SmallGroupOptionsWholeGroupOralLanguage•BuildBackgroundPhonemicAwareness•ContrastSoundsPhonics•Long/ō/o,oa,ow•ReadBeBoldandShowIt!•Spelling:WordswithLong/ō/o,oa,owVocabulary/Comprehension•High-FrequencyWords:always,mother,father,try,love•Vocabulary:firm,supposed•Read“WeLoveJoan”Comprehension•Strategy:Visualize•Skill:CompareandContrast:FantasyandRealityLanguageArts•Grammar:Adjectives•SharedWritingBeBoldandShowIt!byLucyMcCloud6952_RD1_U05_W25_1-6.indd14/2/059:34:23AM�����������������������������������������������������������AtaGlanceDecodableReaderDifferentiatedInstruction,pages43K–43NBeBoldandShowIt!byLucyMcCloud6952_RD1_U05_W25_1-6.indd14/2/059:34:23AMVocabulary/ComprehensionOralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadthemessagealoud.Identifythewordendinginlong/ē/e,many.BuildBackground:ExpressYourselfTellchildrenthatthisweektheyaregoingreadandtalkaboutwaystoexpressyourself.Whatdoyouliketodo?Listresponsesontheboard.Pointoutthatpeopleexpressthemselvesdifferentlyindifferentplaces.Forexample,inIndonesiashadowpuppetshowsarepopular.OralVocabularyREADALOUDDisplayTheMagicPaintbrushOralVocabularyCard1andreadthetitlealoud.We’regoingtoreadataleaboutaboyandhismagicpaintbrush.Asyoulisten,noticehowheusesittoexpresshimselfandhelpothers.LA.1.1.6.2ListentoconceptuallychallengingtextLA.1.1.6.2Listentoconceptuallychallengingtext����������������������������������������������������LA.1.1.6.1UsenewvocabularydirectlyLA.1.1.6.1UsenewvocabularydirectlyAfterreadingthestory,introducetheOralVocabularywordsusingtheroutinebelowandonthebacksofthecards.Define:Acreativepersonissomeonewhohasmanyimaginativeideas.Example:Artistsandwritersarecreativepeople.Ask:Howdoyouliketobecreative?N1CRDOV_FL_U5W1_RD09.inddfr42/15/076:20:16PMN1CRDOV_FL_U5W1_RD09.inddfr32/15/076:20:08PMN1CRDOV_FL_U5W1_RD09.inddfr22/15/076:19:56PMN1CRDOV_FL_U5W1_RD09.inddfr12/1...
