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Unit 5 Week 2 Mayday! Mayday!Unit Theme: How do people get from here to there?

ELL Planning SheetHigh Frequency Words: yellow, blue, greenNew Phonics Skills: Xx /x/Grammar: Question SentencesAmazing Vocabulary: rescue, pilot, yacht, sailor, mechanic, shimmering Story Vocabulary: adrift, turbines, “short taxi”, “whipping into gale”, swell, hoisted aboard, diagram

Activity Monday Tuesday Wednesday Thursday FridayBuilding

Background Knowledge

Activate Prior Knowledge:Poster 26 Poster Talk-Through Poster activities Day 1& combine w/ High Frequency WordsVideo: Niagara Rescue—clip shows rescue team training

Develop Vocabulary:Poster 26 Day 2Word Roll

Vocabulary(Amazing Words

AndStory Vocabulary

Tier II and III)

Talk with me/Sing with me Chart 26 A/B:rescue, pilot, yacht, sailor, mechanic, shimmering

Talk with me Chart 26 rescue, pilot, yacht, sailor, mechanic, shimmering - flare

Story Vocabulary:adrift, turbines, “short taxi”, “whipping into gale”

Story Vocabulary:swell, hoisted aboard, diagram

ReadingComprehension

Read: Mayday! Mayday!

Re-read: Mayday! Mayday!Cause/Effect pg 77Coast guard rescue/sailor in troubleYacht tipped over/storm

Re-read: Mayday! Mayday!Cause/EffectCoast guard get in helicopter/receive Mayday messageSailors tired and cold/battling storm

Re-read: Mayday! Mayday!Cause/EffectLine could get tangled in sail/strong windsSwimmer drops in water/gets thumbs up from mech

Mayday! Mayday!narrative text graphic organizer

Unit Connection

GrammarWriting

QuestionsDefinitionStudent speak

QuestionsStudents Speak and write question about a

QuestionStudents speak and write question to

QuestionPractice Workbook pg. 20

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Teacher model write questions pg 81

cat coast guard

High FrequencyWords

yellow, blue, greenCombined with Build backgroundFlash Cards

yellow, blue, greenSpell/SentencesFind HF words in Phonics Reader: MaxFlash Cards

yellow, blue, green Poster 26 day 3 # column chart list items on poster of the colorsFlash Cards

yellow, blue, green Flash CardsFind HF words in Decodable Reader: Fox Can Fix It

yellow, blue, green Flash Cards

Spelling(Phonics)

Xx /x/Phonemic Awareness DI46segment/ blend (fox, mix, fix, fox, six)

Xx /x/Phonics -Pg DI 20Blend (pal, six, legs)

Xx /x/PhonicsPg DI 23blend (rip, top, fan)

Xx /x/Phonics - spelling(fax, fox, fix)

Xx /x/Phonics- spelling(box, ax, ox, mix)

Readers Phonic Reader: Max(keep to re-read on Day 3)

Re-read Phonics Reader: Max

Decodable Reader: Fox Can Fix It(keep to re-read on Day 5)

Decodable Reader Fox Can Fix It

Unit 1 Proposed Assessment Plan

Measure Frequency AssessorHigh frequency words weekly Classroom teacher

Verbal retell weekly Classroom teacher

Writing CBM biweekly ELL tutor

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Day 1High Frequency Words: yellow, blue, greenNew Phonics Skills: Xx /x/Grammar: Question SentencesAmazing Vocabulary: rescue, pilot, yacht, sailor, mechanic, shimmering Story Vocabulary: adrift, turbines, “short taxi”, “whipping into gale”, swell, hoisted aboard, diagram


Poster 26 Poster Talk-through – read aloud and point as you describe the poster. Have

students repeat the underlined words in the script, after you say them and identify on the poster.

Students need to respond to the following questions with one of the embedded answer choices or complete sentence as modeled.

Error Corrections: If needed, model, test, and ask the same question at the end of this section to retest.

o Are these people at camp or at school? These people are at campo Can you point to something in the picture that is the color green?o What color is the water, green, or blue? The water is blue.o This girl in the water is acting like she is tired and cannot swim anymore.o Are the people going to use the sea plane or the boat to help the girl in

the water? The people will use the boat to help the girl in the water.o What color are the life vests the people are wearing, blue or yellow? The

life vests are yellow.o Does a sea plane land in the water or on land? A sea plane lands in the

water.o How does a sea plane get into the air?o A sea plane will move across the top of the water, getting faster and

faster until it is able to fly in the air.o Another word for moving across the water, is to taxi across the water.o What is another word for moving across the water? Taxio If the girl needed to get to a hospital, would the people use the sea

plane or the boat? The people would use a sea plane.Video: Niagara Rescue—clip shows rescue team training

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Display Talk with Me Chart 26 A “This week we will talk about how people use different types of transportation when people need help.”

This helicopter is trying to rescue someone.o Rescue means to help people get out of danger.o What does rescue mean? to help people get out of danger.o What is the word to help people get out of danger? Rescueo A fireman can rescue people in danger.o Can you think of people that can rescue someone in danger? A

(Policeman, national guard…) can rescue someone in danger. A person who flies a helicopter or a plane is called a pilot.

o What does a pilot do? The pilot flies a helicopter or a plane.o What do we call a person who flies a helicopter or a plane? A piloto Display pg. 8-9. Who is this person sitting in the front of the helicopter?

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A pilot This type of boat is called a yacht.

o A yacht is big enough to go in the ocean.o Where can a yacht go? I yacht can go in the ocean.o A yacht has an upstairs and a down stairs.o Display pg. 4-5. What is this a picture of? A yacht.o What is wrong with the yacht?o I think this yacht is in danger .

Reading Comprehension

Display Mayday! Mayday!. Think Aloud: I see a helicopter trying to rescue some people in the water. The

title of this book is Mayday! Mayday! What do you think Mayday, Mayday means?

o When someone is in danger and needs to be rescued they can send out a message saying Mayday, Mayday. This tells other people that someone is in danger and needs help.

o What could you say if you were in danger and needed to be rescued? Help or Mayday, Mayday.

Do a picture walk and discuss what is happening on each page. (Do not read the text) Encourage and support students to use phrases and complete sentences when talking about the pictures.

o For Example: pg. 4-5 There is a storm out above the ocean. This Yacht looks like it is in danger. The people have sent a Mayday, Mayday call. They need help.

Pg. 6-7 These people are running to the helicopter. They are called the coast guard. The coast guard helps to rescue people in the water.

Pg. 8-9 This is the mechanic, swimmer and pilot. They are checking to make sure all their things are ready for a rescue.

Grammar and Writing

High FrequencyWords

yellow, blue, green Here are this week’s high frequency words.

o This word is yellow. What word? yellowo This word is blue. What word? blueo This word is green. What word? green

Second TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonemic

Awareness/ Phonics)

Xx /x/Today we will learn a new sound. Listen and watch as I say the sound: /x/, /x/, /x/.

o Please say the /x/ sound……/x/ /x/ /x/ Say fox…. fox. What sound do you hear at the end of fox? /x/ Sometimes the /x/sound can happen at the beginning of a word Most of the time the /x/ sounds happens at the end of the

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word.o Say fix…fix. What sound do you hear at the end of fix? /x/

Say box … box. What sound do you hear at the end of box? /x/ Say fix the box… fix the box

o Say mix…mix. What sound do you hear at the end of mix? /x/ Say six…six. What sound do you hear at the end of six? /x/ Say mix six…..mix six

o Say max…max. What sound do you hear at the end of max? /x/ Say fox…fox. What sound do you hear at the end of fox? /x/ Say Max the fox…..Max the fox

Use three fingers to help children see the number of sounds you say while segmenting a word. Model then have students repeat.

o Segment the word mix. Hold up fingers as you say the individual sounds. “mix m – i –x”

o Say it with me. mix m – i –xo You (Students) do it. mix m – i –xo Model putting fingers together and blending the soundo Say it with me: mixo You (students) do it: mix

Repeat with the following words: fix, fox, six, foxReaders

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Develop VocabularyPoster 25 Day 2: Follow instructions for activity: Word RollStudents do not need to write sentences – just have them say a sentence. After a sentence is shared, have the rest of the group repeat the sentence. (use word cube template at end of day 2)

Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Display Talk with Me Chart 26 A “This week we will talk about how people use different types of transportation when people need help.”

This helicopter is trying to rescue someone.o Rescue means to help people get out of danger.o What does rescue mean? to help people get out of danger.o What is the word to help people get out of danger? Rescue

A person who flies a helicopter or a plane is called a pilot.o What does a pilot do? The pilot flies a helicopter or a plane.o What do we call a person who flies a helicopter or a plane? A pilot

This type of boat is called a yacht.o A yacht is big enough to go in the ocean.o Where can a yacht go? I yacht can go in the ocean.

A person who works on a yacht or a boat is called a sailor .o What does a sailor do? A sailor works on a boat.o What do we call people who work on a boat? A sailoro Display pg 4-5. What do we call these people that are in the yacht?

Sailors.o Display pg 22-23. Now the sailors are getting off the yacht and into a

raft. Read the text on the page.o Display pg 26-27. Now the sailors are getting out of the raft and into the

basket. Read the text on the pageo Display pg 30-31. Now where is the sailor going? The sailor is going up

to the helicopter.o Display and read pg 32-33. How do the sailors feel? The sailors are cold

and tired. This person is a mechanic.

o A mechanic is a person who knows how to fix and run machines.o What does a mechanic do? A mechanic can fix and run machines.o What do we call a person that can fix and run machines? A mechanico Diplay pg 8-9. These person sitting here is the mechanic. Sometimes

people will call him mech. Read the text on the page.o What does the mech or mechanic do before the helicopter goes up in

the air? The mechanic puts on his seatbelt and puts his bags away.o Display pg 24-25. The mechanic drops the basket down into the water.o What is the mechanic doing? The mechanic drops the basket down into

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the water.o The mechanic on a rescue helicopter has another job. Display pg 28-29.

The pilot cannot see what is happening under the helicopter in the water. The mechanic tells the pilot what is going on and what to do.

o How does the mechanic help the pilot? The mechanic tells the piot what is happening in the water.

Display and read pg. 16-17.o Show flare pictures on the page after Day 2o If you are in danger and need to be rescued you can light a flare and it

will help people to see where you are.o What does a flare do? Make light so people can see where you are.o Shimmering describes something that sparkles in the light.o The sky is shimmering red, or sparkling red from the flare.o What does shimmering mean? something that sparkles in the light


Display Mayday! Mayday! & Cause and Effect graphic organizer One way we can better understand a story is to think about what happened and

why it happened. This is called cause and effect.o Something that happened in the story was coast guard rescued sailors.

(fill this in on the what happened side of the graphic organizer.)o Why , or what caused the coast guard to rescue the sailors? Because

they sent out a Mayday, Mayday message. (Fill this in on the cause side of the graphic organizer.)

o Complete for the following cause/effect relationships The yacht tipped over. Why? Because there was a bad storm

Read Mayday! Mayday!Grammar and

WritingQuestions

A sentence that asks something is called a question?o What is a question? A sentence that asks somethingo What do we call a sentence that asks something? A question

Display sentence question page. Something is wrong with all these questions. Can you see what is wrong?

o What do we need to put at the beginning of a questions sentence? A capital letter.

o What do we need to put at the end of a question sentence? A question mark?

o Read each question and have students direct you on how to fix the mistakes.

High FrequencyWords

yellow, blue, greenThis word is yellow. What word? yellowSpell the word yellow. Y – e – l – l - o – wWhat is the word? YellowA sentence with the word yellow is… My jacket is yellow.Have a student use the word yellow in a sentence.

Repeat with the words: blue, green

Second Time

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When I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Find High Frequency words yellow, blue, green in Phonics Reader: MaxSpelling

(Phonics)Xx /x/

Hold up a X letter card. This is the letter X. It makes the /x/ sound.o Give each student a X letter card.o Trace the letter X on your card and say /x/.o What sound does this letter make? /x/o What is the name of this letter? X

I am going to say three words. One of the words ends with the /x/ sound, hold up the letter X card for that word.

o Max, mike, mollyo Taco, tax, talko Milk, mix, watero Rover, Rex, Buddy

Use the page with arrows and blocks to practice blending words together.o With students slowly sound out each letter while pointing to the letter

with finger.o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Phonics Reader : Max Keep reader to re-read on Day 3

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9

swimmer

green

taxi

blueboatyellow


WHAT WHY10


HAPPENED

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where are the cookies

are you five or six

do you want more crayons

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X X

X X13


14

p a l

s i x

l e g s



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Story Vocabulary “This week we will talk about how people use different types of transportation when people need help.”

Display and read pg 4-5.o This boat is adrift. Adrift means that the sailors are not able to drive or

direct the boat. The boat is being carried away by the waves. Display and read pg 10-11.

o These are the turbines on the helicopter. Turbines help to give the helicopter engine power.

o A “short taxi” means that the helicopter rolls across the top of the ground before it goes in the air.

Display and read pg 18-19.o A gale is a very strong wind that can be dangerous. The winds are

whipping into a gale – or the winds are getting very strong.o What is a gale? A very strong wind


Display Mayday! Mayday! & Cause and Effect graphic organizer One way we can better understand a story is to think about what happened and

why it happened. This is called cause and effect.o Something that happened in the story was coast guard gets in the

helicopter. (fill this in on the what happened side of the graphic organizer.)

o Why , or what caused the coast guard to get in the helicopter? Because they got a Mayday, Mayday message. (Fill this in on the cause side of the graphic organizer.)

o Complete for the following cause/effect relationships The sailors are tired and cold. Why? Because they have been

fighting the stormRead Mayday! Mayday!

Grammar and Writing

Questions A sentence that asks something is called a question?

o What is a question? A sentence that asks somethingo What do we call a sentence that asks something? A question

Display the picture of a cato Have students think of a question to ask about the cat.o After is question is said have the other students repeat the question

Have students write a question about the cat.o Review with students that all questions start with a capital letter, spaces

between words and a question mark at the end.High Frequency

Wordsyellow, blue, greenDisplay the three column color chart and Poster 26.

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Have students identify items on the poster that are those colorsList students responses.

Second TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonics)

Xx /x/ Hold up a X letter card. This is the letter X. It makes the /x/ sound.

o Give each student a X letter card.o Trace the letter X on your card and say /x/.o What sound does this letter make? /x/o What is the name of this letter? X

I am going to say a sentence. One of the words has an /x/ sound. Hold up your card when you hear the /x/ sounds.

o The ox ran.o The snake is in the box.o Max pets the duck.o I have six fish.

Use the page with arrows and blocks to practice blending words together.o With students slowly sound out each letter while pointing to the letter

with finger.o With students repeat sounding out and pointing at a faster speed.o With students repeat reading and pointing at a normal speed.

Readers Re-read Phonics Reader : Max

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WHAT WHY HAPPENED

17


18


Sentence:

19


YELLOW BLUE GREEN

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21


22

r i p

t o p

f a n



Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)

Story Vocabulary “This week we will talk about how people use different types of transportation when people need help.”

Display and read pg 18-19.o A swell is the rising part of the water. The diver is dropping down into

the ocean that is moving up and down. Display and read pg 30-31.

o Hoist means to lift up. The sailors are lifted up into the helicopter. Display pg. 36-37, 38-39

o These pictures are called diagrams.o A diagram is a picture with names written of all the parts.o What is a diagram? A picture with the parts namedo What do we call a picture with the names of the parts written? A

diagramo Point out several different labels of the diagram and where they are

located. Example: turbine, rotor, life vest, gloves…..Reading

ComprehensionDisplay Mayday! Mayday! & Cause and Effect graphic organizer

One way we can better understand a story is to think about what happened and why it happened. This is called cause and effect.

o Display pg 18- 19. Something that happened in the story is the line could get tangled in the sail. (fill this in on the what happened side of the graphic organizer.)

o Why , or what could cause the line to get tangled in the sail? The strong winds could blow the line into the sail. (Fill this in on the cause side of the graphic organizer.)

o Complete for the following cause/effect relationships The swimmer drops in the water Why? He gets the thumbs up

from the mechanicRead Mayday! Mayday!

Grammar and Writing

Questions A sentence that asks something is called a question?

o What is a question? A sentence that asks somethingo What do we call a sentence that asks something? A question

Let’s pretend someone from the coast guard came to our class. What question would you want to ask them.

Have each student say a question they would like to ask someone from the coast guard.

Pass out writing paper. Assist students as needed to write the question they would like to ask someone from the coast guard.

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o Review with students that all questions start with a capital letter, spaces between words and a question mark at the end.

High FrequencyWords

yellow, blue, greenFirst TimeWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Second TimePass out Decodable Reader - Fox Can Fix ItHave students find and underline the sight words yellow, blue, greenin the story.

Spelling(Phonics)

Xx /x/Display a X letter card. This is the letter X. It makes the /x/ sound.What is the name of this letter? XWhat sound does this letter make? /x/Have students air write the letter X while saying the /x/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “fax” Students say “fax” Teacher and students segment word. Hold up one finger for each letter sound.

f - a - x Students write the word.

Repeat for the following words: fox, fixReaders Decodable Reader: Fox Can Fix It

Keep reader to re-read on Day 5

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WHAT WHY HAPPENED

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Vocabulary(Amazing

Wordsand

Story Vocabulary

Tier II and III)Reading

ComprehensionDisplay Mayday! Mayday!

Use narrative text graphic organizer to have students retell the story.

How did Max get to Zeke’s Palace of Ice-cream? What types of transportation can help people who need to be rescued?

Grammar and Writing

Question Practice Book pg 20

High FrequencyWords

yellow, blue, greenWhen I touch under the word, say the word in your head.When I tap under the word, everyone will say the word aloud.Practice the word list until they read the list without errors.Unpredictable individual turns (Not everyone will have an individual turn.)

Spelling(Phonics)

X x /x/Display a X letter card. This is the letter X. It makes the /x/ sound.What is the name of this letter? XWhat sound does this letter make? /x/Have students air write the letter X while saying the /x/ sound.

We are going to spell some words. Pass out writing materials. If a word is a proper noun, remind students to begin that word with a capital letter.

Teacher say “box” Students say “box” Teacher and students segment word. Hold up one finger for each letter sound.

b - o - x Students write the word. Repeat for the following words: ax, ox, mix

Readers Decodable Reader : Fox Can Fix It

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