Monday: Whole group word work (verb endings - ing, s, es), introduction of The Great Big Enormous Turnip (Level H), students read through book silently and received a purpose (see list below) for second read when finished.
Tuesday: Weekly skill practice - synonyms and antonyms
Wednesday: Whole group discussion of text and summary of what students read. Students reread their book silently. When finished students completed a sequence of events over what they read and drew a picture.
Thursday: Students completed three vocabulary words in their vocabulary books. They wrote the word, definition, used it in a sentence, found antonyms and synonyms, and identified Spalding phonograms and the part of speech for each word.
February 13th - 16th
Monday: Whole group word work (ay/ai), introduction of All About Dinosaurs (Level I), Students filled out a KWL chart before reading. Students then read through book silently and received a purpose (see list below) for second read when finished.
Tuesday: Weekly skill practice - compound words
Wednesday: Whole group discussion of text and summary of what students read. Students reread their book silently. When finished students completed their KWL chart and wrote three facts from the story and drew a picture.
Thursday: Students completed three vocabulary words in their vocabulary books. They wrote the word, definition, used it in a sentence, found antonyms and synonyms, and identified Spalding phonograms and the part of speech for each word.
February 21st - 23rd
Monday: no school
Tuesday: Whole group word work (ee/ea), introduction of The Fun Club Visits the Post Office (Level I). Students then read through book silently and received a purpose (see list below) for second read when finished.
Wednesday: Whole group discussion of text and summary of what students read. Students reread their book silently. When finished students completed a sequence of how a letter travels through the mail system.
Thursday: Students completed three vocabulary words in their vocabulary books. They wrote the word, definition, used it in a sentence, found antonyms and synonyms, and identified Spalding phonograms and the part of speech for each word.
February 27th - March 2nd
Monday: Whole group word work (ou/ow), introduction of All About Bats (Level J), Students filled out a KWL chart before reading. Students then read through book silently and received a purpose (see list below) for second read when finished.
Tuesday: Weekly skill practice - suffixes
Wednesday: Whole group discussion of text and summary of what students read. Students reread their book silently. When finished students completed their KWL chart and wrote three facts from the story and drew a picture.
Thursday: Students completed three vocabulary words in their vocabulary books. They wrote the word, definition, used it in a sentence, found antonyms and synonyms, and identified Spalding phonograms and the part of speech for each word.
March 6th - March 10th
Monday: Whole group word work (eat/ead/ean/eam), introduction of The Hare and the Tortoise (Level J) and All About Honeybees (Level I) Students then read through book silently and received a purpose (see list below) for second read when finished.
Tuesday: Small group discussion of text and summary of what students read. Students reread their book silently. When finished students will write about what they read and fill out the graphic organizer for their book (Hare: sequencing - Honeybees: comparing and contrasting bees vs bats)
Wednesday: no school
Thursday: no school
March 20th - March 24th
Monday: Whole group word work (adding -er), introduction of Bear's Party (Level I) and City Mouse and Country Mouse (level K), Students read through book silently and received a purpose (see list below) for second read when finished.
Tuesday: Weekly skill practice - contractions
Wednesday: Small group discussion of text and summary of what students read. Students reread their book silently. When finished students completed purpose for reading (Bear: sequencing - Mouse: comparing/contrasting)
Thursday: Students completed three vocabulary words in their vocabulary books. They wrote the word, definition, used it in a sentence, found antonyms and synonyms, and identified Spalding phonograms and the part of speech for each word.