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Unit 3 Week 2 Little QuackUnit Theme: How do people, plants and animals grow and change

ELL Planning SheetHigh Frequency Words: me, she, withNew Phonics Skills: Rr /r/ Grammar: VerbsAmazing Vocabulary: duckling, pond, paddle, plunged, proud, brave Story Vocabulary:

Activity Monday Tuesday Wednesday Thursday FridayBuilding

Background Knowledge

Activate Prior Knowledge:Poster 14 Poster Talk-Through Poster activities Day 1Video: Growing Up Duck--youtube non-narrated video showing the growth of a duckling over a 2 month period

Poster 14 Review vocabulary

Vocabulary(Amazing Words

AndStory Vocabulary

Tier II and III)

Talk with me/Sing with me Chart 14 A/B:duckling, pond, paddle, plunged, proud, brave

Talk with me Chart 14 duckling, pond, paddle, plunged, proud, brave

Talk with me Chart 14 duckling, pond, paddle, plunged, proud, brave

Story Vocabulary:

ReadingComprehension

Read: Little Quack Re-read: Little QuackPlotPg di46 – use picture make up story (begin, middle, end) teacher model

After reading little quack – dictate student responses about begining

Re-read: Little QuackPlotPg di46 – use picture make up story (begin, middle, end

After reading little quack – dictate student responses about middle

Re-read: Little QuackPlotPg di46 – use picture make up story (begin, middle, end

After reading little quack – dictate student responses about end

Little QuackNarrative text: graphic organizer

Unit Connection

1

http://www.youtube.com/watch?v=Ks00iQtA0tQ



GrammarWriting

Verbs – id from story: squeezed, snuggled, clung, cuddled, plunged, leaped, wiggled, plopped, jumpedmodel writing sentence

Verbs – Pg 94Water verbs sentence frame

Verbslist verbs do with mom, grandma sentence frame pg 96

VerbsPractice Book pg 20

High FrequencyWords

Me, she, with(combine with Build Background Knowledge lesson)Poster 14 day 1Flash Cards

Me, she, withSpell/ Find HF words in Phonics Reader: Rin the RatFlash Cards

Me, she, withSpeaking Practice –sentencesFlash Cards

Me, she, withFlash CardsFind HF words in Decodable Reader: Rip with Rap

Me, she, withFlash Cards

Spelling(Phonics)

Rr /r/Phonemic Awareness: discriminate initial sound di20/ segment (red, rap, Ron, rat) (di 46)

Rr /r/Phonemic Awareness initial sound/Phonics letter name/sound – blending (rat, Rin, tap)(Di.22)

Rr /r/Phonemic Awareness pg di23 .Blending (Rip, can, ran)

Rr /r/Di 24 phonicsPhonics blending(sit, sat, cap)

Rr /r/Phonics- spell words (di 24) spell rat, ran, rap, tap, tip, rip, tin, bat

Readers Phonic Reader: Rin the Rat(keep to re-read on Day 3)

Re-read Phonics Reader: Rin the Rat

Decodable Reader: Rip with Rat(keep to re-read on Day 5)

Decodable Reader Rip with Rap

Unit 1 Proposed Assessment Plan

Measure Frequency AssessorHigh frequency words weekly Classroom teacher

Verbal retell weekly Classroom teacher

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Writing CBM biweekly ELL tutor

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Day 1High Frequency Words: me, she, withNew Phonics Skills: Rr /r/ Grammar: VerbsAmazing Vocabulary: duckling, pond, paddle, plunged, proud, brave Story Vocabulary:


Poster 14 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

Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

o Point to the ducklings in the nest. Are these baby ducks in the nest or water? These baby ducks are in the nest

o Point to the ducklings in the water. Are these baby ducks in the nest or in the water? These baby ducks are in the water.

o What are the baby ducks doing in the water? The baby ducks are swimming in the water.

o Are the ducks with the mother duck or the little girl? The ducks are with the mother duck.

o The mother duck looks like she is talking to the baby ducks in the nest. Do you think she is telling them to stay in the nest or get in the water. The mother duck is telling the baby ducks in the nest to get in the water.

Video: Growing Up Duck--youtube non-narrated video showing the growth of a duckling over a 2 month period

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Display Talk with Me Chart 14 A “This week we will be talking about things a duck learns to do as it grows.”

A baby duck is called a duckling.o What is a duckling? A baby ducko What is the word for a baby duck? Ducklingo Point to the picture of the duckling. How does this duckling look

different from the ducks? (Point to the ducks.) yellow, smaller Point to the picture of the pond.

o What is a pond made of? A pond is made of water.o A pond is a small lake.o What is a pond? a small lakeo What is the word for a small lake? Pondo What are the ducks swimming in? The ducks are swimming in a pond.o Have you ever been to a pond?o What are some things we can do at a pond? swim, fish, canoe

Point to the paddling duckling. This duck is paddling.o Paddle is what ducks do with their feet to move around in the water.o Ducks paddle to move around in the water.o What does paddle mean? How ducks move in the water.o What is the word for how ducks move in the water? Paddle

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This duck is diving under the water to look for food.o Plunge means to go under that water fast.o What does plunge mean? Go under the water fasto What is the word for diving or going under the water fast? Plunge

Brave means to do something even if you are afraid.o Brave means to do something even if you are afraid.o What does brave mean? To do something even if you are afraido What is the word for doing something even if you are afraid? Brave

Proud is a feeling we can have.o Feeling proud means to feel good about doing something well.o What does proud mean? Feel good about doing something wello What do we call the feeling you have when you do something well?

ProudReading

ComprehensionDisplay Little Quack.

Look at the cover. Think Aloud: I see a little duckling peeking through the grass. The title of this

book is Little Quack . What do you think this story will be about? Read Little Quack

Grammar and Writing

High FrequencyWords

Me, she, withPoster 14 day 1 develop Concepts and Vocabulary

Point out the girl and say: She (point to his frequency word card) is with (point to high frequency word card) her mother.

o Say it with me and point to the high frequency words.o Say it without me and point to the high frequency word card.

Point to the mother duck. She (point to his frequency word card) says, “Come with(point to his frequency word card) me(point to his frequency word card) and swim.”

o Say it with me and point to the high frequency words.o Say it without me and point to the high frequency word card.

Here are this week’s high frequency words.This word is me. What word? me

This word is she. What word? she This word is with. What word? with

Second TimeWhen 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)

Rr/r/Today we will learn a new sound. Listen and watch as I say the sound: /r/, /r/, /r/.

o Please say the /r/ sound……/r/ /r/ /r/o Say rabbit…. rabbit. What sound does rabbit start with? /r/o Repeat with the following words: rake, red, robin, rock

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Use three fingers to help children see the number of sounds you say while segmenting a word. Model then have students repeat.

o Segment the word nap. Hold up fingers as you say the individual sounds. “red: r - e - d”

o Say it with me. red: r - e - do You do it. red: r - e - do Repeat with the following words: rap, Ron, rat

Readers

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Poster 14 Day 2 Follow directions on poster for activity : Where is Duck?

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)


A baby duck is called a duckling.o What is a duckling? A baby ducko What is the word for a baby duck? Duckling

Point to the picture of the pond.o A pond is a small lake.o What is a pond? a small lakeo What is the word for a small lake? Pond

Point to the paddling duckling. This duck is paddling.o Paddle is what ducks do with their feet to move around in the water.o Let’s us our hands to act like ducks and paddle around the room.o Ducks paddle to move around in the water.o What does paddle mean? How ducks move in the water.o What is the word for how ducks move in the water? Paddleo Can you think of another animal that paddles in the water? Geese, otter,

swans, platypus This duck is diving under the water to look for food.

o It plunged its head under the water.o Plunge means to go under that water fast.o Let’s pretend to be a duck looking for food. We will plunge our head

under the water. Every time you dive under the water say plunge.o Plunge means to go under that water fast.o What does plunge mean? Go under the water fasto What is the word for diving or going under the water fast? Plungeo When I am at the swimming pool I can plunge into the water.o Have you ever done plunged into the water?

Brave means to do something even if you are afraid.o Brave means to do something even if you are afraid.o What does brave mean? To do something even if you are afraido What is the word for doing something even if you are afraid? Brave


ProudReading

ComprehensionDisplay Little Quack and Plot Graphic Organizer

All stories have a beginning, a middle and an end. We call the things that happen in the beginning, middle and end of a story the plot.

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o What is the plot of a story? The beginning, middle, and end of the storyo What do we call the beginning, middle and end of the story? plot

o We are going to use this graphic organizer to help us tell the beginning, middle and end, or the plot of some stories.

o First, we are going to make up a story with a beginning middle and end, or a plot. You may use story idea pictures provided or select your own.

o Display blank graphic organizer labeled beginning, middle and end. As you use the picture to create a story point to and identify what part of the story you are telling.

Example: Beginning Samantha could not wait for her birthday party. Samantha and her mom spent the whole morning getting the house ready for all her friends. They had made a special trip to the store to get lots of balloons.

Middle When Samantha was not looking her little brother started to untie the balloons. When she turned around all her balloons were bouncing across the top of the ceiling. Samantha tried to jump up to catch the strings on the balloon. But she was to little

End Just then grandpa came through the door. He saw what Samantha was doing. Grandpa put Samantha on his shoulders so she could reach the balloons. Samantha grabbed a balloon string and handed it to her brother to hold. He felt bad about letting all the balloons go. Samantha’s little brother held onto the strings tight so none of them floated up to the ceiling again.

Re-read Little Quacko Use the Little Quack Plot graphic organizer. Have students tell you what

happened at the beginning of the story.o Write a sentence reflecting students answers.o Example: Mama duck takes the five ducklings to the pond to learn how

to swim. Point out capital letter at beginning of sentence and period at the end.

o You will complete this page over the next 2 days.Grammar and

WritingVerb

Words that tell what we are doing are verbs.o What are verbs? Words that tell what we are doingo What do we call a word that tells what we are doing? A verb

Do a picture walk of the Little Quack story. Have students identify verbs. Make a list of all the verbs they find.

Pick one verb to make a sentence. Model writing sentence. Pint out capital letter at the beginning, period at the end, spaces between words and nice handwriting.

High FrequencyWords

Me, she, withThis word is me. What word? meEveryone, spell me. m-eWhat word did you spell? me

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This word is she. What word? sheEveryone spell she. S-h-eWhat word did you spell? she

This word is with. What word? withEveryone spell with. w-i-t-hWhat word did you spell? with


Have students mark the words: me, she, with in the Phonics reader Rin the RatSpelling

(Phonics)Rr /r/

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

Listen to the word I am going to say. If it starts with the /r/ sound, hold up the R letter card. rabbit

o Say rabbit ….. rabbit.o What is the first sound in the word rabbit? /r/o Repeat with: crayon, rock, rake, garden, robin

Use the page with arrows and blocks to practice blending words together.o With students slowly sound out each letter while pointing to the letter

with finger.o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Phonics Reader : Rin the Rat Keep reader to re-read on Day 3

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10

You may use any of these pictures for Day 1, 2,3 Reading Comprehension Plot story creation activities.


PLOT

11

BEGINNING

MIDDLE

END


LITTLE QUACK PLOT

12

BEGINNING

MIDDLE

END


R R

R R13


14

r a t

c a n

r a n



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)


A baby duck is called a duckling.o What is a duckling? A baby ducko What is the word for a baby duck? Duckling

Point to the picture of the pond.o A pond is a small lake.o What is a pond? a small lakeo What is the word for a small lake? Pond

Point to the paddling duckling. This duck is paddling.o Paddle is what ducks do with their feet to move around in the water.o Ducks paddle to move around in the water.o What does paddle mean? How ducks move in the water.o What is the word for how ducks move in the water? Paddle

This duck is diving under the water to look for food.o Plunge means to go under that water fast.o What does plunge mean? Go under the water fasto What is the word for diving or going under the water fast? Plunge

Brave means to do something even if you are afraid.o I was brave when I went rock climbing. I climbed the rocks and got

higher and higher. I was afraid that I would fall and land on the ground. But I was brave and kept climbing till I reached the top.

o Brave means to do something even if you are afraid.o What does brave mean? To do something even if you are afraido What is the word for doing something even if you are afraid? Braveo When were you brave?o Display and read pg 8-9 of Little Quack. How was Widdle brave?


Proudo I feel proud when I help other people.o When have you done something well and felt proud?o Display pg 14-15 of Little Quack. How do you think Widdle and Waddle

feel about learning how to swim? Widdle and Waddle feel proud.Reading




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o We are going to use this graphic organizer to help us tell the beginning, middle and end, or the plot of some stories.

o First, we are going to make up a story with a beginning middle and end, or a plot. (You may use story idea pictures provided or select your own)

o Allow students to help create a story plot. Select one individual to tell the beginning. Select different students to tell the middle and end.

o Display blank graphic organizer labeled beginning, middle and end. As students tell the story point to and identify the correct box on the graphic organizer.

Re-read Little Quacko Use the Little Quack Plot graphic organizer. Read the sentence that

students dictated to you on Day 2.o Have students tell you what happens in the middle of the story.o Write a sentence reflecting students’ answers.o Example: Four of the little ducklings take turns jumping in the pond.

Point out capital letter at beginning of sentence and period at the end.You will complete this page over the next 2 days.

Grammar and Writing

Verb Verbs are words that show action or something we do.

o What is a verb? an action, or something we doo What do we call a word that tells something we do? A verb

Let’s make a list of verbs that we do in the water. Have students select one of the verbs, and complete the sentence frame. Have

them write the word I (capital letter) at the beginning of the sentence and put a period at the end.

High FrequencyWords

Me, she, withHold up the me flash card.

A sentence with the word me is….”Will you swim with me?” Ask students to use me in a sentence.

Hold up the she flash card. A sentence with the word she is….”She is plunging in the water.” Ask students to use she in a sentence.

Hold up the with flash card. A sentence with the word with is….”Little Quack went with his mother.” Ask students to use with in a sentence.


Spelling(Phonics)

Rr/r/ Hold up an R letter card. This is the letter R. It makes the /r/ sound.

o Give each student an R letter card.o Trace the letter R on your card and say /r/.o What sound does this letter make? /r/o What is the name of this letter? R

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Listen to the last sound. Hero Say her……hero What is the last sound in the word her? /r/o Show me the letter that makes the /r/ sound.o I am going to say some more words. If the last sound in the word is /r/,

hold up the R letter card.o Repeat script using the following words: wore, all, here, day, quack

Use the page with arrows and blocks to practice blending words together.o With students slowly sound out each letter while pointing to the letter

with finger.o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Re-read Phonics Reader : Rin the Rat

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18

__ _________ in the water


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R i p

c a n

r a n



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)Reading




We are going to use this graphic organizer to help us tell the beginning, middle and end, or the plot of some stories.

o First, we are going to make up a story with a beginning middle and end, or a plot. (You may use story idea pictures provided or select your own)

o Allow students to help create a story plot. Select one individual to tell the beginning. Select different students to tell the middle and end.

o Display blank graphic organizer labeled beginning, middle and end. As students tell the story point to and identify the correct box on the graphic organizer.

Re-read Little Quacko Use the Little Quack Plot graphic organizer. Read the sentence that

students dictated to you on Day 2 and 3.o Have students tell you what happens at the end of the story.o Write a sentence reflecting students’ answers.o Example: Little Quack decides to be brave, jumps in, and learns to swim.

Point out capital letter at beginning of sentence and period at the end.Grammar and

WritingVerb

Verbs are words that show action or something we do.o What is a verb? an action, or something we doo What do we call a word that tells something we do? A verbo Let’s make a list of some things you do with your mom, grandma, sister,

or a friend that is a girl.o Pass out “She _____ with me.” Sentence frame. Have students fill in the

blanks with one of the listed words. As time allows have students complete illustration.

o Remind students to use best handwriting and put a period at the end of the sentence.

High FrequencyWords

Me, she, withFirst Time

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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.)

Second TimePass out Decodable Reader -Rip with RapHave students find and underline the sight words Me, she, with in the story.

Spelling(Phonics)

Rr /r/

Display an R letter card. This is the letter R. It makes the /r/ sound.What is the name of this letter? RWhat sound does this letter make? /r/Have students air write the letter R while saying the /r/ sound.

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 Decodable Reader: Rip with Rap Keep reader to re-read on Day 5

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22

She _________ with me


23

s i t

s a t

c a p



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)Reading

ComprehensionDisplay Little Quack.

Display the narrative retell graphic organizer. We are going to use this graphic organizer retell the story of Little Quack. Prompt students to retell the story. Use book as a reference. Write student responses in the graphic organizer

How Panda bears grow and change? How did Little Quack change?

Grammar and Writing

Verbs Practice Book pg 20

High FrequencyWords

Me, she, withWhen 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)

Rr /r/Display an R letter card. This is the letter R. It makes the /r/ sound.What is the name of this letter? RWhat sound does this letter make? /r/Have students air write the letter R while saying the /r/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “rat” Students say “rat” Teacher and students segment word. Hold up one finger for each letter sound.

r - a - t Students write the word. Repeat for the following words: ran, rap, tap, tip, rip, tin, bat

Readers Decodable Reader : Rip with Rap

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FIRST

THEN

THEN

THEN

THEN

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