AtaGlanceWholeGroupPairedSelectionDifferentiatedInstruction,pages65U–65XOralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadaloud.■Model/PracticeConceptsofPrintIndicatethecapitalandlowercaselettersintheMorningMessage.Askwhysomelettersarecapitalletters.Pointoutthedifferenceinshapebetweentheseletters.HavethemmatchcapitalandlowercaseAa.■ReviewWordswithShort/a/aAskchildrentoclapeachtimetheyhearashort/a/awordintheMorningMessage.■ExtendtheWeeklyThemeInvitechildrenwhohavepetstodescribesomeofthethingstheirpetsdo.Encouragediscussionaboutotherwayspetscanmovepartsoftheirbodies.OralVocabularyREVIEWWORDS■Weallexpressourselvesthroughmovement.Alltheanimalsmoveddifferentlyinthestory.Rabbitlikedtostretchandhop.Afterthetug-ofwar,ElephantandHippowereexhaustedandoutofenergy.Howdoyouexpressyourselfthroughmovement?■Revieweachvocabularywordbyasking:•Whichactivityinvolvesmoremovement—dancingorsinging?•Whichactivityusesmoreenergy—playingaboardgameorhopping?•Howdopeopleexpresssadness—bysmilingorcrying?•Howdoeselasticlookwhenyoustretchit—smallerorbigger?•Doesrunningorsleepingmakeyoumoreexhausted?■Thenprovidesimilarquestionsforlastweek’swords:unique,interest,cheerful,genuine,andprefer.LA.1.1.1StudentdemonstratesknowledgeofconceptofprintLA.1.1.1Studentdemonstratesknowledgeofconceptofprint��������������������������LA.1.1.6.2DiscussconceptuallychallengingtextLA.1.1.6.2DiscussconceptuallychallengingtextLA.1.1.6.1UsenewvocabularythatisintroducedandtaughtdirectlyLA.1.1.6.1UsenewvocabularythatisintroducedandtaughtdirectlySmallGroupOptionsAcatcanjump.Afrogcanjump.Icanjump,too!OralLanguage•OralVocabulary•ReadAloud:“TheTortoiseandtheHare”PhonemicAwareness•OnsetandRimeSegmentationPhonics/StructuralAnalysis•Short/a/a•InflectionalEnding-s•Spelling:TestPracticeHigh-FrequencyWords•too,it,yes,over•Fluency:Echo-ReadComprehension•Read“Run!Jump!Swim!”•AnalyzeTextFeature:LabelsLanguageArts•Grammar:WordOrder•IndependentWriting57DUnit1...
