Day OneDay Two Shared Reading The Gardener Preload vocabulary using KWL (Words I know/Don’t know)...
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Day One Day Two Shared Reading Shared Reading The Gardener Preload vocabulary using KWL (Words I know/Don’t know) Begin story; focus on predictions The Gardener Vocabulary KWL (Words I know/Don’t know) Continue story focusing on predictions Guided Reading Guided Reading Pull lowest group #1: Focus on making predictions and connecting text Pull highest group #5: Give task for the week (Predictions and connections with independent text) Pull lowest group #1: Continue predictions and connections Pull average group #2: focus on predictions and connections Independent Reading & Literacy Practice Independent Reading & Literacy Practice Students read independently and respond in writing. Fluency group listens to the story on CD Vocabulary work Fluency group listens to the story on CD Students read independently and respond in writing. Vocabulary work Prefix/suffix/root words Word Work Word Work Prefix/suffix/root words Spelling introduction Writing Writing • To understand declarative and interrogative sentences • To use voice in writing a narrative paragraph • To understand declarative and interrogative sentences • To use voice in writing a narrative paragraph
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Transcript of Day OneDay Two Shared Reading The Gardener Preload vocabulary using KWL (Words I know/Don’t know)...
Day One Day Two
Shared Reading Shared Reading
The GardenerPreload vocabulary using KWL (Words I know/Don’t know)Begin story; focus on predictions
The GardenerVocabulary KWL (Words I know/Don’t know)Continue story focusing on predictions
Guided Reading Guided Reading
Pull lowest group #1: Focus on making predictions and connecting textPull highest group #5: Give task for the week (Predictions and connections with independent text)
Pull lowest group #1: Continue predictions and connectionsPull average group #2: focus on predictions and connections
Independent Reading & Literacy Practice Independent Reading & Literacy Practice
Students read independently and respond in writing. Fluency group listens to the story on CDVocabulary work
Fluency group listens to the story on CDStudents read independently and respond in writing. Vocabulary workPrefix/suffix/root words
Word Work Word Work
Prefix/suffix/root words Spelling introduction
Writing Writing
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
Day Three Day Four
Shared Reading Shared Reading
“About the Author”Point out writing style and interests of both authors and compare with “The Gardener”
“Back Home”Connect story with “The Gardener”
Guided Reading Guided Reading
Pull lowest group #1: Continue predictions and connectionsPull average group #3: focus on predictions and connectionsPull average group #2: focus on predictions and connections
Pull lowest group #1: Continue predictions and connectionsPull average group #4: focus on predictions and connections Pull average group #3: focus on predictions and connections
Independent Reading & Literacy Practice Independent Reading & Literacy Practice
Students read independently and respond in writing. Spelling WorkPrefix/suffix/root words
Students read independently and respond in writing. Spelling workPrefix/suffix/root words
Word Work Word Work
Vocabulary sort Vocabulary Frayer model
Writing Writing
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
Day Five
Shared Reading
Use Social Studies text to make predictions based on headings
Guided Reading
Pull lowest group: Focus on making predictions and connecting textPull higher groups: Reflection on tasks for the week (Predictions and connections with independent text)
Independent Reading & Literacy Practice
Students read independently and respond in writing. Spelling WorkPrefix/suffix/root words
Word Work
Vocabulary What it is/what it isn’t
Writing
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
Day One Day Two
Shared Reading Shared Reading
The Hot and Cold SummerPreload vocabulary using KWL (Words I know/Don’t know)Begin story; focus on predictions
The Hot and Cold SummerVocabulary KWL (Words I know/Don’t know)Continue story focusing on predictions
Guided Reading Guided Reading
Pull lowest group #1: Focus on making predictions and connecting textPull highest group #5: Give task for the week (Predictions and connections with independent text)
Pull lowest group #1: Continue predictions and connectionsPull average group #2: focus on predictions and connections
Independent Reading & Literacy Practice Independent Reading & Literacy Practice
Students read independently and respond in writing. Fluency group listens to the story on CDVocabulary work
Fluency group listens to the story on CDStudents read independently and respond in writing. Vocabulary work Prefix/suffix/root words
Word Work Word Work
Prefix/suffix/root words Introduce spelling
Writing Writing
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
Day Three Day Four
Shared Reading Shared Reading
The Hot and Cold SummerReflect on predictions; go back to text to confirm/disprove predictions
“The New Kid”Connect Poem with The Hot and Cold Summer
Guided Reading Guided Reading
Pull lowest group #1: Continue predictions and connectionsPull average group #3: focus on predictions and connections Pull average group #2: focus on predictions and connections
Pull lowest group #1: Continue predictions and connectionsPull average group #4: focus on predictions and connections Pull average group #3: focus on predictions and connections
Independent Reading & Literacy Practice Independent Reading & Literacy Practice
Students read independently and respond in writing. Vocabulary workSpelling workPrefix/suffix/root words
Students read independently and respond in writing. Vocabulary work Spelling workPrefix/suffix/root words
Word Work Word Work
Vocabulary sort Frayer Model with vocabulary
Writing Writing
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
Day Five
Shared Reading
Use Social Studies text to make predictions based on headings
Guided Reading
Pull lowest group: Focus on making predictions and connecting textPull higher groups: Reflection on tasks for the week (Predictions and connections with independent text)
Independent Reading & Literacy Practice
Students read independently and respond in writing.
Word Work
Vocabulary: What it is/What it isn’t
Writing
•To understand declarative and interrogative sentences•To use voice in writing a narrative paragraph
