Fourth Grade (Highest Group in 90 Min. Block) Small Group Plans Group:______

Fourth Grade (Highest Group in 90 min. block) Small Group Plans Group:______

L. # / Letter Focus / Word Study: / Sentence Dictation: / Sight Words: / Reread: Lead read w/whisper read.
Retell/Summarize.
New Read: Choral read. / Comprehension: Setting; Characters; Sequence; Plot; Main Idea; Compare/contrast; / Date
1 / BSM / __Picture Sort
__Letter Match
__Spell Check / A bunny is soft. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before: Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
2 / BSM / __Picture Sort
__Letter Match
__Spell Check / A bear is mean. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before: Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
3 / BSM / __Picture Sort
__Letter Match
__Spell Check / A monkey is brown. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before: Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
4 / BSM / __Picture Sort
__Letter Match
__Spell Check / A boy is small. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before: Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
5 / BSM / __Picture Sort
__Letter Match
__Spell Check / A snake is black. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before: Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
6 / CDF / __Picture Sort
__Letter Match
__Spell Check / The match can burn. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before: Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
7 / CDF / __Picture Sort
__Letter Match
__Spell Check / The man can swim. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______
8 / CDF / __Picture Sort
__Letter Match
__Spell Check / The boy can swing. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______
9 / CDF / __Picture Sort
__Letter Match
__Spell Check / The bird can sing. / __ 15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______
10 / CDF / __Picture Sort
__Letter Match
__Spell Check / The ball can bounce. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
11 / BCD / __Picture Sort
__Letter Match
__Spell Check / I can draw a fat cat. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
12 / SDF / __Picture Sort
__Letter Match
__Spell Check / The cat and dog are friends. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
13 / MCD / __Picture Sort
__Letter Match
__Spell Check / A duck can swim fast. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
14 / BDF / __Picture Sort
__Letter Match
__Spell Check / Do you like to catch fish? / __ 15-35
__ 35-50
__ 50-75
__ 75-100
15 / MDF / __Picture Sort
__Letter Match
__Spell Check / A frog can eat flies. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
16 / TRL / __Picture Sort
__Letter Match
__Spell Check / I can dance with my friends. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
17 / TRL / __Picture Sort
__Letter Match
__Spell Check / I can play the big drum. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
18 / TRL / __Picture Sort
__Letter Match
__Spell Check / Fred went fishing in the creek. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
19 / TRL / __Picture Sort
__Letter Match
__Spell Check / Can you find my dog? / __ 15-35
__ 35-50
__ 50-75
__ 75-100
20 / TRL / __Picture Sort
__Letter Match
__Spell Check / We had cake for my birthday. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
21 / CRL / __Picture Sort
__Letter Match
__Spell Check / Tommy ran to the lake. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
22 / DTL / __Picture Sort
__Letter Match
__Spell Check / He was last in the race. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
23 / FTR / __Picture Sort
__Letter Match
__Spell Check / Let me rake the leaves. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
24 / BRL / __Picture Sort
__Letter Match
__Spell Check / We looked for the tractor. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
25 / MRL / __Picture Sort
__Letter Match
__Spell Check / The little rabbit was laze. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
26 / NPW / __Picture Sort
__Letter Match
__Spell Check / I am learning to read. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
27 / NPW / __Picture Sort
__Letter Match
__Spell Check / The lion ran to the tiger. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
28 / NPW / __Picture Sort
__Letter Match
__Spell Check / Please turn on the light. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
29 / NPW / __Picture Sort
__Letter Match
__Spell Check / My teacher likes to read. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
30 / NPW / __Picture Sort
__Letter Match
__Spell Check / He rode on a train. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
31 / TPW / __Picture Sort
__Letter Match
__Spell Check / I have a new puppy. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
32 / RNW / __Picture Sort
__Letter Match
__Spell Check / We like to play tag. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
33 / LPN / __Picture Sort
__Letter Match
__Spell Check / She has a new watch. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
34 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Will you play with me? / __ 15-35
__ 35-50
__ 50-75
__ 75-100
35 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Will has a nice pony! / __ 15-35
__ 35-50
__ 50-75
__ 75-100
36 / GHJ / __Picture Sort
__Letter Match
__Spell Check / They want to make popcorn. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
37 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Never play with fire! / __ 15-35
__ 35-50
__ 50-75
__ 75-100
38 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Please water the new plant. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
39 / NHJ / __Picture Sort
__Letter Match
__Spell Check / She has nine new pennies. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
40 / PGJ / __Picture Sort
__Letter Match
__Spell Check / I have a new purple watch. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
41 / WHJ / __Picture Sort
__Letter Match
__Spell Check / Henry had grapes for lunch. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
42 / ZKV / __Picture Sort
__Letter Match
__Spell Check / She has a glass jar. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
43 / ZKV / __Picture Sort
__Letter Match
__Spell Check / Gorillas like to eat bananas. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
44 / ZKV / __Picture Sort
__Letter Match
__Spell Check / Goats have long legs. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
45 / GKV / __Picture Sort
__Letter Match
__Spell Check / The juice was in the glass. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
46 / HZK / __Picture Sort
__Letter Match
__Spell Check / Helicopters fly high in the sky. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
47 / JKV / __Picture Sort
__Letter Match
__Spell Check / The horse got out of the gate. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
48 / Mix review / __Picture Sort
__Letter Match
__Spell Check / The girl had a heavy jacket. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
49 / Mix review / __Picture Sort
__Letter Match
__Spell Check / I jumped in the grass. / __ 15-35
__ 35-50
__ 50-75
__ 75-100
50 / Mix review / __Picture Sort
__Letter Match
__Spell Check / Do you have a jar? / __ 15-35
__ 35-50
__ 50-75
__ 75-100
Week 1 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)
L1 / Students work independently during small group time. These students should be challenged, and their assignment should include writing. Writing related to the poem for the week, extensions from whole group, or group research and projects are recommended.
L2 / Poem ______/ V-C-V
Syllables / *Review V-C-V syllabication rules
*Call out 1 word card and have students write it and divide into syllables. Justify answers, check and sort on blue board. Do ½ of word cards. / 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 / Word Study Extension: Give students list of word cards (or a copy of them) and have them write the words and divide into syllables correctly.
L3 / Students work independently during small group time. These students should be challenged, and their assignment should include writing. Writing related to the poem for the week, extensions from whole group, or group research and projects are recommended.
L4 / Introduce new poem for next week. Work on vocabulary and comprehension.
Poem ______/ Greek and Latin Prefixes
re-, un- dis / Review affix, prefix, base word and root word. Introduce 2-3 words from each prefix group. Discuss how prefix affects the meaning. Students give oral sentences with words to demonstrate meaning. / Passage
______
______/ Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion / Writing Extension: use extension given with the passage.
L5 / Students work independently during small group time. These students should be challenged, and their assignment should include writing. Writing related to the poem for the week, extensions from whole group, or group research and projects are recommended.
Week 2 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)
L6 / Students work independently during small group time. These students should be challenged, and their assignment should include writing. Writing related to the poem for the week, extensions from whole group, or group research and projects are recommended.
L7 / Poem ______/ Open and Closed Syllables / Discuss open and closed syllables using two word cards as examples. Call out 1 word card and have students write it and divide into syllables, deciding if it is open or closed. Justify answers, check and sort on blue board. Use remaining word cards. / 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 / Vocabulary Extension: from New Read- write two sentences with each voc. Word- one used as it was used in the reading and one from their head.
L8 / Students work independently during small group time. These students should be challenged, and their assignment should include writing. Writing related to the poem for the week, extensions from whole group, or group research and projects are recommended.
L9 / Introduce new poem for next week. Work on vocabulary and comprehension.
Poem ______/ Prefixes:
in-, im-, il-, ir- / Discuss meaning of prefixes and review base word vs. root word (wk1). Introduce 2-3 words from each prefix group. Discuss how prefix affects the meaning. Students give oral sentences with words to demonstrate meaning. / Passage :_How to Write a Research Paper_ (average and above average groups only since they have more out of group time) / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion / Writing Extension: use extension given with the passage.
L10 /
Students work independently during small group time. These students should be challenged, and their assignment should include writing. Writing related to the poem for the week, extensions from whole group, or group research and projects are recommended.