Period: 27th–31st January 2025

Subject: Literacy Hour

Topic/Components: Word Analysis - Consonant Blends (st, fl), Fluency -
Short Passages, Small Group - Comprehension Questions

Day 1 (Blend: ST)

Specific Objectives:

 Identify and define the st blend.

 Create words using st and practice blending.

 Practice reading a short passage with fluency.

 Answer simple comprehension questions in small groups.

Content:

 Word Analysis: Words like stop, start, stick, stem, stand.

 Fluency: A short passage featuring st words (The students stop to

stand under the big tree.).

 Small Group: Questions like What did the students do?

Activities:

1. Introduce the st blend and brainstorm words.

2. Conduct guided reading of the short passage.

3. Divide into groups to answer comprehension questions.

Differentiation:

 Below Level: Provide a word bank and visuals for st words. Model
reading aloud for practice.

 On Level: Encourage students to create their own st words and

sentences.

 Above Level: Challenge students to write a paragraph using at least

three st words.

Resources:

 Flashcards with st words.

  Short passage printouts.

 Question sheets.

Evaluation Strategies:

 Observe participation in word brainstorming.

 Listen for fluency during guided reading.

 Review group answers.

Day 2 (Blend: ST)

Specific Objectives:

 Use st words in sentences.

 Improve fluency through paired reading.

 Answer inferential questions in small groups.

Content:

 Word Analysis: Use st words in context.

 Fluency: Passage about a storm (The storm stopped suddenly, and the
stars began to shine.).

 Small Group: Inferential questions like Why did the storm stop?

Activities:

1. Write sentences using st words.

2. Practice reading the passage in pairs.

3. Discuss answers to inferential questions.

Differentiation:

 Below Level: Provide sentence starters for constructing sentences.

Pair with stronger readers for fluency.

 On Level: Ask students to write multiple sentences and explain their

meanings.
  Above Level: Encourage students to create a short story using st
words.

Resources:

 Sentence strips.

 Passage printouts.

 Question prompts.

Evaluation Strategies:

 Check sentences for correct use of st words.

 Listen to paired reading for fluency.

 Review group discussions.

Day 3 (Blend: FL)

Specific Objectives:

 Identify and define the fl blend.

 Create words using fl and practice blending.

 Practice reading a passage about fl blends.

 Answer simple comprehension questions.

Content:

 Word Analysis: Words like flag, flip, flow, flat, flock.

 Fluency: Passage featuring fl words (The flag flipped in the wind as

the flock of birds flew by.).

 Small Group: Questions like What did the flag do?

Activities:

1. Introduce the fl blend and brainstorm words.

2. Conduct a guided reading of the short passage.

3. Answer comprehension questions in groups.

Differentiation:
  Below Level: Provide word-picture matching for fl words. Pair with a
stronger student for guided reading.

 On Level: Ask students to write sentences using fl words.

 Above Level: Challenge students to write a descriptive paragraph

using at least four fl words.

Resources:

 Flashcards with fl words.

 Passage printouts.

 Question sheets.

Evaluation Strategies:

 Observe participation in word creation.

 Listen to fluency during reading.

 Review group answers.

Day 4 (Blend: FL)

Specific Objectives:

 Use fl words in sentences.

 Practice reading a passage with fluency.

 Discuss cause-and-effect relationships in groups.

Content:

 Word Analysis: Sentences like The flat stone flipped into the flowing
river.

 Fluency: Passage about a river flowing through a field.

 Small Group: Cause-and-effect questions like What caused the river

to flow faster?

Activities:

1. Write and share sentences with fl words.

2. Practice reading the passage with peers.

 3. Discuss cause-and-effect questions in small groups.

Differentiation:

 Below Level: Provide fill-in-the-blank sentence templates. Highlight

key words in the passage for focus.

 On Level: Encourage students to write multiple sentences and explain

their meanings.

 Above Level: Challenge students to create a cause-and-effect

diagram using fl words.

Resources:

 Writing journals.

 Passage copies.

 Question prompts.

Evaluation Strategies:

 Review sentences for correct fl word usage.

 Observe fluency improvement during reading.

 Assess group discussions.

Day 5 (Review: ST and FL)

Specific Objectives:

 Review st and fl blends by identifying and using them in words and

sentences.

 Demonstrate fluency through independent reading.

 Synthesize ideas in group summaries.

Content:

 Word Analysis: Revisit and combine st and fl words (The students

stopped to see the flat flag flowing in the wind.).

 Fluency: Independent reading of a passage with both blends.

 Small Group: Summarizing the main ideas and details of the passage.
Activities:

1. Conduct a sorting activity: Group words into st and fl categories.

2. Independent reading with peer feedback.

3. Create a group summary of the passage.

Differentiation:

 Below Level: Provide categorized word banks for sorting.

 On Level: Ask students to identify and explain blends in the passage.

 Above Level: Challenge students to write a short paragraph

combining st and fl blends.

Resources:

 Word cards for sorting.

 Passage copies.

 Summary templates.

Evaluation Strategies:

 Assess sorting activity for accuracy.

 Observe fluency during independent reading.

 Review group summaries for completeness.

Period: 27th,29th,31st January 2025

Subject: Language
Topic/Components: Grammar - Common and Proper Nouns

Day 1(Mon): Introduction to Common and Proper Nouns

Specific Objectives:

1. Define common and proper nouns.

2. Identify common and proper nouns in sentences.

3. Differentiate between common and proper nouns with examples.

Content:

1. Common nouns are general names for people, places, things, or ideas
(e.g., dog, school, country).

2. Proper nouns are specific names that begin with capital letters (e.g.,
Rover, Lincoln High School, France).

3. Examples of each:

o Common: river, teacher, holiday.

o Proper: Amazon River, Mr. Brown, Christmas.

Activities:

1. Introduce the definitions of common and proper nouns. Write examples

on the board for discussion.

2. Play a categorization game where students sort words into “common”

and “proper” groups.

3. Highlight proper nouns with capital letters and discuss why

capitalization is important.

Differentiation:

 Below Level: Provide word banks with categorized examples for

reference.

 On Level: Ask students to identify nouns from sentences and sort

them.

 Above Level: Challenge students to write sentences using both

common and proper nouns.
Resources:

 Word lists (common and proper nouns).

 Chart paper for categorization activity.

Evaluation Strategies:

 Observe participation in the categorization activity.

 Check for accuracy in identifying common and proper nouns.

Reflection:

Day 2(Wed): Using Common and Proper Nouns in Sentences

Specific Objectives:

1. Use common and proper nouns in sentences correctly.

2. Capitalize proper nouns appropriately in writing.

3. Edit sentences to correct errors in capitalization.

Content:

1. Rules for capitalizing proper nouns: Names of people, places, specific

things, and special days (e.g., Sarah, Eiffel Tower, Monday).

2. Examples of using both types of nouns in sentences:

o The dog (common) barked at Rover (proper).

3. Practice: Editing sentences for capitalization errors.

Activities:

1. Provide sentences where students must identify and capitalize proper

nouns.

o Example: we went to paris in france last summer.

Corrected: We went to Paris in France last summer.

2. Group writing: Create sentences combining common and proper nouns.

3. Guided peer editing: Students swap sentences and check for

capitalization.

Differentiation:
  Below Level: Provide sentence starters and word banks.

 On Level: Encourage independent sentence writing and peer editing.

 Above Level: Challenge students to write short paragraphs with a mix

of common and proper nouns.

Resources:

 Sentence strips with errors.

 Writing journals.

Evaluation Strategies:

 Review corrected sentences for proper capitalization.

 Monitor group writing and editing activities.

Reflection

Day 3(Fri): Applying Knowledge of Common and Proper Nouns

Specific Objectives:

1. Identify and correct errors in sentences involving common and proper

nouns.

2. Write short descriptive paragraphs using both types of nouns.

3. Participate in group activities to categorize and create sentences.

Content:

1. Correct capitalization of proper nouns in sentences:

o james (proper noun) lives near a river (common noun).

Corrected: James lives near a river.

2. Paragraph writing: Descriptions of familiar places or events using both

types of nouns.

3. Team challenge: Sorting a list of mixed nouns into common and proper
categories.

Activities:

1. Provide sentences with errors in capitalization for correction.

 2. Independent writing: Create a short descriptive paragraph about a
favorite place.

3. Group activity: Sort words into “common” and “proper” categories as a

team competition.

Differentiation:

 Below Level: Provide highlighted examples in sentences for guidance.

 On Level: Allow students to correct errors and write descriptive

paragraphs independently.

 Above Level: Encourage writing longer paragraphs with a focus on

noun variety.

Resources:

 Word lists for the team activity.

 Sentence examples with capitalization errors.

Evaluation Strategies:

 Assess corrected sentences for accuracy.

 Review descriptive paragraphs for the correct use of common and

proper nouns.

 Observe participation and accuracy during the group activity.

Reflection

Period: 28th&30th January 2025

Subject: vocabulary
Topic/Components: Suffixes

Day 1(Tue): Introduction to Suffixes

Specific Objectives:

1. Explain the meaning of suffixes.

2. Identify suffixes in words and their meanings.

3. Split words into parts: suffixes and root words.

Content:

1. Definition of Suffixes:

o A suffix is a word part added to the end of a root word to change

its meaning (e.g., -er in teacher).

2. Examples:

o Teacher (teach + -er = one who teaches).

o Kindness (kind + -ness = the quality of being kind).

3. Activity:

o Provide a word list with suffixes (-er, -ness, -ful, -ly) for students
to break into root words and suffixes.

Activities:

1. Introduce the definition of suffixes with examples on the board.

2. Guide students in splitting words into root words and suffixes.

3. Play a matching game where students match root words to suffixes to

form new words.

Differentiation:

 Below Level: Provide a word bank with examples of root words and
suffixes.

 On Level: Ask students to split words and define the root and suffix.

 Above Level: Challenge students to create their own words using

given root words and suffixes.

Resources:

 Word lists with root words and suffixes.

 Matching game cards.

Evaluation Strategies:

 Observe participation in splitting activities.

 Review the accuracy of matched words in the game.

Day 29Thur): Using Suffixes in Context

Specific Objectives:

1. Use suffixes to change the meaning of a word.

2. Add suffixes to root words and find their meanings.

3. Use new words with suffixes in sentences to show their different

meanings.

Content:

1. Changing Word Meaning:

o Adding -er changes paint to painter (one who paints).

o Adding -ful changes help to helpful (full of help).

2. Word Formation:

o Root + Suffix = New Word (e.g., play + -ful = playful).

3. Sentence Construction:

o Use words with suffixes in sentences to show meaning:

 The teacher is very helpful in the classroom.

Activities:

1. Provide a list of root words for students to add suffixes and define the
new words.

2. Have students write sentences using the newly formed words.

3. Conduct a peer review of sentences to ensure correct usage.

Differentiation:

 Below Level: Provide sentence starters and pre-matched root words

with suffixes.

 On Level: Ask students to independently form words and use them in

sentences.

 Above Level: Encourage students to write short paragraphs using at

least five words with suffixes.

Resources:
 Word banks with root words and suffixes.

 Sentence starters.

Evaluation Strategies:

 Review sentences for correct use of suffixes.

 Monitor peer discussions for clarity and understanding.