(Our class was broken up into 4 groups of 6 children each, with each group named
  for a color.  The groups were  randomly selected, and the colors are BLUE, GREEN,
   RED, and YELLOW.  After Reading, 2 groups go to a Reading Skills Focus Lesson,
   and 2 groups go to a Writing Skills Focus Lesson.)

Reading Focus Lesson 1 (Phonology: Long “e”):
(SG-2, CFS 1.b) BLUE group

Activity:  Children will use Swimmy text to find words with the long E sound, but with
     the spellings:  “ea”, and “ee”.  They will try to make as many words as possible
                by substituting different consonants, and consonant clusters to form new words.

Procedure: Either cut out construction paper EELS, or just draw a long Eel on paper,
                write the word “EEL” across the top of the paper, or on the paper eel’s head,
                make enough copies for the class.  Next, with blue construction paper cut into
                waves with the label “sea” written on it, or just draw the waves and write “sea”
                 across the top of the paper.  This group will practice writing  long “e” words,
                 which they will find in the text, on the appropriate picture.  The “ea” words go
                 on the “sea” page, and the “ee” words go on the “eel”.   Children may use the
                 magazines, dictionaries, flashcards, and classroom word lists to help them once
                 they have exhausted the Swimmy book.

Materials: copy paper, construction paper, crayons, pencils, books (Swimmy, word books,
                 flash cards, classroom word lists, dictionary, magazines)

Reading Focus Lesson 2-Contractions (Morphology):
(SG-2, CFS 2.a) GREEN group

Activity: Children will practice writing words that are contractions.

Procedure: Make a chart with the headings: Contraction—Words—Missing Letter(s)
                Rule enough lines for at least 15 words. Copy enough pages for the class.
                Review the concept of contractions, the act of making two words into one
                short word with an apostrophe, and have the children practice writing the
                contractions they find in the story Swimmy.

Writing Skills Focus Lesson Part 1 (Syntax):
(SG-3, CAS A.1) YELLOW and RED groups

Activity: Children will review descriptive words in Swimmy, learn that those words are
               called adjectives,  and see that these words usually come before a noun.
Procedure: Write the first sentence on Page 1 of Swimmy on chart paper, as two groups
                   sit on the floor.  The sentence is, “A happy school of little fish lived in a
                   corner of the sea somewhere.”  Ask, “Can you tell me something about the
                   the school of little fish?”  To clarify, add “Are they grumpy?”,  or “Are they
                   sad?”  Allow time for children to respond, and encourage children to respond
                   that the fish are happy. Ask, “Is there another word that tells us something
                   about the fish?” Again, the children should respond that they are “little”.

        Continue and repeat questioning until a long list of adjectives have been
                   written on the chart paper.  Write the page numbers next to the word for
                   quick reference.  Review the fact that describing words usually come right
                   before a noun, or sometimes after a noun-connecting verb pattern.  Write
                   the sentence “The fish are little” on the chart paper.  Ask children if they can
        describe the fish in a short phrase, based on what they just learned about
                   adjectives coming before nouns.  Children should respond “little fish”.

                   End the lesson by presenting a few more “The___ (are) ___”, therefore they
                   are _____ (nouns). Example: The tuna is big.,  therefore, it’s a big (tuna).

Writing Focus Lesson Part 2: (same group) Reading Focus Lesson 1 & 2-Groups
                                                                         Blue and Green switch now.

Evaluation: Make copies of a sheet with “The noun(s) is(are) adjective .” on the left
                    side of the paper, and on the right side, put the phrases: adjective (noun).

Day 2:

Pre-Reading Activity (10 min.): Review the Concept Board.  Ask children if they have
                  any clippings, drawings, or words that they would like to add to the
                  board.  Share any materials that students bring in.  I always bring in a
                  clipping or cartoon for the board to share with the students every day.

                   Review all vocabulary words and their definitions. Explain to the children
                   that they will be re-reading Swimmy in pairs, and that before they begin
                   reading, they will share their vocabulary word pictures from yesterday with
                   each other, and after they are finished reading, they will take note cards and
                   write one new word from the story, which we will share at the end today’s
                   reading lesson.
 
 

Paired reading/ Swimmy (10 min.) (Yellow ,  Red,  Blue,  and  Green groups)

Write a new vocabulary word on note card from Swimmy. (More than one is okay!)
With partner, illustrate notecard, write a caption or label which will tell about the word.

Focus Groups: 15-20 min.
Reading Focus Lesson 1-Phonology: Long “e” sound (Yellow  Group)

Reading Focus Lesson 2-Morphology: Contractions (Red Group)

Writing Focus Lesson Part 1-Adjective Awareness  (Blue & Green Groups)

Writing Focus Lesson Part 2-Adjective Written Evaluation (Blue & Green Groups)
Yellow and Red groups switch Reading Focus Lessons now.

Post Reading (15-20 min.)

Blue & Yellow Groups share new vocabulary words. Sit in a circle on the floor and
  take turns sharing words. I will help them to respond to words by asking various
            questions about the words, asking them if these words are unfamiliar, or just
            interesting, or fun.  We will review if any have the long “e” sound, if any are
            adjectives, nouns, or verbs.  If any children would like to post their words on
            the Concept Board, they can do so at this time.  The other groups are in Journal
            Writing, so if everyone has shared, children could use their words in sentence
            strips to create a chart story, or LEA.

Red & Green Groups: Journal Writing. Topic: Ocean Life
            Children can write about any of the characters in the story, characters that they
            would like to add to the story, or anything that they are familiar with that has to
            do with ocean life.  We have plenty of Ranger Rick, Ladybug, National
            Geographic World, Cricket, Highlights, Your Big Backyard, & Boy’s Life
            magazines for the children to browse through.  If possible, children could cut
            out and paste pictures on their stories, or else copy and color pictures that they
            find interesting.

            Note: A selection of children’s magazines with Ocean Life topics should be
                      kept at the Writing Center during this unit.

Groups should switch after 15 or 20 minutes.

SSR-10 mins. (all groups) Children may choose from pre-selected books that serve
           to further illustrate the concept of responsibility. (See bibliography).

Total Lesson time: 60-70 mins.