Ask ELLs to model a think aloud for story elements and for fluency. Remind students that good readers stop for punctuation. Model how to read with punctuation during Teacher read-aloud. #1, 2, 4, 5, 7, 9, 10 (pgs. T319-T323) Building Knowledge Resources: Read Aloud Video: Leveled readers : Unit 5 Lesson 24 Paired Text (Read : (Non-fiction/Informational, grade K) Together) Supplemental Materials Writing Strategy Video: (Whole and Small Group) Vocabulary Tier 2: gecko, harm, welcomes, survive, dangerous, greets Drawn from the texts Foundational Skills Follow the daily Phonics and Fluency sequence of activities Phonemic Awareness Blend and segment phonemes/substitute phonemes- Model and have ELLs practice the skills with Concepts of Print CVC/CVCe words by using and and refer to this Fluency Letters Hh and Kk (h, e, n, k, i, t, o, p)- / Word Work Fluency: Pause for punctuation - Phonics and high High Frequency Words: he, away, must, no, by, there - frequency words Decoding/Encoding Language/ Syntax Follow the daily Grammar and Spelling sequence of activities: Question Words Spelling and Grammar English Language Development: Review the with students. Model and help students formulate questions using the anchor text. Model writing the questions on the board. Ask ELLs to find capitalization and punctuation for each sentence. Have students practice writing question words and punctuation. Display to practice capitalizing and punctuating asking sentences. Writing Informative Writing (Focus Trait: Ideas) Response to text Help ELLs use a web organizer to brainstorm facts about chameleons from the anchor text on the Culminating task board, in order to write a report. Aligned with the EQ and topic Display the and model proper handwriting using sentence frames and the organizer for the report. Print and have students use the to write, copy, or trace (scaffolding) the sentence frames from the board. Students may share their report with the teacher, partner, or class.
Ask ELLs to model a think aloud for story elements and for fluency. Remind students that good readers stop for punctuation. Model how to read with punctuation during Teacher read-aloud. #1, 2, 4, 5, 7, 9, 10 (pgs. T319-T323) Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole and Small Group) Resources: Video: : Unit 5 Lesson 24 : (Non-fiction/Informational, grade K) Writing Strategy Video: Vocabulary Drawn from the texts Tier 2: gecko, harm, welcomes, survive, dangerous, greets 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 Blend and segment phonemes/substitute phonemes- Model and have ELLs practice the skills with CVC/CVCe words by using and and refer to this Letters Hh and Kk (h, e, n, k, i, t, o, p)- / Fluency: Pause for punctuation - High Frequency Words: he, away, must, no, by, there - Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Question Words English Language Development: Review the with students. Model and help students formulate questions using the anchor text. Model writing the questions on the board. Ask ELLs to find capitalization and punctuation for each sentence. Have students practice writing question words and punctuation. Display to practice capitalizing and punctuating asking sentences. Writing Response to text Culminating task Aligned with the EQ and topic Informative Writing (Focus Trait: Ideas) Help ELLs use a web organizer to brainstorm facts about chameleons from the anchor text on the board, in order to write a report. Display the and model proper handwriting using sentence frames and the organizer for the report. Print and have students use the to write, copy, or trace (scaffolding) the sentence frames from the board. Students may share their report with the teacher, partner, or class.
esl_q4_%20grade%20KK_final.docx