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Composition

The weekly goal is for students to learn the letters in their last name and include beginning sounds when writing words. The class will generate a list of land animals with tails, providing the first sound of each animal. This connects to a read aloud about animals with tails. Students will take turns suggesting animals for the class list and writing or illustrating the animals. The teacher will model thinking of an animal, writing its number on the list, and identifying the beginning sound to write the animal name. Students may use whiteboards to write beginning sounds as the teacher writes full names on the chart.

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119 views3 pages

Composition

The weekly goal is for students to learn the letters in their last name and include beginning sounds when writing words. The class will generate a list of land animals with tails, providing the first sound of each animal. This connects to a read aloud about animals with tails. Students will take turns suggesting animals for the class list and writing or illustrating the animals. The teacher will model thinking of an animal, writing its number on the list, and identifying the beginning sound to write the animal name. Students may use whiteboards to write beginning sounds as the teacher writes full names on the chart.

Uploaded by

api-431967040
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Tuesday, Unit 6 Week 3_PS

Focus: Composition

Weekly Goal: I am learning the letters in my last name and can include the beginning sounds when I write words. (W.4)
Objective SWBAT to generate a class list of land animals that have tails and supply the first sound of these
(Writing standards) animals

Focus Letter-sound connections (Beginning letter sounds)

Connection Connected to Social Skill – Observe and use appropriate ways of interacting in a group: Take turns
(cross-content i.e. theme or read when talking
aloud story) Connected to Read Aloud (What Would You Do with a Tail Like This?)
Materials Chart Paper titled – Animals with Tails
Intro/Model (6 mins) This week in Read Aloud, we are reading What Would You Do with a Tail Like This? This is a
nonfiction book all about different kinds of animals that have a tail. Today we are going generate
a list of animals that have a tail. Hmmm… first, I need to think about all of the animals that I
know of. I need to ask myself – What animals have a tail? Before I begin to write, I need to use a
special process – a special step-by-step way to include all of the things a good writer does when
writing and illustrating.

Shared Writing (4 mins) I am going to call on several friends to give us some ideas to add to our list. Almost everyone will
get an opportunity to share or write. If you do not get a turn today, remember, that is a little deal,
(Shared Writing based on shared you will have a chance another day.
experience, high level
engagement for all students)
Model/ Shared: The first step is to think. Hmm… What animal do I know that has a tail? I know, I
know that a cheetah has a tail! I am going to write down my words. First I am going to write the
number one, because this is the first animal we are adding to our list. I hear a diagraph at the
beginning of my word. What two letters make the /Ch/ sound? That’s right! C-H. Model writing
Cheetah. Who can think of another animal? Allow student response. I am going to add these
names to the list. Allow students to dictate names of animals with tails and to provide and or
write the beginning letter sound. Students may also come up and write the number and or words
using inventive spelling. Illustrate a simple illustration of each animal beside the words.

Closing (1 min) Today we practiced being good writers… by THINKING. We worked together to think of a list of
animals that have tails. Sometimes lists can help guide our thinking and writing. We will continue
this project throughout the week. The last step is to share. We are going to read back our list
aloud. When you are reading, you are going to read your words aloud and track them
independently. Guide teacher/student read of list.
Strategies for Students may use a white board to write down the beginning sound of each animal while the
Differentiation teacher writes the complete name of each animal on the list

(i.e. scaffolded materials,


questions, etc.)
Name: ________________________________

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Name: ________________________________

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