WholeGroupSmallGroupOptionsAtaGlanceOralLanguage•BuildBackgroundPhonemicAwareness•PhonemeIdentityPhonics•Diphthong/ou/ou,ow•Spelling:Wordswithou,ow•ReadAProudBrownAntVocabulary/Comprehension•High-FrequencyWords:been,gone,other•VocabularyWords:clues,invisible,searching•Read“WhereHasFreddyGoneNow?”Comprehension•Strategy:MonitorComprehension:Reread•Skill:UseIllustrationsLanguageArts•Grammar:Subjects•SharedWritingDifferentiatedInstruction,pages195K–195NAProudProudBrownAntBrownAntretoldbyLilyWallaceillustratedbyBarryRockwell6952_RD1_U06_W31_1-8.indd14/13/058:44:16AMVocabulary/ComprehensionDecodableReader������������������������������������������������������������������������������������AProudProudBrownAntBrownAntretoldbyLilyWallaceillustratedbyBarryRockwell6952_RD1_U06_W31_1-8.indd14/13/058:44:16AMOralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadthemessagealoudwithexpression.Identifythe/ûr/wordinteresting.BuildBackground:BugsTellchildrenthatthisweektheywillbereadingandtalkingaboutbugs.Discusswithchildrenwhattheyknowaboutbugs,andwritetheirideasontheboard.Thenplayandsingthesong“Bee,Bee,Bumblebee.”Askwhatthesongtellsusaboutbees.OralVocabularyREADALOUDDisplayHowBeetleGotHerCoatOralVocabularyCard1andreadthetitlealoud.We’regoingtoreadataleaboutabugthathelpsteacharatalesson.Asyoulisten,thinkaboutwhattheratneedstolearn.����������������������������������������LA.1.1.6.2ListentoconceptuallychallengingtextLA.1.1.6.2ListentoconceptuallychallengingtextLA.1.1.6.1UsenewvocabularydirectlyLA.1.1.6.1UsenewvocabularydirectlyAfterreadingthestory,introduceOralVocabularywordsusingtheroutinebelowandonthebacksofthecards.Define:Toblendmeanstocombinethingssothattheybecomeonething.Example:Agreenlizardblendsinwiththeleavessothatyoucan’tevenseeit.Ask:Howdootheranimalsblendwiththeirsurroundings?N1CRDOV_FL_U6W1_RD09.inddfr42/13/079:39:...
