AtaGlanceWholeGroupSmallGroupOptionsOralLanguage•BuildBackgroundComprehension•ReadFromHeadtoToe•Strategy:AnalyzeStoryStructure•Skill:RetellEventsinOrderPhonemicAwareness•IdentifyOnsetandRimePhonics•Short/a/a•BuildFluency:WordAutomaticity•ReadICan!ICan!•Spelling:Pretest:WordswithShortaHigh-FrequencyWords•Reviewjump,not,up,downLanguageArts•Grammar:WordOrder•SharedWritingDifferentiatedInstruction,pages65I–65LOralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadthemessagealoudwithexpression.■ModelConceptsofPrintPointouttochildrenthecapitallettersatthebeginningofthesentencesandthepunctuationattheendofthesentencesintheMorningMessage.■ReviewHigh-FrequencyWordsAskachildtocomeupandpointtoupanddown.■IntroducetheWeeklyThemeTellchildrenthatthisweektheywillbereadingbooksaboutdifferentwaystheymovetheirbodies.Askthemtopantomimebrushingtheirteeth,eatingasandwich,andplayingbaseball.Brainstormwaystheymove.AddtheirideastotheMorningMessage.BuildBackground:Ready,Set,Move!ACCESSPRIORKNOWLEDGEWrite“Howcanwemove?”onchartpaper.Askchildrentostandup.Havethemmovefreelyforafewsecondsnexttotheirseats.Whentheystop,helpthemlistwaystheymoved.Keepthelisttorefertoduringtheweek.CULTURALPERSPECTIVESPointoutthatpeoplefromdifferentculturesexpressthemselvesinthedifferentwaystheymovetheirbodiesindances.Theirmovementshelpexpresstraditionsandcelebrations.Musicandrhythmaddtothewaypeoplemovetheirhead,hips,arms,andlegs.Tapoutdifferentrhythmsandhavechildrenmovetheirbodypartstothedifferentrhythms.LA.1.1.1StudentdemonstratesknowledgeofconceptofprintLA.1.1.1Studentdemonstratesknowledgeofconceptofprint��������������������������byCarolLindeen6952_RD1_U01_W02_7-12.indd73/21/0512:44:47PMBigBookDecodableReaderbyCarolLindeen6952_RD1_U01_W02_7-12.indd73/21/0512:44:47PMbyLianeB.OnishMove!Push!Pull!Macmillan/McGraw-HillInformationalNonfictionEricCarleFromHeadtoToe5/5/051:46:24PMCanyoujumpup?Canyoujumpdown?Let’sgetsettomove!36KUnit1Week2TALKANDWRITEABOUTTHEPIC...
