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Small Group Language Arts Plans

Monday Tuesday Wednesday Thursday Friday
Word Study Day 1 TW introduce Day 2- SW sort words Day 3- SW sort words Day 4- Word Day 5- SW
Phonetic Strategies words by sorting independently and independently. SW Building- Use the complete a blind
(5 minutes) without telling. Once then read them aloud read them aloud to you word building sort. They will sort
students start to to you or a partner. or a partner. directions sheet to words from
R-Controlled/Vowel-
discover patterns, give (GP) Give students Pink Group (low): Give create questions hearing them with
Consonant-E Syllable
words to students to clues for words to them a guide words to give the a partner without
Patterns check for review meanings and question, If the guide students. Give the looking at them.
understanding. When have the students words were ____ and students their Theyll be listening
sorted ask students point to the word ___ which of your boards and read for the sound
what they hear in each youre thinking of. (ie. words would be on the from your sheet. patterns. (GP)
column and what they point to a synonym dictionary page? Watch as students SW read the story
see. (AS) Write sounds for.., point to an Yellow 1/2: Play the make mistakes to for this weeks
and spellings on antonym for., point flip it and name it guide them to the syllable pattern.
headings. (Modeling) to a word that means, game. The students right answer by While reading tsw
Explain that vCe etc..) TSW complete will get on teams in asking questions identify if the
syllables are ones that the four in a row their group, and two at to review sounds underlined
start with a vowel have game with words. a time will flip the vs. tell them syllables are r-
a consonant and end in IP: Students will write 5 words. The first to theyre wrong. controlled or vCe
an e. Explain that r- sentences each with correctly say whether (GP) and review
controlled syllables are two of their words in it. it is r-controlled or vCe For pink group open/closed
vowel sounds that are gets a point for their chose the four syllables by
followed by an r and team. letter words. identifying them in
are changed by the r. Check for IP: Chunk/Chunk the passage.
(Ins. Input). Go over understanding: Have blend Have Green and
meanings of any students use the Purple (high)
unknown words. Chunk/blend cards to search for last
IP: Students will write say each chunk and weeks patterns
sentences for 5 words. whether they are open too (open and
or closed. closed)
IP: SAW IP: Word hunt-
students will find
words with the
same syllable
patterns from
books or
magazines and
sort them into the
columns.

Revised 5/15/14
 Fluency Pink Reading- Green Pink Reading- Green Pink Reading- Pink Reading- Pink Reading-
(only pink) folder. Pass out folder. Pass out Green folder. Pass Green folder. Green folder.
Rate, Accuracy, Expression, materials and materials and out materials and Pass out Pass out
timers. A reads her timers. A reads her timers. A reads her materials and materials and
Phrasing (Rereading
chunks and words chunks and words chunks and words timers. A reads timers. A reads
familiar texts)
per minute as the per minute as the per minute as the her chunks and her chunks and
(3-5 minutes) rest of the group rest of the group rest of the group words per minute words per
reads phrases. reads phrases. reads phrases. as the rest of the minute as the
Start A on phrases, group reads rest of the group
and give the rest phrases. reads phrases.
new phrases.
Reading Feature: N/A Finishing quarterly (AS) TTW ask students TTW review synonyms TTW pull groups Shultz will repeat
Synonym/Antonym Test if they know what and antonyms again. based on a q&a activity with a
Answering Questions antonyms and TTW remind students previous new group.
synonyms are. TTW go how they can find assessment. TTW Synonym/Antonym
(Students group 1: A, L,
over the meaning of better words to replace explain that the practice: The
A, T, J, C, D
synonym and antonym overused words. TTW students need students will each
Students group 2: D, D, (same and opposite) model with a thesaurus more skills to receive a word
J, K, L, S) and give examples finding synonyms for identify where card. The will take
(Inst. Input). TTW say the word good. TTW questions can be turns reading their
What word can I use explain that there are answered in a word to one
to replace good in the always more specific passage. (IP) TTW another and tell
following sentence: and descriptive words give the students the group what
My ice cream was very to use. (Modeling) a passage to read they think their
good. Then ttw ask TSW each receive a independently. word means. As
students to change the domino card with Then tsw identify they discuss
word good so that the words on them. TTW the main ideas meaning, the
sentence now has an place the beginning from each students will
opposite meaning. and ending cards on paragraph. TTW naturally discover
(GP) TSW play the table. TSW place give the students that some of these
synonym/antonym their cards in order to a set of questions. words go together.
bingo. The cue cards match them up like TSW sort the They will find their
will say find a synonym dominoes. As they find questions pair, and
or antonym for and words that go according to the determine whether
have a given word. The together, tsw identify if paragraph that the it was a synonym
kids will place there they are synonyms or answer can be or antonym match.
markers on the words. antonyms. (GP) found in. They will IP: In addition to
IP: TSW chose five of also identify the daily tasks, tsw
their word study words questions that take a pre-
and write a synonym cannot be assessment to
and antonym for each answered from the determine
using the thesaurus. passage, then readiness and
Revised 5/15/14
 compare and level for the next
discuss with a reading feature-
partner. (GP) summarizing
problem and
solution for fiction.

Revised 5/15/14