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Unit 5 Week 4 The Little Engine that CouldUnit Theme: How do people get from here to there?

ELL Planning SheetHigh Frequency Words: what, said, wasNew Phonics Skills: Uu /u/Grammar: NounsAmazing Vocabulary: engine, tracks, passenger, roundhouse, mountain, valleyStory Vocabulary: jolly (pg. 4-5) cars (pg. 4-5), berths (pg. 16-17) , rusty (pg. 24-25), merrily (pg. 28-29)

Activity Monday Tuesday Wednesday Thursday FridayBuilding

Background Knowledge

Activate Prior Knowledge:Poster 28 Poster Talk-Through Poster activities Day 1Video: The Little Engine That Could Part 1; Part 2; Part 3

Poster 28 Day 2I’d Be Happy If

Vocabulary(Amazing Words

AndStory Vocabulary

Tier II and III)

Talk with me/Sing with me Chart 28 A/B:engine, tracks, passenger, roundhouse, mountain, valley

Talk with me Chart 28 engine, tracks, passenger, roundhouse, mountain, valley

Talk with me Chart 28 engine, tracks, passenger, roundhouse, mountain, valley

ReadingComprehension

The Little Engine That CouldPicture walk – tell in own words – do not read text.As tell story quickly point out meanings of above story voc.

Re-read: The Little Engine That CouldPlot pg 203

Re-read: The Little Engine That CouldPlot pg 212 problem/solution

Re-read: The Little Engine That CouldPlotSentences in order

The Little Engine That CouldNarrative text retell graphic organizer

Unit Connection

GrammarWriting

Noun:3 column chart (person, place, thing) fill in person column and students write

Noun:3 column chart (person, place, thing) fill in place column and students write

Noun:3 column chart (person, place, thing) fill in thing column and students write

NounPractice Workbook pg. 40

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http://www.youtube.com/watch?v=Oh2La61WrQU&feature=related

http://www.youtube.com/watch?v=tKmMptkGNPw&feature=related

http://www.youtube.com/watch?v=g-0Xh-lyKs4




sentence_____ is at the train.

sentenceI go to ______.

sentenceI see _____.

High FrequencyWords

what, said, wasSpellFlash Cards

what, said, wasSentencesFlash Cards

what, said, was Speaking Practice –Sentences –Poster 28 day 3 (modify)“What was said? Point to person on poster – verbalize what they might sayFlash Cards

what, said, wasFlash CardsFind HF words in Decodable Reader: Jan at the Fair

what, said, wasFlash Cards

Spelling(Phonics)

Uu /u/Phonemic Awareness pictures initial/middle sort (gum, nut, tub, puzzle, bubble umbrella, us, up, under )segment/ blend (rub, tug, hum, pup, sub)

Uu /u/Phonics -Discriminate initial sound (umbrella, bat us, car, sit, up, team, under,)Blend (pals, hum, mud)

Uu /u/Phonics Change sound (tab/tub, big/ bug, pop/pup, hem/hum

blend (drop, drum, grin)

Uu /u/Phonics - spelling(bug, tug, rug)

Uu /u/Phonics- spelling(cup, pup, bus, cub)

Readers Phonic Reader: Jan and Gus(keep to re-read on Day 3)

Re-read Phonics Reader: Jan and Gus

Decodable Reader: Jan at the Fair(keep to re-read on Day 5)

Decodable Reader Jan at the Fair

Unit 1 Proposed Assessment Plan

Measure Frequency AssessorHigh frequency words weekly Classroom teacher

Verbal retell weekly Classroom teacher

Writing CBM biweekly ELL tutor2


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Day 1High Frequency Words: what, said, wasNew Phonics Skills: Uu /u/Grammar: NounsAmazing Vocabulary: engine, tracks, passenger, roundhouse, mountain, valleyStory Vocabulary: jolly (pg. 4-5) cars (pg. 4-5), berths (pg. 16-17) , rusty (pg. 24-25), merrily (pg. 28-29)

BuildingBackground Knowledge

Poster 28 Poster Talk-through – read aloud and point as you describe the poster. Have

students repeat the underlined words in the script, after you say them and identify on the poster.

Students need to respond to the following questions with one of the embedded answer choices or complete sentence as modeled.

Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

o Is this how people dress today or a long time ago? This is how people dressed a long time ago.

o What type of transportation is this? This is a train.o Point to the wheels. Do you know what these are called? Wheelso What transportation do we have today that has wheels? Bus, car, bike…o Point to the family with the little girl. Does this family look happy or sad

about getting on the train. The family looks happy about getting on the train.

o What does the girl have in her bag. The girl has a book, a ball, and some dolls.

o Why do you think the girl has toys in her bag? The girl has toys in the bag because…….

o Show me where you think this train is going.o The train is going over the mountain. Say it with me…. The train is going

over the mountain.Video: The Little Engine That Could Part 1; Part 2; Part 3

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Display Talk with Me Chart 28 A “This week we will be talking trains and transportation.”

Point to the engine. This is part of a train.o It is called an engine.o The engine makes the train move.o What does the engine do? It makes the train move.o What do we call the part of the train that moves the train? An engineo A car has an engine.o What does the car engine do? The car engine makes the car move.o Can you think of other transportation that has an engine? Trucks,

helicopters, bus, motorcycle…. These are tracks.

o A train travels on the tracks.o What travels on tracks? A traino What does a train travel on? Trackso Have you ever seen tracks?

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http://www.youtube.com/watch?v=Oh2La61WrQU&feature=related

http://www.youtube.com/watch?v=tKmMptkGNPw&feature=related



This person is getting on the train to go for a ride.o A person who goes for a ride is called a passenger.o What is a passenger? A passenger is someone who goes for a ride.o What do we call a person who goes for a ride? A passenger

A round house is a place where trains turn around and wait until their next trip.o What is a round house? A place where trains turn around and wait for

their next trip.o What do we call a place where train turn around and wait for their next

trip? A round house This is a picture of some mountains.

o A mountain is a very tall hill.o What is a mountain? A very tall hill.o What do we call a very tall hill? A mountain

Sometimes two mountains are beside each other.o The low part of the land that is between the mountains is called a

valley.o Where is a valley? A valley is between two mountains.

Reading Comprehension

Display The Little Engine that Could I see a train engine with a smiling face. The title of this book is The Little Engine

that Could . Who do you think this book will be about? Do a picture walk, story tell of the book. For this first read do not read the text.

You may want to read the repeated parts of the text, for example: good little boys and girls over the mountain, I think I can, I thought I could….

For the following pages stop to do a quick explanation of some of the wording that is a little different than what we use today.

o jolly (pg. 4-5) - means happy and cheerfulo cars (pg. 4-5) – parts of the train that are not the engine/car we drive

on the streeto berths (pg. 16-17) - bedso rusty (pg. 24-25) –when metal gets old and starts to break aparto merrily (pg. 28-29) - cheerful

Grammar and Writing

High FrequencyWords

What, said, was Here are this week’s high frequency words.

o This word is what. What word? Whato Spell the word what… w-h-a-to A sentence with the word what is….”What will the good boys and girls

play with? ”o Ask students to use what in a sentence.

This word is said. What word? saido Spell the word said…s-a-i-do A sentence with the word said is….”She said I thought I could. ”o Ask students to use said in a sentence.

This word is was. What word? waso Spell was w-a-so A sentence with the word was is….”Was the clown happy? ”

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o Ask students to use was in a sentence.

Second TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonemic

Awareness/ Phonics)

Uu /u/Today we will learn a new sound. Listen and watch as I say the sound: /u/, /u/, /u/.

o Please say the /u/ sound……/u/ /u/ /u/o Say umbrella…umbrella. What sound do you hear at the beginning of

the word umbrella? /u/o Say gum…gum. What sound do you hear in the middle of the word

gum? /u/o Which word has the /u/ sound at the beginning, umbrella or gum?

umbrellao Which word has the /u/ sound in the middle, umbrella or gum? gum

Show the umbrella and gum T-chart.o Have students say the words with you as you point to the pictures.o Show the other picture cards one at a time.

Say the word and have students repeat. Have students identify the position of the /u/ sound. Pass out pictures and have students sort on the umbrella gum T-

chart. (gum, nut, tub, puzzle, bubble umbrella, us, up, under ) Use three fingers to help children see the number of sounds you say while

segmenting a word. Model then have students repeat.o Segment the word rub . Hold up fingers as you say the individual sounds.

“rub: r - u - b”o Say it with me. rub: r - u - bo You (Students) do it. rub: r - u - b

Repeat with the following words: tug, hum, pup, subReaders

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Background Knowledge

Poster 28 Day 2 Follow instructions to play: I’d be happy if…

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)


Point to the engine.o It is called an engine.o The engine makes the train move.o What does the engine do? It makes the train move.o What do we call the part of the train that moves the train? An engine

These are tracks.o A train travels on the tracks.o What travels on tracks? A traino What does a train travel on? Tracks

This person is getting on the train to go for a ride.o A person who goes for a ride is called a passenger.o Do you go for a ride in a car?o You are a passenger in the car. Say it with me…. I am a passenger in a

car.o Do you go for a ride on a bus?o You are a passenger on the bus. Say it with me…. I am a passenger on

the bus.o What other types of transportation can you be a passenger on?

Airplane, subway, ferry boat A round house is a place where trains turn around and wait until their next trip.

o What is a round house? A place where trains turn around and wait for their next trip.

o What do we call a place where train turn around and wait for their next trip? A round house

o What shape do you think a round house is? Roundo Display pg 16. The Shiny New Engine would not help the toys, it went to

the round house. Where did the Shiny New Engine go? To the round house.

o Display pg 22. The Big Strong Engine would not help the toys, it went to the round house. Where did the Shiny New Engine go? To the round house.

o Display pg 26. The Rusty Old Engine would not help the toys, it went to the round house. Where did the Rusty Old Engine go? To the round house.

This is a picture of some mountains.o A mountain is a very tall hill.

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o What is a mountain? A very tall hill.o What do we call a very tall hill? A mountain


valley.o Where is a valley? A valley is between two mountains.

Reading Comprehension

Display The Little Engine That Could.What happens in the beginning, middle and end of a story is called a plot.What is a plot? Something that happens in the beginning middle and end.What do we call the beginning, middle, and end of the story? A plot

Use the graphic organizer to model for students the plot. First: A train broke down Next: Other engines would not help Last: The Little Blue Engine pulled the train over the mountain.

Read The Little Engine That CouldGrammar and

WritingNoun

A noun names a person, place or thing.o What is a noun? A person, place or thing

Display the three column noun chart. (Keep to use again on day 3 and 4)o Today we are going to make a list of nouns for people.o Display Poster 28. What people are on this poster. Write students’

responses in first column of chart. Have students use the noun list to say and complete the sentence frame: _____

is at the train. Pass out the writing paper and have students complete the sentence frame.

Remind students that every sentence starts with a capital letter.High Frequency

WordsWhat, said, was

Here are this week’s high frequency words.o This word is what. What word? Whato A sentence with the word what is….”What will the good boys and girls

play with? ”o Ask students to use what in a sentence.

This word is said. What word? saido A sentence with the word said is….”She said I thought I could. ”o Ask students to use said in a sentence.

This word is was. What word? waso A sentence with the word was is….”Was the clown happy? ”o Ask students to use was in a sentence.

When I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonics)

Uu /u/ Hold up a U letter card. This is the letter U. It makes the /u/ sound.

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o Give each student a U letter card.o Trace the letter U on your card and say /u/.o What sound does this letter make? /u/o What is the name of this letter? U

I am going to say some words. If the word starts with the /u/ sound, hold up the letter U card.

umbrella, bat us, car, sit, up, team, under Use the page with arrows and blocks to practice blending words together.

o With students slowly sound out each letter while pointing to the letter with finger.

o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Phonics Reader : Jan and Gus Keep reader to re-read on Day 3

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PLOT

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BEGINNING

MIDDLE

END


PERSON PLACE THING

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14


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U U

U U16


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p a l s

h u m

m u d



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)


Point to the engine.o It is called an engine.o The engine makes the train move.o What does the engine do? It makes the train move.o What do we call the part of the train that moves the train? An engine

These are tracks.o A train travels on the tracks.o What travels on tracks? A traino What does a train travel on? Tracks

This person is getting on the train to go for a ride.o A person who goes for a ride is called a passenger.o What is a passenger? A passenger is someone who goes for a ride.o What do we call a person who goes for a ride? A passenger

A round house is a place where trains turn around and wait until their next trip.o What is a round house? A place where trains turn around and wait for

their next trip.o What do we call a place where train turn around and wait for their next

trip? A round house This is a picture of some mountains.

o A mountain is a very tall hill.o What is a mountain? A very tall hill.o What do we call a very tall hill? A mountaino Have you seen a mountain?


valley.o Where is a valley? A valley is between two mountains.o Display and read pg. 36. The Little Engine went over the mountain and

down into the valley.o Where did the Little Blue Engine go? Over the mountain an into the

valley.Reading

ComprehensionDisplay The Little Engine That Could.What happens in the beginning, middle and end of a story is called a plot.

What is a plot? Something that happens in the beginning middle and end. What do we call the beginning, middle, and end of the story? A plot

A story will have a problem. At the end of the story the problem is solved. What was the problem in this story? The problem was the engine was broken

and could not get over the mountain.

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At the end of the story, how was the problem solved? The Little Blue Engine pulled the train over the mountain.


WritingNoun


Display the three column noun chart. (Keep to use again on day 3 and 4)o Today we are going to make a list of nouns for places.o Think of a place you like to go to, or a place you would like to do. Write

students’ responses in second column of chart. Have students use the noun list to say and complete the sentence frame. I go to

the _________.o Pass out the writing paper and have students complete the sentence

frame. Remind students that every sentence starts with a capital letter, spaces between words and ends with a capital letter.

High FrequencyWords

What, was, saidPoster 28

Model for students the following activity. After you model let students take turns.

Point to someone on the poster and say “What was said?” (display word card) Please say it with me… “What was said?” (have students point to the word

cards as the words are spoken.) Have students create a sentence telling what that person might have said. Have all students repeat the sentence.

Second TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonics)

Uu /u/ Hold up a U letter card. This is the letter U. It makes the /u/ sound.

o Give each student a U letter card.o Trace the letter U on your card and say /u/.o What sound does this letter make? /u/o What is the name of this letter? U

We are going to say a word. Listen for the sound in the middle. We will change the middle sound to a /u/ to make a new word.

o Say tab … tabo With students segment the word. Use the blank “blending” boxes to

point to where each sound happens in the word. /t/ - /a/ - /b/o What sound did you hear in the middle. Pretend to throw it away.o Lay the U letter card in the middle box. We are going to put a /u/ in the

middle.o Point to the blending boxes. Let’s say that word. /t/ /u/ /b/o What is the new word? tubo Repeat script using the following words: big/ bug, pop/pup, hem/hum

Use the page with arrows and blocks to practice blending words together.

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o With students slowly sound out each letter while pointing to the letter with finger.

o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Re-read Phonics Reader : Jan and Gus

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dr o p

dr u m

gr i n



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)Reading

ComprehensionDisplay The Little Engine That Could.What happens in the beginning, middle and end of a story is called a plot.

What is a plot? Something that happens in the beginning middle and end. What do we call the beginning, middle, and end of the story? A plot

Here are some sentences that tell the plot.o The sentences are out of order.o Let’s put the sentences in order to tell what happened first, in the

middle, and at the end. Read the sentences?

o What sentence happened first?o What sentence happened in the middle?o What sentence happened last?


WritingNoun


Display the three column noun chart. (Keep to use again on day 3 and 4)o Today we are going to make a list of nouns for things.o Look around the room and tell me some things you see. Write students’

responses in third column of chart. Have students use the noun list to say and complete the sentence frame. I see

_________.o Pass out the writing paper and have students complete the sentence

frame. Remind students that every sentence starts with a capital letter, spaces between words and ends with a capital letter.

High FrequencyWords

What was saidFirst TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

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Second TimePass out Decodable Reader - Jan at the FairHave students find and underline the sight words from, go, here in the story.

Spelling(Phonics)

Uu /u/Display a U letter card. This is the letter U. It makes the /u/ sound.What is the name of this letter? UWhat sound does this letter make? /u/Have students air write the letter U while saying the /u/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “bug” Students say “bug” Teacher and students segment word. Hold up one finger for each letter sound.

b - u - g Students write the word.

Repeat for the following words: tug, rugReaders Decodable Reader: Jan at the Fair

Keep reader to re-read on Day 5

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The train breaks down.

The other trains won’t help.

The Little Blue Engine helps them over the mountain.

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I see _____________________



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)Reading

ComprehensionDisplay The Little Engine That Could

Use narrative text graphic organizer to have students retell the story.

How did Max get to Zeke’s Palace of Ice-cream? What types of transportation can help people who need to be rescued? What types of transportation help people do their jobs? What does a train need to get over the mountain?

Grammar and Writing

NounPractice Book pg. 40

High FrequencyWords

What, was, saidWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonics)

Uu /u/Display a U letter card. This is the letter U. It makes the /u/ sound.What is the name of this letter? UWhat sound does this letter make? /u/Have students air write the letter U while saying the /u/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “cup” Students say “cup” Teacher and students segment word. Hold up one finger for each letter sound.

c - u - p Students write the word. Repeat for the following words: pup, bus, cub

Readers Decodable Reader : Jan at the Fair

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