AtaGlancePairedSelectionOralLanguage•ThemeWrap-UpPhonemicAwareness•PhonemeBlendingPhonics•ReviewLong/ō/o_e•Spelling:PosttestVocabulary•High-FrequencyWords:every,any,saw,soon,opened•ReviewVocabularyWords:sparkled,floating•Fluency:EchoReadComprehension•Strategy:MonitorComprehension:Reread•Skill:PlotDevelopment:MakeInferences•ReadAcrossTextsLanguageArts•Grammar:WasandWere•IndependentWritingSmallGroupOptionsDifferentiatedInstruction,pages31AA–31BBOralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadthemessagealoudwithexpression.■ReviewHigh-FrequencyWordsHaveachildcomeupandpointtoreadandabout.■ReviewWordswithLong/ō/o_eAskchildrentoclapwhentheyhearwordswiththelong/ō/soundinthemessage.■ConcludetheWeeklyThemeDiscussthequestionaboutbirdswithchildren.OralVocabularyWhathavewelearnedthisweekaboutbirdsasananimalgroupandtheirbehavior?Whatelsewouldweliketoknow?Let’smakealistof“Iwonder”questionswehaveaboutbirds.Discusswherechildrenmightlooktofindtheanswerstothesequestions.■Readaloudthefollowingvocabularywordsoneatatime:group,behavior,plead,soar,andvivid.Havevolunteerssayasentenceusingeachword.■Reviewlastweek’swordsconnection,support,possession,relief,andtypical.■RereadOralVocabularyCardstoteachadditionalvocabulary.LA.1.1.6.1UsenewvocabularythatisintroducedandtaughtdirectlyLA.1.1.6.1Usenewvocabularythatisintroducedandtaughtdirectly��������������������������LA.1.1.6.2DiscussconceptuallychallengingtextLA.1.1.6.2Discussconceptuallychallengingtext�������������MainSelectionInformationalNonfictionMacmillan/McGraw-HillInformationalNonfictionMacmillan/McGraw-HillInformationalNonfictionMacmillan/McGraw-HillInformationalNonfictionMacmillan/McGraw-HillIwonder...howpenguinsstaywarmwhybirdshavevividcolorswhatbirdscansoarthehighestWholeGroupWereadaboutbirdsandtheirhomes.Whatdidyoulearnaboutbirds?31AUnit4Week1Objectives•Blendwithlong/ō/o_e•Reviewtriple-consonantblendsMaterials•OralVocabularyCards,TheAlligator...
