What are we learning this week in ELA?
5/22-5/25:
Tuesday: Long-vowel spellings; /th/, spelled th; /j/, spelled ge and gi. Read and Respond: Read Aloud, Discuss Read Aloud. Writing: Write Picture Books. Grammar: Possessive Pronouns.
Wednesday: Review: short-vowel sounds. Read and Respond: Asking questions, monitoring and clarifying, comparing and contrasting. Writing: Revise picture book. Grammar: Possesive Pronouns.
Thursday: Introduce /aw/, spelled a. Review: /m/, spelled mb. Read and Respond: Making connections, summarizing, sequence. Writing: plan/ideas of make believe stories. Grammar: Possessive Pronouns.
Friday: Review short i and long i spelling; /e/, spelled _ea_. Decodable Reader: Superhero to the resuce. Read and Respond: Asking questions, monitoring and clarifying, comparing and contrasting. Grammar: Possessive Pronouns.
5/15-5/18:
Tuesday: Spelling Test 28 (Homework due today). Introduce /aw/, spelled augh; review long e, spelled _y. Decodable book: Naughty Max. Read and Respond: comprehension strategies, visualize, action words. Writing: Personal Narrative. Grammar: possessive pronouns.
Wednesday: Introduce /aw/, spelled ough; review /n/, spelled n and kn;/l/, spelled _le. Decodable book: Bob Thought. Read and Respond: read aloud, discuss read aloud. Writing: Personal Narrative. Grammar: possessive pronouns.
Thursday: Review /n/, spelled kn_; /ng/, spelled _ng; /aw/ spellings. Read and Respond: making connections, summarizing, sequence. Writing: Getting ideas and planning- picture books. Grammar: possessive pronouns.
Friday: Review /j/ and /g/ sounds; /r/, spelled wr_; /f/, spelled ph. Read and Respond: asking questions, monitoring and clarifying, comparing and contrasting. Writing: write and revise picture book. Grammar: possessive pronouns.
5/8-5/11:
Tuesday: Spelling Test 27 (Homrework due today). Review long-vowel sounds. Review /j/, spelled ge, gi_. Read and Respond: monitor and clarify, make connecctions. Writing: write personal narrative.. Grammar: pronouns.
Wednesday: Review /au/, spelled aw; au_. Read and Respond: Check for comprehension. Writing: getting ideas/plan personal narrative. Grammar: pronouns.
Thursday: Review long a, spelled ai_, _ay; long oo. Read and Respond: comprehension skills. Writing: write personal narrative.
Friday: Review oo, spelled oo; /aw/, spelled aw; au_; /0w/, spelled ow; ou_. Read and Respond: Comprehension strategies. Writing: Revise Personal Narrative. Grammar: Speaking Clearly.
5/1-5/4:
Tuesday: Spelling Test 26 (Homework due today). Review long u spelled u, _ew, u_e, _ue. Read and Respond: summarize, cause and effect, predicting, linking selection, exploring concept vocabular, expanding the concept. Grammar: Past tense verbs. Writing: Getting Ideas: Report.
Wednesday: Review /ow/ spellings with short and long vowel sounds. Read and Respond: build background, preview and prepare, selection vocabulary, oral reading, comprehension strategies, beyond the text. Grammar: past tense verbs. Writing:Write personal narrative.
Thursday: Spelling word sorting. Vocabulary: Antonyms. Read and Respond: choral reading, comprehension strategies, strategies use, discuss the selection, concept connection, meet the author/illustrator, comprehension skills. Grammar: past tense verbs. Writing: Revise, check and share.
Friday: Spelling long u sounds. vocabulary: antonyms. Reading and Respond: comprehension skills, check comprehension, review selection vocabulary, locating information. Grammar: Past tense verbs.
4/23-4/27:
Tuesday: Spelling Test 25 (Homework due today). Review /oi/;/r/, spelled wr_; /f/, spelled ph. Decodable book: The secret sauce. Sight words: answered, eyes, grandma's, mother, someday. sugar, sure, won. Read and Respond: Retell favorite story. Grammar: Past tense verbs.
Wednesday: Review: Short-vowel spellings; long o, spelled o_e, _oe, oa_, _ow. Read and Respond: Discuss the reading aloud. Grammar: Past tense verbs.
Thursday: Review: Short and long vowel spellings. Read and Respond: Choral reading, predicting, summarizing, cause and effect. Grammar: Past tense verbs
Friday: Review long u, spelled u, _ew, u_e, _ue. Read and Respond: summarize, cause and effect, predicting, linking selection, exploring concept vocabulary, expanding the concept.
4/17-4/20:
Tuesday: Spelling Test 24 (Homework due today). Review oo sound. Review /n/, spelled n, kn. Read and Respond: visualize, make connections, sequence. Print awareness: End punctuation. Vocabulary: Rhyming Words. Writing: Getting ideas: Reports. Grammar: Review of commas in a series and capitalization: cities and states.
Wednesday: Comparatives (-er and -est). Read and Respond: monitor and clarify, ask questions, classify and categorize, making inferences. Writing: Plan Report. Grammar: review of commas in a series and capitalization: cities and states.
Thursday: Introduce /oi/, spelled oi, _oy. Decodable book: The Choice and Roy and Big Boy. Sight words: everyone, friends, learned, lived, loved, should. Read and Respond: monitor and clarify. ask questions, reality and fantasy. Writing: Write Report. Grammar: review of commas in a series and capitalization: cities and states.
Friday: Introduce /r/, spelled wr_. Decodable book: Little Wren's Surprise, Bookworm, and Oscar the bear. Sight words: lived, wrong, says, bear. Read and Respond: ask questions, summarize, predict, sequence. Writing: Revise Report. Grammar: review of commas in a series and capitalization: cities and states. Presenting: Staying on topic.
4/10-4/13:
Tuesday: Review long oo and short oo spelled oo; ow spelled ow, ou_; long o. decodable book: Our Town Garden. Read and Respond: monitor and clarify, predict, making connections, main idea, compare and contrast. Grammar: Capitalization: Cities and states.
Wednesday: Introduce /aw/, spelled aw, au_. Decodable books: Paul and the crab and Gramps likes to draw. Read and Respond: monitor and clarify, predict, making connections, main idea and details. Grammar: Capitalizations: cities and states.
Thursday: Review /ow/, spelled ou_ , ow; /aw/, spelled au_, aw. Read and Respond: monitor and clarify, making connections, predicting, main ideas and details. Print Awareness: ellipses. Grammar: Capitalization: Cities and States.
Friday: Introduce /n/, spelled kn_. Decodable book: The knight who did not know. Sight words: any, many. Read and Respond: monitor and clarify, predicting, main idea and details. Print Awareness: Exclamation Points. Grammar: Interacting: Asking Questions.
3/27-3/30:
Tuesday: Spelling Test Lesson 23. Introduce long oo, spelled oo, _ue, u_e, _ew, u. Decodable books: Flute Music, The tv crew and Ruby tells the truth. Sight words: gone, says, through, book, clouds. Grammar: comma in a series. Writing: Introduce book report.
Wednesday: short oo, spelled oo. Decodable book: Who took my book? Sight words: friend, heard, oh, school, should. Read and Respond: monitor and clarify, ask questions, summarize, clarify and categorize. Writing: Plan book report. Grammar: Commas in a series.
Thursday: Review /oo/ and long /oo/sounds. Read and respond: ask questions, summarize, monitor and clarify, main idea, classify and categorize. Writing: book report. Grammar: Commas in a series.
Friday: Introduce /ow/, spelled ou_. Decodable book: Max the grouch. Sight words: friend, hour, loved. Read and Respond: monitor and clarify, summarize. Print awareness: captions. Writing: Check and share book reports.
3/20-3/23:
Tuesday: Spelling Test Lesson 22. Introduce long u, spelled _ew and _ue. Decodable books: Mew, Mew and Who will rescue the cat. Reada and respond: making connections, monitoring and clarifying, summarizing, cause and effect. Print awareness: verbs. Grammar: Informal and formal language. Writing: Plan/write summary.
Wednesday: Review general blending. Decodable book: I will be a firefighter. Sight words: someone. Read and respond: retell a favorite story. Writing: revise summary.
Thursday: Introduce long oo, spelled oo, _ue, u_e, _ew, u. Decodable books: Leo the Lion, Sue's clues, Flute Music, The tv crew and Ruby tells the truth. Sight words: across, eyelids, gone, says, through, book, clouds. Grammar: comma in a series. Writing: Introduce book report.
Friday: short oo, spelled oo. Decodable book: Who took my book? Sight words: friend, heard, oh, school, should. Read and Respond: monitor and clarify, ask questions, summarize, clarify and categorize. Writing: Plan book report. Grammar: Commas in a series.
3/13-3/16:
Tuesday: Spelling Test Lesson 21. Review long a, spelled ai_; long e spelled ea, _y, _ie_; long i. Decodable: The King who was late. Sight words: answer, mayor, message, tonight. Read and Respond: visualize, make connections and summarize. Writing: Learn about labels.
Wednesday: Introduce long i, spelled _y and _ie. Decodable book: make connections, predict, cause and effect and make inferences. Grammar: Review adjectives and verbs. Writing: Labels.
Thursday: Introduce long o, spelled _oe. Decodable book: Why, Bly? and Dean's Pies. Sight words: says. Read and Respond: make connections, ask questions, monitor and clarify, main ideas and details. Print awareness: naming words. Grammar: adjectives and verbs review. Writing: getting ideas: summary.
Friday: Introduce long o, spelled oa_ and _0w. Decodable book: Load the boat and It will not snow. Sight words: pretty. Read and respond: make connections, monitor and clarify, summarize and sequence. Print awareness: compound words. Grammar: Review adjectives and verbs. Writing: plan summary.
3/6-3/9:
Tuesday: Spelling Test Lesson 20. Introduce long e, spelled _y and _ie. Decodable books: The city bus and Nellie and Charlie. Sight words: every, onto. Read and Respond: visualize, monitor and clarify, compare and contrast. Writing: Getting Ideas and planning signs. Grammar: verbs.
Wednesday: Long vowel followed by r. Read and respond: making connections, summarizing, cause and effect. Writing: Write and revise signs. Grammar: verbs.
Thursday: Introduce long a, spelled ai_ and _ay. Decodable books: Craig sails and No way. Sight words: comes, oh, should, stay. Read and respond: summarizing, making connections, cause and effect. Print awareness: long dashes. Grammar: verbs.
Friday: Introduce long i, spelled igh. Decodable books: The oppossum at night. Sight words: tonight. Read and Respond: Summarizing, making connections, cause and effect. Grammar: Clear Speech.
2/28-3/2:
Tuesday: Spelling Test Lesson 19. Review long e, spelled e and e_e. Read and respond: Work on monitoring and clarifying, making connections, asking questions, finding the main idea and details. Writing: Writing about a process. Grammar: Adjectives.
Wednesday: Introduce long e, spelled ee and ea. Decodable: The bee and the deer and Dragons don't get colds. Sight words: about, gone, oh. Read and respond: asking questions, making connections, main idea and details. Writing: Plan writing instructions.
Thursday: Introduce long e, spelled _y and _ie. Decodable books: The city bus and Nellie and Charlie. Sight words: every, onto. Read and Respond: visualize, monitor and clarify, compare and contrast. Writing: writing instructions. Grammar: verbs.
Friday: Long vowel followed by r. Read and respond: making connections, summarizing, cause and effect. Writing: revise writing instructions. Grammar: verbs.
2/21-2/24:
Tuesday: Spelling Test Lesson 18. Introduce /j/, spelled ge and gi_. Decodable books: Gem gets a bath and Magic pages. Sight words: done, ear, watch. Elaborate sentences in friendly letter. Check and share.
Wednesday: Introduce long e, spelled e and e_e. Decodable books: A gift for me and Pete and Steve compete. Read and Respond: work on using comprehension strategies, making connections, and asking questions. Writing: "My favorite project." Grammar: Adjectives.
Thursday: Phonics: review. Decodable books: Steve sells vans. Writing: "My favorite project." Grammar: Adjectives.
Friday: Review long e, spelled e and e_e. Read and respond: Work on monitoring and clarifying, making connections, asking questions, finding the main idea and details. Writing: "My favorite project." Grammar: Adjectives.
2 /14-2/17:
Tuesday: Spelling Test. Introduce /v/, spelled v. Decodable books: At the vet. Sight words: again, today, says. Continue to work on monitoring, clarifying, asking questions, making connections and drawing conclusions. Plan friendly letter.
Wednesday: Introduce long u, spelled u and u_e. Decodable books: Music and Muse the Mule. Sight words: book, says. Writing: Write Friendly Letter.
Thursday: Introduce /j/, spelled ge and gi_. Decodable books: Gem gets a bath and Magic pages. Sight words: done, ear, watch. Elaborate sentences in friendly letter. Check and share.
Friday: Introduce long e, spelled e and e_e. Decodable books: A gift for me and Pete and Steve compete. Read and Respond: work on using comprehension strategies, making connections, and asking questions. Writing: Check and share friendly letter.
2/7-2/10:
Tuesday: Spelling Test. Introduece long o, spelled o and o_e. Decodable books: Bo and Mo and The cold troll. Sight words: once, read, stove. Continue working on monitoring, classifying, asking questions, and drawing conclusions. Learn the parts of a friendly letter. Review end punctuation and capitalization.
Wednesday: Review long-vowel spellings. Decodable books: Rose takes a hike. Sight words: goes, says. Continue to work on making connections, monitoring and clarifying and drawing conclusions. Plan a friendly letter. Review end punctuation and capitalization.
Thursday: Review long vowel sounds. Continue to work on monitoring and clarifying, making connections, and drawing conclusions. Write a friendly letter. Review end punctuation and capitalization.
Friday: Introduce /v/, spelled v. Decodable books: At the vet. Sight words: again, today, says. Continue to work on monitoring, clarifying, asking questions, making connections and drawing conclusions. Work on elaborating sentences in a friendly letter.
1/31-2/3:
Tuesday: Introduce /s/, spelled ce and ci_. Decodable books: Lance's Dragon and A stencil and a pencil. Sight words: give and use. Work on summarizing, visualizing, finding the main idea and details. Look at the structure of a personal letter. Continue to work on end punctuation.
Wednesday: General review of letters and sounds studied. Work on visualizing, summarizing, finding main ideas and details. Write a thank you note.
Thursday: Introduce long i, spelled i and i_e. Decodable book: The Pilot and Spice Cake. Sight words: please, giant. While reading we will work on visualizing, summarizing, finding the main idea and details. We will check and share our thank you note.
Friday: Introduce long o, spelled o and o_e. Decodable books: Bo and Mo and The Cold Troll. Sight words: once, read, stove. While reading we will monitor, classify, ask questions, and draw conclusions. We will begin looking at friendly letters. There will be a review of end punctuation and capitalization.
1/24-1/27:
Tuesday: Review /y/, spelled y_. Decodable book: The king of Purple. Sight words: eating, look, saw, some. Work on summarizing, visualizing, finding the main idea and details. Write a thank you note. Continue to work on end punctuation.
Wednesday: Introdduce long a, spelled a and a_e. Decodable books: Mason's big hat and Gull and Crane. Sight words: says, together, across. Work on visualizing, summarizing, finding the main idea and details. Look for time words. Write a thank you note. Continue to work on end punctuation.
Thursday: Introduce /s/, spelled ce and ci_. Decodable books: Lance's Dragon and A stencil and a pencil. Sight words: give and use. Work on summarizing, visualizing, finding the main idea and details. Look at the structure of a personal letter. Continue to work on end punctuation.
Friday: General review of letters and sounds studied. Work on visualizing, summarizing, finding main ideas and details. Write a thank you note.
1/17-1/20:
Tuesday: Introduce /ng/ sound, spelled -ng. Decodable book: Hank the crank. Sight word: way. Work on predicting, classifying and categorizing as we read. Write an invitation. Continue to work on capitalization.
Wednesday: Introduce /kw/ sound, spelled qu. Decodable book: Quinn's Pond. Continue to work on predicting, classifying and categorizing. Write an invitation. Learn from pictures.
Thursday: Introduce /y/, spelled y-. Decodable book: The Stand. Sight word: around. Continue working on predicting, classifying and categorizing. Write an invitation. END OF THE SEMESTER
Friday: No School.
1/10-1/13:
Tuesday: Introduce /w/ spelled w, introduce /hw/spelled wh. Decodable reader: Wendell's pets and The whiz Sight words: book, wiggled, ride. Continue to work on visualizing, comparing and contrasting. Work on ordering words for learning logs. Learn from words.
Wednesday: Introduce /er/ spelled er, ir, ur. Decodable reader: Garden sisters, Whir and stir and A blur with fur. Sight words: they, we, white, little, now. Work on learning logs.
Thursday: Review short-vowel sounds. Decodable reader: Chirp and Scat, Little Pat, Just a Nickel. Sight words: been, could, live, very, over, go. Work on writing an invitation. Work on capitalization.
Friday: Introduce /k/ spelled k. Decodable book: Kim's trip. Sight words: heard, watch. Work on classifying, predicting, and categorizing as we read. Continue to work on capitalization. Work on writing an invitation.
1/3-1/6:
Tuesday: Review /sh/ and /th/. Decodable reader: Panda Band. Sight words: both, wish. Work on summarizing, comparing and contrasting. Write lists in journals.
Wednesday: Listen for vowel sounds. Introduce /ch/, spelled ch, .tch. Decodable reader: Chuck's chest. Patch gets a ball. Work on asking questions, summarizing, comparing and contrasting. Work on ellipses. Write learning logs. Review Possessive, singular and plural nouns.
Thursday: Introduce /ar/, spelled ar. Decodable reader: Grab a star. Sight words: asked, away. Work on asking questions, summarizing, comparing and contrasting. Review possessive, singular and plural nouns.
Friday: Review short vowel sounds. Decodable book: A lamb on a limb. Sight word; how. Work on visualizing, comparing and contrasting. Work on recognizing capital letters. Review possessive, singular and plural nouns.
12/13-12/16:
Tuesday: Spelling test. Review /z/ spelled z, -zz, /u/, /o/o/; clarify, classify, categorize a story. Look at figurative language. Discuss singular and plural nouns.
Wednesday: Review short vowel spelling, introduce /sh/ spelled sh. Ask questions, summarize, compare and contrast and recognize a sentence in our reading. Work on writing in a journal. Discuss singular and plural nouns
Thursday: substitute /sh/. Summarize, ask questions, compare and contrast the story. Look at exclamation points and figurative language. Work on writing a list in a journal. Work on speaking clearly.
Friday: Field trip= no ELA class today!
No spelling words this week! Enjoy your break!
12/6-12/9:
Tuesday: sound review, introducing the sound of e, predicting, classifying, categorizing and making lists
Wednesday: review short vowel sounds, predicting, categorizing, making lists and placing events in order
Thursday: dictating to the teacher using sounds learned, introducing the sound of x, using comprehension strategies, building comprehension skills and writing a list for another person
Friday: Reviewing short vowel sounds, introducing the sound of z, spelled z, ozz and -s; classifying and categorizing information, writing in journals, singular and plural nouns
11/15-11/18:
Tuesday: counting syllables and words, blending, segmentation, the sound of r, writing descriptions, antonyms
Wednesday: initial sound review, blending, segmentation, the sound of u, antonyms
Thursday: blending/segmentation, the sound of g, writing
Friday: sound review, blending/segmentation, listening for a, i, and u, writing
11/8-11/10:
Tuesday: vowel review, blending, the sound of c, checking our writing
Wednesday: Blending, reviewing short vowels, checking our writing
Thursday: the sound of ck, share our writing
Friday: Veteran's Day (no school)
11/1-11/4:
Tuesday: blending words, review letter sounds, revising our writing
Wednesday: blending/segmenting words, the sound of d, check our writing
Thursday: Blending words, the sound of o, check our writing
Friday: Blending words, the sound of b, discussing main idea, check our writing
10/25-10/28
Tuesday: blending words, the sound of i, adjectives
Wednesday: blending/segmenting words, the sound of n, revising our writing, adjectives
Thursday: blending words, phoneme (letter sounds) review, the sound of l, revising our writing, using illustrations to help retell a story.
Friday: Nevada Day! No school
Spelling words for the week are on spelling words post.
*Subject to change
