AtaGlanceSmallGroupOptionsOralLanguage•BuildBackgroundPhonemicAwarenessPhonemeIdentityPhonics•Long/ū/u_e•ReadTrashRules!•Spelling:WordswithLong/ū/u_eVocabulary/Comprehension•High-FrequencyWords:find,after,done,old,new,work•Vocabulary:waste,recycle•Read“OldStuff,NewStuff,UsedStuff”Comprehension•Strategy:MonitorComprehension:Reread•Skill:PlotDevelopment:DrawConclusionsLanguageArts•Grammar:HasandHave•SharedWritingDifferentiatedInstruction,pages63K–63NTrashRules!byCarolLindeenillustratedbyWinifredBarnum-Newman6952_RD1_U04_W20_7-12.indd73/28/054:39:57PMVocabulary/ComprehensionDecodableReader������������������������������WholeGroupTrashRules!byCarolLindeenillustratedbyWinifredBarnum-Newman6952_RD1_U04_W20_7-12.indd73/28/054:39:57PMMacmillan/McGraw-HillInformationalNonfictionbyNancyJolsonSavePaperSaveTreesOralLanguageOralLanguageWritetheMorningMessage.Pointtoeachwordasyoureadthemessagealoudwithexpression.Identifythelong/ū/wordyou.BuildBackground:RecyclingTellchildrenthatthisweektheywillreadstoriesaboutrecycling.Aschildrensharewhattheyknowaboutrecycling,writetheirideasontheboard.Thenplaythesong“RecycleRap.”Discusshowthissongtellswhyitisimportanttorecycle.OralVocabularyREADALOUDDisplayBottleVillageOralVocabularyCard1andreadthetitlealoud.We’regoingtoreadatruestoryaboutawomanwhobuiltavillageoutofbottles.Asyoulisten,noticeallthethingssherecycled.����������������������������������������LA.1.1.6.5RelatenewvocabularytopriorknowledgeLA.1.1.6.5RelatenewvocabularytopriorknowledgeLA.1.1.6.2ListentoconceptuallychallengingtextLA.1.1.6.2ListentoconceptuallychallengingtextAfterreadingthestory,introduceOralVocabularywordsusingtheroutinebelowandonthebacksofthecards.Define:Torecycleistoprocessolditemssuchasglassandplasticsotheycanbeusedtomakenewthings.Example:Plasticbottlescanberecycledandmadeintoclothing.Ask:Whyisitimportanttorecycle?LA.1.1.6.1UsenewvocabularydirectlyLA.1.1.6.1Usenewvocabularydirect...
