In the early grades, different types of texts are used for different purposes. The decodable texts align with skills based competencies and are meant to help students build automaticity. Complex texts align with meaning based competencies and support students in building knowledge. Both text types are outlined below: Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the do’ and/or do’ instructional phase before releasing the responsibility to ‘I ‘We the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson. Reading Foundational Skills * See TWAG in the Appendix 1 & 2: UNIT 6 LESSON 26 ANCHOR TEXT The Mysterious Tadpole Decodable Texts: The New Moose pp. 1-8 Follow the Clues pp. 9-16 Reading RF.2.3d-Decode words with common prefixes and suffixes. Foundational Skills RF.2.3e-Identify with inconsistent but common spelling-sound correspondences. Standards RF.2.3f-Recognize and read grade-appropriate irregularly spelled words. RF.2.4a-Read on-level text with purpose and understanding. RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Opening Routines, T12-13 Opening Routines, T40-41 Opening Routines, T50-51 Opening Routines, T60-61 Opening Routines, T70-71 Opening Routines Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness Phonemic Awareness High Frequency Words High Frequency Words High Frequency Words High Frequency Words High Frequency Phonemic Awareness Phonemic Awareness, Phonemic Awareness, Phonemic Awareness, Phonemic Awareness, T16 T42 T52 T62
In the early grades, different types of texts are used for different purposes. The decodable texts align with skills based competencies and are meant to help students build automaticity. Complex texts align with meaning based competencies and support students in building knowledge. Both text types are outlined below: Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson. Reading Foundational Skills * See TWAG in the Appendix 1 & 2: UNIT 6 LESSON 26 ANCHOR TEXT The Mysterious Tadpole Decodable Texts: The New Moose pp. 1-8 Follow the Clues pp. 9-16 Reading Foundational Skills Standards RF.2.3d-Decode words with common prefixes and suffixes. RF.2.3e-Identify with inconsistent but common spelling-sound correspondences. RF.2.3f-Recognize and read grade-appropriate irregularly spelled words. RF.2.4a-Read on-level text with purpose and understanding. RF.2.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. RF.2.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Opening Routines Phonemic Awareness Opening Routines, T12-13 Phonemic Awareness High Frequency Words Phonemic Awareness, T16 Opening Routines, T40-41 Phonemic Awareness High Frequency Words Phonemic Awareness, T42 Opening Routines, T50-51 Phonemic Awareness High Frequency Words Phonemic Awareness, T52 Opening Routines, T60-61 Phonemic Awareness High Frequency Words Phonemic Awareness, T62 Opening Routines, T70-71 Phonemic Awareness High Frequency