| Objectives | Students will be able to: (1) identify R-blends; (2) decode words with br, cr, fr; (3) spell blend words. |
|---|---|
| Materials | R-blend flashcards, phonics workbooks. |
| Key vocabulary | blend, brown, crab, frog |
| Engage (starter) | (10 min) Tongue twister: "Brown bears brush branches." Identify the starting sounds. |
| Develop (main) | (35 min) 1. Introduce br, cr, fr. 2. Word sorting activity: distinguishing R-blends from L-blends (e.g., clam vs crab). 3. Complete workbook exercises on spelling R-blend words based on pictures. 4. Write sentences. |
| Plenary (close) | (10 min) Dictation of 5 blend words on mini-whiteboards. |
| Assessment | Workbook accuracy and dictation spelling. |
| Teacher notes | Auditory discrimination between L and R blends is key today. |
| Objectives | Students will be able to: (1) define a pronoun; (2) replace nouns with pronouns; (3) select the correct pronoun for a sentence. |
|---|---|
| Materials | Sentence strips, pronoun cards. |
| Key vocabulary | pronoun, replace, he, she, it, they |
| Engage (starter) | (10 min) Say: "Mr. Brown went to Mr. Brown's car so Mr. Brown could drive." Discuss why it sounds repetitive. |
| Develop (main) | (35 min) 1. Introduce pronouns as "noun replacers". 2. Match pronouns to pictures (boy=he, animals=they/it). 3. Practice rewriting sentences on the board using pronouns. 4. Independent practice: rewrite 4 sentences substituting the underlined noun. |
| Plenary (close) | (10 min) Quick fire: Teacher says a noun (e.g., "The girls"), class shouts the pronoun ("They"). |
| Assessment | Correct substitution in independent writing. |
| Teacher notes | Ensure they understand "they" can be for both people and plural objects. |
| Objectives | Students will be able to: (1) identify the beginning, middle, and end of a story; (2) retell the sequence; (3) use transition words. |
|---|---|
| Materials | A familiar folktale (e.g., Anancy story), sequence graphic organizer. |
| Key vocabulary | beginning, middle, end, first, next, finally, retell |
| Engage (starter) | (10 min) Ask students how they get ready for school. Emphasize first, next, last. |
| Develop (main) | (35 min) 1. Read a short, familiar story. 2. Discuss what happened at the start, the main problem in the middle, and the resolution at the end. 3. Model filling out the B-M-E graphic organizer. 4. Students fill out their own organizer with drawings and short sentences. |
| Plenary (close) | (10 min) Have students use their organizers to verbally retell the story to a partner. |
| Assessment | Logical sequencing in the graphic organizer. |
| Teacher notes | Graphic organizers help visually segment the narrative. |
| Objectives | Students will be able to: (1) write a 3-step instructional paragraph; (2) use transition words; (3) punctuate correctly. |
|---|---|
| Materials | Chart paper, writing notebooks. |
| Key vocabulary | sequence, instructions, first, then, last |
| Engage (starter) | (10 min) Act out making a sandwich in the wrong order. Have students correct you. |
| Develop (main) | (35 min) 1. Explain how to write instructions. 2. Co-create a paragraph on the board: "How to brush your teeth", starting sentences with First, Then, Finally. 3. Students choose a topic (e.g., making a bed, drawing a house) and write their own 3-step sequence. |
| Plenary (close) | (10 min) Volunteers read their instructions; the class mimes the actions. |
| Assessment | Use of sequence words and clear steps in writing. |
| Teacher notes | Keep the topics very familiar and simple. |
| Objectives | Students will be able to: (1) substitute pronouns correctly; (2) sequence events; (3) identify R-blends. |
|---|---|
| Materials | Review packet, scissors, glue. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Sing a transition word song/chant. |
| Develop (main) | (35 min) 1. Complete a cut-and-paste sequencing activity. 2. Complete pronoun substitution sentences. 3. Circle the correct blend for the picture. 4. Teacher pulls small groups for reading fluency checks. |
| Plenary (close) | (10 min) Review the pronoun answers together. |
| Assessment | Accuracy on the review packet. |
| Teacher notes | Use reading groups to assess expression taught on Day 8. |