standards related to the texts, questions and tasks. Anchor Text Rereading for fluency Students should read a variety of leveled texts on senses. See resources below. practice, additional comprehension support or independent reading practice Writing Support Building Knowledge Resources: Read Aloud Video: Leveled readers Do you hear that? Play different and have the children guess the sound. Make a chart of the Paired Text (Read animal or object and what it’s sound is. Together) Make an anchor chart of what Horton might hear, see, touch, smell or taste while walking Supplemental Materials through the jungle. Using sensory words have students complete the chart describing the senses that (Whole/Small Group, Horton uses. Independent work) Make a class book. A _________is a _____________ no matter how small the sound. All students experience all Practice song/language frames for “What Do We Do at School?” What senses do you use when you texts and resources ___ at school? regardless of level Poems: pg. 34 (Poem, 260L)/ pg. 38 (Poem, 580L) Readworks.org (Non-fiction, 290L) Vocabulary Teacher should choose Tier 2 vocabulary related to the supplemental resources. Drawn from the texts Foundational Skills Follow the daily Phonics and Fluency sequence of activities Phonemic Awareness *Phonemic Awareness: : Lesson 6 (pg. E6) Concepts of Print *Letters: A Fluency *Practice writing name and letters Word Work *Practice pencil grip Phonics and high *Fluency: Pause for punctuation frequency words *High Frequency Words: I, like, the and, see Decoding/Encoding Language/ Syntax Follow the daily Grammar and Spelling sequence of activities: Sensory words and subject-verb agreement Spelling and Grammar English Language Development: Write descriptive words on the board: loud, funny, sweet, rough, old,
standards related to the texts, questions and tasks. Anchor Text Rereading for fluency practice, additional comprehension support or independent reading practice Writing Support Students should read a variety of leveled texts on senses. See resources below. Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole/Small Group, Independent work) All students experience all texts and resources regardless of level Resources: Video: Do you hear that? Play different and have the children guess the sound. Make a chart of the animal or object and what it’s sound is. Make an anchor chart of what Horton might hear, see, touch, smell or taste while walking through the jungle. Using sensory words have students complete the chart describing the senses that Horton uses. Make a class book. A _________is a _____________ no matter how small the sound. Practice song/language frames for “What Do We Do at School?” What senses do you use when you ___ at school? Poems: pg. 34 (Poem, 260L)/ pg. 38 (Poem, 580L) Readworks.org (Non-fiction, 290L) Vocabulary Drawn from the texts Teacher should choose Tier 2 vocabulary related to the supplemental resources. Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities *Phonemic Awareness: : Lesson 6 (pg. E6) *Letters: A *Practice writing name and letters *Practice pencil grip *Fluency: Pause for punctuation *High Frequency Words: I, like, the and, see Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Sensory words and subject-verb agreement English Language Development: Write descriptive words on the board: loud, funny, sweet, rough, old,
esl_grade_k_q2.docx