Week of September 25-29, 2000
Subject: Reading, English, Spelling
Story: The Wolf’s Chicken Stew
-TLW discuss other stories about wolves.
-TLW make a written prediction based on the title and pictures.
-TLW listen attentively and follow along as The Wolf’s Chicken Stew is read aloud.
-TLW tell in writing how their prediction was right or wrong and how they know.
-TLW retell the story using a story map.
-TLW find the mistakes in two sentences.
-TLW solve the Problem of the Day using mathematical problem solving strategies.
-TLW define the word question.
-TLW complete Practice Book page 30 regarding summarizing the story.
-TLW find the mistakes in two sentences.
-TLW solve the Problem of the Day using mathematical problem solving strategies.
-TLW identify which groups of words are sentences and which are questions.
Wednesday
-TLW work in groups to complete Writer’s Journal page 23 regarding point of view.
-TLW find the mistakes in two sentences.
-TLW solve the Problem of the Day using mathematical problem solving strategies.
-TLW complete a worksheet to practice recognizing short e words.
Thursday
-TLW complete Practice Book page 29 to practice vocabulary words.
-TLW find the mistakes in two sentences.
-TLW solve the Problem of the Day using mathematical problem solving strategies.
-TLW complete a worksheet to practice determining cause and effect relationships.
-TLW take a spelling and vocabulary test.
Friday
-There is a field trip this day.
ELA-1-E1, E2, E5, E6, E7
ELA-2-E1, E3
ELA-3-E1, E2, E3, E5
ELA-4-E2, E4, E5, E6, E7
ELA-5-E1, E2, E3, E6
ELA-7-E1
1. Students will participate in graphing the number of Olympic medals won by the US. This will be done during homeroom everyday.
2. Students will discuss other wolf stories they have read or listened to. We will talk about how the wolves acted in those stories.
3. Next, students will look at the pictures and discuss them and the title. Students will use the information gathered to make written predictions in their RES notebooks.
4. Students will listen attentively as the student teacher reads The Wolf’s Chicken Stew using DLTA reading strategy.
5. Students will review their predictions. They will write two additional sentences telling if they were correct or incorrect and how they know this.
6. As a class, students will retell the story with the aid of a story map.
7. Students will find the mistakes in two sentences that will be written on the board.
8. Students solve the Problem of the Day using mathematical problem solving strategies.
9. Students define the word question in English Unit 2 Lesson 6.
Tuesday
1. Students will participate in graphing the number of Olympic medals won by the US. This will be done during homeroom everyday.
2. Students will independently complete page 30 in their Practice Book. This page is about the sequence of events in The Wolf’s Chicken Stew.
3. Students will find the mistakes in two sentences that will be written on the board.
4. Students will solve the Problem of the Day using mathematical problem solving strategies.
5. Students will identify which groups of words are sentences and which are questions in English Unit 2 Lesson 7.
1. Students will work in groups to complete Writer’s Journal page 23. This page discusses point of view and its importance in a story.
2. Students will find the mistakes in two sentences that will be written on the board.
3. Students will solve the Problem of the Day using mathematical problem solving strategies.
4. Students will complete a worksheet to practice identifying short e words.
1. Students will work as a class to complete page 29 in the Practice Book. This page practices the vocabulary relating to the story.
2. Students will take a spelling and vocabulary test to determine how many of the given words they learned.
3. Students will find the mistakes in two sentences that will be written on the board.
4. Students will solve the Problem of the Day using mathematical problem solving strategies.
5. Students will complete a worksheet to practice determining cause and effect.
1. Students will discuss the story of the Three Pigs. Students will listen attentively as the student teacher reads The True Story of the Three Little Pigs.
2. Students will compare the traditional story to the new version. Students will discuss how point of view was important in the story.
Centers (all week)
A Pig in Disguise: Students will work in groups of 3 to disguise the given drawing of a pig.
Word Search: Students will practice their spelling and vocabulary words.
Name Acrostic: Students will write an acrostic poem using their first name.
Picture Prompt: Students will use the picture to write a short story for their portfolio.
High Frequency Words: Students will write two sentences on the chalkboards using high frequency words.
Autumn Bingo: Students can play bingo with autumn words if they like.
The True Story of the Three Little Pigs by Jon Scieszka
The Pigs’ Picnic by Keiko Kasza
There will be four individual assessments this week. They are:
Practice Book pages 29 and 30
Writer’s Journal page 23
Spelling and Vocabulary Test
There will be 2 individual assessments that will be completed in centers.
Name Acrostic (Writing and Games)
Word Search (Art and Puzzles)
There will be 1 group assessment. This activity will be done in the Art and Puzzles center. It is:
A Pig in Disguise
HBJ Up One Hill and Down Another, student reader and teacher’s manual
HBJ Up One Hill and Down Another, Practice Book and Writer’s Journal
Paper or notebooks for student writing
Reading English/Spelling
Monday Reread the story Write spelling words 3 times each
Tuesday Answer the questions. Write sentences with 6 words.
Wednesday Study for Spelling/Vocabulary Test
Thursday Spelling and Vocabulary Test Today
best first glad glass just
last plant prey play stew
Bonus: hundred, chicken
terrible stew search delicious perfect prey