Read Reading Instructional Planning Guide · Kindergarten ­ Second Grade text version

Reading Street View

First Grade Week 9

October 17 - 21

Narrative Arc 9: Analyze Story Structure: Author's Purpose Spiral Review: Plot Expository Arc 9: Analyze Text Structure: Author's Purpose

Unit Focus: Playing Together ­ Treasures Unit 1 ­ Week 5

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: Fiction / Nonfiction: Roberto Clemente, (vocabulary/comprehension), Unit 1, p. 107i "Up! Up! Up! It's Apple-Picking Time", (comprehension/vocabulary), Unit 1, p. 111C "The Hokey Pokey" (vocabulary), Unit 1, p. 127E SR: Non-Fiction: Teamwork, Unit 1, p. 107A (author's purpose) Soccer, Unit 1, p. 112/113 (author's purpose) Poetry: "Guess What!" Unit 1, p. 128/129 (plot) GR: Books to be matched with Students' appropriate level & targeted skills -Recommend using small leveled books for Approaching level, On level and Beyond level, Decodable Readers (See TE for additional Small Group Selections Unit 1 p.105K) Decodable: All About Us, Jazz Band Approaching: Friends in Your Community On Level: Friends in Your Community Beyond: Friends in Your Community ELL: Your Community *Guided reading selections increase in difficulty through the year, and may not match the unit focus. Texts from the campus leveled library may be used for small group guided reading. Guided reading is NOT round robin reading (see website below for more onfo) Guided reading should include skill focused instruction as well as reading leveled texts to meet instructional levels of all students. http://readwellthinkwell.wordpress.com/2008/12/05/the-worlds-worst-readingstrategy Continue Daily Chapter Book Read Aloud - this is a excellent way to prepare students for reading more complex text. Model strategies students will need to be successful as reading skills increase. Pre Reading - Check for comprehension by asking what happened in the previous chapter. Record response on chart paper. During - stop to explain and model use of new vocabulary as needed ­ list New words on a vocabulary chart. Post ­ students predict," What might happen next"? Why do you think so? Fluency and Vocabulary Development Mother Goose works well for this activity at the beginning of The year. Poems can become more complex as reading and fluency improves. Mother Goose Rhymes Scholastic Poetry Printables Select non-fiction text that correlate with the weekly Science and Social Studies themes. Additional Resources: Read Aloud: The following trade books address both the narrative and expository arc focus and unit theme . Arthur's Pet Business by Marc Brown Julius, Baby of the World by Kevin Henkes Popcorn Book by Tomie De Paola The Hello Good­bye Window by Chris Raschka

IR: Students select books from their independent book boxes or bags and "Read to Self." See Daily Five. Model How to choose a "Just Right Book" to ensure students are reading on their instructional level. How To Choose a Just Right Book.

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Discussing Genre: Expository: Explain that they will be listening to a selection that tells about a real person and real events. This type of selection is called nonfiction or expository text because the author is writing about a real person and true facts. A book written about a person is called a biography. Make connections between selections by having students recall the various selections read during the week and discuss how the author's purpose for writing one selection is like ­ or not like ­ the author's purpose for writing another selection

Phonemic Awareness: *Use daily PA Routines · Phoneme Categorization, Unit 1, p. 107B, 127G · Phoneme blending / segmentation, p. 107K, 131C · Phoneme deletion, 111D Phonics final blends Intro: p. 107C Revisit blends: 107K, 111E, 127G, 131D * build automaticity p. 107L, 127i Word Study/Spelling: Words with L blends, p. 107E Revisit: 107M, 111G, 127H, 131E Introduce daily spelling practice routines that include multi sensory activities. http://www.teachingfirst.net/spelling.htm Additional Resources: Links: Additional Blend Activities http://www.carlscorner.us.com

Fluency: Focus: Expression/Intonation: Unit 1, p. 105B (Repeated readings of student book) There are three components to fluency. Fluent reading should involve accurate and automatic word recognition, with appropriate prosody or inflection. Each component affects comprehension in its own way. (McKenna & Stahl, 2003,p.72) Poems posted and repeated daily will enable students practice and internalize appropriate expression/intonation and prosody. Model using lots of expression and encourage students to read this way as well! High Frequency Words: New words: p. 79N ­ or select words from AISD non-negotiable list post new words on the Word Wall, Review on p. 83H, 99J, 105F Review already posted word wall words.* Critical Questions (Expository):

Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; Roberto Clemente ­ admire, challenging, charity, focus, offer p. 107i Revisit Words: p. 111i, 127F, 131A, Vocabulary routines one pager from Robust Vocab. CPQ or the teacher Instructional Routine Handbook p.R40 Academic Vocabulary: text, purpose, evaluate, topic, details analyze, biography expository, nonfiction, fiction, Post academic vocabulary on Literacy Word Bank (separate from your Word Wall). Incorporate and model words as you introduce your daily read aloud.

Building Comprehension (Expository): Analyze Text Structure: Author's Purpose Unit 1 p. 107J (Roberto Clemente) Build an understanding about nonfiction with the students and develop on going anchor charts. Example: As we read we try to figure out the topic, or what the story is about, and why the author might have written about it. Think about what the words and pictures tell you. Remind students that author's have different purposes for writing. One purpose is to inform readers. Another purpose is to entertain readers. Think about whether an author can do both within the same selection. Use Author's Purpose Chart #31, Unit 1, p.107 . Building Comprehension (Expository): Soccer Explain that when reading expository text, it is important to first identify the topic, or what the selection is about. This can help the reader identify why the author wrote the selection.

Essential questions that tap understanding of the Arc Focus. Why did the author think this subject was important? Is the subject living or did the subject live in past history? How did the author organize the telling of the events of the person's life (chronological, under topics, etc.)? Model using a timeline as a graphic organizer. At what point in the person's life did the author begin the selection? Does the setting change over the person's life? How has it changed? *Note: For stories, the author's purpose is usually to entertain readers and sometimes to teach a lesson. Critical Questions (Expository): Essential questions that tap understanding of the Arc Focus. Did the author write to entertain the readers with a story, or is his purpose to give

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Use Author's Purpose Chart #31, Unit 1, p.107 .See graphic organizer below

Clue Author's Purpose

Clue

readers information? Give evidence for your answer. What important details about soccer does the author include? How do the photographs help us to understand the topic? Why did the author write the selection Soccer? Additional Suggestions for Teaching Author's Purpose Suggestions for Interventions: See Tier 2 (Approaching Level) and ELL Instruction, Unit 1, 131K, 131Q, 131W, 131CC, 131 GG ­ choose component(s) of reading (phonemic awareness, phonics, comprehension, fluency, vocabulary) to re-teach and practice based on student needs. TPRI and Phonics Inventory are excellent tools to assess student need in areas of phonemic awareness and phonics. Skills not yet mastered should be targeted with skill focused lessons during guided reading and reinforced during independent and center time. Assess progress (or lack of progress} every 2 weeks to ensure instruction is working. and student is progressing. At this time of the year students that are struggling need to be monitored every other week to ensure that the interventions are strategic and based on the individual needs of the students. FCRR Activity Finder TPRI Intervention Guide Anchors of Support: Build literature charts about characters, settings, plot in stories read aloud. Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Suggestions for Pre-Teaching Use Big Book to pre-teach selected vocabulary and have students make predictions about the text. Preview and Predict. Explain that they are about to read an expository selection, a text that gives information on a topic. Point out that both words and photographs can help explain the information. English Language Learners: Use the Visual Vocabulary Resource book for vocabulary introduction and the ELL Resource Book, p. 46. Post words with pictures on vocabulary wall. Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher. ELL Support and ELPS

Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student at least every two weeks. Assess strugglers bi weekly in order to gather data needed for targeted instruction. Teachers should preview end of unit assessment, Unit 1, Unit Assessment teacher resource guide p.1 to guide and prepare for weekly instruction.

Technology Integration: As students begin to learn more about analyzing what they read, it is important for them to learn a variety of ways to organize their thinking. Kidspiration® is a great way for students to create graphic organizers to map their thoughts. Introduce Kidspiration® through "shared technology." Like shared reading or writing, this involves the teacher facilitating a group discussion and the class sharing in the creation of one class document. In this way, the teacher models the use of the technology while, at the same time, processing content learning. Use "shared technology" to create a web/ thought map analyzing the author's purpose of one of the expository texts shared whole class. What's the Author's Purpose? http://www.atomiclearning.com/k12/kids3pc Technology Applications 1A, 7A, 10A Teacher Tips: You may want to transfer the graphic organizers onto chart paper so that as you record student responses they can be revisited at a later time. Many of the comprehension skills will be revisited throughout the year in different text. These documents would serve as an excellent pre-teach and review for these later lessons. Post examples of student's completed graphic organizers to model what a quality work looks like and have them explain their thinking. This is good way to release responsibility of learning to your students.

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Reading Street View

First Grade Week 10

October 24 - 28

Narrative Arc 10: Review Week- Analyze Story Structure: Character and Setting, Sequence of Events, Author's Purpose, Plot Expository Arc 10: Review Week-Text Features: Photographs, Labels, Lists, Book Parts

Unit Focus: Review and Assess Week ­ Treasures Unit 1 ­ Week 6 Administer the Unit 1 Assessment from Unit Assessment resource book (See Suggestions for Interventions for pacing and additional information)

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: SR: Fiction: Use the Additional Resources to plan the read alouds for the week. The suggestions follow the Arc Focus for both Narrative and Expository text. Fiction & Nonfiction: The Ant and the Dove: Teacher resource book, Reading Genres Teacher will need to provide student copies from Reading Genres For the review week there are two decodable stories that the students will be expected to read on their own Jill and Nat Unit 1 p.133 & Cats and Dogs Unit 1 p.134 Books to be matched with Students' appropriate level & targeted skills -- Recommend using small leveled books for Approaching level, On level and Beyond level, Decodable Readers (Have students revisit the titles used during Unit 1) Decodable: All About Us, Review all previously read titles Approaching: Review all previously read titles On Level: Review all previously read titles Beyond: Review all previously read titles ELL: Review all previously read titles Students select books from their independent book boxes or bags and "Read to Self, Read to Someone or Listening to Reading" (Daily Five) Discussing Genre: Fiction: Review all the different types of fiction covered in the past 5 weeks. Remember to use academic language and to revisit the selections. Nonfiction: Students will need time to revisit all the different types of nonfiction covered in the past 5 weeks. As you go Phonemic Awareness: *Use daily PA Routines Review all previously taught skills Phonics: Review short , , L blends and final blends. Refer to Fountas and Pinnell Phonics They Use word sorts. http://www.carlscorner.us.com Word Study/Spelling: Based on Student needs Teacher needs to Review all concepts taught through Unit 1. Check for student mastery. Additional Resources: Link: Fluency: Focus: Expression/Intonation: Unit 1, Revist the passages and charts to work on fluency and automaticity. Fluency should be increasing as Students reading levels increase. Poems posted and repeated daily will enable students practice and internalize appropriate expression/intonation and prosody. Model using lots of expression and encourage students to read this way as well! Additional Resources: Read Aloud: The following trade books address both the narrative and expository arc focus and unit theme (when available). Dear Mr. Blueberry by Simon James Story of Ferdinand by Munro Leaf Magic School Bus books (for text features) Select non-fiction text that correlate with the weekly Science and Social Studies themes to demonstrate the use of text features (photographs) in order to connect strategies across content areas. 1. Time for Kids 2. School Library 3. Scholastic Weekly Reader Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards Revisit the vocabulary words and cards to give students opportunities to retell stories. Students can be encouraged to create different endings or to make up a completely different story that follows a logical sequence. Administer the Unit 1 Assessment Vocabulary routines one pager from Robust Vocab. CPQ or the teacher Instructional Routine Handbook

GR:

IR:

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through the expository text make sure to point out all the text features and how to use them to maximize comprehension of the material.

Short a Activities PA Activities Include daily spelling practice incorporating routines that include multi sensory activities. http://www.teachingfirst.net/spelling.ht m

High Frequency Words: New words: No new unit 1 words but continue building your Word Wall using H.F. words students ask for in Writing and/or reading. LA Website: Word Wall Detective is a quick, easy way to assess reading and writing word wall words. Word Wall Activities

p.40 Academic Vocabulary: text, plot, illustrator , beginning, middle end, sequence of events, summary, author's purpose, text features, rhyme, character, characteristics, setting, plot, labels Post academic vocabulary on Literacy Word Bank (separate from your Word Wall). Incorporate and model terms as you introduce your daily read aloud.

Building Comprehension (Fiction): Analyze Story Structure: All Unit 1 p.132C Students will be expected to "Show what they know" up to this point. After the students have read the story, Jill and Nat, and have answered the questions (teacher may want to read the questions aloud), it is very important that the teacher go over all the questions and model their thinking on how they arrived at the correct answer. Unit 1 p.132/133 Teachers can also use a read aloud of their choice or from the Additional Resources list above to ask more detailed questions. Use the critical questions provided from the previous weeks by modifying them to the text being presented.

Critical Questions (Fiction): Essential questions that assess understanding of the Arc Focus. Who are the characters in the story? What are some characteristics that describe them? Create vocabulary chart of words that describe characters. Describe the setting. What does Jill do first? What does Jill do next? Teacher creates questions to assess student knowledge of the comprehension skills and strategies taught in Unit 1. Create a chart with the class of questions good readers should be able to answer to show they have good comprehension. Critical Questions (Expository): Essential questions that assess understanding of the Arc Focus. What is the cat doing in the photograph? What does the cat have by its nose? Name the parts of the dog that are labeled. Tell what part is named in both animals. Suggestions for Interventions: The Unit Assessment should be administered in the early part of the week. Assessments should be corrected quickly and results analyzed to identify Tier 2 students (0 ­ 21 correct on the assessment) refer to Analyze the Data Unit 1 p.137N. The later part of the week should be utilized to further assess those students to identify the individual instructional needs. Teachers should then create a strategic plan for interventions. These students are considered "at risk" and will need instructional interventions daily until their instructional gaps have closed (usually 6 to 10 weeks). Progress monitor every other week. TPRI and Phonics Inventory are excellent tools to assess student need in areas of phonemic awareness and phonics. Skills not yet mastered should be targeted with skill focused lessons during guided reading and reinforced during independent and center time.

Building Comprehension (Expository): Text Features ­ All - Review teaching charts from Unit 1 that support text features. Cats and Dogs Un it 1 p.133A. Have students read the selection on their own. Once they have completed the reading, have students complete the questions. Daily newspapers and Time for Kids are good resources to use to model text features model. Suggestions for Pre-Teaching The review week is intended to be used as a week to assess student learning of all the concepts taught in Unit 1. It is essential to review the Unit 1 skills and strategies for comprehension as well as the vocabulary and phonics skills. Do this prior to administering the Unit 1 Assessment. English Language Learners: Use the Visual Vocabulary Resource book for vocabulary review. ELL Support and ELPS Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher.

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Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student (tier 2) at least every two weeks to monitor student growth and to assess the effectiveness of the interventions.

Assess progress (or lack of progress} every 2 weeks to ensure instruction is working and student is progressing Use data to group students with similar needs together and plan targeted remediation during your guided reading block. FCRR Activity Finder Anchors of Support: Review all literature charts made during Unit 1. Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Introduce "Read Around The Room" activity. Model reading anchor charts independently and with a buddy as you circle the room. Technology Integration: This is a review week, and an opportunity to differentiate a bit through technology. During Week 9, you worked as a class to create a Kidspiration® thought web. This week, have students create webs in small groups. (For struggling students, this can be done as a part of Guided Reading time.) Because you are reviewing both narrative and expository text, assign each group one or the other, depending upon which they appear to need more practice analyzing. Kidspiration® Sample Reading Webs (The narrative is on story structure and the expository is on text features.) Technology Applications 1B, 2D, 10B Teacher Tips: Now that TPRI and DRA testing is complete, it is a good time to regroup students for guided reading groups based on data from this end of unit assessment, TPRI and DRA. Guided reading groups are constantly changing as students gain control of reading behaviors and comprehension skills. Re-teaching is necessary during this week as the assessments will tell you which students need additional practice. See TPRI Intervention Guide and FCRR website for targeted skill focused lessons and include these in your guided reading lesson.

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Reading Street View

Narrative Arc 11: Summarize Expository Arc 11: Main Idea and Details, Summarize

First Grade Week 11

October 31 ­ November 4, 2011

Unit Focus: Animal Families ­ Treasures Unit 2 ­ Week 1

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: Fiction / Expository: Wild Animal Families, (vocabulary/comprehension), Unit Additional Resources: 2, p. 7i Read Aloud: The following trade books address both the narrative and expository "Growing Old", (Rhyme/vocabulary), Unit 2, p. 11C arc focus and unit theme (when available). "Goldilocks and the Three Bears" (vocabulary/comprehension), Unit 2, p. 27E The Carrot Seed by Ruth Krauss Expository: Hello! Hello!, Unit 2, p. 7A (summarize) Caps for Sale by Esphyr Slobodkina Animal Moms and Dads, Unit 2, p. 12/13 (summarize, main idea and details) The Amazing Bone by William Steig Poetry: "Over in the Meadow" Unit 2, p. 28/29 (summarize, alliteration) My Friend Rabbit by Eric Rohmann Books to be matched with Students' appropriate level & targeted skills -Recommend using small leveled books for Approaching level, On level and Select non-fiction text that correlate with the weekly Science and Social Studies themes to demonstrate the use of text features (photographs) in order to connect strategies across Beyond level, Decodable Readers content areas. (See TE for additional Small Group Selections Unit 2 p.35K) Decodable: Our Families Our Neighbors, Fox on a Rock, Baby Animals 1. Time For Kids 2.Newspapers 3.National Geographic for Kids Approaching: One Big Baby;On Level: One Big Baby;Beyond: One Big Baby; ELL: One Big Baby Guided reading should not be round-robin reading. Students select books from their independent book boxes or bags and "Read to Self." See Daily Five. Monitor students during independent reading time by circulating the room a few minutes each day to listen to students reading. Phonemic Awareness: *Use daily PA Routines · Phoneme blending / segmentation, p. 7B, 11D, 35C · Phoneme isolation, 7K, 27G Phonics: short : p. 7C Revisit blends: 7K, 11E, 27G, 35C * build automaticity p. 7L, 27i http://www.carlscorner.us.com/ Word Study/Spelling: Words with ­op, -og, -ot , p. 7E Revisit: 7M, 11G, 27H, 35E Additional Resources: Additional PA Activities Fluency: Focus: Appropriate phrasing: Unit 2, p. 35B (Repeated readings of student book) Remember that practicing reading builds fluency. Independent reading time is an excellent opportunity to read familiar books repeatedly. Poems posted and repeated daily will enable students practice and internalize appropriate expression/intonation and prosody. Model reading with expression and encourage students to read this way as well. High Frequency Words: New words: her, our, they, two, p. 7N ­ post new words on the Word Wall, Review on p. Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; Wild Animal Families ­ guide, protect, provide, separate, wild p. 6M Revisit Words: p. 7i, 11i, 27F, 35A, Additional Instructional Routine Suggestions for Vocabulary Academic Vocabulary: summarize, main idea, details, graphic organizer expository, fiction, Post academic vocabulary on Literacy Word Bank (separate from your Word Wall).

SR:

GR:

IR:

Discussing Genre: Expository /Fiction: Make connections between selections by having students recall the many selections read during the week. Explain that good readers sometimes think about how the main ideas in one selection are like ­ or not like ­ the main ideas in another selection. Connections can be made from fiction to expository as the student are introduced to the variety of texts.

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Introduce daily spelling practice routines that include multi sensory activities. http://www.teachingfirst.net/spelling.htm Building Comprehension (Expository): Summarize, Main Idea and Details, Unit 2 p. 7J (Wild Animals Families) Summarize ­ Introduction: Unit 2, p.7A. Explain that a summary should tell what the selection is mainly about and what the important details are that support the main idea. A summary should tell who the selection is about, where and when it takes place, what happens and why or how it happens. Set up purpose for reading by sharing the graphic organizer suggested on 7J, Revisit: p. 24/25, p. 35G

Remind students that identifying the important facts and details in the selection and restating them in order can help them better understand the selection. Have the students summarize Wild Animal Families. Working with the students use the teaching chart to record the details that support the main idea. Students should be providing the answers with the help of teacher clues and prompts. Ask students to agree or disagree with you or their classmates and give reasons for their opinions. Provide sentence stems and have students respond using complete sentences. "I agree/disagree with you," "Yes, I think..." "No, I think.. Use Main Idea Web Teaching Chart #35

11H, 27i, 35F Review: help, now, use, very (review these Word Wall words) Critical Questions (Expository):

Incorporate and model terms as you introduce your daily read aloud.

Essential questions that tap understanding of the Arc Focus. What were some of important facts and details in the selection? Explain the main idea of the selection. How did the details help you figure out the main idea? Using the information generated from above summarize the text. Tell what you learned about the topic? Additional Main Idea and Details Suggestions

Building Comprehension (Expository): Animal Moms and Dads Use Teaching Chart # 35, Unit 2, p.24/25 Set the purpose for reading by asking the students the focus question: What do animal moms and dads do?

Have students read the title and look at the photographs to predict what they will learn about in the text. Build background knowledge by having them share what they already know about the topic. Remind the students that the main idea is what all the details have in common. Students make a "text to self "connection and reflect what their own moms and dads do. How is it same/ different from the animals in the story? Model Venn Diagram to organize information.

Critical Questions (Expository): Essential questions that tap understanding of the Arc Focus. Did the author write to entertain the readers with a story, or is his purpose to give readers information? Give evidence for your answer. What are some of the most important details related to this topic? Decide on stopping points and have students summarize the information up to that point. Text Evidence: How are the animal parents helping their babies? What does the author tell you about what these animal parents do? Suggestions for Interventions: See Tier 2 (Approaching Level) and ELL Instruction, Unit 2, 35K, 35Q, 35W, 35CC, 35 GG ­ choose component(s) of reading (phonemic awareness, phonics, comprehension, fluency, vocabulary) to re-teach and practice based on student needs. At this time of the year students that are struggling need to be monitored every other week to ensure that the interventions are strategic and based on the individual needs of the students. FCRR Activity Finder Anchors of Support: Build literature charts about characters and settings in stories read aloud. Review to reinforce the vocabulary that describes literacy.

Suggestions for Pre-Teaching Use Big Book to pre-teach selected vocabulary and have students make predictions about the text. Preview and Predict. Explain that they are about to read an expository selection, a text that gives information on a topic. Point out that both words and illustrations can help explain the information. English Language Learners: Use the Visual Vocabulary Resource book for vocabulary introduction and the ELL Resource Book, p.60 . ELL Support and ELPS Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher. Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student at least every two weeks.

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Teachers should preview end of unit assessment, Unit 2, Unit Assessment teacher resource guide p.25 to guide and prepare for weekly instruction.

Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Technology Integration: One way for students to demonstrate an ability to summarize a story is to create an illustration including the big ideas. While some students know how to use basic drawing tools on the computer, many do not. Assign EasyTech lesson "Beginning Graphics: Brushes and Lines/ Shapes and Fill" on www.learning.com . It provides an introductory lesson into graphics. Then have students use the basic paint program on the computers. (Go to the Start Menu... All Programs...Accessories...Paint) They can also use PowerPoint, but the tools are different from the Learning.com lesson. Using one of these programs, have students create a front cover for the book they have created. The cover should provide a basic summary of their story. Technology Applications 2A, 10A, 11A Teacher Tips: Many of the comprehension skills and strategies being taught can be transferred to Science and Social Studies. As the students are read to and engage in text have them summarize or retell information as practiced during reading instruction. Graphic organizers and strategies used to reflect student's comprehension during read alouds can also be used in these subject areas.

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Reading Street View

Narrative Arc 12: Summarize / Retell Expository Arc 12: Text Features: Diagrams & Summarize, Retell

First Grade Week 12

November 7 ­ 10, 2011

Unit Focus: Helping Out ­ Treasures Unit 2 ­ Week 2

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: Fiction: Estela and the Fox, (vocabulary/comprehension), Unit 2, p. 37i Additional Resources: "The Gingerbread Man", (vocabulary/comprehension), Unit 2, p. 41C Read Aloud: "The Little Red Hen" (vocabulary/comprehension), Unit 2, p. 57E The following trade books address both the narrative and expository arc focus and unit theme (when available). Fiction: Mama's Coming Home, Unit 2, p. 37A (summarize / retell) The Little Red Hen, Unit 2, p. 42/43 (summarize / retell, ) Cook-a-Doodle-doo! by Janet Stevens (a version of Little Red Hen) Hattie and the Fox by Mem Fox Expository: "From Wheat to Bread" Unit 2, p. 58/59 (Diagrams) A Chair for my Mother by Vera William Magic School Bus books for text features Books to be matched with Students' appropriate level & targeted skills -Recommend using small leveled books for Approaching level, On level and Continue Daily Chapter Book Read Aloud - a good way to prepare students Beyond level, Decodable Readers for reading more complex text. Model strategies students will need to be (See TE for additional Small Group Selections Unit 2 p.65K) successful as reading skills increase. Decodable: Our Families Our Neighbors, Hen's Eggs Approaching: Trees Help Fluency and Vocabulary Development On Level: Trees Help Mother Goose works well for this activity at the beginning of the year. Poems can Beyond: Trees Help become more complex as reading and fluency improve. ELL: Trees Mother Goose Rhymes Select non-fiction text that correlate with the weekly Science and Social Studies themes. IR: Students select books from their independent book boxes or bags and "Read to Self." See Daily Five. Monitor students during independent reading time by circulating the room a few minutes each day to listen to students reading. Phonemic Awareness: *Use daily PA Routines · Phoneme identity and rhyme p. 37B · Phoneme blending / segmentation, p. 41D, 65C · Phoneme identity, 37K, 57G Phonics: short : p.3 7C Revisit:37K, 41E, 57G, 65D · build automaticity p. 37L, 57i Word Study/Spelling: Words with -eg, en, -et p. 37E Revisit: 37M, 41G, 57H, Fluency: Focus: Expression: Intonation: Unit 2, p. 65B (Repeated readings of student book)

Remember that practicing reading builds fluency. Reading with a partner is an excellent opportunity to read familiar books repeatedly. Poems posted and repeated daily will enable students practice and internalize appropriate expression/intonation and prosody. Model reading with expression and encourage students to read this way as well.

SR:

GR:

Discussing Genre: Fiction: Explain to the students that they will be reading fiction selections that are called folktales. The characteristics of a folktale are they are stories that are told over and over again. These stories are often passed down generation to generation. Many folktales are stories our grandparents and even their grandparents probably heard

Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; Estela and the Fox, appreciate, cooperate, partner, responsibility, scrumptious, p. 36M Revisit Words: p.37i, 41i, 57F, 65A, Vocabulary routines one pager from Robust Vocab. CPQ or the

High Frequency Words: New words: eat, no, of, some, who, p. 37N ­ post new words on the Word Wall, Review on p.

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when they were a child in school.

65E Additional Resources: See school library for Making Words by Cunningham and Hall p.31 Introduce daily spelling practice routines that include multi sensory activities. http://www.teachingfirst.net/spelling.htm

41H, 57i, 65F Review: her, our, they, two (review these Word Wall words) Link: Additional Fluency Activities Word Wall Activities Critical Questions (Fiction):

teacher Instructional Routine Handbook p.R40 Academic Vocabulary: summarize, retold, version, graphic organizer expository, fiction, Post academic vocabulary on Literacy Word Bank

Building Comprehension (Fiction): Summarize / Retell, Unit 2 p. 7J (Estela and the Fox) Remind students of how the teacher modeled "summarize and retell" with the big book, Mama's Coming Home. During this lesson students and teacher will retell and summarize together. Summarize ­ Introduction Unit 2, p.37A. Explain that when you summarize you only tell the most important parts of the story. This can help you better understand and remember a story. A summary should tell who is in the story, where it takes place, what events happen in the story and why it happens. Retell - When you retell, you arrange the events in the order that they happened. This means they tell what happens in the beginning, middle and end of the story, in order. Complete the Retelling Teaching Chart # 39, Unit 2, p.37J . Building Comprehension (Expository): Text Features: Diagrams (photographs, labels) Use Teaching Chart # 42, Unit 2, p. 57J, 58. Make a connection across the text by reminding students that The Little Red Hen is a folktale about a make believe hen that wants to make bread. Now they will read an expository selection about bread. Explain that diagrams are pictures that show the parts of something and help us locate information. A diagram usually has labels that identify the parts. Suggestions for Pre-Teaching Use Big Book to pre-teach selected vocabulary and have students make predictions about the text. Preview and Predict. Explain that they are about to read an fiction story and that paying attention to the sequence of events will help us better understand the story. English Language Learners: Use the Visual Vocabulary Resource book for vocabulary introduction and the ELL Resource Book, p.74 . ELL Support and ELPS Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher.

Essential questions that tap understanding of the Arc Focus. What is the story problem? How do you think it will be solved? What choices did the characters have? Explain what was the most important part of the story? Why is it important? Describe the clues the author gave to allow the reader to predict the ending.. Give two or three sentences that summarize the story. Additional Ideas for Teaching Summarization

Critical Questions (Expository): Informational Text Essential questions that tap understanding of the Arc Focus. How do the photographs help you understand the words? How does the diagram help you locate information? Why, do you think, did the author write this selection? What are some important details in the selection? What is the most important idea in this selection? Suggestions for Interventions: See Tier 2 (Approaching Level) and ELL Instruction, Unit 2, 65K, 65Q, 65W, 65CC, 65 GG ­ choose component(s) of reading (phonemic awareness, phonics, comprehension, fluency, vocabulary) to re-teach and practice based on student needs. To check student understanding of the concepts taught this week, the end of the week assessment can be administered. This should be used to guide your instruction and to re-teach the concepts that were not mastered. Strugglers should be assessed to see where learning is breaking down. Intervention must be targeted and can be administered daily as a skill focused lesson during Guided Reading. FCRR Activity Finder

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Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student at least every two weeks. Teachers should preview end of unit assessment, Unit 2, Unit Assessment teacher resource guide p.25 to guide and prepare for weekly instruction.

Anchors of Support: Build literature charts that support the Arc focus in stories read aloud. Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Technology Integration: Students use Comic Life (If it is not on your computer, you can load it from district software "Loading Programs from the Network") to create a basic four or five picture retelling of the story. They will need to pose (as if doing a skit) for the shots and photograph one another. [School libraries all have cameras for check out.] Then upload the photos to the share drive for them to choose and place on a comic page. Find teacher tutorials at: http://www.atomiclearning.com/k12/comiclife_mac (This also helps for PCs) Technology Applications 1B, 7A, 10B, 11B

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Reading Street View

Narrative Arc 13: Summarize, Main Idea and Details Expository Arc 13: Summarize, Main Idea and Details

First Grade Week 13

November 14 ­ 18, 2011

Unit Focus: Our Neighborhood ­ Treasures Unit 2 ­ Week 3 This lesson will extend into the next week for the two days before Thanksgiving break.

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: Fiction / Expository: Around Town, Then and Now,(vocabulary/comprehension), Unit 2, p.67i "We're Going on a Bear Hunt", (vocabulary/comprehension), Unit 2, p. 69C "Make Way for Ducklings" (vocabulary/comprehension), Unit 2, p. 77F Expository: Me on the Map, Unit 2, p. 67A (summarize / main idea and details) On the Map, Unit 2, p. 70/71 (summarize / main idea and details) Expository: "The Farmer's Market" Unit 2, p. 78/79 GR: Books to be matched with Students' appropriate level & targeted skills -- Recommend using small leveled books for Approaching level, On level and Beyond level, Decodable Readers (See TE for additional Small Group Selections Unit 2 p.81K) Decodable: Our Families Our Neighbors, Pet Tricks Approaching: Let's Use a Map On Level: Let's Use a Map Beyond: Let's Use a Map ELL: Use a Map *Guided reading selections increase in difficulty through the year, and may not match the unit focus. Texts from the campus leveled library may be used for small group guided reading. Ensure Guided reading is targeted by assessing progress of individual students within each group. Quick 100 word Running Records are a good way to see if you are reading with students on their instructional level. Guided reading should include skill focused instruction as well as reading leveled texts and meet instructional level of students. Guided reading should not be round-robin reading. Additional Resources: Read Aloud: The following trade books address both the narrative and expository arc focus and unit theme (when available). Whoever You Are by Mem Fox This is My House by Arthur Dorros Little House by Virginia Burton The Stray Dog by Marc Simont Continue Daily Chapter Book Read Aloud - this is a excellent way to prepare students for reading more complex text. Model strategies students will need to be successful as reading skills increase. Pre Reading - Check for comprehension by asking what happened in the previous chapter. Record response on chart paper. During - stop to explain and model use of new vocabulary as needed ­ list New words on a vocabulary chart. Post ­ students predict," What might happen next"? Why do you think so? Fluency and Vocabulary Development Poems can become more complex as reading and fluency improve and are a great way to build vocabulary. Introduce funny/humorous poems Giggle Poetry Select non-fiction text that correlate with the weekly Science and Social Studies. IR: Students select books from their independent book boxes or bags and "Read to Self." See Daily Five. Monitor students during independent reading time by circulating the room a few minutes each day to listen to students reading.

SR:

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Discussing Genre: Expository Explain that they will be reading a series of nonfiction selections also referred to as expository text. These selections will be about real places and real people. The information is true and as you read you will learn facts and details about different subjects. Paying close attention to what the subject is about and the important details will help you retell the story later.

Phonemic Awareness: *Use daily PA Routines · Phoneme Categorization p. 67B, 77H · Phoneme blending / segmentation, p. 67K, 81E · Phoneme Substitution, 69D Phonics: r blends, s blends: p.67C Revisit:67K, 69E, 77H, 81E * build automaticity p. 67L, 77K http://www.carlscorner.us.com/ Word Study/Spelling: Words with: gr-, sp-, dr-, p. 67E Revisit: 67M, 69G, 77J, 81G Daily spelling practice routines should include multi sensory activities. http://www.teachingfirst.net/spelling.htm

Fluency: Focus: Expression: Unit 2, p. 81D (Repeated readings of student book) Remember that practicing reading builds fluency. Reading with a partner is an excellent opportunity to read familiar books repeated. Readers Theatre scripts can be used when students read with a buddy. Model appropriate intonation and prosody for the whole class as part of your read loud. Allow class to practice as a shared reading activity before releasing responsibilities to students. Reader's Theater Scripts and Plays High Frequency Words: New words: live, many, out place, p. 67N ­ post new words on the Word Wall, Review on p. 41H, 57i, 65F Review: eat, no, of, some, who, (review these Word Wall words) Link: Additional Fluency Activities Word Wall Activities Critical Questions (Expository):

Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; Around Town, Then and Now, amazed, frequently, service, useful, variety p. 66M Revisit Words: p.69i, 77G, 81C For Additional Fluency Activities Academic Vocabulary: summarize, main idea, details, graphic organizer expository, dictionary Post academic vocabulary on Literacy Word Bank (separate from your Word Wall). Review words and challenge students to use words appropriately throughout the day.

Additional Resources: Links

Building Comprehension (Expository): Summarize / Main Idea and Details, Unit Summarize ­ Introduction Unit 2, p.67A. Remind students that a summary is a short retelling of a selection. When you summarize you retell the main idea and the most important facts and details in your own words. Understanding the main idea and the details can help them decide what to put into the summary. A summary must include information about the beginning ­ middle ­ end of a story Explain that there are many facts and details in a selection. The details give lots of information that helps a reader understand the main idea or most important point in the selection. As we read we pay special attention to the details in the selection, and they help me to understand the main idea. Complete the Main Idea and Details Chart # 44, Unit 2, p.67J .

Essential questions that tap understanding of the Arc Focus. What is the main idea of this selection? How do you know? What have you experienced in your life that helps you understand this topic? Are the illustrations authentic? How has the author made this topic interesting? When retelling the selection what important details would you include?

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Building Comprehension (Expository): Informational Text: Main Idea and Details Use Teaching Chart # 44, Unit 2, p. 76 Remind students that expository articles give information about a topic. As they read, they should identify details and state the main idea. Revisit retelling: Think/Pair/Share Have the students turn to a partner and retell the selection in their own words. Reflect learning using Main Idea and Supporting Detail graphic organizer

Critical Questions (Expository): Informational Text Essential questions that tap understanding of the Arc Focus. Read the title, and the names of the author and illustrators. Ask students to share predictions. What are some important details that you learned about as you read? What is the main idea of the selection? How do the details help us to identify the main idea? Expository Text Activity

Suggestions for Pre-Teaching Suggestions for Interventions: Use Big Book to pre-teach selected vocabulary and have students make See Tier 2 (Approaching Level) and ELL Instruction, Unit 2, 81M, 81S, 81Y, 81EE 81ii ­ predictions about the text. Preview and Predict. Explain that they are choose component(s) of reading (phonemic awareness, phonics, comprehension, fluency, vocabulary) to re-teach and practice based on student needs. about to read an expository selection. It has information about maps and the real world.. To check student understanding of the concepts taught this week, the end of the week English Language Learners: Use the Visual Vocabulary Resource book assessment can be administered. This should be used to guide your instruction and to refor vocabulary introduction and the teach the concepts that were not mastered. ELL Resource Book, p.88 . ELL Support and ELPS FCRR Activity Finder Student Works Plus, interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher. Preparation for Assessment: Anchors of Support: Fluency Assessments, Running Records Teacher CD Build literature charts about characters and settings in stories read aloud. Assess each student at least every two weeks. Word Wall with introduced high frequency words Teachers should preview end of unit assessment, Unit 2, Unit Assessment Robust Vocabulary Word Winner Chart or Board teacher resource guide p.25 to guide and prepare for weekly instruction. Phonics Word Families posted as learned (chart, graphic) Technology Integration: In small groups, have students use Inspiration® or Kidspiration® to create a main idea web, helping them to summarize an expository text. They can then, individually create a main idea web about a topic on which they are "an expert," and use their web as prewriting for writing their own informational (expository) text. http://www.atomiclearning.com/k12/inspiration8_intro_pc or http://www.atomiclearning.com/k12/inspiration8_intro_mac [Continue into next week] Technology Applications: 2E, 5A, 7A Teacher Tips: Students that are struggling with the concepts being taught may need additional assessment to identify gaps of knowledge. Refer to the McMillan assessment reference for suggestions and pacing guides. Frequent monitoring (progress monitoring) will help the teacher track student progress and the effectiveness of instruction. Use running records and Phonics Inventory for progress monitoring ; they are quick and offer meaningful information that help guide instruction.

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Reading Street View

Narrative Arc 14: Summarize, Main Idea and Details Expository Arc 14: Summarize, Main Idea and Details

First Grade Week 14

November 21 - 22

Unit Focus: Our Neighborhood ­ Treasures Unit 2 ­ Week 3 Continuation of week 13

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: Fiction / Expository: Around Town, Then and Now,(vocabulary/comprehension), Unit 2, p.67i "We're Going on a Bear Hunt", (vocabulary/comprehension), Unit 2, p. 69C "Make Way for Ducklings" (vocabulary/comprehension), Unit 2, p. 77F Expository: Me on the Map, Unit 2, p. 67A (summarize / main idea and details) On the Map, Unit 2, p. 70/71 (summarize / main idea and details) Expository: "The Farmer's Market" Unit 2, p. 78/79 GR: Books to be matched with Students' appropriate level & targeted skills -- Recommend using small leveled books for Approaching level, On level and Beyond level, Decodable Readers (See TE for additional Small Group Selections Unit 2 p.81K) Decodable: Our Families Our Neighbors, Pet Tricks Approaching: Let's Use a Map On Level: Let's Use a Map Beyond: Let's Use a Map ELL: Use a Map Guided reading is NOT round robin reading (see website below for More info) Guided reading should include skill focused instruction as well as reading leveled texts. Both may be necessary to target instructional level of students. Additional Resources: Read Aloud: The following trade books address both the narrative and expository arc focus and unit theme (when available). Whoever You Are by Mem Fox This is My House by Arthur Dorros Little House by Virginia Burton Continue Daily Chapter Book Read Aloud - this is an excellent way to prepare students for reading more complex text. Model strategies students will need to be successful as reading skills increase. Pre Reading - Check for comprehension by asking what happened in the previous chapter. Record response on chart paper. During - stop to explain and model use of new vocabulary as needed ­ list New words on a vocabulary chart. Post ­ students predict," What might happen next"? Why do you think so? Fluency and Vocabulary Development Poems can become more complex as reading and fluency improve and are a great way to build vocabulary. Introduce funny/humorous poems; Giggle Poetry Select non-fiction text that correlate with the weekly Science and Social Studies themes to demonstrate the use of text features (photographs) in order to connect strategies across content areas

SR:

*Guided reading selections increase in difficulty through the year, and may not match the unit focus. Texts from the campus leveled library may be used for small group guided reading. IR:

Students select books from their independent book boxes or bags and "Read to Self." See Daily Five. Monitor students during independent reading time by circulating the room a few minutes each day to listen to students reading.

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Discussing Genre: Expository Explain that they will be reading a series of nonfiction selections also referred to as expository text. These selections will be about real places and real people. The information is true and as you read you will learn facts and details about different subjects. Paying close attention to what the subject is about and the important details will help you retell the story later.

Phonemic Awareness: *Use daily PA Routines · Phoneme Categorization p. 67B, 77H · Phoneme blending / segmentation, p. 67K, 81E · Phoneme Substitution, 69D Phonics: r blends, s blends: p.67C Revisit:67K, 69E, 77H, 81E * build automaticity p. 67L, 77K http://www.carlscorner.us.com/ Word Study/Spelling: Words with: gr-, sp-, dr-, p. 67E Revisit: 67M, 69G, 77J, 81G Additional Resources: Links

Fluency: Focus: Expression: Unit 2, p. 81D (Repeated readings of student book) Remember that practicing reading builds fluency. Reading with a partner is an excellent opportunity to read familiar books repeatedly. Readers Theatre scripts can be used when students read with a buddy. Model appropriate intonation and prosody for the whole class as part of your read aloud. Allow class to practice as a shared reading activity before releasing responsibilities to students. Reader's Theater Scripts and Plays High Frequency Words: New words: live, many, out place, with live, play, made. p. 67N ­ post new words on the Word Wall, Review on p. 41H, 57i, 65F Review: eat, no, of, some, who, (review these Word Wall words) Link: Additional Fluency Activities Word Wall Activities

Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; Around Town, Then and Now, amazed, frequently, service, useful, variety p. 66M Revisit Words: p.69i, 77G, 81C For Additional Fluency Activities Academic Vocabulary: summarize, main idea, details, graphic organizer expository, dictionary

Building Comprehension (Expository): Summarize / Main Idea and Details, Unit Summarize ­ Introduction Unit 2, p.67A. Remind students that a summary is a short retelling of a selection. When you summarize you retell the main idea and the most important facts and details in your own words. Understanding the main idea and the details can help them decide what to put into the summary. A summary includes the beginning ­ middle-end of a story. Explain that there are many facts and details in a selection. The details give lots of information that helps a reader understand the main idea or most important point in the selection. As we read we pay special attention to the details in the selection, and they help me to understand the main idea. Complete the Main Idea and Details Chart # 44, Unit 2, p.67J .

Critical Questions (Expository): Essential questions that tap understanding of the Arc Focus. What is the main idea of this selection? How do you know this? What have you experienced in your life that helps you understand this topic? Are the illustrations authentic? How has the author made this topic interesting? When retelling the selection what important details would you include?

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Building Comprehension (Expository): Informational Text: Main Idea and Details Use Teaching Chart # 44, Unit 2, p. 76 Remind students that expository articles give information about a topic. As they read, they should identify details and state the main idea. Revisit retelling: Think/Pair/Share Have the students turn to a partner and retell the selection in their own words.

Critical Questions (Expository): Informational Text Essential questions that tap understanding of the Arc Focus. Read the title, and the names of the author and illustrators. Ask students to share predictions. What are some important details that you learned about as you read? What is the main idea of the selection? How do the details help us to identify the main idea? Expository Text Activity

Suggestions for Pre-Teaching Use Big Book to pre-teach selected vocabulary and have students make predictions about the text. Preview and Predict. Explain that they are about to read an expository selection. It has information about maps and the real world.. English Language Learners: Use the Visual Vocabulary Resource book for vocabulary introduction and the ELL Resource Book, p.88 .ELL Support and ELPS Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher. Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student at least every two weeks. Teachers should preview end of unit assessment, Unit 2, Unit Assessment teacher resource guide p.25 to guide and prepare for weekly instruction.

Suggestions for Interventions: See Tier 2 (Approaching Level) and ELL Instruction, Unit 2, 81M, 81S, 81Y, 81EE 81ii ­ choose component(s) of reading (phonemic awareness, phonics, comprehension, fluency, vocabulary) to re-teach and practice based on student needs. To check student understanding of the concepts taught this week, the end of the week assessment can be administered. This should be used to guide your instruction and to reteach the concepts that were not mastered. FCRR Activity Finder

Anchors of Support: Build literature charts about characters and settings in stories read aloud. Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Technology Integration: Continue from Week 13 Teacher Tips: Students that are struggling with the concepts being taught may need additional assessment to identify gaps of knowledge. Refer to the McMillan assessment reference for suggestions and pacing guides. Frequent monitoring (progress monitoring) will help the teacher track student progress and the effectiveness of instruction. Use running records and Phonics Inventory for progress monitoring ; they are quick and offer meaningful information to help you target intervention.

18

Reading Street View

Narrative Arc 15: Visualize, Plot Expository Arc 15: Photographs

First Grade Week 15

November 28 ­ December 2

Unit Focus: At Home ­ Treasures Unit 2 ­ Week 4

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: Fiction / Expository: The Squeaky Floor (vocabulary/comprehension), Unit 2, p.83i "Just Watch", (vocabulary/comprehension), Unit 2, p. 87C "The Three Little Pigs" (vocabulary/comprehension), Unit 2, p. 105F Expository: The Three Little Pigs, Unit 2, p. 83A (visualize, plot) The Pigs, the Wolf and the Mud, Unit 2, p. 88/89 (visualize, plot) Expository: "Homes Around the World" Unit 2, p. 106/107 GR: Books to be matched with Students' appropriate level & targeted skills -Recommend using small leveled books for Approaching level, On level and Beyond level, Decodable Readers (See TE for additional Small Group Selections Unit 2 p.111K) Decodable: Our Families Our Neighbors, Gus and Fluff Approaching: The Three Gruffs On Level: The Story of the Three Bears Beyond: The Three Little Mice ELL: The Three Bears *Guided reading selections increase in difficulty through the year, and may not match the unit focus. Texts from the campus leveled library may be used for small group guided reading. Guided reading is NOT round robin reading. Guided reading should include skill focused instruction as well as reading leveled texts and meet instructional level of students. Additional Resources: Read Aloud: The following trade books address both the narrative and expository arc focus and unit theme (when available). Whoever You Are by Mem Fox This is My House by Arthur Dorros Little House by Virginia Burton Continue Daily Chapter Book Read Aloud - this is a excellent way to prepare students for reading more complex text. Model strategies students will need to be successful as reading skills increase. Pre Reading - Check for comprehension by asking what happened in the previous chapter. Record response on chart paper. During - stop to explain and model use of new vocabulary as needed ­ list New words on a vocabulary chart. Post ­ students predict," What might happen next"? Why do you think so? Fluency and Vocabulary Development Poems can become more complex as reading and fluency improve and are a great way to build vocabulary. Introduce funny/humorous poems. Select non-fiction text that correlate with the weekly Science and Social Studies themes to demonstrate the use of text features (photographs) in order to connect strategies across content areas. 1. Time for Kids 2. School Library 3. Scholastic Weekly Reader IR: Students select books from their independent book boxes or bags and "Read to Self." See Daily Five. Monitor students during independent reading time by circulating the room a few minutes each day to listen to students reading.

SR:

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Discussing Genre: Fiction Explain that this week they will be reading fantasy stories. A fantasy is a story that could not really happen. They will visit different versions of the same story. Paying close attention to the action in the story will make it easier to compare the action or plot of one story to another. All the selections will be about homes and at the end of the week they will encounter an expository selection about homes around the world (connection to the theme)

Phonemic Awareness: *Use daily PA Routines · Phoneme Categorization p.83K, 105H · Phoneme blending / segmentation, p. 87D, 111C · Phoneme Isolation, 83B, Phonics: short : p.83C Revisit: 83K, 87E, 105H, 111D * build automaticity p. 83L, 105K http://www.carlscorner.us.com/ Word Study/Spelling: Words with: -ug, un, -ut p 83E Revisit: 83M, 87G, 105J, 111E Include daily spelling practice routines that include multi sensory activities. http://www.teachingfirst.net/spelling.htm

Fluency: Focus: Appropriate Phrasing Unit 2, p. 111B (Repeated readings of student book) Remember that practicing reading builds fluency. Reading with a partner is an excellent opportunity to read familiar books repeatedly. Readers Theatre scripts can be used when students read with a buddy. Model appropriate intonation and prosody for the whole class as part of your read aloud. Allow class to practice as a shared reading activity before releasing responsibilities to students.

Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; The Squeaky Floor: collapse, company, construct, entire, material p. 82M Revisit Words: p.83i, 87i, 105G, 111A Vocabulary routines one pager from Robust Vocab. CPQ or the teacher Instructional Routine Handbook p.R40 Academic Vocabulary: visualize, visualizing, plot, version, fantasy, made-up story, expository, dictionary Post academic vocabulary on Literacy Word Bank (separate from your Word Wall). Incorporate and model terms as you introduce your daily read aloud .

High Frequency Words: New words: again, could, make, one, then, three * not on AISD list add after, that p. 83N ­ post new words on the Word Wall, Review on p. 87H, 105K, 111F Review: live, many, out, place (review these Word Wall words) Word Wall Activities

Additional Resources: Link Activity for short vowel practice Read, Write, Think Lesson Teaching Short Vowels Building Comprehension (Fiction): Visualize, Unit 2 p.83A &p. 83J (The Squeaky Floor) Explain that a visualizing the events in the story can help you to understand the plot. As we read the story, we try to picture events in our mind. We create a picture of the characters and the events that happen in the beginning, middle and end of the story. This helps us to better understand the plot of the story. Explain that the plot has a beginning, middle and end. In the beginning the characters usually have a problem. In the end of the story, they will find the solution. The problem is something that the characters in the story want to change, fix or figure out. The way the characters try to fix the problem is called the solution. Complete the Problem and Solution Chart # 108, Unit 2, p.83J .

Critical Questions (Fiction): Essential questions that tap understanding of the Arc Focus. What is the story problem? How do you think it will be solved? What challenges do the characters encounter and how do they deal with them? Describe the most important events in the story? How do the pictures in your mind differ from the illustrators? Tell how the story ends. Additional Suggestions For Teaching Plot and Sequence

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Building Comprehension (Expository): Photographs Use Teaching Chart # 52 Unit 2, p. 105L Explain that the children will read an expository selection that gives facts about different houses people live in (relate back to The Pigs, the Wolf, and the Mud). This selection will give factual information. As students read the selection have them use the photographs to help them better understand the text. As they read about the house on stilts have them explain what the stilts do and how they are necessary for the location.

Critical Questions (Expository): Informational Text Essential questions that tap understanding of the Arc Focus. What does the title tell you about this topic? What are some important details that you learned about as you read? How do the photographs help the reader to better understand the topic? Why do you think the author wrote this selection? How does the information in this text fit with what you already know? Do you have any questions about the topic that have not been answered? Where can we look to find more information about this topic?

Suggestions for Pre-Teaching Use Big Book to pre-teach selected vocabulary and have students make predictions about the text. Preview and Predict. Explain that they are going to read a fantasy selection, which is a story that could not really happen. Stop during reading and ask; "Could this happen in real life"? English Language Learners: Use the Visual Vocabulary Resource book for vocabulary introduction and the ELL Resource Book, p.94 .ELL Support and ELPS Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher. Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student at least every two weeks. Teachers should preview end of unit assessment, Unit 2, Unit Assessment teacher resource guide p.25 to guide and prepare for weekly instruction.

Suggestions for Interventions: See Tier 2 (Approaching Level) and ELL Instruction, Unit 2, 111K, 111Q, 111W, 111CC, 111GG ­ choose component(s) of reading (phonemic awareness, phonics, comprehension, fluency, vocabulary) to re-teach and practice based on student needs. To check student understanding of the concepts taught this week the end of the week assessment can be administered. This should be used to guide your instruction and to re-teach the concepts that were not mastered.

Anchors of Support: Build literature charts about characters and settings in stories read aloud. Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Technology Integration: "Reading Photographs" is the idea that we can gather a great deal of information from visual sources. Photographs not only help us to better understand expository text, they help students build stronger language fluency (through the support of rich conversation.) The first slide helps build vocabulary through whole group discussion via guiding questions about the photo. There is only one question on the second slide so that the students can generate questions for whole group discussion. (These extend upon the selections The Pigs, The Wolf, and the Mud and Homes Around the World.) · This process helps work on the following National Educational Technology Standards (NETS) Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learners of other cultures Teacher Tips: Remember that all comprehension skills will spiral and be revisited. It is essential that the teacher review the previously taught concepts and build on the students' knowledge. Students will often not make this connection so the teacher should think aloud as he/she recalls relevant concepts. These concepts can be reinforced daily in 2 or 3 minutes during read alouds or shared reading activities.At first, the teacher models the process of identifying literary elements and relevant

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vocabulary, then responsibility transfers to students and they perform this task.

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Reading Street View

Narrative Arc 16: Visualize, Retell Expository Arc 16: Directions, Retell, Visualize

First Grade Week 16

Unit Focus: Neighborhood Fun ­ Treasures Unit 2 ­ Week 5

December 5 - 9

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: The Singing Turtle (vocabulary/comprehension), Unit 2, Additional Resources: Read Aloud: "The Wheels on the Bus", (vocabulary/comprehension), The following trade books address both the narrative and expository arc focus and Unit 2, p. 117C unit theme (when available). "Dance at Grandpa's" (vocabulary/comprehension), Unit 2, p. 135F Abuela by Arthur Dorros Stellaluna by Janell Cannon Fiction/Nonfiction: Rap A Tap Tap, Unit 2, p. 113A (visualize, retell) Continue Daily Chapter Book Read Aloud - this is a excellent way to prepare students for reading more complex text. Model strategies students will Books to be matched with Students' appropriate level & targeted skills -- need to be successful as reading skills increase. Recommend using small leveled books for Approaching level, On level and Beyond level, Decodable Readers Pre Reading - Check for comprehension by asking what happened in the (See TE for additional Small Group Selections Unit 2 p.141K) previous chapter. Record response on chart paper. Decodable: Our Families Our Neighbors, This and That During - stop to explain and model use of new vocabulary as needed ­ list Approaching: The Show New words on a vocabulary chart. On Level: A Pet For Trish Post ­ students predict," What might happen next"? Why do you think so? Beyond: Sharing a Garden ELL: Trish Gets a Pet Fluency and Vocabulary Development Poems can become more complex as reading and fluency improve and are a great *Guided reading selections increase in difficulty through the year, and may not match the unit focus. Texts from the campus leveled library may way to build vocabulary. Introduce funny/humorous poems be used for small group guided reading. http://www.gigglepoetry.com/Http://www2.scholastic.com/browse/article.jsp?id=11671 Guided reading is NOT round robin reading (see website below for more onfo) Select non-fiction text that correlate with the weekly Science and Social Studies Guided reading should include skill focused instruction as well as themes to demonstrate the use of text features (photographs) in order to connect reading leveled texts and meet instructional level of students. strategies across content areas. (See week 10) 1. Time for Kids 2. School Library 3. Scholastic Weekly Reader Students select books from their independent book boxes or bags and "Read to Self." See Daily Five. Monitor students during independent reading time by circulating the room a few minutes each day to listen to students reading. Beth and the Band, Unit 2, p. 118/119 (visualize, retell) "Shake a Rattle" Unit 2, p. 136/137 (Procedural Text) Fiction: p.113i

SR:

GR:

IR:

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Discussing Genre: Biography Explain that today we are going to read a biography, which is a selection about a real person's life. A biography is an expository selection that provides important facts and details about a person's life. The person in the selection enjoys making music. As you read the other selections during the week think about how the theme of music and fun is shared. There will be connections across the genres; nonfiction to fiction.

Phonemic Awareness: *Use daily PA Routines · Phoneme Categorization p.83K, 105H · Phoneme blending / segmentation, p. 117D, 141C · Phoneme Addition, 113K, Phonics: Consonant Diagraphs: sh, th, -ng 113C Revisit: 113K, 117E, 135H, 141D * build automaticity p. 113L, 135J Word Study/Spelling: Words with: sh, th p 113E Revisit: 113M, 117G, 135J, 141E Include daily spelling practice routines that include multi sensory activities. http://www.teachingfirst.net/spelling.htm

Fluency: Focus: Expression Unit 2, p. 141B There are three components to fluency. Fluent reading should involve accurate and automatic word recognition, with appropriate prosody or inflection. Each component affects comprehension in its own way. (McKenna & Stahl, 2003,p.72) Readers Theatre scripts can be used when students read with a buddy. Model appropriate intonation and prosody for the whole class as part of your read aloud. Allow class to practice as a shared reading activity before releasing responsibilities to students. Reader's Theater Scripts and Plays High Frequency Words: New words: all, put, show, together, under, want, Replace with stay, thing, upon. p. 113N ­ post new words on the Word Wall, Review on p. 117H, 135K, 141F Review: again, could, make, one, then, three (review these Word Wall words) Word Wall Activities

Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; The Singing Turtle: audience, brilliant, enjoy, entertain, perform p. 112M Revisit Words: p.113i, 117i, 135G, 141A Robust Vocabulary routines one pager from Robust Vocab. CPQ or the teacher Instructional Routine Handbook p.R40 Academic Vocabulary: visualize, retell, biography, directions, expository Post academic vocabulary on Literacy Word Bank (separate from your Word Wall). Incorporate and model terms as you introduce your daily read aloud .

Building Comprehension (Fiction): Visualize, Retell: Unit 2 p.113A & p.113J (The Singing Turtle) . Remind students that visualizing the story by picturing the characters and events in their minds helps them to understand and remember the story better. As we read the story, picture the turtle in your mind. Remind children that retelling a story and the important events can help them to understand it. Tell them to pay attention to the sequence of events in the beginning, middle and end of the story as you reread it. After reading, they will retell the story using their own words. Complete the Retelling Chart # 54, Unit 2, p.113J . Building Comprehension (Expository): Directions Use Teaching Chart # 57 Unit 2, p. 135K Explain that the children will read an expository selection about four children that play musical instruments together (relate back to Beth and the Band). This selection will give facts about an instrument called a rattle. It will give factual information.

Critical Questions (Fiction): Essential questions that tap understanding of the Arc Focus. How are the pictures you create in your mind different form the illustrator's? Describe what happened in the beginning of the story. What is the high point of the selection? Could the order of the events be changed or could any of the events be left out? What are the most important events of the story? Additional Retelling Activities Critical Questions (Expository): Procedural Text Essential questions that tap understanding of the Arc Focus. What does the title tell you about this topic? Explain why the materials list comes before the directions. What are some important details that you learned about as you read? How do the photographs help the reader to better understand the topic?

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Tell students that directions are numbered steps you follow to make something. Refer to the teaching chart and discuss the materials list. Next refer to the steps that tell you what to do in what order. Stress the importance of following the order of the steps! Suggestions for Pre-Teaching Use Big Book to pre-teach selected vocabulary and have students make predictions about the text. Preview and Predict. Explain to the students that they are going to read a non-fiction selection called a biography. A biography is a selection written about a real person's life. English Language Learners: Use the Visual Vocabulary Resource book for vocabulary introduction and the ELL Resource Book, p.106. ELL Support and ELPS Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher. Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student at least every two weeks. Teachers should preview end of unit assessment, Unit 2, Unit Assessment teacher resource guide p.25 to guide and prepare for weekly instruction.

Why do you think the author wrote this selection?

Suggestions for Interventions: See Tier 2 (Approaching Level) and ELL Instruction, Unit 2, 141K, 141Q, 141W, 141CC, 141GG ­ choose component(s) of reading (phonemic awareness, phonics, comprehension, fluency, vocabulary) to re-teach and practice based on student needs. To check student understanding of the concepts taught this week, the end of the week assessment can be administered. This should be used to guide your instruction and to reteach the concepts that were not mastered. FCRR Activity Finder

Anchors of Support: Build literature charts about sequencing, details and important information in selections read aloud. Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Technology Integration: REVIEW (Comic Life®, Expository text- biography, "Reading Photographs", uploading photographs, saving and printing documents) Have students photograph one another doing things they love to do. Students then load their photos into their folders on the campus share drive and use them to create "Me Cartoons" about themselves to give their parents for Christmas. [Continue for Week 17] Teacher Tips: Continue to revisit previously taught comprehension skills to maintain and extend learning. These concepts can be reinforced daily in 2 or 3 minutes during read alouds or shared reading activities. At first, the teacher models the process of identifying literary elements and relevant vocabulary, then responsibility transfers to students and they perform this task.

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Reading Street View

Narrative Arc 17: Review Week- Retell, Plot, Summarize, Visualize Expository Arc 17: Review Week-Text Features: Photographs, Directions, Diagram, Retell, Visualize

First Grade Week 17

Treasures Unit 2 ­ Week 6

December 12 - 16

Unit Focus: Review and Assess Week ­ Show What You Know, Administer the Unit 2 Assessment from Unit Assessment resource book (See Suggestions for Interventions for pacing and additional information)

Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR) RA: Fiction: Use the Additional Resources to plan the read alouds for the week. The suggestions follow the Arc Focus for both Narrative and Expository text. SR: Fiction & Nonfiction: Additional Resources: Read Aloud: The following trade books address both the narrative and expository arc focus and unit theme (when available). When Jessie Came Across the Sea by Amy Hest How Do Apples Grow by Betsy Maestro Messages in the Mailbox: How to Write a Letter by Loreen Leedy Seven Blind Mice by Ed Young Noisy Nora by Rosemary Wells Alexander and the Terrible Horrible Very Bad Day by Judith Viorst

Procedural Text: "Make a Bird Feeder" Teacher resource book,

Reading Genres p.8 & Read a Map Teacher resource book, Reading Genres p.9 Teacher will need to provide student copies from Reading

For the review week there are two decodable stories that the students Continue Daily Chapter Book Read Aloud - this is a excellent way to prepare will be expected to read on their own Frog Lost Unit 2 p.143 & Make a students for reading more complex text. Model strategies students will need to be successful as reading skills increase. Book Unit 2 p.144 GR: Books to be matched with Students' appropriate level & targeted skills -- Recommend using small leveled books for Approaching level, On level and Beyond level, Decodable Readers (Have students revisit the titles used during Unit 1) Decodable: Our Families Our Neighbors Review all previously read titles Approaching: Review all previously read titles Unit 2 On Level: Review all previously read titles Unit 2 Beyond: Review all previously read titles Unit 2 ELL: Review all previously read titles Unit 2 Pre Reading - Check for comprehension by asking what happened in the previous chapter. Record response on chart paper. During - stop to explain and model use of new vocabulary as needed ­ list New words on a vocabulary chart. Post ­ students predict," What might happen next"? Why do you think so? Fluency and Vocabulary Development Poems can become more complex as reading and fluency improve and are a great way to build vocabulary. Introduce funny/humorous poems

Genres

*Guided reading selections increase in difficulty through the year, and may not match the unit focus. Texts from the campus leveled library Select non-fiction text that correlate with the weekly Science and Social Studies themes may be used for small group guided reading. to demonstrate the use of text features (photographs) in order to connect strategies across content areas. 1. Time for Kids 2. School Library 3. Scholastic Weekly Reader

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IR:

Students select books from their independent book boxes or bags and "Read to Self, Read to Someone or Listening to Reading" (Daily Five) Monitor students during independent reading time by circulating the room a few minutes each day to listen to students reading. Phonemic Awareness: *Use daily PA Routines Review all previously taught skills Phonics: Review short , , , s & r blends and diagraphs th/sh/-ng. Refer to Fountas and Pinnell Phonics They Use word sorts. http://www.carlscorner.us.com/ Word Study/Spelling: Based on Student needs Teacher needs to Review all concepts taught through Unit 2. Check for student mastery. Additional Resources: Links Additional Vowel Activities Include daily spelling practice routines that include multi sensory activities. http://www.teachingfirst.net/spelling.htm Fluency: Focus: Expression/Intonation: Unit 2 Revist the passages and charts to work on fluency and automaticity. Fluency should be increasing as Students reading levels increase. Readers Theatre scripts can be used when students read with a buddy. Model appropriate intonation and prosody for the whole class as part of your read loud. Allow class to practice as a shared reading activity before releasing responsibilities to students. Vocabulary: Robust Vocabulary words introduced using Oral Vocabulary Cards; Revisit the vocabulary words and cards to give students opportunities to retell stories. Students can be encouraged to create different endings or to make up a completely different story that follows a logical sequence. Administer the Unit 2 Assessment Vocabulary routines one pager from Robust Vocab. CPQ or the teacher Instructional Routine Handbook p.R40 Academic Vocabulary: plot, visualize, directions, sequence of events, procedural text, text features, diagrams character, setting,

Discussing Genre: Fiction: Review all Narrative Genres visited: The goal is for all students to apply comprehension skills and strategies to new text. After reading the selection Frog Lost the students will answer questions that assess reading comprehension and vocabulary. Procedural Text: Remind students that in this unit they read and studied the features of procedural text. Review that the purpose of procedural text is to help the reader by providing an explanation of how to complete a task or solve a problem.

High Frequency Words: New words: No new Unit 2 words but continue building your Word Wall using H.F. words students ask for in Writing and/or reading. LA Website: Word Wall Detective is a quick, easy way to assess reading and writing word wall words. Word Wall Activities

Building Comprehension (Fiction): Analyze Story Structure: All Unit 1 p.132C Students will be expected to "Show what they know" up to this point. The students will read the decodable story, Frog Lost, and answer the questions (Teacher may want to read the questions aloud.) After the students have completed the questions and the teacher has evaluated the responses the teacher will need to model the appropriate responses with "think aloud". Teachers can also use a read aloud of their choice or from the Additional Resources list above to ask more detailed questions. Use the critical questions provided from the previous weeks by modifying them to the text being presented. Building Comprehension (Expository): Text Features ­ All - Review teaching charts from Unit 2 that support text

Critical Questions (Fiction): Essential questions that assess understanding of the Arc Focus. What is the problem in the story? Where does Gus look first? Where does Meg look next? How does Meg solve the problem? What happens in this story? (retell) Teacher creates questions to assess student knowledge of the comprehension skills and strategies taught in Unit 2.

Critical Questions (Expository): Essential questions that assess understanding of the Arc Focus. The diagram on page 144 shows the parts of a......?

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features. Make a Book Unit 2 p.144. Have students read the selection on their own. Once they have completed the reading, have students complete the questions.

The name of the book is on the........? What do you do with paper to make a book? What should you draw on the cover? What should you do last with your book?. .

Suggestions for Pre-Teaching The review week is intended to be used as a week to assess student learning of all the concepts taught in Unit 2. It is essential to review the Unit 2 skills and strategies for comprehension as well as the vocabulary and phonics skills. Do this prior to administering the Unit 2 Assessment. English Language Learners: Use the Visual Vocabulary Resource book for vocabulary review. ELL Support and ELPS Student Works Plus, the interactive eBook, provides ELL and Tier 2 students the opportunity to listen to the stories previously read by the teacher. Preparation for Assessment: Fluency Assessments, Running Records Teacher CD Assess each student at least every two weeks to monitor student growth and the effectiveness of intervention instruction.

Suggestions for Interventions: The Unit Assessment should be administered in the early part of the week. Assessments should be corrected quickly and results analyzed to identify Tier 2 students (0 ­ 21 correct on the assessment) refer to Analyze the Data Unit 2 p.147N. The later part of the week should be utilized to further assess those students to identify the individual instructional needs. Teachers should then create a strategic plan for interventions. These students are considered "at risk" and will need instructional interventions daily until their instructional gaps have closed (usually 6 to 10 weeks). Progress monitor every other week. FCRR Activity Finder

Anchors of Support: Review all literature charts made during Unit 2. Select students to be the teachers and present their favorite chsrt to the class. Word Wall with introduced high frequency words Robust Vocabulary Word Winner Chart or Board Phonics Word Families posted as learned (chart, graphic)

Technology Integration: Continue from Week 16 Teacher Tips: Now that TPRI and DRA testing is complete, it is a good time to regroup students for guided reading groups based on data from this end of unit assessment, TPRI and DRA. Guided reading groups are constantly changing as students gain control of reading behaviors and comprehension skills. Re-teaching is necessary during this week, as the assessments will tell you which students need additional Guided practice should Include skill focused lessons targeting phonemic awareness and phonics skills not yet mastered.

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Reading Instructional Planning Guide · Kindergarten ­ Second Grade

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