RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Theme: 1 2 3 4 5 6 Selection: 1 2 3 4
Language Arts Objectives
How will I show that I
What will I learn today?
have learned it?
Reading Comprehension: a.) learn the vocabulary RC: a.) write the vocabulary word that
words for the selection. matches the definition and complete a
b.) learn to predict what will happen next in a story vocabulary card for each word. b.) read 394-
and then predict the results of this prediction. 397 and paragraph one on page 398, make a
prediction about what you think Maria will do
next and then predict the results of this
prediction. Write your prediction in your
Day 1 (PB page 213. Samples of the vocabulary cards
can be located in the LA Guide page 9-62.)
Word Work: Spelling – learn the spelling patterns for WW: sort the spelling words by writing each
the sound /k/ is k, ck, and c, /ng/ is spelled nk , and word in the correct category.
/kw/ is spelled qu. (PB page 219.)
Reading Comprehension: predict an outcome in a RC: write details about the story and use the
story based on noting the details in the selection. details to predict what will happen.
(PB page 214. The teacher should complete
section 1 as a model, section 2 for guided
practice, and if the students are ready provide
time to finish sections 3, 4, and 5 independently.)
Word Work: Decoding Longer Words – learn how to WW: read sentences 5-10 and decode the
Day 2 read and write words with the suffix ible. words with the suffix ible, determine if the
sentence is true or false, and write three
additional words at the bottom of the page
ending with the same suffix.
(PB page 218. The teacher should complete
problems 1 and 2 as a model and have the
students do 3 and 4 for guided practice checking
for understanding before having them complete
the page independently.)
Reading Comprehension: RC:
Word Work: Phonics – to use the spelling patterns WW: use decoding skills to locate the
for the sound /k/ k, ck, and c, /ng/ spelled nk , and misspelled words, circle the misspelled words,
Day 3 /kw/ spelled qu to decode words. and write correctly using the correct spelling
(PB page 221, the top half only.)
Writing: Grammar – to learn to use the verb be. W: write if the verb in the sentence indicates
past or present, circle the incorrect use of the
verb in the paragraph, and write the correct
(Writing Resource Center Workbook Plus page
Reading Comprehension: learn to make inferences. RC: write the answer to these two questions,
What kind of relationship does Maria Isabel
have with her classmates? How can you tell?
(Students can write responses in their journals.
Comprehension Skill Lesson/Revisiting the
Text/Spiral Review TE397.)
Day 4 Word Work: Vocabulary Skill – learn to recognize WW: write yes if the underline word contains
inflected endings (-s, -es, -ed, -ing, -er, -est) and how an inflected ending that would be included as
to identify which dictionary entries will have inflected part of a dictionary entry.
forms. (Top part of PB page 222.)
Writing: how to write an opinion paragraph. W: write a draft of an opinion paragraph
writing the topic sentence, three facts/reasons
to support the opinion and a restatement of the
opinion at the end.
(PB page 226.)
Reading Comprehension: predict an outcome in a RC: read the story, My Mean Brother, and
story based on noting the details. write a prediction to questions 2 and 3
providing supporting details.
(PB pages 216-217. The teacher should do
number1 for guided practice and move to
independent practice if the students are ready.)
Word Work: Spiral Review – learn compound words WW: write a contraction for the words written
and contractions. in parentheses, write the two words that make
Day 5 up each contraction, and write four compound
words at the bottom of the paper.
(Writing Resource Center Workbook Plus page
Writing: Grammar – to learn to use the verb be. W: write the correct present or past tense of
the verb be in the sentences for 5-10.
(PB page 223. The teacher should do number 1
and 2 for model practice, sentence 3 and 4 as
guided practice, and move to independent
practice for problems 5-10, if the students are
Reading Comprehension: Spiral Review – learn how RC: list events from the story in the correct
to sequence events. order.
(See the Apply section in the TE411Q.)
Day 6 Word Work: WW:
Writing: Reading-Writing Workshop - learn to make W: write two topic ideas for a persuasive essay
decisions about choosing a topic for writing a and write why these topics would be a good
persuasive essay. topic for a persuasive essay.
(Reading-Writing Workshop - Topics should be
saved and used during the guided practice of the
Reading-Writing Workshop for Theme 4.)
Reading Comprehension: Read Aloud – how to RC: write an answer to this question, Do you
solve problems. think Roberto made a good choice? Why or
(TE 414H question number 3. Students can
respond in their journals.)
Day 7 Word Work: WW:
Writing: Reading-Writing Workshop - learn to write W: write one catchy title for the class
a catchy title for a persuasive essay. persuasive topic.
(Reading-Writing Workshop - The teacher should
identify a few of the catchy titles written in the
student journals to use in a direct instruction
lesson, during the next selection, on how to create
a good catchy title. The Reading-Writing
Workshop is spread throughout the instruction of
Common Assessment(s) for this selection: Common assessments might include: Practice Book pages 211 (problem
solving), 220 (spelling patterns), 224-225 (verb be), Writing Resource Center Workbook Plus pages 55 (verb be), 152-
157 (opinions), Writing Resource Center Reteaching Workbook pages 32 (verb be), 33 (contractions), 103-108
(opinions), Theme Skills Test pages 72-73 (predicting outcomes), 82 (suffix ible), 90 (verb be), and the Selection Test
pages 133-134 (predict/vocabulary)
How will I show that I have learned it?
*Bold = what the students will do.
*Italics = information for the teacher.