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					                                           Butterfly House

                                                      Day 1:
                                                   Green Band
                                   VSC: 1.B.2.a Use phonics to decode words
                 Objective: Students will be able to decode grade level words by blending
Word Knowledge
    Direct Instruction
           o Review sound spelling cards
           o Review Sound/spelling cards 33 and 41
           o Point to the words in lines 1-3 and ask the students to read the words together
                    If the students have difficulty reading the word, stop and have the students blend
                       the word until they have pronounced the word naturally
           o Have students read sentence 1 unison twice, the first time with a focus on reading the
               words, and the second time with a focus on reading the sentence smoothly
           o Talk about the lines and the sentences
                    Lines 1-2: All of the words are from the story and provide practice with /a/ words
                       spelled ai_ and a_e. After reading the words, have the students identify the /a/
                       spelling in each word.
                    Line 3: All the words are from the story and provide practice with the suffix –ed.
                       Ask students to identify the base words. Then, have students tell what the suffix –ed
                       means. (The action has already happened).
                    Sentence 1: Have students identify the words in the sentence with /a/ spelled ai_
                       and a_e. (waited, safe, painted). Have a volunteer underline the spelling in each
                       word.
    Developing Oral Language
           o Ask a student to come up to the board and underline a long vowel sound in a word from the
               word lines. Then have the student use the word in a sentence.
           o Ask a rhyming question: “What word rhymes with hops?” (tops) “What word rhymes with
               base?” (face) Have students answer the question with the correct rhyming word from the
               word lines.
    Workshop
           o See workshop chart
                                                    Red Band
 VSC: 2.E.2.a: Make and explain connections made from prior knowledge and experiences within the text
                  2.E.2.c: Set a purpose for reading and identify a text (fiction/non-fiction)
                             2.E.3 (a-j): Use strategies to make meaning from text
    Objective: SWBAT visualize and summarize their reading to increase comprehension by reading
                                                 Butterfly House.
Build Background
    Activate Prior Knowledge
           o Preteach by discussing why someone might show kindness to something in nature. In what
               ways can we show kindness to nature? Have you ever had to let go of something that you
               love because it was the kind thing to do?
           o Ask students to recall what acts of kindness they have read about in this unit so far.
           o Before reading “Butterfly House,” determine what students know about butterflies.
    Background Information
           o Point out to students the unusual line breaks in the story. Tell them that the unusual line
               breaks give the story poetic quality. Encourage them to read the story like a poem – paying
               attention to the phrasing and punctuation, and not pausing after each line break
               necessarily.
           o Bring in some pictures of butterflies to share with the students. Call attention to their
               beautiful colors. Discuss the life cycle of a butterfly as an egg, a larva (caterpillar), a
               chrysalis, and a butterfly.
Preview and Prepare
    Browse
           o Have a student read the title aloud. Point out the names of the author and the illustrator
               and discuss what they do.
           o Have the students preview the selection by browsing the first few pages of the selection,
               including the text and the illustrations.
           o As the students browse, have them search for clues, problems, and wonderings they have
               about the text. Use Reading Transparency 39 to record these observations.
           o Have students read the focus questions aloud.
    Set Purposes
           o Ask students to think about questions that they might have about sharing stories. Remind
               them of the wonderings that they just listed. Ask students what information they want to
               find out from this story, and other reasons that they have for reading the text.
Selection Vocabulary
    Display Reading Transparency 8 before reading the selection to introduce and discuss the
       following words and their meanings
           o Larva: the baby of young form of some insects. A larva has a soft body that looks like a
               worm and has no wings. A caterpillar is the larva of a butterfly.
           o Nectar: the sweet liquid in flowers.
           o Chrysalis: the protective covering around the caterpillar when it is in a sleeping stage while
               changing into a butterfly
           o Transformed: to change how something looks
           o Drift: to move because of wind or water
    Go through and have students read words from the word box, stopping to blend any words that
       they have trouble reading.
    Have students read the sentences on the transparency with teacher
    Use the skills of context, word structure, and apposition to figure out the meanings of words
    Have students guess what the words mean in each sentence, and make sure that the meaning that
       the students came up with fits both sentences.
           o Make sure that students explain how they came up with the answer that they volunteer.
               “What in this sentence tells me…”
    Break words apart to find base words that students will be familiar with.
    After coming up with definitions for each vocabulary word, reread the student definitions, and
       give clues for the words and have students call out the word in the word bank that matches.
Using Comprehension Strategies
    Focus strategy: Summarizing
           o Helps readers to keep track of what they are reading and to focus their minds on important
               information
    Focus strategy: Visualizing
           o Helps readers picture in their minds what is going on in the story to gain a clearer
               understanding
    Focus strategy: Monitoring and Adjusting Reading Speed
           o Helps readers make sure they’ve gotten all of the information by slowing down and
               rereading as necessary
    Focus strategy: Monitoring and Clarifying
        o Helps readers understand the meanings of words and difficult ideas or passages
   Have students track with their fingers as I read the text aloud. (page 156-165)
        o While reading, model focus strategies
Workshop
   Silent reading

                                             Blue Band
                     VSC: 2.D.1.b Spell phonetically regular high frequency words
                     Objective: SWBAT read and spell words with short i in them
Spelling Words
    Trade old for new behavior charts
    Introduce new spelling words for the week
          o fog
          o flop
          o jog
          o off
          o cot
          o spot
          o soft
          o tops
          o drops
          o long
                                                   Day 2:
                                                Green Band
                                 VSC: 1.B.2.a Use phonics to decode words
               Objective: Students will be able to decode grade level words by blending
Word Knowledge
    Direct Instruction
          o Review sound/spelling cards
          o Point to the words in lines 4-5 and ask the students to read the words together
                 If the students have difficulty reading the word, stop and have the students blend
                    the word until they have pronounced the word naturally
          o Have students read sentence 2-3 in unison twice, the first time with a focus on reading the
             words, and the second time with a focus on reading the sentence smoothly
          o Talk about the lines and the sentences
                 Line 4: The words provide practice with plurals. After reading the words, ask the
                    students to identify the singular form of each word. (wing, flower, top, tear) Point
                    to the word wings and ask what it would be if they only had one. (wing) Continue
                    this process until all the plural words have been discussed.
                 Line 5: The selection spelling words provide practice with /o/ and /aw/.
                 Sentence 2: Ask the students which words in the sentence contain /o/ and /aw/.
                    (long, soft)
                 Sentence 3: Ask the students to identify the plural word in the sentence. Have them
                    tell what the singular form of the word is. (flowers – flower)
    Developing Oral Language
          o Ask a student to come up to the board and underline a long vowel sound in a word from the
             word lines. Then have the student use the word in a sentence.
          o Ask a rhyming question: “What word rhymes with hops?” (tops) “What word rhymes with
             base?” (face) Have students answer the question with the correct rhyming word from the
             word lines.
      Workshop
         o See workshop summary table

                                                  Red Band
             VSC: 2.E.2.c: Set a purpose for reading and identify a text (fiction/non-fiction)
                           2.E.3 (a-j): Use strategies to make meaning from text
                    2.E.4.a: Review/restate and explain what the text is mainly about
    Objective: SWBAT visualize and summarize their reading to increase comprehension by reading
                                               Butterfly House.
Summarize Reading from Day Before
Using Comprehension Strategies
    Focus strategy: Making Predictions
         o Making Predictions is something that good readers do when they read.
         o When you make a prediction, you can analyze the information that is given about story
             events and characters and use that to try and figure out what is going to happen next.
         o When you make a prediction, you are trying to figure out the next event or something that
             the characters might say or do
    Focus strategy: Asking Questions
         o When good readers are reading a story, they ask themselves questions about what is going
             on in the story to make sure that they understand it.
    Focus strategy: Monitoring and Clarifying
         o Helps readers understand the meanings of words and difficult ideas or passages
    Have students track with their fingers as I read the text aloud. (page 166-177)
         o While reading, model focus strategies
Discussing the Selection
    Handing off
         o Review rules of handing off
         o Ask questions
                  What does this story have to do with our theme, “Kindness?”
                  What is the most important part of this story?
                  What was difficult to understand?
                  How are the elves being kind?
                  How are the shoemaker and his wife kind to the elves?
                  Will the shoemaker and his wife be kind to other people? Why?
Independent Activity
    Have students complete comprehension Day 2 assessment independently
Workshop
    Have students read independently

                                                 Blue Band
                   VSC: 5.C.2.d Use capital letters to identify nouns and begin sentences
  Objective: SWBAT capitalize proper nouns and sentence beginnings by writing their own sentences
Grammar
Direct Instruction
           o Review what students know about capital letters (they are used for proper nouns – the
              names of people, places, and things.)
           o Tell students that the names of the days of the week, the months of the year, and the first
              word in the greeting of a letter begin with a capital letter also.
           o Use Language Arts Handbook pages 236-237 for examples of rules for capitalization
           o Examples of capitalization: Write on the board
                     Days of the week: Monday, Wednesday, Saturday
                     Months of the year: June, April, December
                     Greetings in a letter: Dear Melissa
Guided Practice
    Go over Comprehension and Language Arts Skills page 36 together as a class. Make sure to
       explain that when you are editing, you need to make marks to show the writer how they can fix
       their work.
Independent Practice
    Have students complete page 37 independently.
Day 3:
                                                   Green Band
                                   VSC: 1.B.2.a Use phonics to decode words
                  Objective: Students will be able to decode grade level words by blending
Phonics and Fluency
    Direct Instruction
           o Review sound/spelling card 37
           o Point to the words in lines 1-5 and ask the students to read them together. If students have
               difficulty reading a word, stop and blend the word until the students are able to pronounce
               it naturally. Tell students that blending is an important strategy for figuring out unfamiliar
               words.
           o Have the students read each sentence twice – the first time to make sure they know the
               words, the second time for smooth, fluent reading.
                    Talk about the words and the sentences
                            Line 1: The words provide review with /e/ spelled e and e_e. Have the
                               students say each word and clap the syllables. Then ask the students to
                               identify which syllable contains the long e sound.
                            Line 2-4: All the words are from the story and provide review with /e/
                               spelled ee, ea, and _y. Ask students to identify the /e/ spelling in each word
                               by underlining the spellings on the board.
                            Line 5: The words provide review with /e/ spelled _ie_.
                            Sentence 1: Ask the students to identify the words in the sentence with /e/
                               spelled ea. (creature, leaf)
                            Sentence 2: Have students identify the words in the sentence with /e/
                               spelled ee. (trees, breeze)
                            Sentence 3: Have students identify the words with /e/ spelled _y and _ie_ in
                               the sentence. (scary, movies)
    Developing Oral Language
           o Ask a student to underline a long vowel spelling in a word from the word lines, then read
               the word and use it in a sentence.
           o Make up sentences using words from the word lines. Ask students to fill in the blanks by
               pointing to and reading the words on the words lines.
                                                    Red Band
 VSC: 2.E.2.a: Make and explain connections made from prior knowledge and experiences within the text
                  2.E.2.c: Set a purpose for reading and identify a text (fiction/non-fiction)
                             2.E.3 (a-j): Use strategies to make meaning from text
                Objective: SWBAT be able to show sequencing using the text Butterfly House
Focus Comprehension Skill
Sequencing
    Introduction to New Material
           o Definition: Sequence is the order that something happens in
         o Many times, this can be written as a list
         o Use time words (tonight, tomorrow) or order words (first, second, then, next)
    Guided practice
         o We will write the steps for getting ready for school
    Independent Practice
         o Students will write the steps for making a peanut butter and jelly sandwich
Second Read
    Reread story as a class
Guided Activity
    Go through comprehension assessment Day 3 with students, making sure that they understand
      how to answer the questions correctly.
Workshop
    Students will read independently

                                                  Blue Band
             VSC: 2.C.2.d Use capital letters to identify proper nouns and to begin sentences
                      Objective: SWBAT start all sentences by using a capital letter
Writing
   Read Language Arts Handbook pages 68-71 to introduce the friendly letter writing form.
   Show a model of good writing: Language Arts Transparency 1.
   Teacher model: Inspiration: “I want to write a friendly letter to a friend or relative telling about
      someone who showed me kindness, just like in ‘Butterfly House’. I’ll think of someone who has given
      me an unexpected gift.”
   Brainstorming
         o Using kindness in the selection as a springboard for ideas, encourage students to suggest
            ideas for friendly letters. Make a list of ideas on the board. Have students write ideas in
            their Writer’s Notebooks in the Writing Ideas section.
   Guided Practice
         o Have each student choose an idea to develop. Make sure the ideas are about an unexpected
            gift they gave or received.

Day 4:
                                              Green Band
                               VSC: 1.B.2.a Use phonics to decode words
                Objective: Students will be able to decode grade level words by blending
Dictation
    Direct teaching
          o Have students take out their composition notebooks. Have them open to the next blank
            page and write “Dictation” and the date at the top of that page.
          o Follow this procedure with the dictation words:
                 Say the word
                 Use it in a sentence
                 Repeat the word
                 Have the students say the word and identify the spellings in each sound.
                 At the end of the line, write the word on the board and have students correct them
                   in their notebooks.
          o For the sentence, say the sentence as a whole, and dictate one word at a time. Write the
            sentence on the board and have the students proofread. Students should check for spelling,
            capitalization, and punctuation.
                                              Red Band
 VSC: 2.E.2.a: Make and explain connections made from prior knowledge and experiences within the text
          2.E.2.b: Make predictions or ask questions about the text by examining the title, cover,
                         illustrations/photographs/text, and familiar author/topic.
                 2.E.2.c: Set a purpose for reading and identify a text (fiction/non-fiction)
                             2.E.3 (a-j): Use strategies to make meaning from text
         Objective: SWBAT demonstrate knowledge of sequencing using the text Butterfly House
Second Read
    Have students stay at their desks and pick out examples of sequencing in the story
Independent Activity
    Allow students 15 minutes to complete comprehension assessment Day 4 independently.
Workshop
    Students will use their instructions on how to make a pb&j to actually make a pb&j
                                                    Blue Band
VSC: 4.1.a-c Compose texts using the prewriting and drafting strategies of effective writers and speakers
                     Objective: SWBAT brainstorm ideas to compose a friendly letter
Direct Teaching
    Review ideas for the friendly letters from Day 1
    Make a list on the board of everyone’s ideas. Have students work together in a group to organize
       their ideas
    Remind students to think about who is going to read their letter and why they are writing a letter
Independent Practice
    Have students complete the audience and purpose section in their Writer’s Workbook on page 14.
       Students should begin to complete the graphic organizer on page 15 also.

Day 5:
                                              Green Band
                               VSC: 1.B.2.a Use phonics to decode words
                Objective: Students will be able to decode grade level words by blending
Decodable
    Read the decodable Badger and the Drum
          o Review the high frequency words on the word wall
          o Have students identify the word, say it, and use it in a sentence.
    Allow students to read each page to themselves, walk around and answer questions about words
       that are difficult.
    Have students track on their decodables while the entire class reads the book chorally.
                                                 Red Band
                                              Poetry Lesson
                                                Blue Band
                        VSC: 2.D.1.b Spell phonetically regular high frequency words
            Objective: SWBAT read and spell words with long a by frequently reviewing them
Spelling Test
    Administer spelling test
    Have students write the name and date on their papers
    Have students label their papers 1-10 along the side
    Students will be expected to remain silent throughout the duration of the test
    Say the word, use the word in a sentence, say the word again
    Once the test is over, allow students to ask about words that they may have missed

				
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