Teacher Created Reading Foundational Skills WEEK 3 LESSON 26- See TWAG in Appendix ANCHOR TEXT: The Dot (Lexile 470) Decodable Bears, pp. 3-10; Hiding and Seeking, pp. 11-18; Henry and Dad Go Camping, pp. 19-26; Speedy and Chase, pp. 27-34 Reading Foundational Skills Standards RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3f-Read words with inflectional endings. RF1.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. DAY 1 DAY 2 DAY3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines, T12-13 Phonemic Awareness High Frequency Words Phonemic Awareness, T16 Opening Routines,T38-39 Phonemic Awareness High Frequency Words Phonemic Awareness, T40 Opening Routines, T48-49 Phonemic Awareness High Frequency Phonemic Awareness, T50 Opening Routines, T60-61 Phonemic Awareness High Frequency Words Phonemic Awareness, T62 Opening Routines, T70-71 Phonemic Awareness High Frequency words Phonemic Awareness,T71 Phonics Fluency Phonics Base with –ed, -ing Endings, T16-T18 Fluency Model Accuracy, T14 Phonics Base Words with –ed, Endings, T40 Fluency Practice Accuracy, T41 Phonics Words with Long e Spelling Patterns y, ie, T50-51 Fluency Accuracy, T53 Phonics Base with –ed, -ing, Endings, T62 Words with Long e Spelling Patterns y, ie, T62 Phonics Base Words with –ed, Endings, T78 Words with Long e Spelling Patterns y, ie, T78 Literacy Station Activities to Reinforce Foundational Skills Phonics/Word Study Station: Journeys Word Study flip chart, build, write, and sort words with inflected endings; phoneme-grapheme mapping using sounds that have been taught; additional optional activities: Fluency Station: Journeys Cold read decodable reader with a partner; read along with a recording, other activities:
Literacy Station Activities Comprehension Station: illustrate and summarize each chapter, main idea graphic organizer, review previously taught skills, additional optional activities: Standards Evidence Statements Content & Task Writing/Research narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.3-With guidance and support from adults, recall information from provided sources to answer a question. Recounts two or more appropriately sequenced events in a narrative writing. Includes details regarding what happened in a narrative writing. Uses temporal words to signal event order in a narrative writing. Provides some sense of closure in a narrative writing. Sample Objectives (I can) Write about what takes place in the book, Owl at Home. Compare and contrast details in the stories Upstairs and Downstairs and Strange Bumps. Compare and contrast the character Owl in the stories The Guest and Owl and The Moon. Compare the character Owl to real owls. Routine Writing Write in response to text (p. T514) Writing Tasks-Culminating a narrative regarding the events that take place in the book Owl Moon. Use words that signal event order. Compare the stories Upstairs and Downstairs and Strange taken from the book Owl at Home. How are the stories alike and different? Think about what Owl does in the stories The Guest and Owl and The Moon. How are the stories alike and different? How does the character Owl compare to real owls? (RL 1.5) Standards Evidence Statements Content & Task Speaking and Listening SL.1.2- Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.5-Add drawings or visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Demonstrates the ability to ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Provides drawings or visual displays to clarify thoughts and feelings. Sample Objectives (I can): Ask questions to help me understand a Speak in complete sentences. Performance Assessments Participating in discussions, read alouds and q/a sessions Speaking in complete sentences Classroom Collaboration: pp. T509, T511, T513, T514 Standards Evidence Statements Content & Task Language Vocabulary