MONDAY	TUESDAY	WEDNESDAY	THURSDAY	FRIDAY
READ ALOUD	The True Story of the 3 Little Pigs by: Jon Scieszka Share some straw, a few sticks, and a brick with the students. Encourage students to touch each item and to discuss its texture and weight. Encourage students to share what they may already know about the story. Introduce the title, author and illustrator. Show the cover of the book and talk about what the wolf is doing. Read the book aloud. While reading the book, generate discussions regarding the characters, the problems, and the solution in this book by asking questions.	Where the Wild Things Are by Maurice Sendak Prior to reading the story, students will be asked, “Do any of you ever make believe that you are somewhere else? Somewhere exciting and adventurous?” I will explain that this is a story of a little boy who creates mischief and is sent to his room without supper. Instead of sitting in his room bored, he sails away to a land where the wild things are! I will introduce the title, author and illustrator. Then I will show explain the cover of the book While reading the book, generate discussions regarding the characters, the problems, and the solution in this book by asking questions such as: “How was Max acting at the beginning of the story?”, “How do you think Max was feeling?”, “What was different about the way he acted at the end of the story?”, “Why do you think he changed his mind?”	Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst Prior to reading the story, I will explain that sometimes people just have bad days. I will ask students, “Have you ever had a day when you feel as if nothing is going right?” I will introduce the title, author and illustrator. Then I will show and explain the cover of the book. While reading the book, generate discussions regarding the characters, the problems, and the solution in this book by asking questions such as: “What's wrong with Alexander?”, “What does he want to do to solve his problem?”, “Will that really help fix what's wrong?”, “What do you know about Alexander because of the way he wants to solve his problem?”, “What are some other things Alexander could've done instead of moving to Australia?”	Harold and the Purple Crayon by Crockett Johnson Prior to reading the story, I will explain that coloring can be a lot of fun. Then I will explain that imaginations can be very powerful, just like Harold’s imagination in the story. I will introduce the title, author and illustrator. Then I will show and explain the cover of the book. While reading the book, generate discussions regarding the characters, the problems, and the solution in this book by asking questions such as: “What is Harold's problem in this scene? “, “What is causing Harold's problem in this scene?”, “How is this different from the problem Harold had in the last scene?”, “How is it the same?”, “Which of the four types of conflict do you think fits Harold's story best?”, “Why?”	The Very Hungry Caterpillar by Eric Carle Prior to reading the story, I will begin by asking students, “Does everyone remember how we use our calendar in class each morning so we know what month it is, what day of the week it is, and what the date is? Who knows what the days of the week are? What day of the week is today?” Then I will ask them. “Do you think that everyone has an order to how they do some things each day? What about animals? Do they have an order? What do you think a caterpillar does each day? What types of food do you think they eat each day? Do you think they have breakfast, snack, lunch and dinner like we do?” I will introduce the title, author and illustrator. Then I will show and explain the cover of the book. While reading the book, generate discussions regarding the characters, the problems, and the solution in this book by asking questions such as: “Do you think that the caterpillar is hungry?”, “What else might the caterpillar eat?”, “What do you think will happen if the caterpillar eats that too?”,“Do you think that the caterpillar can eat anymore?”
SHARED READING	Chicka Chicka Boom Boom Fill a pail with sand and plastic letters. Each student will pull out a letter and hold it up to see if the class can say the letter. Ask students what they know about letters. Encourage them to sing the “ABC Song”. Introduce title, author, and illustrator of Chicka Chicka Boom Boom. Have students look at cover. Ask them if they have ever seen a tree like this before. What is growing on the tree? Book walk and ask predicting questions. Read book aloud. Have students draw a picture of a coconut tree with the letters of the alphabet climbing up and in the tree.	Chicka Chicka Boom Boom Ask students to share what they remembered about the book. Include questions such as: “What might the story be about?” “Do you know why it is called Chicka Chicka Boom Boom?” Read the book to the class. At the beginning of the book, point to the letters of the book as students sing the “ABC Song”. During the story pause to encourage students to join in on the phrase “Chicka Chicka Boom Boom , will there be enough room?” Also pause for letters. Introduce “Chicka Chicka Chart” using the alphabet and also using students names	Chicka Chicka Boom Boom Read aloud with the class, allowing students to join in. Choose different students to point at the alphabet on the front cover and the back cover while students sing the “ABC’s Song”. Give each student a “letter card”. As the students letters are read aloud, they are to stand up and say their letter to the class.	Chicka Chicka Boom Boom Reread the book to the students, similar to previous days. Assign a letter to every student. As their letters are climbing up the coconut tree, they are to walk up to the book at point at their letter. Look at punctuation marks. Describe periods, commas, and exclamation marks.	Chicka Chicka Boom Boom As the story is being read aloud, encourage students to listen for rhyming words. Reread the story while stopping at every page, allowing students to distinguish rhyming words. Students will make an “ABC Mural”. Students will celebrate the end of their lesson by eating a “Chicka Chicka Boom Boom snack”
GUIDED READING	Students will be divided into groups based on their reading level. Center 1- Guided reading session with level appropriate text. Before reading I will set the purpose for reading, picture walk, introduce vocabulary, make predictions, and talk about the strategies good readers use. During reading I will guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins." After reading I will strengthen comprehension skills and provide praise for strategies used by students during the reading. Center 2: Writing Center Center 3: Listening Center Center 4: Art Center	Students will be divided into groups based on their reading level. Center 1- Guided reading session with level appropriate text. Before reading I will set the purpose for reading, picture walk, introduce vocabulary, make predictions, and talk about the strategies good readers use. During reading I will guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins." After reading I will strengthen comprehension skills and provide praise for strategies used by students during the reading. Center 2: Drama/ Speaking Center Center 3: Puppet Center Center 4: Handwriting Center	Students will be divided into groups based on their reading level. Center 1- Guided reading session with level appropriate text. Before reading I will set the purpose for reading, picture walk, introduce vocabulary, make predictions, and talk about the strategies good readers use. During reading I will guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins." After reading I will strengthen comprehension skills and provide praise for strategies used by students during the reading. Center 2: Word Study Center Center 3: Art Center Center 4: Writing Center	Students will be divided into groups based on their reading level. Center 1- Guided reading session with level appropriate text. Before reading I will set the purpose for reading, picture walk, introduce vocabulary, make predictions, and talk about the strategies good readers use. During reading I will guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins." After reading I will strengthen comprehension skills and provide praise for strategies used by students during the reading. Center 2: Dictated Story Center Center 3: Drama/ Speaking Center Center 4: Listening Center	Students will be divided into groups based on their reading level. Center 1- Guided reading session with level appropriate text. Before reading I will set the purpose for reading, picture walk, introduce vocabulary, make predictions, and talk about the strategies good readers use. During reading I will guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as "Try that again. Does that make sense? Look at how the word begins." After reading I will strengthen comprehension skills and provide praise for strategies used by students during the reading. Center 2: Art Center Center 3: Writing Center Center 4: Word Study Center
INDEPENDENT READING	Library Day Students will independently read library books at the library.	Students will choose a book from the classroom library that has to do with science. They are to independently read at their desks or classroom reading area of their choice.	Students will Independently read their library books or they may choose a book from the classroom library. They are to read independently at their seats or at a classroom reading area of their choice.	Students will read assigned text out of their Social Studies book. If they finish early they are to choose a social studies or history themed book from the classroom library. They are to independently read at their desks or classroom reading area of their choice.	There will be an “Authors Day”. The author Eric Carle will be the author of the day. Students are to ready any Eric Carle book independently.
PHONICS/WORD STUDY	Choose a letter of the week and let all students bring an item from their home that starts with that letter. Students will have a “Letter of the Week Journal” where they will write every students “word of the week” item. · Students will search for items in the classroom that start with the “letter of the week”. These words will also be written in the “Letter of the Week Journal”.	Students will learn to read words by playing the game musical chairs. The chosen vocabulary words for the day are written on flashcards with one card sitting on each chair. The music will play and once it stops students are to try to sit in a seat. The one student who is left without a seat to sit in will have to tell the class what word was placed on the seat he was trying to sit in. This student will sit out the rest of the game. The remaining students will continue playing until there is a winner.	Brown Bear, Brown Bear, What Do You See? By Bill Martin Jr. Ask students what rhyming words are. Read aloud the book and tell students to touch their nose when they hear words that rhyme. Students will identify words that rhyme or have the same ending. Students will make and play their own rhyming game using “Rhyming Cards”. They can play in pairs or independently during centers, mixing up the cards and finding rhyming pairs. ·	Students will create a “word ornament” for their desk. Students will be given an alphabet letter. They will create a handcrafted ornament based on the beginning sound of the assigned letter.	· Students will create a “Letter Train” using cardboard boxcars, each with a colorful letter pasted on it. · · They will construct a boxcar for each letter of the alphabet. The “letter boxcars” will be linked together using a whole punch and paper clips. · · Each student will have a chance to mix around the boxcars to spell their name, words, etc.
WRITING	Students will read the “morning writing prompt” and write in their writing journals. Today’s prompt: “I like to make…”	Students will read the “morning writing prompt” and write in their writing journals. Today’s prompt: “The biggest thing I have ever seen is…”	Students will read the “morning writing prompt” and write in their writing journals. Today’s prompt: “I wonder why…”	Students will read the “morning writing prompt” and write in their writing journals. Today’s prompt: “I’m happy when….”	Students will read the “morning writing prompt” and write in their writing journals. Today’s prompt: “Under my bed, I have…..”
VOCABULARY	Students will use flashcards to learn the meaning of select vocabulary words from the read aloud lesson using the book The True Story of the 3 Little Pigs by: Jon Scieszka	Students will play “Vocabulary Bingo” using select words fro the read aloud lesson using the book Where the Wild Things Are by Maurice Sendak.	Students will learn the definitions of select words from the read aloud book Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. They will make a small booklet and illustrate the vocabulary. Then they write a sentence to go along with the picture.	Students will learn the meaning of vocabulary words from the read aloud book Harold and the Purple Crayon by Crockett Johnson. They will act out the definitions of select words from the text.	Students will draw pictures to match the select vocabulary words from the read aloud using the book The Very Hungry Caterpillar by Eric Carle