Word Study Vocabulary New Read Date Reread Possessives: s, ’s, s’ DO NOT TRY TO SORT (if using a poem, Comprehension: Importance of setting; Character Traits; Students should be able to articulate when to add leave level blank) Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; s,’s, or s’ to make the word possessive. Author’s Purpose 1. Before: Brief intro, intro vocab Level: ______ 2. Level: ________ During: Questioning, text 3. features, illustrations After: Summarizing (retelling, Title: 4. Title: story elements, using story 5. vocabulary when appropriate), 6. teacher/student discussion Your, it, Chris, and 2000 are oddballs that don’t fit a pattern! 1. Before: Brief intro, intro vocab During: Questioning, text Level: ______ 2. Level: ________ features, illustrations 3. After: Summarizing (retelling, Title: 4. Title: story elements, using story 5. vocabulary when appropriate), 6. teacher/student discussion Student Generated Sentence 1. Before: Brief intro, intro vocab During: Questioning, text Level: ______ 2. Level: ________ features, illustrations 3. After: Summarizing (retelling, Title: 4. Title: story elements, using story 5. vocabulary when appropriate), 6. teacher/student discussion Student Generated Sentence 1. Before: Brief intro, intro vocab During: Questioning, text Level: ______ 2. Level: ________ features, illustrations 3. After: Summarizing (retelling, Title: 4. Title: story elements, using story 5. vocabulary when appropriate), 6. teacher/student discussion Student Generated Sentence 1. Before: Brief intro, intro vocab During: Questioning, text Level: ______ 2. Level: ________ features, illustrations 3. After: Summarizing (retelling, Title: 4. Title: story elements, using story 5. vocabulary when appropriate), Student Generated Sentence 6. teacher/student discussion
Date Reread (if using a poem, leave level blank) Word Study Possessives: s, ’s, s’ DO NOT TRY TO SORT Students should be able to articulate when to add s,’s, or s’ to make the word possessive. Vocabulary New Read Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose Level: ______ Title: Your, it, Chris, and 2000 are oddballs that don’t fit a pattern! 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion Level: ______ Title: Student Generated Sentence 1. 2. 3. 4. 5. 6. Level: ________ Title: Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
ER%20year%201%20Cycle%201%20Lesson%20Outline.docx