AtaGlanceWholeGroupPairedSelectionOralLanguage•OralVocabulary•ReadAloud:“MaryHadaLittleLamb”PhonemicAwareness•PhonemeCategorizationPhonics/StructuralAnalysis•rBlends•Possessiveswith’s•Spelling:TestPracticeHigh-FrequencyWords•come,good,on,that•Fluency:Echo-ReadComprehension•Read“WhatPetsNeed”•AnalyzeTextFeature:ListsLanguageArts•Grammar:QuestionsandExclamations•IndependentWritingDifferentiatedInstruction,pages111U–111XOralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadthemessagealoudwithexpression.■Model/PracticeConceptsofPrintAskvolunteerstofindandcomparelongandshortwordsinthemessage.■ReviewHigh-FrequencyWordsRereadthemessageandhavechildrenraisetheirhandswhentheyhearmy,has,andme.■ExtendtheWeeklyThemeInvitechildrentotalkaboutthingsownersdoforandwiththeirpets.OralVocabularyREVIEWWORDS■Discusswithchildrenhowpetownersshouldberesponsibleandmakesensibledecisions.Ifweweretogetabird,whatmustwelearnaboutitsneedsorhowtotrainit?■Reviewthemeaningofeachvocabularywordbyusingthesesentencestemswithchildren:•Afterrunningarace,itissensibleto______.•Herfriendwasdeartoherbecause_______.•Thebabywasadorablewhenhe______,•Thecoachwilltrainhisplayersto_____.•Theteacher’sneedsforartclassare_____.■Thenprovidesimilarsentencestemsforlastweek’swords:change,learn,adult,imitate,andpractice.LA.1.1.1StudentdemonstratesknowledgeofconceptofprintLA.1.1.1Studentdemonstratesknowledgeofconceptofprint��������������������������LA.1.1.6.1UsenewvocabularythatisintroducedandtaughtdirectlyLA.1.1.6.1UsenewvocabularythatisintroducedandtaughtdirectlySmallGroupOptionsMypethasabed.Mypethasabone.Mypethasme!105EUnit1Week4InteractiveInteractiveReadAloudReadAloudListeningComprehensionGENRE:NURSERYRHYME■Tellchildrenyouaregoingtoreadanurseryrhymeaboutagirlandherpet.SharetheinformationaboutrhymesfoundintheRead-AloudAnthology.Listenfortherhymeintheselection.TalkaboutMotherGoose.READ“MARYHADALITTLELAMB”■ModelVisualizingUsetheThinkAloudsprovid...
