Week 9 Pattern Focus Reread for fluency Word Study New Read: Comprehension: Importance of Extensions out of group Lesson Lead read with whisper (approximately 3 (Approximately 7-8 minutes) setting; Character Traits; (ideas) and reading or silent read a short minutes) If students know the pattern Sequence; Plot; Main Idea/ Date section to find answers to focus, spend more time on the Details; Genre; questions. meanings, synonyms and Compare/contrast; Author’s (approximately 20 minutes) antonyms of the word cards. Purpose; Theme L31 * Explain that noting the beginning Poem L32 Common word parts can help decode unknown ________________ Beginning Before: Brief intro, intro vocab words. Call out ½ of the word cards. During: Questioning, text features, ___________________ Level: _______ Syllables Ask students to write each word and illustrations, text dependent questions (Reread orally for underline the common beginning /ə/, be, After: Focused comprehension syllable for part of the words. You can fluency Title: _______________ discussion teacher/student discussion,, de, pre, let the students identify the text dependent questions com, con beginning sound orally if time permits. L33 Introduce new poem *Define synonyms and antonyms. Passage Before: Brief intro, intro vocab L34 Antonyms Read a word card and have students During: Questioning, text features, for next week. Work ________________ write an antonym for it on their illustrations on vocabulary and ________________ board. Check after each word. Have After: Summarizing (retelling, story comprehension. students use the word card word in a elements, using story vocabulary when sentence orally to demonstrate appropriate), teacher/student Poem knowledge of meaning. (See Tyner discussion _______________ word study directions for word cards.) L35
Week 9 Lesson and Date Reread for fluency (approximately 3 minutes) Pattern Focus Word Study (Approximately 7-8 minutes) If students know the pattern focus, spend more time on the meanings, synonyms and antonyms of the word cards. New Read: Lead read with whisper reading or silent read a short section to find answers to questions. (approximately 20 minutes) Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme Extensions out of group (ideas) L31 L32 Poem ________________ ___________________ (Reread orally for fluency Common Beginning Syllables /ə/, be, de, pre, com, con * Explain that noting the beginning word parts can help decode unknown words. Call out ½ of the word cards. Ask students to write each word and underline the common beginning syllable for part of the words. You can let the students identify the beginning sound orally if time permits. Level: _______ Title: _______________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations, text dependent questions After: Focused comprehension discussion teacher/student discussion,, text dependent questions L33 L34 Introduce new poem for next week. Work on vocabulary and comprehension. Poem _______________ Antonyms *Define synonyms and antonyms. Read a word card and have students write an antonym for it on their board. Check after each word. Have students use the word card word in a sentence orally to demonstrate knowledge of meaning. (See Tyner word study directions for word cards.) Passage ________________ ________________ Before: Brief intro, intro vocab During: Questioning, text features, illustrations After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion L35
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