Skip to main content

Lesson Plans

Curry Lesson Plans – Week 7

September 23rd – 27th

       Time

Monday

Tuesday

Wednesday

Thursday

Friday

7:45 – 8:20

Monday Morning Meeting

Familiar Reading/AR

Familiar Reading/AR

Familiar Reading/AR

Familiar Reading/AR

8:20 – 8:45

Phonics

Letter Deck, Blend Long I Digraphs, Decode, Encode, Fluency Passage

Phonics

Letter Deck, Blend Long I Digraphs, Decode, Encode, Fluency Passage

Phonics

Letter Deck, Blend Long I Digraphs, Decode, Encode, Fluency Passage

Phonics

Letter Deck, Blend Long I Digraphs, Decode, Encode, Fluency Passage

Phonics

Letter Deck, Blend Long I Digraphs, Decode, Encode, Fluency Passage

8:45 – 9:30

Music

Small Groups

High Frequency Words/ Text Fluency

Small Groups

High Frequency Words/ Text Fluency

Small Groups

High Frequency Words/ Text Fluency

Library

9:30 –10:00

Shared Reading

Johnny Appleseed– recount events from his life

 

Shared Reading

The Little House – identify characters, setting, plot

Conjunction Practice

Shared Reading

This is the House that Jack Built Recount events (B,M,E) Conjunction Practice

Shared Reading

The House in the Night identify characters, setting, plot Conjunction Practice

Shared Reading

The House that Jack Built Identify characters, setting, plot Conjunction Assessment

10:00 – 10:50

Writing

Conjunctions Anchor Chart

Correct Letter Formation Practice

Writing

Building My House Narrative – Graphic Organizer

 

Correct Letter Formation Practice

Writing

Building My House - Rough Draft

 

Correct Letter Formation Practice

Writing

Building My House Narrative – Revised Copy

 

Correct Letter Formation Practice

Writing

Building My House – Final Copy

 

Correct Letter Formation Practice

10:55 – 11:25

Lunch

Lunch

Lunch

Lunch

Lunch

11:20 – 12:20

Math

Math In Action: Solve Addition and Subtraction Problems

Math

Math In Action: Solve Addition and Subtraction Problems

Math

Math In Action: Solve Addition and Subtraction Problems

Math

Math In Action: Solve Addition and Subtraction Problems

Math

 

Unit 1 Test

12:20 – 12:40

Recess

Recess

Recess

Recess

Recess

12:40 – 1:25

Guidance

PE

Computer

Art

Art

1:25 – 1:45

Recess

Recess

Recess

Recess

Recess

1:45 – 2:15

RTI – Math

RTI – Math

RTI – Literacy

RTI – Math

Character Assembly

2:15– 2:35

Calendar

Calendar

Calendar

Calendar

End of Month Party

2:35 – 2:55

Afternoon Meeting

Vocab, AM, # Talk, Grammar, SS, Science, CS

Afternoon Meeting

Vocab, AM, # Talk, Grammar, SS, Science, CS

Afternoon Meeting

Vocab, AM, # Talk, Grammar, SS, Science, CS

Afternoon Meeting

Vocab, AM, # Talk, Grammar, SS, Science, CS

2:55 – 3:05

Dismissal

Dismissal

Dismissal

Dismissal

Dismissal

 

 

Objectives:

I can ask/answer questions.

I can identify character, setting, plot.

I can identify and read Long I digraphs.

I can identify and use conjunctions.

I can write narratives.

I can solve two step word problems.

I can identify important historical figures.

Spelling Words – bright pie sigh high flight lie  Sent. He was by the bike.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RL.2.3 Describe how characters in a story respond to major events and challenges.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RF.2.2.A Distinguish vowels (long, short, variant) in spoken one-syllable words.

L.2.1.F Use conjunctions to form compound subjects and predicates

SL.2.1 Participate in collaborative conversations/discussions with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

L.2.1.K Print all upper- and lowercase letters accurately. By the end of Grade two, produce some cursive upper- and lowercase letters.

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.10 Write routinely over extended time frames, time for • research • reflection • revision and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.2.5.A Sort words into categories based on multiple attributes (e.g., A large apple can be categorized by its color, size, and as a fruit.) to gain a sense of the concept that items can be categorized by more than one characteristic. 

2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions

G.9.2.1 Interpret effects of human activities on the local environment

H.12.2.5 Explain historical symbols and landmarks and the people and events associated with them

 

 

 

 

 

Phonetic Connections: Week 7: Long I Digraph Syllables

Letter Deck: “Letter(s) is(are), Sound is…

 Deck for Review

Small Cards for blending practice – Now we are going to blend and build words with the deck (pie, lie, die, tie, sigh, high, thigh, light, bright, fight, flight, fright, hi, why, sky, fly, try)

Before they say the word, say:  “Pay attention to the vowel(s) to determine how to read the syllable.  Students should be able to read whole word.

Introduce Frieze Card

Point to the pictures of night and pie on the long i digraph frieze card, name them, and read the words.

Point out that the vowel sound in each word is long i, but that different letters in the words stand for the sound. Point out that ie stands for the sound /ī/ in pie, while the letters igh stand for the sound /ī/ in night.

Remind students that a syllable has one vowel sound and that the vowel digraphs stand for one vowel sound.

Auditory Introduction to New Skill:

Read each word as you place the following teacher word cards in a pocket chart in random order: sigh, high, thigh, flight, right, sight, tie, pie, die, pig, dig, sit, fit, hit.

Set the word card sigh apart from the other words. Ask students what other words you could group with the word sigh and have them explain why.

Once you have sorted words into the -igh family, ask students how you could sort the other words.

Have students sort the words into those with long i and those with short i sounds.

* high, hip, right   *  fight, smile, hi    * while, bite, flight   *heel, white, sigh 

Sound Boxes – “Put a dot in the box for each sound you hear.”

         bright, pie, lightning, sigh, flight, brightly, lie, high, tighten, right, tie, flight, lie, sigh, tight

•       Now, we are going to write the words.  I am going to say the words again and you are going to write them on your board.

Decoding:

Give students letter cards f, g, h, l, p, s, t, e, and i, and have them line up the letters in a row in front of them.

Say the word tie and ask students what letters they need to make the word. If necessary, tell them tie comes from the same word family as the word pie on the frieze card.

Ask students what letter they need to replace in tie to make the word lie. Have students make the word.

Repeat with the -ight family word fight.

Have students repeat the process independently with the words flight, sight, and slight.

Visual:  “Now let’s look at these words. (Long I Decodables Words Chart) I want you to watch me read each of these words.  What was it that you heard that was the same in each word?  They all have a long i.  So, when you are reading and you see words that have two or more letters side by side that represent the vowel, you will know that the word is long i digraph and the vowel is long.  Now let’s look at our next word.  What is the syllable type?  What will the vowel do?  Be long.  Continue reading 3 more words.

Read Fluency Sentences Chart and High Frequency Words Chart

Read High Frequency Words Chart

Phonetic Connections Passage #1 – Have students highlight long i digraph words and practice reading passage.

Encoding:

Tell students that they will be spelling words with long i digraphs. As you work through the unit, you can continue to add the spelling words to the chart and have students use it to check their spelling of the words.

Say the word bright and model spelling it and writing it on the chart paper.

Think Aloud: When I say the word bright, I hear two parts in the word: /br/ and /īt/. I know that the letters b and r stand for the blended sound /br/. I will write these letters on the chart. I hear long vowel i followed by /t/. I know that the digraphs ie and igh can stand for the /ī/ sound. I will try igh and see if the word looks right.

Say the word pie. Have students identify the onset and rime in the word and the letters that stand for the sounds. Remind students that the long i sound can be spelled in different ways and guide them to use the digraph ie. Write the word in the first column of the chart as students tell you the word parts.

Repeat with the word sigh.

You may want to show students other spellings for long i. Review the VCe long i pattern, as well as looking at words such as wild, child, find, kind, bye, eye, and rye.

bright pie sigh high flight lie brightly lightning tighten