II-R-3: HI-1: reading aloud (including high II-L-1 (N): B-2: orally II-W-1: HI-1: writing a II- LS-1: E-7: responding to academic discussions frequency/sight words) with fluency demonstrating listing common nouns narrative or short story using key words and phrases with instructional automaticity. (singular and plural) and that includes a main support. Teacher’s Pet singular proper nouns. idea, character, setting II-L-2 (Vocabulary): HI-4: using grade specific Realistic Fiction and a sequence of academic vocabulary and symbols within context. events. II-L-2 (Vocabulary): HI-5: applying knowledge of Children will read Teacher’s Pets to grade-level vocabulary (including content area Learn about story structure words) in text. II-R-4: HI-5: sequencing a story or event with a II-R-4: HI-19: locating specific information by using beginning, middle and end with transition words/ organizational features (e.g., titles, table of phrases in complete sentences contents, heading captions, bold print, glossary, Understand how the author’s word choice indices) in expository text. creates meaning in a story. II-L-2: LI-13: determining the meaning of a word by using resources with instructional support. II-R-4: HI-9: identifying the author’s purpose for writing a book. See Westburg by Bus! Informational Text Children will read See Westburg by Bus! to Follow information in a pamphlet II-R-4: HI-17: identifying a variety of sources (e.g., trade books, encyclopedias, magazine, electronic sources, and textbooks) that may be used to answer specific questions and/or gather information. Apply information found on a map II-R-4:B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of text a map ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Decodable Readers Use Visuals Flint Cove Clambake pp.65-72 Use Gestures The Stop and Spend Sale, pp. 73-80 Comprehensible Input Progress Monitoring Peer-Supported Learning Language Issues
II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity. II- LS-1: E-7: responding to academic discussions using key words and phrases with instructional support. II-L-2 (Vocabulary): HI-4: using grade specific academic vocabulary and symbols within context. II-L-2 (Vocabulary): HI-5: applying knowledge of grade-level vocabulary (including content area words) in text. II-R-4: HI-19: locating specific information by using organizational features (e.g., titles, table of contents, heading captions, bold print, glossary, indices) in expository text. II-L-1 (N): B-2: orally listing common nouns (singular and plural) and singular proper nouns. II-W-1: HI-1: writing a narrative or short story that includes a main idea, character, setting and a sequence of events. Teacher’s Pet Realistic Fiction Children will read Teacher’s Pets to Learn about story structure II-R-4: HI-5: sequencing a story or event with a beginning, middle and end with transition words/ phrases in complete sentences Understand how the author’s word choice creates meaning in a story. II-L-2: LI-13: determining the meaning of a word by using resources with instructional support. II-R-4: HI-9: identifying the author’s purpose for writing a book. See Westburg by Bus! Informational Text Children will read See Westburg by Bus! to Follow information in a pamphlet II-R-4: HI-17: identifying a variety of sources (e.g., trade books, encyclopedias, magazine, electronic sources, and textbooks) that may be used to answer specific questions and/or gather information. Apply information found on a map II-R-4:B-8: identifying external text features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of text a map ELL Whole Group Additional Whole Group Resources Point-of-Use Scaffolded Support Use Visuals Use Gestures Comprehensible Input Peer-Supported Learning Language Issues Decodable Readers Flint Cove Clambake pp.65-72 The Stop and Spend Sale, pp. 73-80 Progress Monitoring
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