Tri 1-Rounds 6 through 10/Language Arts

Round Six

Shared Reading- Could We Be Friends?

(Whole Class Focus Instruction 15 minutes with five sessions)

Focus: To help students link poems to personal experience to construct meaning and deepen understanding.   

Word Study- Pronounce multisyllable words made up with word patterns -ing    

Word Recognition- Pronounce words that contain the syllable -le.

Writing Connection- Poem about a friend

Guided Reading-Breakfast Time

(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)
 

 Focus: To help students reveal understandings that are interpretive rather than literal in discussion of texts.
 High-Frequency Words- up, said, it, is, and, mom, dad, do, you, to, for, yes, go, can, we, a here, the have, my, us, make, will, all, get, let, who, in, that

Word Study- Compound words and the components of words.
Phonics- Read, Sound, Check strategies
Vocabulary- share confusing words
Word Recognition- Look and Say strategies for make, have, and that

 

 Additional Instruction

Phonics- CVC Words with -ing
Word Study- Interjections

Writing Connection- Informative Paragraph

 Round Seven

Shared Reading- Hiccup! Hiccup!

(Whole Class Focus Instruction 15 minutes with five sessions)

Focus: To help students think about cover information text type, story line, topic, and story structures to form, confirm, or adjust predictions.
Vocabulary-  bouquet , words in songs have multiple meanings, and examples of onomatopoeia
Phonics- Isolate and practice the vowel pattern oy.

Word Recognition- Pronounce words formed be combing words made up of known patterns with -s, -ed, -ing, -er, and -est. Use Sound, Rea, and Check with difficult words like fifteen, parts of some words-seem-seemed, scream-screamed, and fail,-ailed, also hugest review adding -est to a word that ends with -e

Writing Connection- Write a Personal Narrative Paragraph
Grammar- Contractions

Guided Reading-Dogs Are My Favorite Things

(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)

 Focus: To help students isolate relevant images from personal experiences or knowledge that link to descriptive language in a text to deepen understanding of message and/or personal connection to text in fiction.

 High-Frequency Words- I, go, look, for, are, my, and, do, you, like, them, too, big, of, that, all, with, a little, at, the, what, it, is, in, but

Phonics- Read, Sound, Check strategies
Vocabulary- waddle to clarify meaning

   

Additional Instruction

Phonics- Sound-Symbol Relationships

Word Study- Adjectives

Writing Connection- Planning

 

 Round Eight

 

Shared Reading- Up the Haystack

(Whole Class Focus Instruction 15 minutes with five sessions)

Focus: To help students think about cover information text type, story line, topic, and story structures to form, confirm, or adjust predictions.
Vocabulary-  dank, yelping
Phonics- Pronounce words with letter patterns -ge and -dge when they represent their most common sounds (garage, dodge)

Word Recognition- High-higher and fast-faster, changing meaning

Writing Connection- Day in the Life
Grammar- Proper Nouns

Guided Reading-Super Silly Riddles

(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)

 Focus: To help students use prior knowledge and past experiences to generate questions of text and read with the intent of identifying the answers (explicit and implicit) in text.

 High-Frequency Words- what, do, they, a, in, the. does, have he, look, where, was, on, it, up, over, you, with, like, likes, has, at, why, did, under, your

Phonics- Read, Sound, Check strategies
Vocabulary- parkas

 

Additional Instruction

Phonics- Different sounds of g

Word Study- General and Specific Words

Writing Connection- Writing Riddles

Round Nine

Shared Reading- Trees

(Whole Class Focus Instruction 15 minutes with five sessions)

Focus: To help students use prior knowledge and past experiences to generate questions of text and read with the intent of identifying the answers (explicit and implicit) in text.
Vocabulary-  contents, glossary
Word Recognition- Pronounce words formed by combining words made up of known patterns with -est.
Word Study- Form the root cycl, meaning "circle."

Writing Connection- Day in the Life
Grammar- Use Graphic Organizers

Guided Reading-Milo and the Fire Engine Parade

(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)
 

 Focus: To help students think about cover information, storyline, topic, and story structure to form, confirm, or adjust predictions.

Phonics- Read, Sound, Check strategies

 

Additional Instruction

Phonics- Read the Parts

Word Study- Compound Words

Writing Connection- Describe an Event

 

Round Ten

Shared Reading- Look at the Moon

(Whole Class Focus Instruction 15 minutes with five sessions)

Focus: To help students use literary devices such as figurative language, rhyme, rhythm, and repetitive patterns as a means of predicting story structure.
Vocabulary-  reflection, rays
Phonics- Use Sound, Read, and Check- pursuing

Word Recognition- Pronounce syllables within multisyllabic words made up of known word patterns.

Writing Connection- Write a Paragraph
Grammar- Complete Sentences

Guided Reading-Milo and the Greatest Trick Ever!

(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)

 Focus: To help students isolate relevant prior knowledge and personal experiences and link it with specific messages and information from the text to construct deeper understanding of the text at passage/chapter and whole-book levels.

 High-Frequency Words- and, the, his, to, on, a, they, going, with, sees, my, said, it, what, are, you, do, make, go, now, see, her, was, all, f, in, under, for, a, big, will, be, that, where, can, come, out, at his, no, up, he, I , now, again, not, your, have, come, after, off, over, but, out

Phonics- Read, Sound, Check strategies

  

Additional Instruction

Phonics- Say the Sounds -ei, -oo, -ea, -ai

Vocabulary- Antonyms

Writing Connection- Story Web