Round One
Shared Reading- Follow the Leader
Shared Reading- Follow the Leader
(Whole Class Focus Instruction 15 minutes with five sessions)
Focus: To help students think about chart information, text type, topic, poetic structures and prior knowledge to for, confirm, or adjust predictions.
Vocabulary- verse and antonyms
Phonics- Pronounce words with long vowels that use the CVCe pattern and pronounce words with the vowel pattern oi.
Word Recognition- Pronounce compound words.
Grammar- Adverbs
Writing Connection- Write a verse
Guided Reading-Let's make a Kite
(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)
Focus: To help students use cover information, text type, storyline, topic, and nonfiction text features to form, confirm, or adjust predictions.
High-Frequency Words- a, again, and, are, at, bigger, can, do, down, for, into, is, it, like, little, make, of, on, over, the, them, this, to, what, will, with, you, your
Phonics- Use of problem-solving strategies, read it, sound it, check it
Additional Instruction
Phonics- Consonant Blends /str/, /st/
Word Study- Compound Words
Writing Connection- How-to Instructions
Phonics- Practice all short vowels
Lesson One- Short Vowel /A/, Story-Up the Haystack, ad, ham, band, jazz, cast, sad, dad, mask, flap, tan Challenge- haystack, trap, faster, tractor, dad, gathering, back, flat, magpies, ants, Mac, bath
Lesson Two- Short Vowel /E/, Story-Pheasant and Kingfisher, pet, red, vet, yes, bed, desk, jet, bet Challenge-men, west, set, fresh, stems, together, plenty, nest, left, them, went, riffed, red, yellow, get, enemies, serpent, legs, end
Lesson Three- Short Vowel /I/, Story- The Trouble with Herbert, fish, gift, crib, bib, mitt, ship, wig, swim Challenge-Colin, is, Biffo, in, pig, will, this, big, children, him, until, visitors, bigger, with, it, his, bit, sniffled, wiggled, if, into, finished, kitchen, licked, picnic
Lesson Four- Short Vowel /O/, Story- The Gooey Chewy Contest, hot, rock, job, mop, sock, hop, rod, not, top, dot, log, block, jog, stop Challenge- contest, bottle, rocked, box, contestant, pop, golf, rooftops, lock, blond
Lesson Five- Short Vowel /U/, Story- Miss Geneva's Lantern, bug, run, jug, bus, bud, cub, hug. tub Challenge- contest, thumb, uh, dusty, just, up, humming, adjusted, dug, sun, dusk, run, running, but, suddenly, sudden, numb, under, supper
Phonics- Practice all short vowels
Lesson One- Short Vowel /A/, Story-Up the Haystack, ad, ham, band, jazz, cast, sad, dad, mask, flap, tan Challenge- haystack, trap, faster, tractor, dad, gathering, back, flat, magpies, ants, Mac, bath
Lesson Two- Short Vowel /E/, Story-Pheasant and Kingfisher, pet, red, vet, yes, bed, desk, jet, bet Challenge-men, west, set, fresh, stems, together, plenty, nest, left, them, went, riffed, red, yellow, get, enemies, serpent, legs, end
Lesson Three- Short Vowel /I/, Story- The Trouble with Herbert, fish, gift, crib, bib, mitt, ship, wig, swim Challenge-Colin, is, Biffo, in, pig, will, this, big, children, him, until, visitors, bigger, with, it, his, bit, sniffled, wiggled, if, into, finished, kitchen, licked, picnic
Lesson Four- Short Vowel /O/, Story- The Gooey Chewy Contest, hot, rock, job, mop, sock, hop, rod, not, top, dot, log, block, jog, stop Challenge- contest, bottle, rocked, box, contestant, pop, golf, rooftops, lock, blond
Lesson Five- Short Vowel /U/, Story- Miss Geneva's Lantern, bug, run, jug, bus, bud, cub, hug. tub Challenge- contest, thumb, uh, dusty, just, up, humming, adjusted, dug, sun, dusk, run, running, but, suddenly, sudden, numb, under, supper
Round Two
Shared Reading- Seahorses
(Whole Class Focus Instruction 15 minutes with five sessions)
Focus: To help students using the answer prior knowledge and past experiences to generate questions of text and read with the intent of identifying the answer (explicit and implicit) in text.
Vocabulary- synonyms and antonyms, fin
Word Recognition- Pronounce featured sight words there and some
Grammar- Capitalize Proper Nouns
Writing Connection- Use Labels
Guided Reading-My Haircut
(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)
Focus: To help students use cover information, text type, story line, topic, and story structures (characterization, setting, plot) OR nonfiction text features and prior knowledge to form, confirm, or adjust predictions.
High-Frequency Words- a, again, all, am, and, at, sis, done, gone, got, he I, into, is, it, like, little, look, me, mom, my, not, of, on, out, over, said, some, the, this, to, too, up, what, will, with, you, your
Phonics- Rhyming words
Vocabulary- stuck
Word Study- Compound Words
Additional Instruction
Word Recognition- High Frequency Words, again and too
Writing Connection- Compare and Contrast
Phonics-
Lesson 11: Skill Introduction:/K/ Spelled K, CK, Story- Milo and the Greatest Trick Ever! kite, trick, book, lock, king, jacket, kiss Challenge- kitten, took, quick, nickel, sock, kids, trick, back, block, walked, Luke
Lesson 11: Skill Introduction:/K/ Spelled K, CK, Story- Milo and the Greatest Trick Ever! kite, trick, book, lock, king, jacket, kiss Challenge- kitten, took, quick, nickel, sock, kids, trick, back, block, walked, Luke
Lesson 12: Skill Review:/K/ Spelled K, CK, Story- Could We Be Friends? Stick, trunk, snake, pink, black, walk, keeper Challenge- milk, jacks, snake, kangaroo, checkers, duck, steak, blocks, cake
Lesson 13: Skill Introduction: Long A(A, A-E, AI, AY), Story- Up and Away page, train, play, favor, space, way, tail Challenge- away, airplanes, take, safe, safety, runaway, taxiway, wait, plane, may, X-ray, dangerous, gate, catering, takeoff, trays, case, rain, radar
Lesson 13: Skill Review: Long A(A, A-E, AI, AY),, Story- Sprit of Hope bake, play, train, radar, gray, Challenge- days, waved, gate, paper, nails, table, say, faraway, name, trailer, railway, explain, excavator, cable, late, paint, highway
Shared Reading- Milo
Guided Reading-Butterflies
(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 (characterization, setting, plot) to form, confirm, or adjust predictions.
Vocabulary- onomatopoeia, roar and vroom, relate new vocabulary to familiar words
Phonics- Isolate and practice the vowel pattern ui. Use sound, read and check strategy for difficult words like helmet. Pronounce multisyllabic words using know patterns.
Word Recognition- Locate and practice high-frequency words were, was, and is
Grammar- Verbs
Writing Connection- Write a Story
Guided Reading-Butterflies
(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)
Focus: To help students use problem and solution, cause and effect, and sequence in nonfiction to construct meaning and deepen understanding of text.
High-Frequency Words- in, my, have, they, are, to, and, with, what, on, look, like, by, where, the, little, you, a, by, now, for, out, your, at, will, here, too, can, to, did, an, is, it, into
Phonics- Decode and understand an unfamiliar words
Vocabulary- chrysalis, solidify word meaning
Word Recognition- Locate and practice high-frequency words where and what
Word Recognition- Locate and practice high-frequency words where and what
Word Study- Compound Words
Additional Instruction
Phonics- identify the sound y in a single-syllable words like by
Word Study- Antonyms
Writing Connection- Nonfiction Narrative
Round Four
Shared Reading- Witches' Menu
(Whole Class Focus Instruction 15 minutes with five sessions)
Focus: To help students isolate relevant prior knowledge and personal experiences and link with specific message/information from text to construct deeper understanding of text at passage/chapter and whole-book levels.
Vocabulary- words or phrases that impede comprehension, baked, boiled, poached, and pickled
Phonics- Pronounce words with the long vowel pattern oa, words with r-controlled vowels and words with the letter pattern ce when it represents its most common sound
Grammar- Adjectives
Writing Connection- Reading Response
Guided Reading-A Stone in the Road
(Small Group Focus Instruction/Learning Tasks 40 minutes with two sessions)
Focus: To help students use text features and prior knowledge to form, confirm, or adjust predictions.
High-Frequency Words- a, all, and, at, but, can, did, done, down, get, had, he, here, I, in, into, is, it, look, not, of, our, said, see, the, this, to, up, was, what, you
Phonics-Use Sound, Read and Check strategies when they come across an unfamiliar or challenging words
Concepts of Print- Discussion on how quotation marks are used in the text.
Fluency- Partners to re-read passages
Fluency- Partners to re-read passages
Additional Instruction
Word Study- Suffix -ed
Vocabulary- Shades of Meaning
Vocabulary- Shades of Meaning
Writing Connection- Mapping a Leader
Round Five
Shared Reading- Let's Make a Kite
(Whole Class Focus Instruction 15 minutes with five sessions)
Focus: To help students think about cover information, text type, topic, and nonfiction text features plus prior knowledge to form, confirm, or adjust predictions.
Vocabulary- Discussion on any vocabulary that may be critical to comprehension
Phonics- Say the most common sounds for featured letters ie
Word Recognition- Pronounce featured sigh words together and again.
Word Recognition- Pronounce featured sigh words together and again.
Grammar- Recognize Abbreviations
Writing Connection- Write a Procedure
Guided Reading-Seahorses
(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- are, of, the, is, a, here, some, them, big, in, where, up, to, has, at, its, with, on, does, can, look, not, and, by, her, gets, out, they
Word Study-Compound words
Vocabulary- snout, identify any challenging words
Fluency- Read fluent with teacher
Fluency- Read fluent with teacher
Additional Instruction
Phonics- R-controlled Vowel /or/
Vocabulary- Multiple-Meaning Words
Vocabulary- Multiple-Meaning Words
Writing Connection- Informative Paragraph
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