Mrs. Salem
Cynthia Rylant (Week 4) September 7 – September 11
Weekly Focus:
RL 2.7 Uses illustrations to demonstrate understanding of its characters, setting, or plot
I can: I can identify additional details from looking at the illustrations in the story.
SL 2.4 Tell a story or recount an experience with appropriate facts and relevant descriptive details
speaking audibly in coherent sentences.
I can: I can speak clearly, loudly, at an appropriate pace, and in complete sentences.
W.3 Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions and provide a sense of closure
I can: I can write a story with a beginning, middle, and end.
Vocabulary Words: illustrations
Day
MondaySeptember
7th
TuesdaySeptember
8th
Lesson Plan

No School due to Labor Day
2C Push-In
2F Pull-Out
Reading
 Introduce new ELA vocabulary
words, using power point
 Introduce RL 2.7, using
illustrations to better understand
the text, by shared reading of
Officer Buckle and Gloria (using
illustrations anchor chart)
 Before reading the text, have
students discuss what do you
see in the illustrations, what
characters do you notice,
discuss the setting, and whether
you can anticipate the
problems that the characters
are going to face
 While reading, stop often to
discuss the illustrations and how
you can learn more information
by looking at the pictures
Writing
 Mini Lesson: Finding text
evidence to support your
answer
 Continuation from reading
“Officer Buckle and Gloria”
Reading
 Introduce new ELA vocabulary
words, using posters
 Introduce RL 2.7, using
illustrations to better understand
the text, by shared reading of
Officer Buckle and Gloria (using
anchor chart)
 Before reading, have students
discuss what do you see in the
illustrations, what characters do
you notice, the setting, and
whether you can anticipate the
problems that the characters
are going to face
 While reading, stop often to
discuss the illustrations and how
you can learn more information
by looking at the pictures.
Writing
 Mini Lesson: Finding text
evidence to support your
answer
 Continuation from reading
“Officer Buckle and Gloria”
Students will write in response to
the text
Students will write in response to
the text
2C Push-In

WednesdaySeptember Reading
9th
 Continue to practice using
illustrations to better understand the
text.


Use Henry and Mudge the First Book
(collar page) to discuss how the
illustration shows that Mudge is
getting bigger even though
Cynthia Rylant doesn’t say it in the
text
Students will work in small
groups/partners to read David’s
New Friend. Students will look at
and examine an illustration/scene.
What can you learn from the
illustration? What is the setting?
Who are the characters? What is
the plot?
 Group: Abdelrahman M.,
Muhtady I., Adam I., Noor A.
Writing
 Mini Lesson: Finding text evidence
to support your answer
 Continuation from reading “David’s
New Friend”
 Students will write in response to the
text
2G Pull-Out
Reading
 Continue to practice using
illustrations to better understand the
text.


Use Henry and Mudge the First Book
(collar page) to discuss how the
illustration shows that Mudge is
getting bigger even though
Cynthia Rylant doesn’t say it in the
text
Students will work in small groups to
read David’s New Friend & Josh
Gets Glasses. Students will look at
and examine an illustration/scene.
What can you learn from the
illustration? What is the setting?
Who are the characters? What is
the plot?
 Group: Yahya, Razan, Ahmed K.
 Group: Yousef Z., Omar O.,
Sundus D., Amer
Writing
 Mini Lesson: Finding text evidence
to support your answer
 Continuation from reading “David’s
New Friend”
 Students will write in response to the
text
2G Pull-Out
ThursdaySeptember
10th
2C Push-In
FridaySeptember
11th
2C Push-In
Reading
 Administer the end of the unit
reading assessment “A Sign for
Hammy.”
 After the students finish their End
of the unit reading assessment,
students will share their narrative
piece on the original Henry and
Mudge story.
2G Pull-Out
Writing
 On-demand writing piece
 Students will choose a Cynthia
Rylant character to create an
original story. They will make sure to
Writing
 On-demand writing piece
 Students will choose a Cynthia
Rylant character to create an
original story. They will make sure to
Reading
 Administer the end of the unit
reading assessment “A Sign for
Hammy.”
 After the students finish their End
of the unit reading assessment,
students will share their book
reports.

write a beginning, middle, and end
to their story.
After the students finish their On
Demand Writing, students will share
their book reports.

write a beginning, middle, and end
to their story.
After the students finish their On
Demand Writing, students will work
on their sight words.
Small Group Work/Independent Student Work
(Target Time: 30 min.)
Structure of GroupsSmall, Flexible Heterogeneous Groups
Students work in partners to read text & complete a before and/or after reading activity. Teacher facilitates/monitors reading & activities for all groups.
Text & Purpose for Reading: David’s New Friend
-Finding text evidence to support your answers
Ways to Read w/in groups (Please highlight)
●
Take Turns - Partner Reading Only (students take turns reading section of text)
●
Choral Read (students read silently first & then aloud at the same time)
●
Echo Read (teacher reads, students read it back)
●
Everyone Read To (ERT) (students read independently to a designated page for a specific purpose)
Some Ideas for Activities (Please highlight)
●
●
●
●
●
Read identified text & complete graphic organizer
Read identified text & have a discussion using prompts/questions
Read identified text & complete writing assignment (answer text dependent questions, writer’s response, etc.)
Read identified text silently or together & then each student asks a question about what was read
Students get a certain number of self-stick notes & place them in the text where they applied the focus or found something important- everyone
agrees where they should be placed
●
Other (Please describe the activity)
Brief Description of What Students Will Do:
-With a partner/small group, students read David’s New Friend & Josh’s New Glasses
-With a partner/small group, students will look for text evidence to support their answers.
Notes/Reflection:
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Explorers (Week 4) September 7 – September 11
Weekly Focus:
W. 3.1 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
W.3.4 With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose.
Day
MondaySeptember
7th
TuesdaySeptember
8th
WednesdaySeptember
9th
ThursdaySeptember
10th
FridaySeptember
11th
Lesson Plan

No School due to Labor Day
Writing
 Mini Lesson: Informative piece organization
 Students will review their Informative Piece writing organizer. Then,
students will begin writing their process informative piece on Christopher
Columbus’s accomplishments.
Conference focus: Complete sentences; details
 Group: Amena E., Hamza, Zaina, Aminah H.
Writing
 Mini Lesson: Linking Words
 Students will continue their process informative piece on Christopher
Columbus’s accomplishments.
Conference focus: Utilizing linking words
 Group: Amena E., Hamza, Zaina, Aminah H.
Writing
 Mini Lesson: Concluding Statement
 Students will review their Informative Piece writing organizer. Then,
students will begin writing their first copy of their Informative Piece on
Christopher Columbus’s accomplishments.
Conference focus: Concluding statement; conventions
 Group: Amena E., Hamza, Zaina, Aminah H.
 Administer the end of the unit On Demand prompt: Student will develop
an essay that describes Sally Ride’s accomplishments. Use specific details
and examples from both articles to support your ideas.
Notes/Reflection:
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Leveled Literacy Intervention (Week 4) September 7 – September 11
Monday
Tuesday
Wednesday
Thursday
Friday
Blue System
Lesson 21
Blue System
Lesson 22
Blue System
Lesson 23
Blue System
Lesson 24
Blue System
Lesson 25
Mrs. Salem’s 2015-2016 Schedule
Regular
TEAM Day
½ Day
Period
8:15-8:30
8:15-8:30
8:15-8:30
Arrival
8:30-9:12
8:30-9:02
8:30-8:54
4B Leveled Literacy Intervention
9:12-9:54
9:02-9:34
8:54-9:16
2nd ELA w/2C Students
9:54-10:36
9:34-10:06
9:16-9:38
2nd ELA w/2C Students
10:36-11:18
10:06-10:40
9:38-10:00
Language Development
11:18-11:57
10:40-11:22
NONE
Lunch
11:57-12:39
11:22-11:54
10:00-11:22
PLAN (PLC on Friday)
12:39-1:21
11:54-12:26
10:22-10:44
3rd Writing
1:21-2:03
12:26-12:58
10:44-11:06
2nd Guided Reading
2:03-2:45
12:58-1:30
11:06-11:30
2nd Writing