Teacher: Rachel Cailes Grade level: Kindergarten

ELA Components Monday Tuesday Wednesday Thursday Friday

Phonemic Awareness Students Students Students Students Students

CCSS.ELA-LITERACY.RF.K.2.D will blend will blend will blend will blend will
Isolate and pronounce the cvc words cvc words cvc words cvc words. practice
initial, medial vowel, and using their using their using their They will blending
final sounds (phonemes) in letter letter letter practice parts of
three-phoneme (consonant- knowledge. knowledge. knowledge. tapping out words to
vowel-consonant, or CVC) They will They will They will the letters make
words.1 (This does not identify identify identify with their various cvc
include CVCs ending with /l/, initial, initial, initial, fingers. words).
/r/, or /x/.) medial and medial and medial and
final final final
Materials: sounds. sounds. sounds.
-Letter cards
Grouping: Grouping: Grouping: Grouping: Grouping:
-Flashcards with words
(whole) (whole) (independent) (whole) (small group)
-Flashcards with images
-Whiteboards, CVC Using Using letter Using CVC
pens, erasers Using letter letter cards cards letter cards matching
-List of words for each station cards teacher will teacher will teacher activity
-CVC Matching cards teacher will spell spell will spell with cards
spell cvc different different cvc different (c-at, h-at,
words. cvc words. words. cvc words. r-at)
Students Students Students Students
will then will then will then will then
use their use their use their use their
fingers to fingers to fingers to fingers to
tap out and tap out and tap out and tap out and
blend the blend the blend the blend the
words. words. words. words.
(begin with (begin with (begin with (begin
teacher teacher teacher with
modeling modeling modeling of teacher
of finger of finger finger modeling
blending) blending). blending). of finger
Teacher Teacher will blending).
will ask ask what is Teacher
 what is the the middle will ask
beginning sound we what is the
sound we hear in this end sound
hear in this word? we hear in
word? this word?

Phonics/Word Study/ Students Students Students Students Students

Spelling will be will learn will practice will will
introduced practice writing and practice practice
Standard(s): Read common to their saying their spelling identifying using
high-frequency words by new sight new sight their sight their sight letters to
sight (e.g., the, of, to, you, words of word and words of the words in form sight
she, my, is, are, do, does). the week: review old week. text. words.
she/was sight
words.
Materials: Grouping: Grouping: Grouping: Grouping:
(whole) Grouping: (small group) (small group) (small group)
(whole)
-Flashcards with sight words
Teacher Rainbow Storybook Students
-Rainbow Writing worksheets
will Clapping writing sight word will be
-Story book worksheet
introduce out sounds worksheets activity given
-Pencils
words activity for the new (booklet). popsicle
-Letter popsicle sticks
she/was with words Students sticks with
with teacher she/was in highlight letters on
flashcards, (practicing small group new word that can
by writing old and stations. in one form the
on the new sight color, and new sight
whiteboard words)- ex. old sight words as
and “Was, w-a- words in a well as
discussing s, was) different some that
the words Focusing color. were
with on spelling previously
students. out for learned.
Ask initial
students to understandi
use this ng.
word in a
sentence,
teacher can
model.
Fluency Students Students Students Students Students
(may include sight word activities among other will learn will make will use will will
reading fluency activities-e.g., repeated
reading of a word list or passage) to identify predictions vocabulary practice practice
vocabulary about story. words reading a writing
Standard(s): CCSS.ELA- from books taught story and about what
LITERACY.RF.K.4 that they retelling it they read.
Read emergent-reader texts already to a
with purpose and know. partner.
understanding
Grouping: Grouping: Grouping: Grouping: Grouping:
(small group) (small group) (small group) (small group) (small group)

Day 1 Day 2 Day 3 Day 4

Materials: (Book:A Discuss Read story
Closer predictions Refer to Partner Day 5
-A Closer Look Book Look) for the vocabulary share. Tell Writing
-Pencils and lined paper for Book walk, story, words your prompt
writing vocab, teacher will taught, and partner about story
search for model. predictions what including
words we made. happened sentence
know Read story. in the story stem

ELA Components Monday Tuesday Wednesday Thursday Friday

Vocabulary Students Students Students Students Students
will be will learn to will will will
Standard(s): CCSS.ELA- introduced combine identifying practice practice
LITERACY.L.K.4 to letters to and describe reading using the
Determine or clarify the unknown form words vocabulary sentences vocabulary
meaning of unknown and words from words found from the they
multiple-meaning words and the book in book and learned.
phrases based on kindergarten Chrysanthe Chrysanthe recognizin
reading and content. mum mum. g
vocabulary
Grouping: Grouping: Grouping: .
(whole) (small group) (whole) Grouping Grouping
Materials: (whole) (whole +
independent)

-Chrysanthemum book Review Students Class will Teacher

-Chrysanthemum letter cards vocabulary will be re-read will write
that may be given cards Chrysanthe on the Use
-Paper for recording
unknown with the mum and board vocabulary
-Whiteboard and Pen
that is letters from will be sentences words
-Graphic Organizer learned in
featured in Chrysanthe encouraged from the
text that mum’s to raise a story. the story
will be name and quiet hand Students students
read. will form when they will read will answer
various hear a sentences the
words vocabulary whole question
(ex.hat, word they group and “A great
that, run, learned, search for classmate
them)+reco select words they is, does, is
rding words students will know and not, says”
on paper be called on don’t (graphic
to explain. know. organizer)
Reading Comprehension Students Students Students Students Students
Strategy will predict will will will will learn
what will analyze and sequence a identify to press
Standard(s): CCSS.ELA- happen in a check their story. title, flowers
LITERACY.RI.K.1 story using predictions. character, and how
With prompting and support, words or a problem the names
ask and answer questions picture. and from the
about key details in a text. solution. book are
Grouping: Grouping: connected
(whole) (whole) Grouping: Grouping to real life.
Materials: (whole) (whole)
Predict Read the Grouping
-Chrysanthemum book what will book Re-read Teacher (small
-Images of story to be cut out, happen Chrysanthe story. and group)
glue, paper to glue them on In the mum. Were Sequencing students
-Large paper for anchor chart story, predictions story. will Craft
-Flowers to press students correct? Students complete Activity:
-Flower press will Why or will cut out whole Students
draw/write why not? and place group will press
what they pictures of anchor flowers
think will the story in chart. With (Chrysanth
happen. order. the emum and
following Delphiniu
details: ms) with
Title, teacher and
character, class
problem, helper
solution. support.
Writing Students Students Students Students Students
will use will use will use will will
Standard(s): CCSS.ELA- their their their writing practice continue to
LITERACY.W.K.3 writing writing skills to tell writing practice
Use a combination of skills to tell skills to tell a story from while their
drawing, dictating, and a story a story the weekend positively writing
writing to narrate a single from the from the (including reflecting while
event or several loosely weekend weekend an on a positively
linked events, tell about the (including (including illustration)) classmate. reflecting
events in the order in which an an on a
they occurred, and provide a illustration) illustration) classmate.
reaction to what happened.
Grouping: Grouping: Grouping: Grouping: Grouping:
(Independent) (Independent) (Independent) (Independent) (Independent)

Materials: Students
Students Students Students Students
-Journals will finish
will start will will be will finish
-Pencils up their
their continue given a their star of
-Colored pencils/crayons journal
journal their star of the the week
-Poster of sentence starters, entry by
entry journal week writing
sight words, ideas for events making sure
retelling an entry writing page and
-Star of the week page they have
event from retelling an page, they drawing.
their event from said what tell why
weekend. their they wanted they think
weekend. to say, they that the
Students included star of the
will work capitalizatio week is a
to finish n and star and
their punctuation, draw it.
original and their
idea and drawing is
draw it. detailed and
colored in.