Date Reread (if using a poem, leave level blank) Word Study Suffixes: Plurals: -s, -es, -y to i + es Sort by pattern. Students should be able to articulate when a word needs -s, -es, or to change the ending y to i and then add -es to make the word plural. Vocabulary New Read Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date Reread (if using a poem, leave level blank) Word Study Possessives: s, ’s, s’ DO NOT TRY TO SORT Students should be able to articulate when to add s,’s, or s’ to make the word possessive. Vocabulary New Read Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose Level: ______ Title: Your, it, Chris, and 2000 are oddballs that don’t fit a pattern! 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date Reread (if using a poem, leave level blank) Word Study Contractions: have, not, will Sort by contraction. Students should note the number of letters that the apostrophe takes the place of in the given categories. Vocabulary New Read Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date Reread (if using a poem, leave level blank) Word Study Prefixes: dis- (not), mis- (not), un- (not) Sort by pattern. Students should recognize that the meaning of the prefix changes the meaning of the base word. Vocabulary New Read Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date Reread (if using a poem, leave level blank) Word Study Compound words: down, over, under, up Sort by compound word. Emphasis should be on the meaning of the words. Vocabulary New Read Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date Reread (if using a poem, leave level blank) Word Study Suffixes: -ing (doubling, e-drop, nothing) Sort by pattern. Students should be able to verbalize when to double the ending, drop the E, or do nothing. Vocabulary New Read Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion