Guided Reading

Focus

Practice/Assess

Closure

Heather Olguin	Monday	Tuesday	Wednesday	Thursday	Friday
Read Aloud	The Tiny Seed By:  Eric Carle	Hello, Red Fox By:  Eric Carle	Little Cloud By:  Eric Carle	The Mixed-Up Chameleon By:  Eric Carle	The Grouchy Lady Bug By:  Eric Carle
Independent Reading	Students will read for 15-20 minutes   I will monitor their reading by asking them questions about the book they chose, to check their reading levels.	Students will read for 15-20 minutes   I will monitor their reading by asking a few students to tell me a couple of things about the book they chose, to check for understanding	Students will read for 15-20 minutes   I will monitory their reading by asking the students questions about their book to check their reading level	Students will read for 15-20 minutes   I will have the students do some partner reading and have them discuss the book they chose with their partner.  As they are talking about their book I will be walking around listening to their book talks, and ask some of the students to tell me about their book too.	Students will read for 15-20 minutes    To monitor the students reading I will be doing running records.
Phonics/Word Study	Work on er words   Introduce controlled vowels with the sentence:  Her First Nurse Works Early.   Practice er words on the magnetic boards and then we will practice using them in a sentence   There are three worksheets containing er, ir, and ur words.  They will only complete all the er words today	Work on ir words   Practice ir words on the magnetic boards and using them in a sentence.   Students will make a short storybook and they will need to underline the ir words throughout the story and then cut out the pages and put them in the correct order.   Complete the ir words on the three worksheets.	Work on ur words   Practice ur words on the magnetic boards and using them in a sentence.    Read a phonics book containing ur words and have the students read each page aloud and then write the ur words onto the dry erase board.   Complete the ur words on the three worksheets.	Work on ar words   Practice ar  words on the magnetic boards and using them in a sentence   Have the students’ complete sentences that I have created on the interwrite board with ar words.   Complete the ar words on three worksheets	Work on or words   Practice or words on the magnetic boards and using them in a sentence.   As a class, read through a  phonics book containing or words having the students follow along with their finger and then writing the or words onto the dry eraser boards.   Complete the  or words on the three worksheets.
Shared Reading	I will do a book walk through  the book From Head to Toe by Eric Carle, and I will be reading this book all week   I will ask the students various questions before I read the book, and we will go through the book page by page and talk about the pictures   Then I will read the book and ask the students to act out the part after I read Can You Do It?   Then I will re read the book and ask the students to read certain parts.	From Head to Toe by Eric Carle   We will be making our own big books   I will have part of the text written at the top of each page, and then the students will finish it after I have read through the big book first.   Then each student will illustrate their own page.   After our book is assembled each student will read the page that they wrote and illustrated.   I will help the students create an author’s page.	From Head to Toe by Eric Carle   Read the big book the class made together as a class.   Students will then practice reading certain sentences, from the big book, that I write, on the board   They will read the sentences aloud as I point to each word   Then they will go up to the board to find, read, and underline certain words.  Last they will point to the words they know and circle them.	From Head to Toe by Eric Carle   Students will work on sentence strips   The students will do some over-copying with certain sentences   The students will also do some under-copying with certain sentences               Then the students will be doing some word pointing as they re-read the sentence strip, some word framing of words they know, and some word matching with a second word strip, identical to the first strip, that is cut up to match the words to the original sentence	From Head to Toe by Eric Carle   Students will work on phonics awareness   Students will be asked to find words that begin with a g, b, m, s, c, d, e, and I   Students will then be asked to find words that Rhyme with the words that I say aloud, and create rhyming families with certain words from the big book.
Guided Reading	I will talk to them about traveling and places that I have traveled to this year   I will do a picture walk through the book “Dinosaurs on the Road” from Dinosaurs Travel:  A Guide for Families on the Go by Laurie Krasny Brown and Mare Brown   I will point out key words for the students to look for in the story   We will discuss the difference between fiction and non-fiction   I will have the students do some echo reading and then some partner reading.  I will assess them as I walk around the room and listen to them read to each other.	I will review the difference between fiction and non-fiction.  Then I will explain to them that even though the book is fiction and dinosaurs no longer exist, they can still learn about travel from the story.   I will do a mini-lesson on transportation, and have the students create a list of different ways to travel   I will re-read the story to those who need some help and do some guided reading. The strong readers can read it on their own or to a partner.  If they finish early they can do centers.   Towards the end of class we will talk about the things they have learned today about transportation.   I will tie today’s lesson into Science by having the students take the list of transportation they created and categorize the modes of transportation by the kinds of energy they need to operate.   Students will be assessed through running records	I will review their list of transportation they created yesterday and discuss what they learned about different types of transportation   I will do a mini-lesson on headings in a story, and how the bold headings help people find information quickly throughout the text   I will ask the students to read chorally the first three headings of “Dinosaurs on the Road”, and ask the students what they think the author will be talking about under each section.   Students will do some partner reading and after each student has had a chance to read I want them to answer the question; “What was important about the different ways to transportation?”   Students will be assessed as I walk around the room and ask them a few questions about the book.   Lesson will be tied into math by creating a graph	Today we will review and talk about the students graph on transportation   I will do a mini-lesson on monitor your reading.  Students should stop a think about what they are reading and make sure they understand   Students will be working in centers while I read with a small group of students who need help with monitoring and comprehending what they read.  We will be reading The Wheels on the Bus by Raffi Crown.    After reading I will play the song in which the story was written as the kids sing along.   Students will be assessed through running records	Start class by playing the song, The Wheels on the Bus.   I will do a mini-lesson about the different ways a story can be told such as reading, singing, or acting.   I will ask the students to read to a partner and then act out the story.   I will do some guided reading at the back of the room with five or six students.  Each student will be asked to read a page and follow along with their finger.   The other students will be working in Centers.   Students will be assessed through running records
Writing	Do a mini lesson about the beginning, middle, and end of a story.   Show visual of the three main parts of a story. (an ant with beginning, middle, and end in each body part)   Model a brief narrative in which the students can easily identify the beginning, middle, and end.   Students will do three worksheets to help them create a short story step by step.   Who is the story about? What happened? How does the story end?	Read book:  Growing Vegetable Soup by Lois Elhert   Do a mini lesson about sequence in writing.  Using sentence strips.   Do an activity where the students will put the pictures into sequential order and write a couple of sentences about each one.	Discuss how a circle story requires each item should lead into the next and ends up where it started   Read If You Give A Pig A Pancake   Do a mini lesson about choosing a topic for a story   Provide an example of a circle story on the board and have the students write the sample onto their own paper   Have students do their own Circle Story	Students will be writing a short story   The students will be provided with a variety of different pictures to choose from in order to write their short story. (Each picture will have a word bank on the back)   The students will be able to write more than one story if they finish early.	Do mini lesson to introduce half-and-half paper.   Model the half-and-half format for the students with my own picture and small paragraph.   The students will be required to draw and color a picture.  Then write a story about their picture.
Vocabulary	For The Tiny Seed   Autumn Seed Sails Drifts Winter Spring Bud Looms Summer	Hello, Red Fox   Invite Blushed	Little Cloud   Cloud Dash Drifted Huddled	The Mixed-Up Chameleon   Chameleon Shiny Sparkling Dull Weak	The Grouchy Ladybug   Aphid Grouchy Screeched Stag Eerily Encountered Tusks