| Objectives | Students will be able to: (1) identify digraphs sh and ch; (2) understand that two letters make one sound; (3) read and sort digraph words. |
|---|---|
| Materials | Digraph flashcards (ship, chip), word building tiles. |
| Key vocabulary | digraph, sh, ch, sound, together |
| Engage (starter) | (10 min) Put 's' and 'h' on the board. Make their sounds. Draw a circle around them: "Now they say /sh/!" |
| Develop (main) | (35 min) 1. Introduce sh and ch. Emphasize the difference (continuous vs abrupt). 2. Sort picture cards into "sh" or "ch" columns. 3. Build words using tiles (sh-o-p, c-h-i-n). 4. Complete a worksheet filling in the missing digraph. |
| Plenary (close) | (10 min) Thumbs up/down for digraph identification. |
| Assessment | Correct sorting and filling in of digraphs. |
| Teacher notes | Explain "digraph" simply as "two friends making one new sound". |
| Objectives | Students will be able to: (1) identify present tense verbs; (2) introduce simple past tense (adding -ed); (3) write sentences in the past tense. |
|---|---|
| Materials | Verb cards, timeline graphic. |
| Key vocabulary | verb, past, present, happened, today, yesterday |
| Engage (starter) | (10 min) "Today I jump. Yesterday I... jumped!" Add -ed on the board. |
| Develop (main) | (35 min) 1. Explain present (now) vs past (already happened). 2. Show how adding -ed changes the time (play/played, walk/walked). 3. Match present verbs to their past tense forms. 4. Write 3 sentences about what they did yesterday using -ed verbs. |
| Plenary (close) | (10 min) Share sentences. Emphasize the /t/ or /d/ sound of the -ed ending. |
| Assessment | Correct use of -ed in independent sentences. |
| Teacher notes | Stick to regular verbs for now; avoid irregulars like go/went. |
| Objectives | Students will be able to: (1) define main idea; (2) identify what a short text is mostly about; (3) find one supporting detail. |
|---|---|
| Materials | Short non-fiction paragraphs (e.g., about dogs), umbrella graphic organizer. |
| Key vocabulary | main idea, mostly about, detail, support |
| Engage (starter) | (10 min) Show a bag filled with beach items (towel, sunglasses, sand toy). "What is the main idea of this bag? The beach!" |
| Develop (main) | (35 min) 1. Define Main Idea (the umbrella) and Details (the raindrops). 2. Read a paragraph together. Ask, "What is the author mostly talking about?" 3. Fill out the umbrella graphic organizer on the board. 4. Students read a new short paragraph and write the main idea. |
| Plenary (close) | (10 min) Discuss the answers. Why is a specific detail NOT the main idea? |
| Assessment | Ability to distinguish the overarching topic from a minor detail. |
| Teacher notes | Main idea is a difficult concept; use lots of analogies. |
| Objectives | Students will be able to: (1) define character and setting; (2) brainstorm ideas for a story; (3) write an opening sentence. |
|---|---|
| Materials | Story element anchor chart, brainstorming webs. |
| Key vocabulary | character, setting, brainstorm, story, who, where |
| Engage (starter) | (10 min) Look at a picture book cover. Identify the "who" and the "where". |
| Develop (main) | (35 min) 1. Review that stories need characters (who) and settings (where/when). 2. Use a web to brainstorm ideas for a class story. 3. Have students create their own brainstorm web for a new story. 4. Write the first sentence introducing the character and setting. |
| Plenary (close) | (10 min) Share the opening sentences with a partner. |
| Assessment | Opening sentence includes both a character and a setting. |
| Teacher notes | This prepares them for narrative writing in later weeks. |
| Objectives | Students will be able to: (1) differentiate sh/ch; (2) use past tense verbs; (3) identify the main idea of a passage. |
|---|---|
| Materials | Assessment worksheets. |
| Key vocabulary | assessment, review |
| Engage (starter) | (10 min) Quick movement break and deep breaths. |
| Develop (main) | (35 min) 1. Administer check-in worksheet: read a short paragraph, identify main idea, fill in past tense verbs, and spell 4 digraph words. 2. Teacher monitors and provides reading support if necessary to separate decoding skills from comprehension skills. |
| Plenary (close) | (10 min) Silent reading or educational games. |
| Assessment | Formal check of week 3/4 skills via rubric. |
| Teacher notes | Use data for Term 1 progress reports. |