AtaGlanceSmallGroupOptionsOralLanguage•BuildBackgroundPhonemicAwareness•IdentifyandGenerateRhymePhonics•Long/ī/i,y,igh•ReadFlyingHigh!•Spelling:WordswithLong/ī/i,y,ighVocabulary/Comprehension•High-FrequencyWords:ball,shout,should,head,never•VocabularyWords:laughter,meadow,perhaps•Read“SeetheBallFly!”Comprehension•Strategy:Visualize•Skill:ProblemandSolutionLanguageArts•Grammar:AdjectivesThatCompare•SharedWritingDifferentiatedInstruction,pages69K–69NFlyingHigh!bySherryNight6952_RD1_U05_W26_7-12.indd74/2/059:59:22AMVocabulary/ComprehensionDecodableReaderWholeGroupFlyingHigh!bySherryNight6952_RD1_U05_W26_7-12.indd74/2/059:59:22AM������������������������������������������������������OralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadthemessagealoudwithexpression,identifyingthelong/ō/wordknow.BuildBackground:WatchItGoTellchildrenthatthisweektheywillreadandtalkaboutthingsthatmove.Havethemsuggestthingsthatmovefromoneplacetoanother,andwritetheirresponsesontheboard.Playandsingthesong“IHaveaCar.”Askchildrenwhatthecarsoundslikeasitmoves.OralVocabularyREADALOUDDisplayPecosBillandSlue-FootSueOralVocabularyCard1andreadthetitlealoud.We’regoingtoreadafolktaleabouttheadventuresofBillandSue.Asyouread,noticeallthewildridestheygoon.LA.1.1.6.2ListentoconceptuallychallengingtextLA.1.1.6.1UsenewvocabularydirectlyLA.1.1.6.2ListentoconceptuallychallengingtextLA.1.1.6.1Usenewvocabularydirectly����������������������������������������Afterreadingthestory,introducetheOralVocabularywordsusingtheroutinebelowandonthebacksofthecards.Define:Toascendmeanstogoupward.Example:Whenanairplaneleavestheground,itascendsintothesky.Ask:Howcanyouascendfromthefourthfloorofabuildingtothefifthfloor?N1CRDOV_FL_U5W2_RD09.inddfr42/16/074:20:27PMN1CRDOV_FL_U5W2_RD09.inddfr32/16/074:20:17PMN1CRDOV_FL_U5W2_RD09.inddfr22/16/074:20:07PMN1CRDOV_FL_U5W2_RD09.inddfr12/16/074:19:59PMOralVoca...
