Tuesday, Unit 6 Week 3_PS
Focus: Composition
Weekly Goal: I am learning the letters in my last name and can include the beginning sounds when I write words. (W.4)
Objective
(Writing standards)
Focus
Connection
(cross-content i.e. theme or read
aloud story)
Materials
Intro/Model (6 mins)
Shared Writing (4 mins)
(Shared Writing based on shared
experience, high level
engagement for all students)
Closing (1 min)
Strategies for
Differentiation
(i.e. scaffolded materials,
questions, etc.)
SWBAT to generate a class list of land animals that have tails and supply the first sound of these
animals
Letter-sound connections (Beginning letter sounds)
Connected to Social Skill – Observe and use appropriate ways of interacting in a group: Take turns
when talking
Connected to Read Aloud (What Would You Do with a Tail Like This?)
Chart Paper titled – Animals with Tails
This week in Read Aloud, we are reading What Would You Do with a Tail Like This? This is a
nonfiction book all about different kinds of animals that have a tail. Today we are going generate
a list of animals that have a tail. Hmmm… first, I need to think about all of the animals that I
know of. I need to ask myself – What animals have a tail? Before I begin to write, I need to use a
special process – a special step-by-step way to include all of the things a good writer does when
writing and illustrating.
I am going to call on several friends to give us some ideas to add to our list. Almost everyone will
get an opportunity to share or write. If you do not get a turn today, remember, that is a little deal,
you will have a chance another day.
Model/ Shared: The first step is to think. Hmm… What animal do I know that has a tail? I know, I
know that a cheetah has a tail! I am going to write down my words. First I am going to write the
number one, because this is the first animal we are adding to our list. I hear a diagraph at the
beginning of my word. What two letters make the /Ch/ sound? That’s right! C-H. Model writing
Cheetah. Who can think of another animal? Allow student response. I am going to add these
names to the list. Allow students to dictate names of animals with tails and to provide and or
write the beginning letter sound. Students may also come up and write the number and or words
using inventive spelling. Illustrate a simple illustration of each animal beside the words.
Today we practiced being good writers… by THINKING. We worked together to think of a list of
animals that have tails. Sometimes lists can help guide our thinking and writing. We will continue
this project throughout the week. The last step is to share. We are going to read back our list
aloud. When you are reading, you are going to read your words aloud and track them
independently. Guide teacher/student read of list.
Students may use a white board to write down the beginning sound of each animal while the
teacher writes the complete name of each animal on the list
Name: ________________________________

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Name: ________________________________

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