standards related to the texts, questions and tasks. Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Students should read a variety of leveled texts on senses. See resources below. Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) All students experience all texts and resources regardless of level Resources: Video: Do you hear that? Play different and have the children guess the sound. Make a chart of the animal or object and what it’s sound is. Make an anchor chart of what Horton might hear, see, touch, smell or taste while walking through the jungle. Using sensory words have students complete the chart describing the senses that Horton uses. Make a class book. A _________is a _____________ no matter how small the sound. Practice song/language frames for “What Do We Do at School?” What senses do you use when you ___ at school? Poems: pg. 34 (Poem, 260L)/ pg. 38 (Poem, 580L) Readworks.org (Non-fiction, 290L) Vocabulary Drawn from the texts Teacher should choose Tier 2 vocabulary related to the supplemental resources. Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities *Phonemic Awareness: : Lesson 6 (pg. E6) *Letters: A *Practice writing name and letters *Practice pencil grip *Fluency: Pause for punctuation *High Frequency Words: I, like, the and, see Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Sensory words and subject-verb agreement English Language Development: Write descriptive words on the board: loud, funny, sweet, rough, old,
Writing Response to text Culminating task Aligned with the EQ and topic Informative Writing: Descriptions/Captions - Use the T Chart on the board to choose an animal and action verb to write a sentence about, then illustrate. Adjectives for color and number - ELLs can use adjectives for color in sentence frames. Example: “The brown snake can slither.” 2- Week version: Q2 wks 5-6 Unit: 2 #8 Ways to Move & #9 Machines and Wheels Grade K Week 6 Essential Questions: Why do animals and people move in different ways? Why do people use wheels? Standards List Reading and Writing standards related to the texts, questions and tasks. ; ; ; Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Students should read a variety of leveled texts on how people, animals, and machines move. See resources below. Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) All students experience all texts and resources regardless of level Resources: Use Reading A-Z Leveled Reader (Fiction: Fantasy, BR-70) to vehicle movement with animal movement. Content Reader: Read (Fiction, 320L). What is your favorite way to move? Can you think of other ways you can move? Content Reader: Read (Fiction, 210L) Sign-in and search for the book on . and identify adjectives. : sing with TPR Vocabulary Drawn from the texts Teacher should choose Tier 2 vocabulary related to the supplemental resources. Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Follow the daily Phonics and Fluency sequence of activities *Blend phonemes. *Letters: c, p *Practice writing name. *Practice spaces.
I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation Think aloud Actively listens Takes notes Asks for clarification We do it Guided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others They do it together Collaborative Practice Provides feedback Moves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification You do it Independently Independent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcome Week 9: Week 9 affords the opportunity to assess the skills of letter naming, phonemic awareness, letter-sound relationships, decodable words, high-frequency words, and reading sentences. All of these skills may be assessed via the use of the Journeys Progress Monitoring Assessment. Additionally, fluency and comprehension may be monitored using the Reading A-Z and ReadWorks