.4b read orally with accuracy, appropriate rate, and expression
RF.5.4c use context to aid in word recognition
Roots- scrib/script, fac/fact / R.F.5.3a identify syllabication patterns, letter –sound correspondence and morphology
Sonday System Level 30
Introduce sight words previously taught sounds.
RF.5.4a read with purpose and understanding
RF.5.4b read orally with accuracy, appropriate rate, and expression
RF.5.4c use context to aid in word recognition
Roots- scrib/script, fac/fact
Read Aloud Text and strategies / Digging Up Dinosaurs by Aliki
Strategy- Model Think Aloud and Build background Knowledge
Learning Goal – Summarize the steps necessary to collect, study, and build a dinosaur skeleton.
Materials needed: detailed lesson plan, graphic organizer for guided practice, and independent student worksheet. / Digging Up Dinosaurs by Aliki
Strategy- Model Think Aloud and Build background Knowledge
Learning Goal – Summarize the steps necessary to collect, study, and build a dinosaur skeleton.
Materials needed: detailed lesson plan, graphic organizer for guided practice, and independent student worksheet. / Digging Up Dinosaurs by Aliki
Strategy- Model Think Aloud and Build background Knowledge
Learning Goal – Summarize the steps necessary to collect, study, and build a dinosaur skeleton.
Materials needed: detailed lesson plan, graphic organizer for guided practice, and independent student worksheet. / Digging Up Dinosaurs by Aliki
Strategy- Model Think Aloud and Build background Knowledge
Learning Goal – Summarize the steps necessary to collect, study, and build a dinosaur skeleton.
Materials needed: detailed lesson plan, graphic organizer for guided practice, and independent student worksheet. / Digging Up Dinosaurs by Aliki
Strategy- Model Think Aloud and Build background Knowledge
Learning Goal – Summarize the steps necessary to collect, study, and build a dinosaur skeleton.
Materials needed: detailed lesson plan, graphic organizer for guided practice, and independent student worksheet.
Reading Standards
Literature
and/or
Informational Text
Whole Group / RL.5.3 identify similarities and differences in two or more characters and settings
RL5.3 identify similarities and differences in two or more events
RL5.4 determine the meaning of unfamiliar words
RI.5.4 distinguish between domain specific and academic words
RI5.4 use a glossary, dictionary, thesaurus to determine the meaning of unknown words and text
RI5.6 compare and contrast point of view in each account of the same event or topic
RI5.6 determine point of view in each account of the same event or topic
Assessment from Friday dealing with Theme and Context Clues.
Common Core Support Coach Lesson 1: The Star
Pages 8 -10
Think, Talk, Quick Write
Learning Target
Model, Guided, Observation / RL.5.3 identify similarities and differences in two or more characters and settings
RL5.3 identify similarities and differences in two or more events
RL5.4 determine the meaning of unfamiliar words
RI.5.4 distinguish between domain specific and academic words
RI5.4 use a glossary, dictionary, thesaurus to determine the meaning of unknown words and text
RI5.6 compare and contrast point of view in each account of the same event or topic
RI5.6 determine point of view in each account of the same event or topic
Assessment from Friday dealing with Theme and Context Clues.
Common Core Support Coach Lesson 1 The Star pages 12 (see also pages 353/254)
Think, Talk, Quick Write
Learning Target
Model, Guided, Observation / RL.5.3 identify similarities and differences in two or more characters and settings
RL5.3 identify similarities and differences in two or more events
RL5.4 determine the meaning of unfamiliar words
RI.5.4 distinguish between domain specific and academic words
RI5.4 use a glossary, dictionary, thesaurus to determine the meaning of unknown words and text
RI5.6 compare and contrast point of view in each account of the same event or topic
RI5.6 determine point of view in each account of the same event or topic
Common Core Support Coach Lesson 1: From the Railroad Children Pages 24-26
Think, Talk, Write short response
Questions – What is your interpretation of this text?
Model, Guide, Observation / RL.5.3 identify similarities and differences in two or more characters and settings
RL5.3 identify similarities and differences in two or more events
RL5.4 determine the meaning of unfamiliar words
RI.5.4 distinguish between domain specific and academic words
RI5.4 use a glossary, dictionary, thesaurus to determine the meaning of unknown words and text
RI5.6 compare and contrast point of view in each account of the same event or topic
RI5.6 determine point of view in each account of the same event or topic
Common Core Support Coach Lesson 1: From the Railroad Children Pages 27
Students will answer questions from an article titled Hometown News
DOK Question- What is your interpretation of the text? / RL.5.3 identify similarities and differences in two or more characters and settings
RL5.3 identify similarities and differences in two or more events
RL5.4 determine the meaning of unfamiliar words
RI.5.4 distinguish between domain specific and academic words
RI5.4 use a glossary, dictionary, thesaurus to determine the meaning of unknown words and text
RI5.6 compare and contrast point of view in each account of the same event or topic
RI5.6 determine point of view in each account of the same event or topic
Common Core Support Coach Lesson 1: From the Railroad Children
Pages 28.
DOK 4 Question – What information can you gather to support your idea?
“I Can” statement(s)/Learning Target(s) / I can identify the similarities and difference in two or more characters. / I can identify the similarities and difference in two or more characters. / I can identify the similarities and difference in two or more characters. / I can identify the similarities and difference in two or more characters. / I can identify the similarities and difference in two or more characters.
Materials / Close Read, The Sonday System, Composition Notebooks, Paper, and pencil, Laptop, and Story book. / Close Read, The Sonday System, Composition Notebooks, Paper, and pencil, Laptop, and Story book. / Close Read, The Sonday System, Composition Notebooks, Paper, and pencil, Laptop, and Story book. / Close Read, The Sonday System, Composition Notebooks, Paper, and pencil, Laptop, and Story book. / Close Read, The Sonday System, Composition Notebooks, Paper, and pencil, Laptop, and Story book.
Comprehension Activities
Small Group Comprehension Activities / Lesson 7 pages 106 and 120-121
Think, talk, quick write
Lesson 7 pages 122-123
Think, Talk, Write
Quick Write-Write in journal
Think about a challenge you have had to overcome. What happened? What lesson about life did you learn from overcoming this challenge?
Think – What have you learned about identifying the theme of a fictional text? Use the organizer below to help you identify the characters, setting, and character experiences that develop the theme.
Comprehension
A Soccer Superstar / Lesson 7 pages 124-127
Think, Talk, Write
Lesson 7 pages 128-133
Think, Talk, Write
Learning Target – students will read a Chinese folktale called “The Wise Man.” 1st you will read to find out what happens. Then you will reread with a partner to find the theme.
Write – use the information in your organizer to determine the theme of the folktale. Use details from the passage to support your response.
DOK Questions What is the narrator’s point of view about the horse? What might be different if the story were told from the knight’s point of view? RL.5.6
Comprehension
Who is Brandi Chastain? / Digging Deeper vocabulary in Context taken from ReadWorks.org
Vocabulary Words for this passage are: instrument, program, and scan.
Students will have to use words in a sentence, provide clues to help them to remember the meaning, and site evidence from the text that provided the definition of the word.
Comprehension
Who is Brandi Chastain? / Mammoth Fossil Found Main Idea
Students will answer questions from an article.
Dealing with Supporting Detail and Main Idea.
Vocabulary Words are: fragment, massive, ice age, cluster, rib cage, and pelvic bone.
DOK Question- What is your interpretation of the text?
Comprehension
Letter to Mr. Peralta / 4th Quarter 1st Assessment will be given.
After Testing, a review will be done to ensure total comprehension of the skills taught this week.
DOK 4 Question – What information can you gather to support your idea?