Lesson Olan, Unit 4, Lesson 3

Discuss with Jake how animals bodies help them for understanding

Have Jake retell the folktale "How Bat Got Its Wings" for sequencing, fluency and understanding

Have Jake answer the Text Evidence questions for sequence, plot and genre

Ask Jake to think of an animal he knows and how it could use its body to help win a game to make connections

Read "Bats! Bats! Bats!" with Jake for fluency and understanding--point out and discuss with Jake some of the special features of bats--they are mammals, where they live, how they hunt, how they help plants grow

Read the chart on bats and birds with Jake for fluency and to point out the differences between bats and birds for understanding

Have Jake tell why a bat is a special animal for fluency and to make connections

Lesson Plan, Unit 4, Lesson 2

Phonics--Jake will complete the sentences with the correct long a word and read the sentences for fluency and understanding

High Frequency Words--Jake will read the words ib the box and complete the sentences with the correct word for fluency and understanding

Vocabulary--Explain meaning of special and splendid--have Jake complete and read the two sentences with the correct word for fluency and understanding

Have Jake make his own sentences (B) with special and splendid, and read his sentences for fluency and understanding

Read "A Fox Tail" with Jake for fluency, then  have him complete the sequence chart for understanding

Have Jake write the correct number next to the sentence for understanding of plot/sequence

Vocabulary Strategy--Have Jake write the meanings for the words special and splendid then his own sentences for fluency  and understanding

Phonics--Have Jake read the sentences for fluency and circle the words with the long a sound and write on the line for understanding

Have Jake write a long a sentence (B) about the picture and read for fluency and understanding

Alphabetical Order--Have Jake write the words in ABC order for understanding and read the sentences for fluency

Text Feature:Chart--Have Jake read the words in the chart for fluency and write the answers to the questions about Duck and Chicken for understanding

Plot:Sequence--Have Jake choose and write the correct bolded words to complete the sentences for understanding of sequence

Have Jake write and read what happened last (B) in the story for fluency and understanding

Lesson Plan, Unit 4, Lesson 1

Ask Jake what animals he knows, what are they like

Read the "Animals on thr Go" poem with Jake for fluency

Look at the giraffe pictures and ask Jake what body part is helping the giraffes

Read Words to Know sentences and make up own sentences with the words for fluency and understanding

Phonics--long a sound in a, ai, ay--say the sounds and read the word lisrs and sentence for fluency and understanding

Read "A Tale of a Tail" with Jake for sequencing, fluency and understanding

Ask how Ray's new tail helped him to make connections

Discuss sequence with Jake and have him read the examples from the story for fluency and understanding

Have Jake tell in his own words the sequence of events in "A Tale of a Tail" for fluency and understanding

Read Craig's Folktale and tell what sound words Craig used to tell the sounds of the animals for understanding of word choice

Explain was and were--have Jake find a sentence with was in Craig's folktale and make up his own sentences with was and were for fluency and understanding

Lesson Plan:

Briefly review the book "KoKo and Penny" with student

Discuss and answer the Respond to Reading questions with student

Discuss and answer the Make Connections question with student

Have student make sentences with yellow highlighted words in book (oral)

student answered first question correctly--ask for cookie

second question --write and paint--correct

student understands fiction and nonfiction

student named some things we can learn from animals--hide, be friends

student pointed out similarities and differences between Penny's and Helen's job with gorillas

animal shelter - we need full sentence.

1. First, the author tells you how to go to the animal shelter.

Lesson Plan;

Review chapters 1, 2, 3 of "Teach A Dpg" with student

Focus on vobulary words--clever, found, hard, near, signal, woman, would, write--have student use words in a sentence

Ask student questions from chapters:

1. What should you give and say to a dog when the dog behaves?

2. What are three things you should teach a dog?

3. What does it mean if a dog's paw is out?

4. What does it man when a dog wags its tail?

5. What do dogs love ro do?

Complete the in class Phonics sheet with student

Lesson Plan:

Finish from last week reading about insects and things an ant could do in a story. Also check and review list of long i words given for homework last week.

Discuss with student how people work with animals. What is the girl in the picture teaching the dog to do?

Have the student read the shorrt sentences for each highlighted word and make up his own sentence with the word

Read the list of long e words with student

Read "From Puppy to Guide Dog" with student; read "Facts" and answer "Essential Questions"; make sure student reads and understands yellow highlighted words

Explain and do sequencing activity from Comprehension section with student

Do word choice activity from Writing and Grammar section with student

Explain adverbs that tell when and have student make up sentences with the adverbs, i.e. first, always, next, later, etc.

Lesson Plan:

Jason will read with teacher the story Hi! Fly Guy

 Teacher will review key highlighted vocabulary words from story with student

Student will retell story in his own words

Student will answer orally Text Evidence questions 1, 2, 3 with teacher assistance where needed

Teacher will discuss with student how Fly Guy is like an insect the student knows, and how different

Student will read about insects with teacher and review key words

Teacher will discuss with student amazing things an ant could do in a story

1.