10-19-2009

LEARNING GOALS:

1. Chart Formative assessments 2. Practice/learn editing marks 2a. Learn signal words for sensory details. 3. Review the Long Vowel Rule for Silent "e" 3a. Interact with vowels and visuals. 4. Locate all silent "e" words in the formative assessment 5. Practice the visualizing strategy (if time)

Lesson Plan DEAR (in the journal) Put the adjective in the wrong place and use the editing mark that visually shows MOVE the word to a new place. Plus use the editing mark to show missing punctuation. (Use the Edge or ELD PLC editing marks) 1. I tasted a hamburger juicy warm with pickles spicy 2. Next, my brother little wanted to see the elephants huge 3. We also ate some ice cream soft chocolatey

__READING Complete the remainder of the handout for vowels. "silent "e"

WRITING__ 1. Find/chart all the words in the formative assessment with the silent "e" at the end. (huge, made, time, ate, ice, face, drive, engine, spine, reptile(s), snake, leave) BUT NOT were or breathe or bubble because they don't follow the rule.) if time draw a visual for each of the silent "e" words above onto a piece of computer paper or lined notebook paper or create a new sentence using each word. __Repeat this if necessary...Copy and answer:__ 1. How many vowels are in each word? __ 2. Where is the "e"? 3. Does the "e" have a sound? 4. Is the vowel sound long or short?

SPEAKING: Partner read the formative assessment with the silent "e" words.