Best Homeschool Curriculum and Cheap Homeschool Curiculum (Affordable)! Voyages in Third Grade Language Arts reviews and reinforces the core fundamentals of Language Arts introduced in Kindergarten through Second Grade, and introduces new skills that encourages linguistic growth. Well-structured and balanced, these lessons are committed to developing the student's reading, creative writing, spelling, vocabulary, phonics, grammar and communication skills. Each core Language Arts element in these lessons is presented, practiced, applied, reviewed and formally assessed. There are 180 lessons.
If you are exploring easy peasy homeschool, abc mouse or ron paul homeschool curriculum , make sure to review this Complete Curriculum Resource first. It is extremely well organized, comprehensive, easy to use and very affordable.
Best homeschool Curriculum, Cheap homeschool Curriculum (Affordable)!
This document outlines a proposed curriculum for a spelling course for 10th grade students in Nizwa Secondary School. It includes a needs analysis showing students have difficulty with spelling skills. The course aims to improve spelling abilities through strategies like looking-thinking-covering-writing words. It is scheduled over 15 weeks and includes vocabulary lists, dictation quizzes, writing assignments, and games. Assessment includes dictation tests, writing tests, a reading test, and a final exam. Upon completion, students will reflect on their learning and the course's effectiveness.
This document outlines an English spelling course for 10th grade students. It discusses conducting a needs analysis through a questionnaire that found over 55% of students were not good spellers. The course aims to improve students' spelling abilities through developing strategies like breaking words into syllables. It will have skills-based content covering prefixes, suffixes, spelling rules. Students will be assessed through dictation quizzes, writing tests, and a final exam. The course will be taught using various interactive methods and activities. Challenges include coordinating members' schedules and distributing the needs analysis survey.
This document contains 11 lesson plans for an English class. Each lesson plan outlines the learning outcomes, potential challenges, teaching strategies and materials, time allocation, and assessment for the lesson. The lessons cover topics such as asking and answering questions, writing sentences, reading comprehension activities, and revising grammar points. The lessons progress through several units, including Welcome Back to English and Kids Like Us.
This document outlines a 5-day vocabulary lesson plan for teaching tier 2 academic vocabulary words. On day 1, 3-5 words are introduced with their meanings and pronunciations. Day 2 involves cloze activities, think-pair-shares, and acting out words. Day 3 incorporates a read aloud and graphic organizer. Day 4 focuses on a graphic organizer or menu of extension activities. Day 5 assesses learning through an exit ticket writing prompt. Suggested extension activities on day 4 include creating posters, questioning, real-life experiences, storytelling, and using technology. The goal is to engage students in higher-order thinking about new vocabulary words.
This document provides an overview of the Lift Off! 3 English language learning materials which are intended for use in Saudi Arabian intermediate schools. It describes the components of the program which include a student book, workbook, teacher book and audio CD. It explains the layout and contents of the student book including the 10 units and lessons. It also describes the contents and purpose of the workbook and teacher book, as well as some of the special features and characters used in the student book lessons. Finally, it provides examples of some optional games and activities that teachers can use to supplement the lessons.
This document provides guidance on adapting assignments and assessments for English language learners. It discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). It also outlines strategies teachers can use to modify their lessons based on students' proficiency levels and the four language domains of reading, writing, listening and speaking. Specific examples are given for adapting assessments and assignments for different proficiency levels on-the-fly or in advance. The overall message is that teachers should grade ELL students on content mastery over time rather than language abilities and use simplified assessments that match students' language skills.
Module 1 informal interaction with peopledionesioable
This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
The document discusses 10 board games that can be used by EFL teachers in the classroom to make language learning more engaging. Some of the games described include hot seat/back to the board where students define words written on the board without looking, hangman using words, phrases or phonemic symbols, countdown where students make words from random letters, and bingo using recently learned vocabulary words. Other games include board races for spelling practice, pictionary to draw vocabulary words, blockbusters and word/sentence jumbles to practice rearranging letters and grammar. The document advocates for using games to promote student interaction and autonomy.
This document outlines a proposed curriculum for a spelling course for 10th grade students in Nizwa Secondary School. It includes a needs analysis showing students have difficulty with spelling skills. The course aims to improve spelling abilities through strategies like looking-thinking-covering-writing words. It is scheduled over 15 weeks and includes vocabulary lists, dictation quizzes, writing assignments, and games. Assessment includes dictation tests, writing tests, a reading test, and a final exam. Upon completion, students will reflect on their learning and the course's effectiveness.
This document outlines an English spelling course for 10th grade students. It discusses conducting a needs analysis through a questionnaire that found over 55% of students were not good spellers. The course aims to improve students' spelling abilities through developing strategies like breaking words into syllables. It will have skills-based content covering prefixes, suffixes, spelling rules. Students will be assessed through dictation quizzes, writing tests, and a final exam. The course will be taught using various interactive methods and activities. Challenges include coordinating members' schedules and distributing the needs analysis survey.
This document contains 11 lesson plans for an English class. Each lesson plan outlines the learning outcomes, potential challenges, teaching strategies and materials, time allocation, and assessment for the lesson. The lessons cover topics such as asking and answering questions, writing sentences, reading comprehension activities, and revising grammar points. The lessons progress through several units, including Welcome Back to English and Kids Like Us.
This document outlines a 5-day vocabulary lesson plan for teaching tier 2 academic vocabulary words. On day 1, 3-5 words are introduced with their meanings and pronunciations. Day 2 involves cloze activities, think-pair-shares, and acting out words. Day 3 incorporates a read aloud and graphic organizer. Day 4 focuses on a graphic organizer or menu of extension activities. Day 5 assesses learning through an exit ticket writing prompt. Suggested extension activities on day 4 include creating posters, questioning, real-life experiences, storytelling, and using technology. The goal is to engage students in higher-order thinking about new vocabulary words.
This document provides an overview of the Lift Off! 3 English language learning materials which are intended for use in Saudi Arabian intermediate schools. It describes the components of the program which include a student book, workbook, teacher book and audio CD. It explains the layout and contents of the student book including the 10 units and lessons. It also describes the contents and purpose of the workbook and teacher book, as well as some of the special features and characters used in the student book lessons. Finally, it provides examples of some optional games and activities that teachers can use to supplement the lessons.
This document provides guidance on adapting assignments and assessments for English language learners. It discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). It also outlines strategies teachers can use to modify their lessons based on students' proficiency levels and the four language domains of reading, writing, listening and speaking. Specific examples are given for adapting assessments and assignments for different proficiency levels on-the-fly or in advance. The overall message is that teachers should grade ELL students on content mastery over time rather than language abilities and use simplified assessments that match students' language skills.
Module 1 informal interaction with peopledionesioable
This document provides an overview of the modules used in an English curriculum. It describes the various sections contained within each module, including the module number and title, introduction, learning objectives, instructions for working through the activities, pre-assessments, and post-assessments. The activities are designed to develop language skills like listening, speaking, reading, vocabulary, grammar, literature, and writing. Each activity is introduced by an icon identifying the language skill. The document explains that completing the modules and assessments is intended to help students achieve the learning objectives and communicate better in English.
The document discusses 10 board games that can be used by EFL teachers in the classroom to make language learning more engaging. Some of the games described include hot seat/back to the board where students define words written on the board without looking, hangman using words, phrases or phonemic symbols, countdown where students make words from random letters, and bingo using recently learned vocabulary words. Other games include board races for spelling practice, pictionary to draw vocabulary words, blockbusters and word/sentence jumbles to practice rearranging letters and grammar. The document advocates for using games to promote student interaction and autonomy.
This document provides information for a parent evening to support students in mathematics and English. It outlines the subject leaders for each subject and hopes to address how parents, students, and teachers can work together to support student success. Specific information is given for the structure and assessments of mathematics, English language, and English literature courses. Suggestions are provided for how parents can support students at home, including ensuring students practice past papers, read widely, and proofread written work. Areas for development are also identified to help students improve their exam performance.
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
The document outlines several communicative tasks for 8th grade students involving speaking, writing, reading, and listening skills. The speaking task involves creating a paper bag book report with four elements representing a read book and presenting it, with criteria including clearly introducing the topic, demonstrating understanding, language use, pronunciation, and organization. The writing task involves writing a report on the same book, with criteria like understanding, organization, grammar, spelling, and vocabulary. The reading task involves creating a meme from Alice in Wonderland with a brief text, prioritizing creativity, writing, and connection to the story. The listening task involves watching a video on water pollution, taking notes on its definition, causes, effects and solutions, comparing notes with a
This document outlines an English scheme of work for year 3 students over 12 weeks. It includes standards, learning outcomes, assessments and teacher notes for units covering self, health, family and community. Key areas of focus are speaking, listening, reading, writing, language arts and grammar. Lessons incorporate rhymes, songs, conversations and creative works to help students develop language skills. Assessments evaluate students' ability to pronounce words, participate in discussions, read texts and use grammar correctly.
The document outlines a workshop on improving English skills for Korean elementary students. It discusses keys to teaching English, including being fun and engaging in the classroom. It provides goals and strategies for developing reading, writing, listening and speaking skills for different grade levels. Activities are suggested such as reading aloud, vocabulary cards, dramatic retelling and games to encourage student interaction. Websites with additional resources are also listed.
2nd Grade Homeschool Curriculum - Second Grade Homeschool Reading / Language ...<a>My Homeschool Texts</a>
All Aboard for Second Grade Language Arts Bundle for 2nd Grade Homeschool Reading / Language Arts. 180 lessons, including leveled readers. Provides the Student and Techer's Edition. All Aboard! for Second Grade Language Arts provides comprehensive daily Lessons that incorporate a variety of creative, interactive activities. Lessons 1-180. Key Skills and Concepts: Spelling and Vocabulary: Compound words; Homophones; Antonyms: Plural words; Contractions; Common suffixes; Double letters; Capitalization. Phonics: VCe patterns; R controlled vowel patters. Grammar: Nouns; Pronouns; Verbs and verb tenses; Contractions. Reading: Short fiction; U.S. History, Science, Geography Informational texts; Biographies. Writing: The 5 step Writing Process; Journal reflections; Main idea; Comparing and contrasting.
If you are exploring easy peasy homeschool, abc mouse or ron paul homeschool curriculum , make sure to review this Complete Curriculum Resource first. It is extremely well organized, comprehensive, easy to use and very affordable.
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on distinguishing between literal and figurative language. The objectives are to have students classify texts as literal or figurative and discriminate between the two types of language. Across multiple class periods, the teacher will engage students through activities, show examples in a video, discuss concepts, and evaluate learning through a short assessment. The teacher found success using videos and reviewing concepts periodically, and all students achieved mastery except for 5 who later caught up through remedial lessons.
This document provides an overview of a book study on the book "Write Like This" about teaching real-world writing. It discusses introducing students to different real-world writing purposes and having teachers model their own writing process. The plan is to have blog questions posted biweekly that relate to chapters in the book focusing on different writing purposes like expressing, informing, evaluating, inquiring, analyzing and taking a stand. The goal is for teachers to mentor students as writers by demonstrating their own writing struggles and thinking process.
1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries.
2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine".
3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.
This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for four major essays over the 12-week period.
The schedule outlines topics to be covered each week such as essay structure, grammar lessons, vocabulary studies, and literary discussions of The Hunger Games. Homework includes reading assignments, online discussion posts, draft writings, and essay revisions. Tests are given on vocabulary and essays are due at the end of the 4-week period devoted to each assignment. The course culminates in a final exam during the last class.
English is the only Compulsory course in the HSC however this PowerPoint will help you make a decision on which course is best suited to you. See your English teacher for advice.
Lesson Plan - Vocabulary and Comprehension - Book Studymrsmaxwell919
This lesson plan aims to teach students to retell the story of "Sneezy the Snowman" using 5 key details. Students will learn 5 vocabulary words from the story and their definitions. They will then read the story and discuss the who, what, when, where, and why details using a graphic organizer. Modeling of the retelling process is provided. Students will then practice independently retelling the story to partners using the organizer and key detail statements for support.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
The document outlines the goals and objectives that students will be able to achieve across four topics: conversation practice, reading, writing, and vocabulary. For conversation practice, students will complete dialogues about exploration, scientific cooperation in Saudi Arabia, and ways to conserve the earth. For reading, students will comprehend passages, answer questions, and complete sentences. For writing, students will write abbreviations and symbols correctly. For vocabulary, students will match words to meanings, fill in blanks, list opposites, and construct sentences using new vocabulary words. The document provides detailed objectives for each topic.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
This document provides revision tips for an English GCSE exam. It recommends spending 5 minutes planning each question, answering the two longest questions which carry the most marks, and using specific acronyms to structure answers. For reading questions, it emphasizes quoting directly from the source text and making inferences. When comparing presentation devices between two sources, it advises analyzing fonts, images, slogans, headings, color, and layout. It also provides language for structuring longer questions, focusing on introducing, developing, and concluding answers while demonstrating writing skills.
Sk rpt bahasa inggeris tahun 5 shared by hjh lailee bt. shahabudin (1)Renushree Goonam
This document outlines the weekly themes, units of content, and associated learning standards for a 6-year primary school program. It includes standards related to oral language, reading, writing, appreciation of literature, and vocabulary. The program covers four themes over 10 weeks: the world of self, family and friends; the world of knowledge; the world of stories; and Malaysian legends. Students are expected to develop skills such as speaking confidently, listening comprehension, reading comprehension strategies, writing legibly, creative works, and using word classes correctly.
Prof. Roland Horne of Stanford University confirms in a letter that Prof. Aniko Toth will be speaking at the upcoming Stanford Geothermal Workshop from January 26-28, 2015. Prof. Horne notes that a public announcement of Prof. Toth's paper can be found online and that Prof. Toth is an internationally known expert on geothermal energy who has attended previous Stanford Geothermal Workshop events and was a Fulbright Scholar at the Colorado School of Mines in 2012.
The document provides a link to watch the Formula 1 Grand Prix of Spain live at www.formula1online.net. It gives the name and location of the race as well as instructions to view it online in real-time. In just one sentence, the document advertises watching the Formula 1 race from Spain live on the internet.
This document provides information for a parent evening to support students in mathematics and English. It outlines the subject leaders for each subject and hopes to address how parents, students, and teachers can work together to support student success. Specific information is given for the structure and assessments of mathematics, English language, and English literature courses. Suggestions are provided for how parents can support students at home, including ensuring students practice past papers, read widely, and proofread written work. Areas for development are also identified to help students improve their exam performance.
This document provides an introduction and overview of the Lift Off! 4 English textbook for intermediate students in Saudi Arabia. It describes the components of the Lift Off! series, including the student's book, workbook, teacher's book, and accompanying CD. It outlines the organization of the student's book into 10 units with lessons, vocabulary lists, and characters. It also summarizes features of the workbook and teacher's book, including lesson plans, activities, and answer keys.
The document outlines several communicative tasks for 8th grade students involving speaking, writing, reading, and listening skills. The speaking task involves creating a paper bag book report with four elements representing a read book and presenting it, with criteria including clearly introducing the topic, demonstrating understanding, language use, pronunciation, and organization. The writing task involves writing a report on the same book, with criteria like understanding, organization, grammar, spelling, and vocabulary. The reading task involves creating a meme from Alice in Wonderland with a brief text, prioritizing creativity, writing, and connection to the story. The listening task involves watching a video on water pollution, taking notes on its definition, causes, effects and solutions, comparing notes with a
This document outlines an English scheme of work for year 3 students over 12 weeks. It includes standards, learning outcomes, assessments and teacher notes for units covering self, health, family and community. Key areas of focus are speaking, listening, reading, writing, language arts and grammar. Lessons incorporate rhymes, songs, conversations and creative works to help students develop language skills. Assessments evaluate students' ability to pronounce words, participate in discussions, read texts and use grammar correctly.
The document outlines a workshop on improving English skills for Korean elementary students. It discusses keys to teaching English, including being fun and engaging in the classroom. It provides goals and strategies for developing reading, writing, listening and speaking skills for different grade levels. Activities are suggested such as reading aloud, vocabulary cards, dramatic retelling and games to encourage student interaction. Websites with additional resources are also listed.
2nd Grade Homeschool Curriculum - Second Grade Homeschool Reading / Language ...<a>My Homeschool Texts</a>
All Aboard for Second Grade Language Arts Bundle for 2nd Grade Homeschool Reading / Language Arts. 180 lessons, including leveled readers. Provides the Student and Techer's Edition. All Aboard! for Second Grade Language Arts provides comprehensive daily Lessons that incorporate a variety of creative, interactive activities. Lessons 1-180. Key Skills and Concepts: Spelling and Vocabulary: Compound words; Homophones; Antonyms: Plural words; Contractions; Common suffixes; Double letters; Capitalization. Phonics: VCe patterns; R controlled vowel patters. Grammar: Nouns; Pronouns; Verbs and verb tenses; Contractions. Reading: Short fiction; U.S. History, Science, Geography Informational texts; Biographies. Writing: The 5 step Writing Process; Journal reflections; Main idea; Comparing and contrasting.
If you are exploring easy peasy homeschool, abc mouse or ron paul homeschool curriculum , make sure to review this Complete Curriculum Resource first. It is extremely well organized, comprehensive, easy to use and very affordable.
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This detailed lesson plan outlines a week-long English lesson for 7th grade students focusing on distinguishing between literal and figurative language. The objectives are to have students classify texts as literal or figurative and discriminate between the two types of language. Across multiple class periods, the teacher will engage students through activities, show examples in a video, discuss concepts, and evaluate learning through a short assessment. The teacher found success using videos and reviewing concepts periodically, and all students achieved mastery except for 5 who later caught up through remedial lessons.
This document provides an overview of a book study on the book "Write Like This" about teaching real-world writing. It discusses introducing students to different real-world writing purposes and having teachers model their own writing process. The plan is to have blog questions posted biweekly that relate to chapters in the book focusing on different writing purposes like expressing, informing, evaluating, inquiring, analyzing and taking a stand. The goal is for teachers to mentor students as writers by demonstrating their own writing struggles and thinking process.
1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries.
2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine".
3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.
This document provides an overview of the weekly schedule and assignments for an English composition course. It includes in-class activities, homework assignments, and due dates for four major essays over the 12-week period.
The schedule outlines topics to be covered each week such as essay structure, grammar lessons, vocabulary studies, and literary discussions of The Hunger Games. Homework includes reading assignments, online discussion posts, draft writings, and essay revisions. Tests are given on vocabulary and essays are due at the end of the 4-week period devoted to each assignment. The course culminates in a final exam during the last class.
English is the only Compulsory course in the HSC however this PowerPoint will help you make a decision on which course is best suited to you. See your English teacher for advice.
Lesson Plan - Vocabulary and Comprehension - Book Studymrsmaxwell919
This lesson plan aims to teach students to retell the story of "Sneezy the Snowman" using 5 key details. Students will learn 5 vocabulary words from the story and their definitions. They will then read the story and discuss the who, what, when, where, and why details using a graphic organizer. Modeling of the retelling process is provided. Students will then practice independently retelling the story to partners using the organizer and key detail statements for support.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
The document outlines the goals and objectives that students will be able to achieve across four topics: conversation practice, reading, writing, and vocabulary. For conversation practice, students will complete dialogues about exploration, scientific cooperation in Saudi Arabia, and ways to conserve the earth. For reading, students will comprehend passages, answer questions, and complete sentences. For writing, students will write abbreviations and symbols correctly. For vocabulary, students will match words to meanings, fill in blanks, list opposites, and construct sentences using new vocabulary words. The document provides detailed objectives for each topic.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
This document provides revision tips for an English GCSE exam. It recommends spending 5 minutes planning each question, answering the two longest questions which carry the most marks, and using specific acronyms to structure answers. For reading questions, it emphasizes quoting directly from the source text and making inferences. When comparing presentation devices between two sources, it advises analyzing fonts, images, slogans, headings, color, and layout. It also provides language for structuring longer questions, focusing on introducing, developing, and concluding answers while demonstrating writing skills.
Sk rpt bahasa inggeris tahun 5 shared by hjh lailee bt. shahabudin (1)Renushree Goonam
This document outlines the weekly themes, units of content, and associated learning standards for a 6-year primary school program. It includes standards related to oral language, reading, writing, appreciation of literature, and vocabulary. The program covers four themes over 10 weeks: the world of self, family and friends; the world of knowledge; the world of stories; and Malaysian legends. Students are expected to develop skills such as speaking confidently, listening comprehension, reading comprehension strategies, writing legibly, creative works, and using word classes correctly.
Prof. Roland Horne of Stanford University confirms in a letter that Prof. Aniko Toth will be speaking at the upcoming Stanford Geothermal Workshop from January 26-28, 2015. Prof. Horne notes that a public announcement of Prof. Toth's paper can be found online and that Prof. Toth is an internationally known expert on geothermal energy who has attended previous Stanford Geothermal Workshop events and was a Fulbright Scholar at the Colorado School of Mines in 2012.
The document provides a link to watch the Formula 1 Grand Prix of Spain live at www.formula1online.net. It gives the name and location of the race as well as instructions to view it online in real-time. In just one sentence, the document advertises watching the Formula 1 race from Spain live on the internet.
Mark Gregory Alberto is seeking employment and provides his resume including his contact information, work experience, education history, technical skills, seminars attended, and references. He has over 2 years of experience working in office and IT roles at Jose Rizal University and completed an internship at the Commission on Population. Alberto received a Bachelor's degree in Information Technology from Jose Rizal University and has technical skills in programming languages, databases, Microsoft Office, and other software.
El documento habla sobre una reunión de mujeres convocadas por el Espíritu Santo desde diferentes continentes para iluminarse con su palabra. Se discute sobre el Reino de Dios siendo como un grano de mostaza o la levadura, y sobre renacer en el agua y el espíritu. La reunión incluye dar la bienvenida a delegaciones, elegir servicios y ministerios, y tener mesas de discernimiento con el objetivo de ser pan partido y vino derramado para el mundo.
Similar to 3rd Grade Homeschool Curriculum - Third Grade Homeschool Language Arts - Best Homeschool Curriculum - Cheap Homeschool Curriculum (Affordable)!
1. The document provides information on distance learning modalities and assessment methods for teachers from Tagbac Elementary School in Albay, Philippines.
2. It outlines various assessment methods that can be adapted for distance learning like portfolios, performance tasks, quarterly assessments, and activity sheets.
3. The document also provides details on learning tasks and targeted learner interventions for distance learning, including individual learning monitoring plans and weekly home learning plans for students.
51 ways to introduce learning objectivesDavid Didau
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
This document contains a daily lesson log for an English for Academic and Professional Purposes class. The lesson covers reading strategies like paraphrasing, identifying academic vs. non-academic texts, and critical reading techniques. The teacher reviews concepts, presents examples, discusses new skills, and evaluates student understanding. The goal is for students to practice skills that improve their reading and study habits for academic contexts.
experimental sequence_demonstrating a lesson plan- "face kini"sylvia09
This document provides a lesson plan for teaching English related to the topic of "Face Kini". The lesson plan includes 5 sequences: Orientation, Complication, Resolution, Coda, and Evaluation. Some key objectives of the lesson are to introduce relevant vocabulary, practice speaking and listening skills, and have students write an article on the topic of Face Kini. The Complication sequence includes activities like picture telling, brainstorming the topic, and a dictogloss exercise to scaffold reading comprehension.
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
The document provides 40 different ways to introduce learning objectives to students, ranging from using anagrams, Facebook statuses, movies, dictation, images and more to engage students and help them understand the goals of the lesson. The suggestions are meant to make introducing objectives more interactive, creative and fun for students.
This document outlines a lesson plan for teaching vocabulary words related to the story of Balto. The lesson uses the Gradual Release of Responsibility model, starting with direct instruction where the teacher models determining word meanings from context clues. Students then work in guided groups and independently to practice identifying and illustrating the vocabulary words, creating a class dictionary. Formative and summative assessments are used to evaluate student learning.
This document provides an overview of the book "Teach English" by Adrian Doff. It is a training course for teachers of English as a foreign language that covers a wide range of practical teaching techniques and situations. The book contains chapters on topics like presenting vocabulary, asking questions, using visual aids, lesson planning, writing activities, correcting errors, and developing listening skills. It emphasizes creating a learner-centered classroom and using communicative activities that require information sharing between students. The document samples content from several chapters to illustrate the types of instruction and activities included in the book.
This document discusses various methods for teaching vocabulary to students, including using pictures, direct instruction of vocabulary words, and having students do group work. It emphasizes exposing students to vocabulary in context through authentic materials and tasks. Some specific techniques mentioned are keyword methods, word maps, and root analysis. Both explicit instruction of individual words and more implicit learning through reading are recommended approaches.
This document outlines a lesson plan for teaching analogies to 7th grade students over the course of a week. The objectives are for students to understand and analyze relationships between words in analogies and determine missing words to complete analogies. Each day focuses on a different activity - reviewing concepts, practicing analogy completion through examples, and discussing real-world applications. Assessment includes tasks for students to analyze analogy relationships and types, as well as complete analogies independently. Additional practice is provided for students who need more support mastering the concepts.
Copy of 54_ways_to_introduce_learning_objectimissrymill
This document provides 54 different ways to introduce learning objectives to students in an engaging manner. Some of the suggested methods include:
1. Using a dictation by having the teacher dictate clues about the learning objective without revealing it directly.
2. Applying codes or anagrams to the learning objective for students to solve.
3. Showing images related to the learning objective to provide clues without stating it outright.
4. Having students order or expand sentences related to the topic before introducing the precise learning objective.
5. Leaving the learning objective ambiguous and having students guess its meaning and purpose throughout the lesson.
The lesson plan aims to teach students how to write an impression following 8 steps. Students will first analyze adjectives related to different groups to build vocabulary. They will then discuss their impressions of an editorial text and the teacher will explain the 8 steps to writing an impression, which include knowing the topic, gathering ideas, detailing subtopics, organizing ideas, writing a draft, reviewing, editing, and proofreading. Students will apply these steps by completing a diagram and writing their own impression of a classmate.
Aims to provide an easy-to-approach, solid foundation writing course for young English learners.
-Book 1 focuses on the letter level, and building confidence to start writing words in English.
-Book 2 emphasizes correct spelling skills and the placement of words within a sentence.
-Book 3 moves on to producing independent sentences, with a greater awareness of English grammar patterns.
The document outlines a summer school program with lessons focused on vocabulary, writing, and comprehension for grades 7-9. In week 1, grade 7 students will learn about context clues and the features of paragraphs using mentor texts. Grade 8 students will use context clues to understand words and identify different sentence types in persuasive pieces. Grade 9 students will use context clues to determine meanings of multiple-meaning words. The program provides procedures, materials, and assessments for building students' English language skills over the 4-week period.
This document outlines a 3-day close reading module on the text "Fish Faces" for 1st grade students. On day 1, students will participate in a shared reading of the text and discuss vocabulary words and key details. On day 2, students will re-read the text and code it by underlining key details and circling vocabulary words. On day 3, students will create an outline of the text's main idea using the vocabulary words. Students will be assessed on their use of details and vocabulary in their outline. Additional enrichment includes an online reading activity to find related vocabulary in other fish texts.
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
This document provides a lesson plan for teaching Korean as a foreign language to 8th grade students online over 4 days. The lesson focuses on greetings and expressions of regards. Students will learn vocabulary like greetings, practice pronunciation and grammar. Activities include matching greetings, role plays of conversations using the new language, describing a vacation to practice the target language, and assessments of listening, speaking, reading and writing skills. The goal is for students to gain competence in using basic Korean for familiar communication settings.
This document is a daily lesson log for an English class covering various topics over the course of a week, including strengths, greatness, and adverbs. The log outlines the learning objectives, standards, and competencies for the week. It then details the daily procedures and activities, which include reviewing concepts, presenting new material, discussing topics, practicing skills, and assessing learning. Formative assessment strategies are used to evaluate students' understanding. The log concludes with the teacher reflecting on what worked well and areas needing improvement.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Acknowledgments
Complete Curriculum’s K-12 curriculum has been team-developed by a consortium
of teachers, administrators, educational and subject matter specialists, graphic artists
and editors.
In a collaborative environment, each professional participant contributed to ensuring the quality,
integrity and effectiveness of each Compete Curriculum resource was commensurate with the
required educational benchmarks and contemporary standards Complete Curriculum had set
forth at the onset of this publishing program.
SAM
PLE
3. Lesson 1
Putting Words Together
Objective: The student will be introduced to:
Spelling: Compound words; New Spelling words:
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
Writing: Journal writing in 3 different notebooks for specific skills assignments:
Reading, Writing, and Spelling and Vocabulary; Cursive writing.
Lesson 2
Magic in Books
Objective: The student will practice or learn to do the following:
Reading: Apply prior knowledge to reading. Use prior knowledge by becoming
familiar with book structure and layout before reading.
Writing: Continue to practice cursive handwriting.
Spelling: Have the student continue to study the Spelling words.
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
Lesson 3
Narrowing Our Topic
Objective: The student will practice or learn to do the following:
Spelling: Connect frequently used compound words.
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
Writing: Narrow down writing topics.
Lesson 4
Thrilling Use of Words
Objective: The student will practice or learn to do the following:
Reading: Self-monitor comprehension when reading by automatically applying
reading strategies.
Writing: Spelling word practice; synonyms.
Spelling: Recognize basic sight words and common nouns. Correctly spell
SAM
PLE
4. frequently encountered words.
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
Literary Selections: “The Great Trash Pick-Up” (Placed in Lesson 2)
Lesson 5
Nicely Narrowed
Objective: The student will practice or learn to do the following:
Writing: Use compound words correctly. Use a variety of prewriting strategies.
Spelling: Study spelling words.
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
Lesson 6
Fluency
Objective: The student will practice or learn to do the following:
Reading: Read for fluency.
Writing: Drafting summaries.
Spelling: Continue to review Spelling words.
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly myself weekend
broomstick skateboard doorbell
Lesson 7
Nicely Tapered
Objective: The student will practice or learn to do the following:
Writing: Prewriting strategies.
Grammar: Use compound words correctly.
Spelling: Continue to review Spelling words.
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
SAM
PLE
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5. Lesson 8
Cleaning it Up
Objective: The student will practice or learn to do the following:
Spelling: Complete a Spelling Assessment covering the following words:
basketball sidewalk something
playground cardboard everyone
sunshine bedroom eyebrow
butterfly y myself weekend
broomstick skateboard doorbell
Reading: Self-monitor comprehension when reading; Apply reading strategies.
Lesson 9
Making a Point
Objective: The student will practice or learn to do the following:
Writing: Use compound words correctly; Use a variety of prewriting strategies.
Lesson 10
Subjects and Predicates
Objective: The student will practice or learn the following:
Spelling: New spelling words.
baby today going
together ring seed
sandals bucket window
shoulders sunflower unearthed
examined treasures determined
Writing: Identify subjects and predicates in the context of writing.
Lesson 11
Going on an Adventure
Objective: The student will practice the following:
Spelling: Spell frequently encountered words.
Reading: Recognize basic sight words and common nouns. Self-monitor
comprehension when reading by automatically applying reading strategies.
Writing: Continue practicing cursive handwriting.
Lesson 12
Proof is in the Pudding
Objective: The student will be introduced to and practice the following:
Spelling: Studying the Spelling words.
Writing: Identifying subjects and predicates in the context of writing; revise drafts
based on specific oral and written responses to writing; proofread and edit writing.
SAM
PLE
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6. Lesson 13
Escape with a Book
Objective: The student will be introduced to and learn to do the following:
Spelling: Recognize basic sight words and common nouns; correctly spell
frequently encountered words; Review new Spelling words presented in
Lesson 12.
Reading: Self-monitor comprehension when reading by automatically applying
reading strategies.
Lesson 14
Diamond in the Rough
Objective: The student will be introduced to and practice the following:
Spelling: Classify words by alphabetization.
Writing: Use outlining to pre-draft writing.
Lesson 15
Finding New Things
Objective: The student will practice the following:
Spelling: Edit Spelling words for correctness.
Reading: Self-monitoring reading comprehension by automatically applying
reading strategies.
Writing: Continue to practice cursive handwriting.
Lesson 16
Easy Editing
Objective: The student will be introduced to and practice the following:
Grammar: Review sentence subjects.
Writing: Proofread and edit writing using appropriate resources; revise
drafts based on specific c oral and written responses to her writing.
Lesson 17
Mapping out New Territory
Objective: The student will complete the following:
Spelling: Spelling Assessment.
baby today going
together ring seed
sandals bucket window
shoulders sunflower unearthed
examined treasures determined
Reading: Comprehension Worksheet.
SAM
PLE
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7. Lesson 18
Rev Up Writing
Objective: The student will be introduced to and practice the following:
Spelling: New spelling words.
Writing: Writing sentences containing subjects and predicates; proofread and
edit writing using appropriate resources, such as a dictionary. Revise drafts
based on specific oral and written responses to his writing.
Lesson 19
Creepy Spiders
Objective: The student will continue working with the new Spelling words and review
nouns in the context of a new Progressive Reader introduced in Lesson 22.
Lesson 20
Hair Raising Books
Objective: The student will practice the following:
Spelling: Correctly spelling frequently encountered words.
Reading: Recognizing basic sight words and common nouns; self-monitor
comprehension when reading by automatically applying reading strategies.
Lesson 21
Weird Writing
Objective: The student will practice the following:
Spelling: Writing and using the Lesson 20 Spelling words.
Writing: Proofread and edit writing using appropriate resources. Revise drafts
based on specific oral and written responses to his writing; use nouns in the
context of writing.
Lesson 22
Eerie Creatures
Objective: The student will be introduced to:
Spelling: Basic sight words and common nouns; correctly spell frequently
encountered words.
Reading: Read an informational text; self-monitor comprehension when reading
by automatically applying reading strategies.
Lesson 23
Writing about Spiders
Objective: The student will be introduced to and practice the following:
Spelling: Spelling words.
Grammar: Identifying nouns in a sentence.
Writing: Proofread and edit writing using appropriate resources; revise drafts
based on specific oral and written responses to writing.
SAM
PLE
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8. Lesson 24
Peculiar Readings
Objective: The student will practice:
Spelling: Recognizing basic sight words and common nouns as well as
correctly spell frequently encountered words.
Reading: Self-monitoring comprehension when reading by automatically
applying reading strategies.
Writing: Write an informational piece that demonstrates the understanding of
central ideas and supporting details.
Lesson 25
Naughty Baby Spiders
Objective: The student will practice the following:
Spelling: Using Spelling words in a sentence.
Writing: Correctly use nouns in the context of writing; proofread and edit writing
using appropriate resources; revise drafts based on specific oral and
written responses.
Lesson 26
Spider Assessment
Objective: The student will accomplish the following:
Spelling: Complete a Spelling Assessment.
Reading: Complete a “Spiders” Reading Comprehension Assessment.
Lesson 27
Stringing Together a Web
Objective: The student will practice and accomplish the following:
Grammar: Complete a Grammar Assessment gauging his understanding of the
grammar lessons.
Writing: Proofreading and editing; revise drafts based on specific oral and
written responses to writing.
Lesson 28
Proper Terms
Objective: The student will be introduced to and practice the following:
Spelling: New Spelling words.
Writing: Identifying proper nouns in a sentence; recognizing the difference
between a proper and common noun.
SAM
PLE
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9. Lesson 29
Correct Nouns
Objective: The student will be introduced to and practice the following:
Spelling: Studying Spelling words
Reading: Short fiction
Lesson 30
Vivacious Vivid Details
Objective: The student will be introduced to and practice the following:
Writing: Writing a short story using sensory description.
Lesson 31
Wild Bats
Objective: The student will practice the following:
Spelling: Spelling several common words and use them in sentences.
Vocabulary: Using a dictionary.
Reading: Self-monitor comprehension when reading by automatically applying
reading strategies.
Lesson 32
Writing the Room
Objective: The student will practice or learn to do the following:
Writing: Use nouns properly in writing; exhibit personal style and voice to
enhance writing.
Lesson 33
Passionate About Reading
Objective: The student will practice or learn to do the following:
Spelling: Identify and correct misspelled words.
Reading: Read for fluency.
Grammar: Identify synonyms.
Lesson 34
Flamboyant Details
Objective: The student will practice or learn to do the following:
Spelling: Studying Spelling words:
name woods existence
animals creatures long
frolicked friends from
different fuzzy strolling
stomped if
Grammar: Use and identify proper nouns.
SAM
PLE
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10. Writing: Insert sensory details into writing.
Lesson 35
Batty Words
Objective: The student will practice or accomplish the following:
Spelling: Complete a Spelling Assessment on the following words:
name woods existence
animals creatures long
frolicked friends from
different fuzzy strolling
stomped if
Reading: Complete a Reading Comprehension Assessment.
Grammar: Learn how to find and identify synonyms for common words.
Lesson 36
Goofy Grammar
Objective: The student will practice or learn to do the following:
Grammar: Identify proper nouns.
Writing: Use vivid details to enhance writing.
Lesson 37
Number of Nouns
Objective: The student will practice properly using plural nouns in writing.
Materials Needed: Paper, Pencil, Blue Crayon, Red Crayon, Written Work from
Lesson 36 (Writing Notebook)
Lesson 38
Pursuing Meaning
Objective: The student will be introduced to and gain familiarity with:
Spelling: Homophones; New Spelling words:
your you’re one
won sell cell
cash cache discussed
disgust night knight
herd heard
Reading: New reading strategies to aid comprehension.
Lesson 39
More Than One Noun
Objective: The student will practice the following:
Spelling: Studying Spelling words:
your you’re one
won sell cell
SAM
PLE
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11. cash cache discussed
disgust night knight
herd heard
Grammar: Working with plural nouns.
Writing: Recognizing an author’s purpose for writing.
Lesson 40
Are You Ready to Question?
Objective: The student will practice or learn to do the following:
Spelling: Research definitions; alphabetize.
your you’re one
won sell cell
cash cache discussed
disgust night knight
herd heard
Reading: Apply effective reading techniques.
Grammar: Identify homophones.
Lesson 41
Writing a Message
Objective: The student will practice or learn to do the following:
Grammar: Use plural nouns in writing.
Writing: Write a folktale.
Lesson 42
Writing Connection
Objective: The student will practice or learn to do the following:
Spelling: Correctly spell frequently encountered words.
Reading: Make judgments based on character traits and decisions.
Grammar: Identify homophones.
Lesson 43
Something of Value
Objective: The student will practice or learn to do the following:
Grammar: Make singular nouns plural.
Writing: Proofread and edit writing.
Lesson 44
Quest for the Best
Objective: The student will practice or accomplish the following:
Spelling: Complete the Spelling Assessment on the following words:
you you’re one
SAM
PLE
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12. won sell cell
cash cache discussed
disgust night knight
herd heard
Reading: Identifying character traits, feelings and expressions.
Writing: Becoming familiar with correct and incorrect homophone usage.
Lesson 45
Storytelling
Objective: The student will practice or learn to do the following:
Reading: Read with inflection, pacing, and expression.
Grammar: Change singular nouns to plural nouns.
Lesson 46
Controlling Nouns
Objective: The student will practice or learn to:
Grammar: Use an apostrophe to show ownership.
Writing: Express possessive nouns in writing.
Lesson 47
Voyage to the New Land
Objective: The student will practice or learn the following:
Spelling: New Spelling words.
farmed fished water
draw far long
liked learned loved
premature telescope multilingual
unhappy impossible peaceful
Grammar: Identifying and using prefixes.
Writing: Using pre-reading strategies, like KWL charts, to help activate
prior knowledge.
Lesson 48
Grammar with Ownership
Objective: The student will practice or learn to do the following:
Grammar: Using possessive nouns correctly.
Writing: Conduct research for an informational writing assignment.
SAM
PLE
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13. Lesson 49
Search for Knowledge
Objective: The student will practice or learn to do the following:
Grammar: Identify prefixes and their meanings.
Reading: Read non-fiction; Find the main idea of a text while reading.
Lesson 50
Being an Owner
Objective: The student will practice or learn to do the following:
Grammar: Use and identify possessive nouns.
Writing: Write a non-fiction essay.
Lesson 51
Plowing through the Pages
Objective: The student will practice the following:
Reading: Reading for comprehension.
Grammar: Finding synonyms for frequently encountered words.
Lesson 52
Repairing Writing
Objective: The student will practice or learn to do the following:
Spelling: Studying Spelling words:
farmed fished water
draw far long
liked learned loved
premature telescope multilingual
unhappy impossible
Grammar: Understand and use possessive nouns.
Writing: Proofread and edit writing using a dictionary; Revise drafts based on
specific oral and written responses to his writing.
Lesson 53
Rummage through Text
Objective: The student will learn or demonstrate ability to:
Spelling: Complete a Spelling Assessment of the following words:
farmed fished water
draw far long
liked learned loved
premature telescope multilingual
unhappy impossible
Reading: Identify main ideas within a text.
Grammar: Identify and properly use suffixes.
SAM
PLE
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14. Lesson 54
Questioning Writing
Objective: The student will practice or learn to do the following:
Reading: Read an informative text; Question a text to improve it.
Grammar: Accurately complete exercises with possessive nouns.
Writing: Use the technique of questioning to help improve writing.
Lesson 55
Learning from History
Objective: The student will reinforce reading comprehension skills by answering
specific questions pertaining to an informational reading.
Materials Needed: Pencil, Paper, Reading Notebook, Writing Notebook
Literary Selection: “Men in History: Martin Luther King, Jr.”
Lesson 56
Reading about History
Objective: The student will gain or reinforce the ability to:
Spelling: Correctly spell frequently encountered words:
born woman women
men man struggle
history she he
door home house
got hold
Reading: Read and understand informational text; demonstrate understanding
by answering comprehension questions.
Lesson 57
The Man who Lived in a Log Cabin
Objective: The student will gain or reinforce the ability to:
Reading: Read an informative article; Demonstrate understanding by answering
comprehension questions.
Lesson 58
Men Who Shaped History
Objective: The student will practice or learn to do the following:
Spelling: Correctly spell frequently encountered words:
born woman women
men man struggle
history she he
door home house
got hold
Reading: Read informational text; demonstrate understanding by answering
comprehension questions.
SAM
PLE
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15. Lesson 59
Women Who Shaped History
Objective: The student will gain or reinforce the ability to:
Reading: Read informational texts.
Writing: Demonstrate reading comprehension through written responses to
topical questions.
Lesson 60
Influencing History
Objective: The student will demonstrate the ability to:
Spelling: Complete a Spelling Assessment on the following words:
born woman women
men man struggle
history she he
door home house
got hold
Reading: Read and comprehend an informational text.
Lesson 61
Bringing Fairy Tales to Life
Objective: The student will be introduced and learn to:
Spelling: Write and define new Spelling words.
amphibian thinking dozing
jumping looking astonished
running growling emotions
shining sleeping rudely
squeezing plucking fall
Reading: Recognize the characteristics of a fairly tale.
Grammar: Write verbs in the present tense using -ing.
Writing: Identify, spell, and use present tense verbs.
Lesson 62
Once Upon a Time
Objective: The student will reinforce or gain the ability to:
Spelling: Write sentences using Spelling words:
amphibian jumping running
shining squeezing thinking
looking growling sleeping
plucking dozing astonished
emotions rudely fall
Reading: Understand elements of a story.
Grammar: Use linking and showing verbs.
Writing: Identify and mimic fairy tales.
SAM
PLE
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16. Lesson 63
Boot the Letter E
Objective: The student will practice or learn to do the following:
Spelling: Determine definitions for words using context.
amphibian jumping running
shining squeezing thinking
looking growling sleeping
plucking dozing astonished
emotions rudely fall
Reading: Self-monitor comprehension when reading by automatically applying reading
strategies.
Writing: Identify, use, and spell present tense verbs.
Lesson 64 Lifting a Fairy Tale
Objective: The student will gain or reinforce the ability to:
Spelling: Write spelling words in sentences. amphibian jumping running shining
squeezing thinking looking growling sleeping plucking dozing astonished emotions
rudely fall
Grammar: Identify linking verbs in common sentences.
Writing: Use a Graphic Organizer to create a fairy tale.
Lesson 65
Comparing Snow White and Leo
Objective: The student will do the following:
Spelling: Continue to study Spelling words:
amphibian jumping running
shining squeezing thinking
looking growling sleeping
plucking dozing astonished
emotions rudely fall
Reading: Self-monitor comprehension when reading by automatically applying reading
strategies; compare and contrast stories.
Grammar: Demonstrate understanding of the third rule of present tense verbs.
Lesson 66
Linking Snow White with the Seven Dwarfs
Objective: The student will learn to do the following:
Spelling: Continue to study Spelling words:
amphibian jumping running
shining squeezing thinking
looking growling sleeping
plucking dozing astonished
emotions rudely fall
Grammar: Identify linking verbs in a sentence.
Writing: Use conferencing as an editing technique.
SAM
PLE
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17. Lesson 67
Sleeping Froggies
Objective: The student will gain or reinforce the ability to:
Spelling: Complete a Spelling Assessment covering the following words:
amphibian jumping running
shining squeezing thinking
looking growling sleeping
plucking dozing astonished
emotions rudely fall
Reading: Compare and contrast fairy tales.
Lesson 68 Peculiar Publishing
Objective: The student will practice or learn to do the following:
Grammar: Use linking verbs in the context of writing.
Writing: Create and publish a book with key literary elements common to fairy tales.
Lesson 69
Laughter really is the Best Medicine
Objective: The student will develop the ability to:
Spelling: Learn new Spelling words:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Reading: Complete pre-reading strategies; Recognize patterns of organization to help
understand meaning.
Lesson 70
Writing for Laughs
Objective: The student will gain or reinforce the ability to:
Spelling: Study spelling words:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Grammar: Use past tense verbs in the context of writing.
Writing: Use the internet, books and magazines to research jokes and riddles.
SAM
PLE
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18. Lesson 71
Cracking Jokes
Objective: The student will practice or learn to do the following:
Spelling: Correctly spell frequently encountered past tense verbs:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Reading: Self-monitor comprehension when reading by automatically applying reading
strategies.
Lesson 72
Making Jokes a Thing of the Past
Objective: The student will gain or practice the ability to:
Spelling: Write Spelling words and use them in a sentence.
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Grammar: Identify and use past tense verbs.
Writing: Identify past tense verbs while writing and automatically recognize
basic sight words and past tense verbs.
Lesson 73
Belly Jiggling Laughter
Objective: The student will practice or learn to:
Spelling: Study Spelling words:
caught wore did
saw stuck had
took was danced
frozen wanted kept
flunked went
Reading: Read aloud with fluency, pace, and appropriate intonation and vocal patterns
to emphasize key ideas and areas of importance.
Lesson 74
Walk with Ed
Objective: The student will practice or learn to do the following:
Spelling: Study the Spelling words:
caught wore did
saw stuck had
took was danced
SAM
PLE
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19. frozen wanted kept
flunked went
Grammar: Identify past tense verbs.
Writing: Proofread and edit writing using appropriate resources like the dictionary and
spell check; Revise drafts based on specific oral and written responses to writing;
Fluently and legibly write the cursive alphabet.
Lesson 75
Stand Up and Let’s Joke
Objective: The student will gain or reinforce the ability to:
Spelling: Accurately complete a Spelling Assessment of the following words:
caught wore did
do saw stuck
had took was
danced frozen wanted
kept flunked went
Reading: Read with fluency.
Writing: Properly use past tense verbs in writing.
Lesson 76
Perfect Parrots
Objective: The student will practice or learn to do the following:
Spelling: Recognize vowel patterns within these frequently encountered words:
bird molt tail
warm bored sore
keep parrot boss
advanced placement glide
gracefully feathers flight
Reading: Find, preview, and define difficult Vocabulary words.
Lesson 77
Gliding into Commas
Objective: The student will be introduced and learn to:
Spelling: Write and define Spelling words:
bird molt tail
warm bored soar
keep parrot boss
advanced placement glide
gracefully feathers flight
Writing: Recognize and write sentences that correctly place commas within items in a
series
SAM
PLE
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20. Lesson 78
Reading for Real
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
bird molt tail
warm bored soar
keep parrot boss
advanced placement glide
gracefully feathers flight
Reading: Identify an author’s purpose for writing.
Lesson 79
Flying High With Commas
Objective: The student will practice or learn to do the following:
Spelling: Continue to practice Spelling words:
bird molt tail
warm bored soar
keep parrot boss
advanced placement glide
gracefully feathers flight
Grammar: Identify and use correct punctuation including commas for a series.
Writing: Write information on a topic that includes clear, focused, ideas in a sensible
order, and sufficient supporting details.
Lesson 80
Precise Parrot Assessment
Objective: The student will gain or reinforce the ability to:
Spelling: Successfully complete a Spelling Assessment on the following words:
bird molt tail
warm bored soar
keep parrot boss
advanced placement glide
gracefully feathers flight
Reading: Form an opinion about a text and draw a logical conclusion about a topic.
Lesson 81 Louisianan Hot
Objective: The student will accomplish the following:
Spelling: Write out a new list of Spelling words:. if hot money street laugh live stuffed
bear food need make like better cold watch
Reading: Recognize dialect in conversational voices in stories when read aloud.
Lesson 82
Yes, I Love Skits!
Objective: The student will do the following:
Spelling: Continue to study Spelling words:
SAM
PLE
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21. if not live
stuffed laugh food
street bear like
need make cold
better money watch
Grammar: Use commas after names, and after the words, yes, no, and well.
Writing: Write a skit using commas correctly throughout.
Lesson 83
Cajun Excerpts
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
if hot live
street laugh food
stuffed bear like
need make cold
better money watch
Reading: Use reading strategies to form judgments about characters.
Lesson 84
Design a Web Page
Objective: The student will gain or reinforce the ability to:
Spelling: Write and define Spelling words.
if not live
stuffed laugh food
street bear like
need make cold
better money watch
Reading: Use commas in a series.
Writing: Design a web page and use commas correctly throughout.
Lesson 85
Hot, Hot, Hot!
Objective: The student will successfully:
Spelling: Complete a Spelling Assessment
if not live
stuffed laugh food
street bear like
need make cold
better money watch
Reading: Identify story elements such as main character, problem and solution; retell a
story from beginning to end.
SAM
PLE
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22. Lesson 86
Grasping Folk Literature
Objective: The student will practice or learn to do the following:
Spelling: Study a new Spelling word list.
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Reading: Identify theme as a moral Lesson in folktales and fables.
Lesson 87
A Mouse’s Plea
Objective: The student will reinforce or gain the ability to:
Spelling: Write and define Spelling words.
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Writing: Write a letter complete with date, salutation, body, closing, and signature with
correctly placed commas.
Lesson 88
Wolves and Goats Don’t Mix
Objective: The student will practice or learn to do the following:
Spelling: Spell frequently encountered words.
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Reading: Identify themes as moral Lessons in folktales and fables.
Lesson 89
Writing Connection
Objective: The student will practice or learn to do the following:
Spelling: Continue to study Spelling words:
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
tree
SAM
PLE
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23. Writing: Write a friendly letter complete with date, salutations, body, closing, and
signature; Place commas in the body of a letter correctly.
Lesson 90
Grasping Folk Literature
Objective: The student will gain or reinforce the ability to:
Spelling: Complete a Spelling Assessment covering the following words:
done tree corn
shall bell day
cat way hill
letter wind summer
ring grass winter
Reading: Identify themes as moral Lessons in folktales and fables.
Lesson 91
Greek Mythology
Objective: The student will review and be introduced to:
Spelling: Frequently encountered words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Reading: Common characteristics of mythology.
Lesson 92
Important Writing Tools
Objective: The student will reinforce or gain the ability to:
Spelling: Correctly spell the Spelling words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Writing: Recognize the four types of sentences — declarative, imperative, interrogative,
exclamatory; use the correct punctuation for each sentence type
Lesson 93
Charting Golden Ideas
Objective: The student will practice or learn to do the following:
Spelling: Write and define Spelling words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
SAM
PLE
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24. water hot sail
Reading: Create and understand the purpose of a Concept Chart for organizing key
points and ideas from a story.
Lesson 94
Letter to a King
Objective: The student will practice or learn to:
Spelling: Write Spelling words in sentences.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Grammar: Identify and use four different kinds of punctuation.
Writing: Write a letter and identify different types of sentences
Lesson 95
Elaboration and Personalization
Objective: The student will practice or learn to do the following:
Spelling: Correctly spell frequently encountered words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Reading: Personalize and expand a Concept Web to organize and remember main
ideas and themes.
Lesson 96
The Final Touch
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
flower sun try
bed gold fail
garden drink pail
morning grow trail
water hot sail
Reading: Extract main ideas from a reading.
Lesson 97
One Smart Fish
Objective: The student will be introduced to and learn to:
Spelling: Spell new words.
fish fight game
dish sheep same
SAM
PLE
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25. swish peep lame
night keep stick
sight beep pick
Lesson 98
Brainstorming Lessons
Objective: The student will practice or learn to:
Spelling: Write and define Spelling words.
fish fight game
dish sheep same
swish peep lame
night keep stick
sight beep pick
Grammar: Demonstrate understanding and use of complete declarative, imperative,
interrogative, and exclamatory sentences in writing and speaking.
Writing: Write a fable
Lesson 99
The Trickster Tale
Objective: The student will reinforce or gain the ability to:
Spelling: Recognize word families; Spell frequently encountered words and write them
in sentences.
fish fight game
dish sheep same
swish peep lame
night keep stick
sight beep pick
Reading: Identify common characteristics of a fable.
Lesson 100
Morals and Principles
Objective: The student will continue writing an original fable with a moral or lesson
(Begun in Lesson 98).
Lesson 101
Comparing is Easy!
Objective: The student will practice or learn to do the following:
Spelling: Complete a Spelling Assessment.
fish fight game
dish sheep same
swish peep lame
night keep stick
sight beep pick
Reading: Compare and contrast stories.
SAM
PLE
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26. Lesson 102
Bragging Bear
Objective: The student will practice or learn to do the following:
Spelling: Correctly spell, say, and write, ea vowel patterns.
flea creak reach ahead teacher beat dream leaf speak meat leaps beak
Reading: Recognize different patterns of organization.
Lesson 103
When a Skunk Helped
Objective: The student will review, or gain the ability to:
Spelling: Write and define Spelling words.
flea creak reach ahead teacher beat dream leaf speak meat leaps beak
Reading: Narration, first and third person, transition words
Grammar: Identify adjectives.
Writing: Write a narrative paragraph in the third person.
Lesson 104
Swimming Like a Duck
Objective: The student will reinforce or gain the ability to:
Spelling: Identify misspelled words in a paragraph.
flea creak reach ahead teacher beat dream leaf speak meat leaps beak
Grammar: Differentiate between first and third person narration.
Lesson 105
The Best Day!
Objective: The student will practice or learn to do the following:
Spelling: Write Spelling words in sentences.
flea creak reach ahead teacher beat dream leaf speak meat leaps beak
Reading: Read and comprehend a short story.
Grammar: Identify adjectives.
Writing: Write a narrative paragraph in the first person.
Lesson 106
Show What You Know
Objective: The student will display understanding of first and third person in narration
and gain mastery of spelling the frequently encountered Spelling words.
Spelling Words:
flea creak reach ahead teacher beat dream leaf speak meat leaps beak
Literary Selection: “The Day I Became an Equal” (Placed in Lesson 105)
Lesson 107
Time and Order
Objective: The student will practice, review or learn to:
Reading: Recognize different patterns of organization.
Spelling: Spell a new list of words.
SAM
PLE
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27. can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Literary Selection: “PB&J”
Lesson 108
Creating a Sequence
Objective: The student will practice or learn to do the following:
Spelling: Write Spelling words in sentences; practice the rules of silent e
can cane bit
bite fad fade
pin pine kite
kit not note
cop cope time
Reading: Recognize and understand Time Order writing
Writing: Organize a sequential Time Order writing.
Lesson 109
Bath Time Fun
Objective: The student will practice or learn to do the following:
Spelling: Categorize Spelling words; review rules of the silent e.
can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Reading: Recognize sequencing within Time Order writing.
Lesson 110
Celebrating Sequence
Objective: The student will reinforce or gain the ability to:
Spelling: Practice Spelling words; learn the rules of silent e.
can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Reading: Read and understand a Time Order text.
Writing: Organize and create a sequential Time Order writing.
SAM
PLE
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28. Lesson 111
Let’s Make a Snowman
Objective: The student will do the following:
Spelling: Take a Spelling Assessment.
can fade not
cane pin note
bit pine cop
bite kite cope
fad kit time
Reading: Recognize elements of Time Order writing.
Lesson 112
Historical Tales
Objective: The student will be introduced to or learn to:
Spelling: Become familiar with a new list of Spelling words.
bird farm horse rain
boat father man snow
box girl men stick
children ground morning
Reading: Historical fiction.
Lesson 113
Verbs that Agree
Objective: The student will gain or reinforce the ability to:
Spelling: Write and define Spelling words.
bird father men
boat girl morning
box ground rain
children horse snow
farm man stick
Grammar: Identify incorrect subject/ verb agreement.
Lesson 114
Realistic Fiction
Objective: The student will be introduced and learn to:
Spelling: Write Spelling words and use them in sentences.
bird father men
boat girl morning
box ground rain
children horse snow
farm man stick
Reading: Identify story elements of Realistic Fiction.
SAM
PLE
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29. Lesson 115
Writing in a Real Way
Objective: The student will practice or learn to do the following:
Spelling: Writing Spelling words.
bird rain ground horse box morning snow children man girl boat stick farm men father
Grammar: Identify correct subject verb agreement.
Writing: Write a Realistic Fiction story.
Lesson 116
Solving Realistic Problems
Objective: The student will demonstrate the ability to:
Spelling: Correctly spell Spelling words.
bird morning boat
box rain snow
stick girl ground
children farm father
horse man men
Reading: List the main characters, solution, problem, and setting within Realistic
Fiction.
Lesson 117
Sunshine Poetry
Objective: The student will learn to:
Spelling: Become familiar with a new list of Spelling words.
bird girl toy
birthday garden light
boat robin myself
box rain own
sun top only
Reading: Identify themes within poetry.
Lesson 118
Windy Days
Objective: The student will gain or reinforce the ability to:
Spelling: Write and define Spelling words.
bird girl toy sun box birthday garden light top rain boat robin myself only own
Reading: Read and interpret poetry.
Grammar: Identify adjectives within a sentence.
Lesson 119
Going to War with Love
Objective: The student will gain or practice the ability to:
Spelling: Write Spelling words and use them in sentences.
bird girl toy box top birthday garden light sun own boat robin myself rain only
Reading: Read and interpret poetry.
SAM
PLE
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30. Grammar: Identify adjectives within a sentence.
Lesson 120
Natural Lyrics
Objective: The student will accomplish the following:
Spelling: Complete a Spelling Assessment.
bird girl toy box top birthday garden light sun own boat robin myself rain only
Reading: Understand and interpret lyrics.
Lesson 121
Quoting Geppetto
Objective: The student will practice or learn to do the following:
Spelling: Learn a new list of spelling words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Writing: Use quotations in written dialogue; Recognize signal words that call out
dialogue.
Lesson 122
Stop and Think
Objective: The student will gain or reinforce the ability to:
Spelling: Spell and define frequently encountered words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Reading: Identify main ideas within writing using the Stop, Think, and Write method.
Lesson 123
Framing Text
Objective: The student will be introduced and learn to:
Spelling: Write Spelling words in sentences.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Grammar: Identify text that should be within quotation marks.
SAM
PLE
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31. Lesson 124
Pinocchio Has Troubles
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Reading: Describe the main idea of longer texts using the Stop, Think, and Write
method.
Lesson 125
Quick Quotation Marks
Objective: The student will practice or learn to do the following:
Spelling: Spell frequently encountered words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Grammar: Identify text that should be within quotation marks.
Lesson 126
Pinocchio Meets his Match
Objective: The student will gain or reinforce the ability to:
Spelling: Correctly spell Spelling words.
deer cheer steer
dear ear fear
gear hear clear
near rear spear
tear year peer
Reading: Organize thoughts about a text by using the Stop, Think, and Write method.
Lesson 127
Wacky Numbers in Writing
Objective: The student will be introduced and learn to:
Spelling: New Spelling words.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Writing: Express numbers within writing.
SAM
PLE
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32. Lesson 128
Reading in a Grocery Store
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Reading: Identify numerical words in a text.
Lesson 129
The Necessity of Numbers
Objective: The student will practice or learn to do the following:
Spelling: Write Spelling words in sentences.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three
Lesson 130
Skimming through Text
Objective: The student will practice or learn to do the following:
Spelling: Spell frequently encountered number words.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Reading: Skim a text to find answers.
Lesson 131
Lessons in Numbers
Objective: The student will practice or accomplish the following:
Spelling: Prepare for a Spelling Assessment.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Writing: Write numbers out in words.
SAM
PLE
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33. Lesson 132
Comprehension and Skimming
Objective: The student will gain or reinforce the ability to:
Spelling: Complete a Spelling Assessment.
five eight seven
six ten dollar
twenty thirty forty
fifty sixty seventy
two three four
Reading: Skim for answers in a text.
Lesson 133
Campers’ Quotations
Objective: The student will gain or reinforce the ability to:
Spelling: Learn a new Spelling word list.
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Grammar: Correctly use quotation marks.
Lesson 134
What Does That Mean?
Objective: The student will practice:
Spelling: Spelling frequently encountered words.
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Reading: Using the dictionary to find the meaning of unknown words.
Lesson 135 Telling a Story
Objective: The student will be introduced and learn to:
Spelling: Write Spelling words in sentences.
father ground tent bring carry cut fall drink hurt much myself never only own small
Reading: Review and understand a story.
Writing: Brainstorm ideas for writing a story.
Lesson 136
Finding the Unfamiliar
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
father ground tent
SAM
PLE
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34. bring carry cut
fall drink hurt
much myself never
only own small
Reading: Increase Vocabulary while reading a story.
Lesson 137
Quotes within Writing
Objective: The student will reinforce or gain the ability to:
Spelling: Review spelling words.
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Grammar: Use quotations within writing.
Writing: Write a short story.
Lesson 138
Postcards from Camp
Objective: The student will learn and review how to do the following:
Spelling: Spell frequently encountered words.
father ground tent
bring carry cut
fall drink hurt
much myself never
only own small
Reading: Read and understand a short story.
Lesson 139
Tricky Pigs and Adjectives
Objective: The student will gain or reinforce the ability to:
Spelling: Spell frequently encountered words.
unwrap unhappy disable
mislead misspell subway
submarine preview postdate
rewrite retake tripod
tricycle exit extract
Grammar: Identify adjectives within writing.
Lesson 140
The Wolf and Three Pigs
Objective: The student will gain or reinforce the ability to:
Spelling: Spell frequently encountered words.
unwrap unhappy disable
SAM
PLE
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35. mislead misspell subway
submarine preview postdate
rewrite retake tripod
tricycle exit extract
Grammar: Identify prefixes.
Reading: Highlight common features within a fairy tale.
Lesson 141
Creative Fairy Tales
Objective: The student will gain or practice the ability to:
Spelling: Define Spelling words.
unwrap unhappy disable
mislead misspell subway
submarine preview postdate
rewrite retake tripod
tricycle exit extract
Reading: Identify characteristics of fairy tales.
Grammar: Identify and write descriptive adjectives.
Writing: Brainstorm ideas for an original fairy tale.
Lesson 142
Pigs in Fairy Tales
Objective: In this Lesson, the student will show the ability to:
Spelling: Understand the meaning of common prefixes; Identify root words
unwrap unhappy disable
mislead misspell subway
submarine preview postdate
rewrite retake tripod
tricycle exit extract
Reading: Identify common traits of fairy tales; recognize an Accumulation Fairy Tale.
Lesson 143
Descriptive Fairy Tales
Objective: The student will be introduced and learn to:
Spelling: Write Spelling words in sentences.
unwrap unhappy disable
mislead misspell subway
submarine preview postdate
rewrite retake tripod
tricycle exit extract
Grammar: Identify and write descriptive adjectives.
Writing: Write a fairy tale.
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36. Lesson 144
Chain Reaction
Objective: The student will reinforce or gain the ability to:
Spelling: Complete a Spelling Assessment.
unwrap unhappy disable
mislead misspell subway
submarine preview postdated
rewrite retake tripod
tricycle exit extract
Reading: Identify cause and effect relationships.
Materials Needed: Paper, Pencil, Reading Notebook
Literary Selections: “The Old Woman and Her Pig” (Placed in Lesson 142) and
“The Story of the Three Little Pigs” (Placed in Lesson 140)
Lesson 145
Finding Contractions
Objective: The student will be introduced and learn to:
Spelling: Understand new Spelling words.
can’t don’t won’t
you’ll I’m isn’t
couldn’t let’s doesn’t
shouldn’t he’ll aren’t
she’ll haven’t didn’t
Grammar: Use contractions in writing.
Lesson 146
Analyzing Jack and his Thoughts
Objective: The student will reinforce or gain the ability to:
Spelling: Identify and use contractions.
can’t don’t won’t
you’ll I’m isn’t
couldn’t let’s doesn’t
shouldn’t he’ll aren’t
she’ll haven’t didn’t
Reading: Understand and analyze characters.
Lesson 147
Making Contractions
Objective: In this Lesson, the student will become fluent in:
Spelling: Using Spelling words in sentences.
can’t don’t won’t
you’ll I’m isn’t
couldn’t let’s doesn’t
shouldn’t he’ll aren’t
she’ll haven’t didn’t
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37. Grammar: Using contractions in writing.
Lesson 148
Jack and the Giant
Objective: The student will gain or reinforce the ability to:
Spelling: Identify and use contractions.
can’t don’t won’t
you’ll I’m isn’t
couldn’t let’s doesn’t
shouldn’t he’ll aren’t
she’ll haven’t didn’t
Reading: Analyze characters and identify problems in a story.
Lesson 149
Contraction Match-Up
Objective: The student will show the ability to:
Spelling: Study spelling words.
can’t don’t won’t
you’ll I’m isn’t
couldn’t let’s doesn’t
shouldn’t he’ll aren’t
she’ll haven’t didn’t
Grammar: Identify and understand contractions.
Lesson 150
Jack Solves a Problem
Objective: The student will gain or reinforce the ability to:
Spelling: Complete a Spelling Assessment.
can’t don’t won’t
you’ll I’m isn’t
couldn’t let’s doesn’t
shouldn’t he’ll aren’t
she’ll haven’t didn’t
Reading: Analyze a story.
Writing: Write a new ending and solve a problem within a story.
Lesson 151
Searching for the Same
Objective: The student will practice or learn to:
Spelling: Become fluent with new Spelling words.
boy farm farmer
father bread street
watch night thing
start never much
bring grow
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38. Grammar: Understand and identify synonyms.
Lesson 152
Pleasing Everyone
Objective: The student will gain or reinforce the ability to:
Spelling: Spell frequently encountered words.
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Reading: Identify and write about the main idea of the story.
Writing: Journal about a text.
Lesson 153
Synonyms in Writing
Objective: The student will practice:
Spelling: Writing Spelling words in sentences.
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Writing: Using descriptive words to make stories and characters more interesting.
Lesson 154
Getting to the Core
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Reading: Mentally visualize stories.
Writing: Journal about a text.
Lesson 155
Hunting for Synonyms
Objective: The student will learn to:
Spelling: Practice spelling words.
boy farm farmer
father bread street
watch night thing
start never much
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39. bring grow
Grammar: Use and understand synonyms.
Lesson 156
Visualizing New Data
Objective: The student will gain or reinforce the ability to:
Spelling: Complete a Spelling Assessment.
boy farm farmer
father bread street
watch night thing
start never much
bring grow
Reading: Identify and write about the main idea of a story.
Lesson 157
Figurative Language
Objective: The student will practice:
Spelling: Learning new Spelling words.
apple ball bear
chair chicken children
kitty horse squirrel
snow milk table
leg picture good-bye
Reading: Writing similes and metaphors.
Lesson 158
Reading Fiction and Nonfiction
Objective: The student will reinforce or gain the ability to:
Spelling: Practice and define Spelling words.
Reading: Identify nonfiction narratives.
Lesson 159
Comparisons: Similes and Metaphors
Objective: The student will practice or learn to:
Spelling: Write Spelling words in sentences.
apple ball bear
chair chicken children
kitty horse squirrel
snow milk table
leg picture good-bye
Reading: Identify similes and metaphors in a text.
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40. Lesson 160
Real Life and Fiction
Objective: The student will gain or reinforce the ability to:
Spelling: Spell frequently encountered words.
apple ball bear
chair chicken children
kitty horse squirrel
snow milk table
leg picture good-bye
Reading: Analyze the main character of a story.
Lesson 161 Writing Similes and Metaphors
Objective: The student will gain or reinforce the ability to:
Spelling: Practice spelling words.
apple ball bear
chair chicken children
kitty horse squirrel
snow milk table
leg picture good-bye
Writing: Write similes and metaphors.
Lesson 162
Nice Narratives
Objective: The student will practice or learn to:
Spelling: Complete a Spelling Assessment.
apple ball bear
chair chicken children
kitty horse squirrel
snow milk table
leg picture good-bye
Reading: Read and comprehend grade level narratives.
Lesson 163
Giving Life to Objects
Objective: The student will reinforce or gain the ability to:
Spelling: Learn a new list of spelling words.
frog prince princess
king well water
ball golden roll
hand head eye
crown fell carry
Writing: Identify and use personification within writing.
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41. Lesson 164
Personification in Reading
Objective: The student will be introduced and learn to:
Spelling: Write and define Spelling words.
frog prince princess
king well water
ball golden roll
hand head eye
crown fell carry
Reading: Recognize personification within a text.
Lesson 165
Breathing Life into Writing
Objective: The student will practice or learn to:
Spelling: Write Spelling words and use them in sentences.
frog prince princess
king well water
ball golden roll
hand head eye
crown fell carry
Writing: Journal about special talents and use personification in writing.
Lesson 166
Rats Galore
Objective: The student will be introduced and learn to:
Spelling: Spell frequently encountered words.
frog prince princess
king well water
ball golden roll
hand head eye
crown fell carry
Reading: Identify personification within a text.
Lesson 167
Listing and Personification
Objective: The student will reinforce or gain the ability to:
Spelling: Practice spelling words.
frog prince princess
king well water
ball golden roll
hand head eye
crown fell carry
Writing: Write sentences using personification.
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42. Lesson 168
Perfect Pig Portrayal
Objective: The student will practice or learn to:
Spelling: Complete a Spelling Assessment.
frog prince princess
king well water
ball golden roll
hand head eye
crown fell carry
Reading: Identify personification in poems and other literary styles.
Lesson 169
I Like Subject Pronouns
Objective: The student will be introduced and learn to:
Spelling: Understand a new list of spelling words.
character compare contrast
main idea plot setting
chores duck ugly
link flax paper
song home school
Grammar: Identify pronouns within sentences.
Lesson 170
The Duck who was a Swan
Objective: The student will reinforce or gain the ability to:
Spelling: Identify meaning and spelling of common literary terms.
character compare contrast
main idea plot setting
chores duck ugly
link flax paper
song home school
Reading: Identify antagonists and protagonists within stories.
Lesson 171
Pronouns Must Agree
Objective: The student will gain or reinforce the ability to:
Spelling: Write Spelling words and use them in sentences.
character compare contrast
main idea plot setting
chores duck ugly
link flax paper
song home school
Grammar: Use correct verb and subject pronoun agreement.
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43. Lesson 172
The Little Flax Plant
Objective: The student will gain or reinforce the ability to:
Spelling: Identify the meaning and spelling of common literary terms.
character compare contrast
main idea plot setting
chores duck ugly
link flax paper
song home school
Reading: Identify antagonists and protagonists within stories.
Lesson 173
You Are the Object of My Affection
Objective: The student will be introduced and learn to:
Spelling: Practice spelling frequently encountered words.
character compare contrast
main idea plot setting
chores duck ugly
link flax paper
song home school
Grammar: Identify and use object pronouns.
Lesson 174
Discovering the Hero
Objective: The student will be introduced and learn to:
Spelling: Complete a Spelling Assessment.
character compare contrast
main idea plot setting
chores duck ugly
link flax paper
song home school
Reading: Identify antagonists and protagonists within stories.
Lesson 175
I and Me — When Do We Use Thee?
Objective: The student will reinforce or gain the ability to:
Spelling: Learn a new list of spelling words.
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Grammar: Use the pronouns I and me correctly.
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44. Lesson 176
Sleeping Bears
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Reading: Use the title of a story to make predictions about the story.
Lesson 177 They’re Over There!
Objective: The student will gain or reinforce the ability to:
Spelling: Write Spelling words in sentences.
deer bear brown jam blue jay honey field mouse black berry fox snow party sleep
Grammar: Use the words — there, their, and they’re properly.
Lesson 178
Bears at Breakfast
Objective: The student will be introduced and learn to:
Spelling: Spell frequently encountered words.
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Reading: Make predictions about a story based on the story’s title.
Lesson 179
Assessment Taking
Objective: The student will gain or reinforce the ability to:
Spelling: Write Spelling words five times each.
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Grammar: Complete a multiple choice Assessment on recent grammar Lessons.
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45. Lesson 180
Prediction of Father and Son
Objective: The student will reinforce or gain the ability to:
Spelling: Spell frequently encountered words.
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
Reading: Make predictions about a story based on the title.
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46. Third Grade Language Arts
Common Core Alignment
Complete Curriculum Lesson
Key Ideas and Details
RL.3.1. Ask and answer questions to
demonstrate understanding of a text, 2, 8, 11, 13, 17, 38, 42, 69, 71, 85, 86, 88, 89, 90, 93, 95, 96, demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
2, 8, 11, 13, 17, 38, 42, 69, 71, 85, 86, 88, 89, 90, 93, 95, 96,
97, 101, 106, 114, 116, 122, 124, 126, 128, 130, 132, 138, 14
2, 144, 148, 154, 156, 168, 170, 172, 174, 178, 180
RL.3.2. Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
h i i d h h k d il i 6 31 40 42 44 61 62 63 65 66 85 86 87 88 89 90 91how it is conveyed through key details in
the text.
6, 31, 40, 42, 44, 61, 62, 63, 65, 66, 85, 86, 87, 88, 89, 90, 91
, 93, 95, 97, 99, 101, 140, 142, 172, 174, 178, 180
RL.3.3. Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their actions
contribute to the sequence of events. 8, 17, 42, 83, 89, 96, 116, 126, 146, 148, 156, 170contribute to the sequence of events. 8, 17, 42, 83, 89, 96, 116, 126, 146, 148, 156, 170
Craft and Structure
RL.3.4. Determine the meaning of words
and phrases as they are used in a text,
distinguishing literal from nonliteraldistinguishing literal from nonliteral
language. 89,
RL.3.5. Refer to parts of stories, dramas,
and poems when writing or speaking
about a text, using terms such as
chapter, scene, and stanza; describe
how each successive part builds on
earlier sections. 83
RL.3.6. Distinguish their own point of
view from that of the narrator or those
of the characters. 35, 91
Integration of
Knowledge and Ideas
RL.3.7. Explain how specific aspects of a
text’s illustrations contribute to what is
conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a , p p
character or setting). 106, 128, 135
RL.3.8. (Not applicable to literature)
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48. RI.3.5. Use text features and search tools
(e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given
topic efficiently. 29, 35, 42, 97
RI.3.6. Distinguish their own point of
view from that of the author of a text 55 80view from that of the author of a text. 55, 80
Integration of
Knowledge and Ideas
RI.3.7. Use information gained from
illustrations (e.g., maps, photographs)
and the words in a text to demonstrate
understanding of the text (e.g., where,
when, why, and how key events occur). 22,
RI.3.8. Describe the logical connection
b i l dbetween particular sentences and
paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a
sequence). 109, 111
RI.3.9. Compare and contrast the most
important points and key details
presented in two texts on the same presented in two texts on the same
topic. 49, 55
Range of Reading and
Level of Text
ComplexityComplexity
RI.3.10. By the end of the year, read and
comprehend informational texts,
including history/social studies, science,
and technical texts, at the high end of
2, 4, 6, 8, 11, 12, 15, 17, 29, 31, 37, 40, 42, 44, 45, 61, 63,
65, 67, 69, 71, 81, 83, 86, 87, 89, 90, 91, 97, 99, 102, 103,
104, 105, 112, 114, 116, 117, 118, 119, 120, 122, 124, 126,
128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 147, 150, g
the grades 2–3 text complexity band
independently and proficiently
152, 154, 155, 156, 158, 160, 162, 164, 166, 168, 169, 170,
172, 174, 176, 178, 180
Phonics and Word
RecognitionRecognition
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49. RF.3.3. Know and apply grade‐level
phonics and word analysis skills in
decoding words. 13, 22, 29, 38, 53, 61, 76, 99, 107, 108, 122, 134, 140, 142
Identify and know the meaning of the
most common prefixes and derivational
suffixes. 20, 53, 61, 140, 142
Decode words with common LatinDecode words with common Latin
suffixes. 22,
Decode multisyllable words. 1, 76, 140, 155
Read grade‐appropriate irregularly
spelled words. 6, 13, 22, 38, n76, 81
FluencyFluency
RF.3.4. Read with sufficient accuracy and
fluency to support comprehension. 6, 13, 22, 29, 33, 38, 45, 73
Read grade‐level text with purpose and
understanding. 6, 22. 29, 33, 45, 73understanding. 6, 22. 29, 33, 45, 73
Read grade‐level prose and poetry orally
with accuracy, appropriate rate, and
expression. 117, 118, 119
Use context to confirm or self‐correct
word recognition and understanding,
di 15 33rereading as necessary. 15, 33
Text Types and
Purposes
W.3.1. Write opinion pieces on topics or
texts, supporting a point of view with
reasons. 12, 55, 80
Introduce the topic or text they are
writing about, state an opinion, and
create an organizational structure that
lists reasons. 80
Provide reasons that support the
opinion. 12, 55, 80
Use linking words and phrases (e.g.,
because , therefore , since , for example )
to connect opinion and reasons 12 55to connect opinion and reasons. 12, 55
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50. Provide a concluding statement or
section. 80,
W.3.2. Write informative/explanatory
texts to examine a topic and convey
ideas and information clearly. 7, 15, 21, 23, 24, 50, 51, 54, 57, 58, 59, 79, 108, 110
Introduce a topic and group relatedIntroduce a topic and group related
information together; include
illustrations when useful to aiding
comprehension. 21, 23, 24, 50, 79
Develop the topic with facts, definitions,
and details. 14, 21, 23, 24, 50, 51, 54, 59, 79
Use linking words and phrases (e.g., g p ( g ,
also , another , and , more , but ) to
connect ideas within categories of
information. 21, 23, 50
Provide a concluding statement or
section. 7, 9, 21, 23, 24, 79
W 3 3 Write narratives to develop realW.3.3. Write narratives to develop real
or imagined experiences or events using
effective technique, descriptive details,
and clear event sequences. 30, 32, 34, 36, 41, 64, 68, 100, 115, 135, 137, 143, 150, 152
Establish a situation and introduce a
narrator and/or characters; organize an narrator and/or characters; organize an
event sequence that unfolds naturally. 82, 135
Use dialogue and descriptions of actions,
thoughts, and feelings to develop
experiences and events or show the
response of characters to situations. 30, 64, 68,100, 135, 137
U t l d d h tUse temporal words and phrases to
signal event order. 64, 135
Provide a sense of closure. 30, 68
Production and Production and
Distribution of Writing
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51. W.3.4. With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose. (Grade‐
specific expectations for writing types
are defined in standards 1 3 above ) 16 21 23 32 34 36 50 54 55 59 68 75 79 82 89 137are defined in standards 1–3 above.) 16, 21, 23, 32, 34, 36, 50, 54, 55, 59, 68, 75, 79, 82, 89, 137
W.3.5. With guidance and support from
peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing. 16, 17, 23, 25, 27, 37, 43, 52, 66, 74, 89
W.3.6. With guidance and support from g pp
adults, use technology to produce and
publish writing (using keyboarding skills)
as well as to interact and collaborate
with others. 68, 84
Research to Build and
Present Knowledge
W.3.7. Conduct short research projects
that build knowledge about a topic. 21, 57, 79, 84
W.3.8. Recall information from W.3.8. Recall information from
experiences or gather information from
print and digital sources; take brief
notes on sources and sort evidence into
provided categories. 21, 47, 48, 57, 58, 59, 60, 70, 79, 84
W.3.9. (Begins in grade 4)
Range of Writing
W.3.10. Write routinely over extended
time frames (time for research,
reflection, and revision) and shorter 3, 5, 9, 12, 13, 14, 16, 16, 21, 23, 24, 25, 27, 30, 32, 34, 41, 5
time frames (a single sitting or a day or
two) for a range of discipline‐specific
tasks, purposes, and audiences.
1, 52, 54, 55, 57, 58, 59, 64, 68, 72, 79, 80, 82, 83, 87, 89 , 9
4, 98, 100, 103, 105, 108, 110, 115, 131, 135, 137, 138, 141,
143, 150, 152, 153, 154, 159, 161, 163, 165, 176
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52. Comprehension and
Collaboration
SL.3.1. Engage effectively in a range of
collaborative discussions (one on one incollaborative discussions (one‐on‐one, in
groups, and teacher‐led) with diverse
partners on grade 3 topics and texts ,
building on others’ ideas and expressing
their own clearly. 29, 54, 80,
Come to discussions prepared, having Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the
topic to explore ideas under discussion. 44, 54, 80,
Follow agreed‐upon rules for discussions
( i i h fl i f l(e.g., gaining the floor in respectful
ways, listening to others with care,
speaking one at a time about the topics
and texts under discussion). 2, 29
Ask questions to check understanding of
information presented, stay on topic, information presented, stay on topic,
and link their comments to the remarks
of others. 54, 80,
Explain their own ideas and
understanding in light of the discussion. 29, 54, 80,
SL.3.2. Determine the main ideas and
supporting details of a text read aloud or
information presented in diverse media
and formats, including visually,
quantitatively, and orally. 44,
SL 3 3 Ask and answer questions aboutSL.3.3. Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail. 76, 140
Presentation of Knowledge and Ideas
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53. SL.3.4. Report on a topic or text, tell a
story, or recount an experience with
appropriate facts and relevant,
descriptive details, speaking clearly at an
understandable pace. 44, 54, 75,
SL 3 5 Create engaging audio recordingsSL.3.5. Create engaging audio recordings
of stories or poems that demonstrate
fluid reading at an understandable pace;
add visual displays when appropriate to
emphasize or enhance certain facts or
details. 73,
SL.3.6. Speak in complete sentences p p
when appropriate to task and situation
in order to provide requested detail or
clarification. 44, 54, 75,
Conventions of
Standard English
L.3.1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
6, 21, 23, 25, 27, 29, 30, 32, 34, 36, 37, 41, 45, 50, 54, 55, 58
, 59, 64, 64, 66, 68, 69, 75, 77, 79, 80, 82, 83, 87, 92, 94, 98,
100, 127, 129, 131, 143, 145, 147, 149, 150, 153speaking. 100, 127, 129, 131, 143, 145, 147, 149, 150, 153
Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in particular
sentences.
10, 12, 14, 16, 17, 19, 21, 23, 24, 25, 28, 32, 36, 37, 62, 63, 6
5, 66, 70, 103, 105, 118, 119, 139, 141, 167, 169, 173, 175, 1
79
Form and use regular and irregular
plural nouns. 37, 39, 41,43, 45
Use abstract nouns (e.g., childhood ). 28,
Form and use regular and irregular
verbs. 63, 64, 65,68
Form and use the simple (e.g., I walked;
I walk; I will walk ) verb tenses 71 72 74I walk; I will walk ) verb tenses. 71, 72, 74
Ensure subject‐verb and pronoun‐
antecedent agreement.* 68, 113, 1115, 171, 179
Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on
what is to be modified. 30, 141
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54. Use coordinating and subordinating
conjunctions. 24, 64, 77
Produce simple, compound, and
complex sentences. 65,
L.3.2. Demonstrate command of the
conventions of standard English
capitalization punctuation and spelling 23 25 41 45 55 58 59 64 65 66 68 69 75 77 79 82 8capitalization, punctuation, and spelling
when writing.
23, 25, 41, 45, 55, 58, 59, 64, 65, 66, 68, 69, 75, 77, 79, 82, 8
4, 87, 94, 98, 100, 127, 129, 131, 145, 147, 150, 153, 155
Capitalize appropriate words in titles. 25,
Use commas in addresses. 82, 84
Use commas and quotation marks in
dialogue. 121, 123,125, 133, 137g , , , ,
Form and use possessives. 46, 48, 50, 52, 54
Use conventional spelling for high‐
frequency and other studied words and
for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness ).
1, 3,4, 5, 7, 8, 10, 11, 12, 13, 16, 17, 19, 22, 24, 25, 26, 28, 2
9, 33, 35, 38, 44, 47, 53, 56, 58, 60, 61, 62, 64, 65, 67, 69, 71
, 73, 74, 75, 77, 78, 79, 80, 81, 83, 85, 86, 87, 88, 90, 91, 92,
94, 95, 96‐99, 101‐108
Use spelling patterns and generalizationsUse spelling patterns and generalizations
(e.g., word families, position‐based
spellings, syllable patterns, ending rules,
meaningful word parts ) in writing
words. 61, 63, 65, 74, 94, 97, 99, 102, 107‐110, 122, 140, 142
Consult reference materials, including Consult reference materials, including
beginning dictionaries, as needed to
check and correct spellings. 17, 19, 22, 29, 31, 40, 58, 61, 72, 81
Knowledge of Language
L.3.3. Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
6, 21, 23, 30, 51, 58, 64, 68, 69, 77, 80, 82, 84, 87, 92, 143, 1
49, 150
Choose words and phrases for effect.* 30
Recognize and observe differences
between the conventions of spoken and
written standard English. 70, 81
Vocabulary Acquisition
d Uand Use
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55. L.3.4. Determine or clarify the meaning
of unknown and multiple‐meaning word
and phrases based on grade 3 reading
and content, choosing flexibly from a
range of strategies. 22, 177
Use sentence‐level context as a clue to
the meaning of a word or phrase. 29,
Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g.,
agreeable/disagreeable, g / g ,
comfortable/uncomfortable,
care/careless, heat/preheat ). 20, 47, 49, 53, 140
Use a known root word as a clue to the
meaning of an unknown word with the
same root (e.g., company, companion ). 47, 49
Use glossaries or beginning dictionariesUse glossaries or beginning dictionaries,
both print and digital, to determine or
clarify the precise meaning of key words
and phrases.
29, 31, 40, 61, 72, 76, 77, 81, 87, 92, 98, 103, 107, 113, 118,
125, 134, 136, 137, 141, 178
L.3.5. Demonstrate understanding of
figurative language, word relationships figurative language, word relationships
and nuances in word meanings. 15, 151, 157, 159, 161, 162, 163, 165, 166, 167, 168
Distinguish the literal and nonliteral
meanings of words and phrases in
context (e.g., take steps ). 157,
Id tif l lif ti b tIdentify real‐life connections between
words and their use (e.g., describe
people who are friendly or helpful ).
Distinguish shades of meaning among
related words that describe states of
mind or degrees of certainty (e.g., knew, mind or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered ). 15, 24, 51
SAM
PLE
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57. STUDENT MANUAL LANGUAGE ARTS — LESSON 178-1
Lesson 178
Bears at Breakfast
Begin this Lesson by reviewing your following list of Spelling words.
Now, write each of your Spelling words in your Spelling and Vocabulary
Notebook. Then, write a definition for each word. Use a dictionary, but write
the definition in words you understand. You will remember them better if
you use your own words.
Reading: Today, you will be reading a short story. Before you read, try to
predict what the story is going to be about just by looking at the title. When
you use prediction before you read, it helps you to understand the story better.
The title of today’s story is “Three Bears Come to Breakfast”. Before
reading the story, complete Part I of the Before and After Reading Worksheet.
Then, read the story “Three Bears Come to Breakfast”. When you have
finished the story, complete Part II of the Before and After Reading Worksheet.
Lesson Wrap-Up: What did you predict the story “Three Bears Come to
Breakfast” would be about? Where your predictions correct?
Spelling Words:
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
SAM
PLE
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58. STUDENT MANUAL LANGUAGE ARTS — LESSON 178-2
Before and After Reading Worksheet
Name_______________________________________________________
Part I:
Directions: Before reading the story “Three Bears Come to Breakfast”,
answer the following questions about what you think the story will be
like just based on the title.
I predict the story will be about…
I predict that the main character will…
Now, begin reading the story, “Three Bears Come to Breakfast”.
SAM
PLE
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59. STUDENT MANUAL LANGUAGE ARTS — LESSON 178-3
Name_______________________________________________________
Part II:
Directions: After reading the story, complete the sentences below
about what the whole text was actually about. When you have completed
the sentences, compare them to your predictions.
The story was really about…
The main character really did….
SAM
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60. PROGRESSIVE READER THREE BEARS COME TO BREAKFAST
Three Bears Come
to Breakfast
Frances Margaret Fox
SAM
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61. PROGRESSIVE READER THREE BEARS COME TO BREAKFAST
Pg 1
From the day when the Three Bears discovered the Enchanted
Land where bears may walk without fear of harm, and may
safely poke their noses into any man’s tent if they choose, from
that day, Little Bear pleaded to go back.
“Then let us be off,” exclaimed Father Bear at last. “Let us be
off on a holiday journey, Mother Bear. Come, son, close the
door of our little house and away we go!”
And away they went. Little Bear was so happy when the three
jolly companions finally reached the Enchanted Land that he
went to bed at sunset so that he might be up early in the
morning to explore a
country where rocks were
painted in all colors of the
rainbow, where springs
of hot water bubbled
through the earth, and
where crystal-clear
waterfalls filled his little
heart with wonder.
SAM
PLE
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62. PROGRESSIVE READER THREE BEARS COME TO BREAKFAST
Pg 2
Sure enough, Little Bear awoke in the early dawn, gave his
father a friendly poke in the side, gave his mother’s nose a
friendly tweak, and thus merrily the day began.
“Let us take a walk before breakfast,” suggested Little Bear.
“Very well,” agreed Father Bear, “and let us catch fish for
breakfast in a mountain stream!”
“And we shall cook the fish in the first hot spring along the
way,” added Mother Bear.
On through the glorious dawn went the Three Bears, crooning
an old song and joyfully sniffing the air, when suddenly they
came upon a sleeping camp, where the tents of the campers
formed a big circle. In the center of the circle were the ashes
of a campfire, and not far away was a cook stove standing
near a covered wagon. On that stove was a kettle. Over to that
kettle pranced Little Bear. He lifted the cover and peeped
in. The kettle was full of something Little Bear had never seen
before. Over walked Father Bear, over walked Mother Bear.
They peeped in the kettle and shook their heads.
SAM
PLE
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63. PROGRESSIVE READER THREE BEARS COME TO BREAKFAST
Pg 3
“It is something the cook forgot to put
away!” remarked Father
Bear in pompous tones.
“You may taste of it if
you wish, Son Bear,”
said his mother.
Into the kettle went Little
Bear’s paw, and out it came filled with soft, brown, juicy fruit.
He ate it, and it was good — so good he ate more and more.
Father Bear ate the fruit, Mother Bear ate the fruit.
“What is it?” they said one to another. But although they
could not answer the question, they liked that fruit so well
they ate and ate until they ate it all up. They even forgot
their manners and smacked their lips. Suddenly there was
a noise in one of the tents, and out popped the cook’s wife,
calling, “Oh, the bears are eating our prunes! Oh, the bears
are eating our prunes! Shoo! Shoo! Shoo! They were eating
our prunes!”
SAM
PLE
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64. PROGRESSIVE READER THREE BEARS COME TO BREAKFAST
Pg 4
“So we were eating prunes!” exclaimed Mother Bear, and
away went the Three Bears, laughing.
“And prunes are good!” piped up Little Bear, in his shrill,
shrill voice.
But Daddy Bear pranced through the forest singing: “Oh, let
us sing some new, new tunes! All about her prunes, prunes,
prunes!” And “Prunes, prunes, prunes,” the Three Bears
sang all that merry day. “Prunes, prunes, prunes, prunes we
had for breakfast!”
SAM
PLE
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65. STUDENT MANUAL LANGUAGE ARTS — LESSON 179-1
Lesson 179
Assessment Taking
To begin this Lesson, review your following list of Spelling words.
Now, practice your Spelling words by writing them five times each in your
Spelling and Vocabulary Notebook.
Grammar: Today, you will learn about taking multiple-choice Assessments.
This type of Assessment requires you to choose from a variety of answers.
These answers are given using the choices of A, B, C, and D.
It is important to read the directions before any Assessment. Many students
do not understand questions and activities because they do not look over
the directions first.
Next, you must read each question and all of the possible answers. Some
students choose the incorrect answer because they never look at answers
C or D. It is important to read every answer, even if you think the answer is
A or B. Look at the example on the next page.
Spelling Words:
deer bear brown
jam blue jay
honey field mouse
black berry fox
snow party sleep
SAM
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66. STUDENT MANUAL LANGUAGE ARTS — LESSON 179-2
Example Assessment Question:
Directions: Circle the best answer that finishes the sentence below. If
the sentence is correct then circle, No Mistakes. Use your digital pencil.
A bear chased Chris and I.
A. Me and Chris
B. I and Chris
C. Chris and me
D. No mistakes
In this above example, the correct is C.
Answer D said “No mistakes”. This choice is used when the sentence in
question is already correct.
Look at the example below, but remember to always read the directions first.
Example Assessment Question Two:
Directions: Circle the best answer that finishes the sentence below. If
the sentence is correct then circle No Mistakes.
They’re going to the market for party supplies.
A. There
B. Their
C. Me
D. No Mistakes
In the example above, the sentence is correct. Therefore, the answer
is D.
SAM
PLE
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67. STUDENT MANUAL LANGUAGE ARTS — LESSON 179-3
Now, demonstrate your understanding of Multiple-Choice Assessments by
completing the Multiple Choice Practice Assessment. Before you begin,
remember these important rules:
Read the directions carefully.
Read the entire question.
Read all answers A–D.
Lesson Wrap-Up: What are three rules you must follow while taking an
Assessment?
SAM
PLE
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68. STUDENT MANUAL LANGUAGE ARTS — LESSON 179-4
Multiple-Choice Practice Assessment
Name_______________________________________________________
Directions: Circle the best answer to correctly complete the sentences
below. If the sentence is correct, choose D — No Mistakes.
Their going to the market to get party supplies.
A. They’re
B. There
C. Me
D. No mistakes
Rabbit and I chased butterflies.
A. Rabbit and me
B. Me and rabbit
C. I and Rabbit
D. No mistakes
Mother Bear and me made blueberry jam.
A. Me and Mother Bear
B. Mother Bear and I
C. I and Mother bear
D. No mistakes
I think the big oak tree is over their.
A. they’re
B. there
C. they
D. No mistakes
SAM
PLE
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69. STUDENT MANUAL LANGUAGE ARTS — LESSON 179-5
Name_______________________________________________________
Wild bears hibernate in they’re caves during the winter months.
A. there
B. their
C. they
D. No mistakes
Mother told Little Bear and me to wash up for supper.
A. Little Bear and I
B. I and Little Bear
C. Me and Little Bear
D. No mistakes
Their house is in a small cave.
A. There
B. They
C. They’re
D. No mistakes
They’re excited to see the bears!
A. They
B. There
C. Their
D. No mistakes
SAM
PLE
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70. STUDENT MANUAL LANGUAGE ARTS — LESSON 179-6
Name_______________________________________________________
A bear chased Jack and I.
A. me and Jack
B. I and Jack
C. Jack and me
D. No mistakes
Mr. Bear is they’re mentor.
A. there
B. their
C. they
D. No mistakes
SAM
PLE
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71. STUDENT MANUAL LANGUAGE ARTS — LESSON 180-1
Lesson 180
Prediction of Father and Son
To begin, take out and complete the Lesson 180 Spelling Assessment. As
your teacher reads you the words, spell them correctly in the spaces provided.
Reading: Today, you will be reading a short play. Before you read, try to
predict what the story is going to be about just by looking at the title. When
you use prediction before you read, it helps you to understand the story better.
The title of today’s play is “Father and Son Heart to Heart”. Before
reading the story, complete Part I of the Before and After Reading Worksheet.
Then, read the story “Father and Son Heart to Heart”. When you have
finished reading, complete Part II of the Before and After Reading Worksheet.
Lesson Wrap-Up: What did you predict about the story based on the title?
Where your predictions correct?
SAM
PLE
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72. STUDENT MANUAL LANGUAGE ARTS — LESSON 180-2
Lesson 180
Spelling Assessment
Name_______________________________________________________
Directions: As your teacher says each Spelling word aloud, write it in
the space provided.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
SAM
PLE
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73. STUDENT MANUAL LANGUAGE ARTS — LESSON 180-3
Before and After Reading Worksheet
Name_______________________________________________________
Part I:
Directions: Before reading the play “Father and Son Heart to Heart”,
answer the following questions about what you think the story will be
like just based on the title.
I predict the story will be about…
I predict that the main character will…
Now, begin reading the story, “Father and Son Heart to Heart”.
SAM
PLE
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74. STUDENT MANUAL LANGUAGE ARTS — LESSON 180-4
Name_______________________________________________________
Part II:
Directions: After reading the play, complete the sentences below
about what the whole text was actually about. When you have
completed the sentences, compare them to your predictions.
The story was really about…
The main character really did….
SAM
PLE
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75. PROGRESSIVE READER FATHER AND SON HEART TO HEART
Father and Son
Heart to Heart
SAM
PLE
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76. PROGRESSIVE READER FATHER AND SON HEART TO HEART
Pg 1
Cast
Narrator
Mother
Sister
Brother
Father
Prelude: There was once a group of beautiful monsters. What
made them beautiful was not what you would expect. Mother
monster had one hundred warts, while father monster had one
hair on his huge nose. Sister monster had rotten teeth and bad
breath. There was one little monster, brother monster, who did
not look like the others. And for that matter he did not act like
to others. This is where our play begins.
SAM
PLE
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77. PROGRESSIVE READER FATHER AND SON HEART TO HEART
Pg 2
Mother: Dinner is ready, come and get it!
Sister: Wow! We are having
worms for dinner again!
What is the occasion?
Mother: Oh, nothing. I just
love my beautiful family.
Father: Great! Before we eat,
let’s give thanks to your mother. On the
count of three: One, two, three, BURRRRRP!
(Father and Sister turn to burp very loud in Mother
Monster’s face. The burp was so loud, long and stinky that her
hair is thrown back. After, the gracious burp, Mother claps
and laughs.)
Father: Wait! Where is Brother? We cannot start without him.
Brother: Here I am Dad. (Brother Monster comes out from
hiding; he is obviously disgusted by their rituals)
SAM
PLE
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78. PROGRESSIVE READER FATHER AND SON HEART TO HEART
Pg 3
Narrator: (steps into the spotlight) For those of you who have
not caught on yet, Brother Monster is not like the others.
Father: Hurry up, we cannot wait all day. Where were you
when we were giving thanks to you mother?
Brother: (Hesitates) I was, uh, upstairs reading my National
Scare Magazines.
Father: Oh. At least you were not
using that body butter cream on
your face again. Your idea of
beautiful is wretched.
Brother: (Gulps, clearly
lying) Ah…. No. I would
never use cream to help soften
my face and open my pores. You know, if you put a little
around your eyes you could get rid of crow’s feet.
Father: What! Wrinkles are what make me beautiful!
Brother: (sighs) Yes, I know.
SAM
PLE
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79. PROGRESSIVE READER FATHER AND SON HEART TO HEART
Pg 4
Narrator: (steps into the spotlight) As the monsters eat, let’s
chat about Brother. He is different. His idea of beauty is a
small nose, thin waist, great hair and fine clothes. What is a
boy to do?
Brother: Dad, would you allow me to give you a makeover?
Father: Why would any monster want to do that?
Brother: I do not look like you, so you think I am ugly.
Father: I do not view you as ugly, instead I feel that beauty
lies within a person. You will see this also, when you go out
into the world. How do butterflies grow? First, they start out as
squishy worm-like creatures. These creatures are pleasing to
the eye. The are cute and cuddly. Then, they weave a cocoon
and presto, chango! They turn into ugly butterflies. These
hideous creatures were once cute hairy caterpillars. This is
why I believe beauty is not something you wear only on the
outside. The caterpillar’s outside appearance changed, but its
mind and soul are the same.
SAM
PLE
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80. PROGRESSIVE READER FATHER AND SON HEART TO HEART
Pg 5
Brother: Are you trying to tell me I am going to be warty
and hairy? Oh my, I like the way I am right now!
Father: (shaking his head) No, son, what I am trying to say is
I love you just the way you are.
Brother: Thanks. I love you
wrinkles and all.
Narrator: Brother now
realizes that beauty is only
skin deep and he needs to
accept his family just the
way they are.
(The play ends with Brother
and Father hugging each other)
SAM
PLE
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