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Teacher: Ms. L. Wells |
Date: October 6-10 2008 |
Subject: Reading |
Grade: 4th |
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Objectives |
Procedures |
Material |
Evaluation |
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M
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The student :
· will use word recognition skills for multi-syllabic words.
· use common spelling patterns to make new words
· Read 300 to 400 high frequency and/or irregularly spelled words in connected
text.
· will use word recognition skills for multi-syllabic words.
· Predict an outcome based on information stated in text and confirm or revise
the prediction based upon subsequent text.
· Use key words in text to justify prediction(
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- The teacher will divide the students into four groups.
- The teacher will assign the four groups a word family with the following
endings:-ly, -earn,-een, and –eak.
- The teacher will give groups cards with initials consonant and blend
cards.
- The students will make as many words as possible in five minutes.
- The student will then share the word list with the class.
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- Teacher made test
- Performance task
- Written assignment
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T
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· The student will use word recognition skills for multi-syllabic words.
· The student will use syllabication types
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- The teacher will model how syllable types determine pronunciation
of a new word.
- The teacher will explain the difference between dividing the syllables
of polish as po/lish or pol/ish.
- The teacher will give a few example on the board.
- The student will then determine the correct pronunciation for the
following words: stu/dent or stud/ent; sel/ect or se/lect, coll/ect or co/llect.
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- Textbooks
- Workbook
- Handouts
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- Teacher made test
- Performance task
- Written assignment
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W
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· will use word recognition skills for multi-syllabic words.
· will use word recognition skills for multi-syllabic words.
· Answer literal and inferential questions about main characters, setting, plot,
and theme.
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- The teacher will chart the following words on the board: favorite, grandfather, practices, prepares, and rodeos.
- The student will identify the affixes.
- The teacher will write the following words on the board: floor, catch,
teach, and lamp.
- The students will determine whether –s or –es should
be added to make the word plural.
- The student will use a circle chart for each ending to categorize.
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- Teacher made test
- Performance task
- Written assignment
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T
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- The word will complete the Daily Word Routine Chart.
- The students and teacher will complete a double bubble map to make
connection between the characters in the book to self.
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- Teacher made test
- Performance task
- Written assignment
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F
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Weekly
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Assessment |
Test |
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- Standards (1a1), (1a2), (1a6), (1f), (2b9), (2b10) (1a), (1b), (2a1), (2b2), (2d), (2c2), (2d2) (2d3)
- Reteaching: Students will work in small groups to reinforce skill that students are struggling with.
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Teacher: Ms. L. Wells |
Date: October
6-10 2008 |
Subject: Reading |
Grade: 4th |
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Objectives |
Procedures |
Material |
Evaluation |
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M
O
N
D
A
Y
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The student:
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Will use reference materials (to determine the meaning, pronunciation,
syllabication, synonyms, antonyms, and parts of speech for unknown words.
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The student will analyze texts in order to identify, understand,
infer, or synthesize information.
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The student will use definitional, synonym, or antonym context
clues to infer the meanings of unfamiliar words
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The student will apply knowledge of text features, parts of a book,
text structures, and genres to understand, interpret, or analyze text.
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The teacher will ask one or two students to lookup
the new words in the dictionary to check their meaning of the words.
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The teacher and students will analyze the short passage
in the level reader.
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The teacher will ask any questions that are pertaining
to the story.
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- Handouts
- Review Material
- Newspaper
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- Teacher made test
- Written assignment
- Observation
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T
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· See Monday |
- The teacher will use level readers to pinpoint signal words within a passage that demonstrates
how each text structure is used.
- The teacher will discuss various and tips used for analyze various text structure. The teacher and understanding of text structure.
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· See Monday |
- The teacher will use the newspaper TV Guide to show students how to find information about some
of their favorite shows.
- The teacher and students will discuss ways to locate helpful everyday information in a directory.
- The students will demonstrate understanding of references material using directories and label
and packaging handouts.
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T
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- The teacher will also use level readers to pinpoint
several details within a passage.
- The teacher will discuss various tips used to analyzing text.
The teacher will and students will use handout material to guide their understanding of the text.
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F
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Weekly
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Assessment |
Test |
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- Standards (1g) 2(b)
(1e) (2a)
- Reteaching: Students will work in small groups to reinforce skill that students are struggling with.
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