Comprehension station: Cause and effect graphic organizer, draw pictures of happened” in a story, Journeys flip chart, “what additional activities: - WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding 5: Bridging Match words to Classify illustrated Determine words and phrases in Interpret detailed text to identify words and Draw conclusions from complex text about why illustrations from and phrases that a basic, illustrated text that phrases that suggest feelings or appeal to specific words and phrases are used to suggest stories or poems that suggest feeling or suggest feelings with modeled the senses using an anchor chart. feelings or appeal to the senses including suggest feelings or appeal to the senses teacher and partner support. collocations. appeal to the senses from stories and with a partner. poems with a partner. Reading For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder Click on Transformed MPIs/ELAs Writing/Research Strategies and Skills Routine Writing W.1.3-Write narratives in which they recount two or Narrative Writing: Story Summary Write in response to text (p. 245) more appropriately sequenced events, include some details regarding what happened, use Learning Targets (I Can…) Writing Tasks temporal words to signal event order, and provide Write a short summary of a story. Write a summary of the story Whistle for Willie some sense of closure. about the events of a story in sequential order. Speaking and Listening Strategies and Skills Performance Assessments SL.1.6-Produce complete sentences when Speaking clearly Journeys Progress Monitoring, Lesson 23 appropriate to task and situation. Journeys Grab-and-Go Assessments, Lesson 23 Teacher Created Learning Targets (I Can…) Opening routines: Teacher’s Edition, pp. T210, T238, T248, Speak in complete sentences. T260, T270 Guided Retelling: p. T235 Classroom conversation: p. T244 Language Strategies and Skills Vocabulary Use the possessive pronouns your, my, him and her correctly Define Words Sort words into groups, and tell how the words were sorted Daily Vocabulary Boost
Comprehension station: Cause and effect graphic organizer, draw pictures of “what happened” in a story, Journeys flip chart, additional activities: - WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance Indicator for RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding 5: Bridging Reading Match words to illustrations from stories or poems that suggest feelings or appeal to the senses with a partner. Classify illustrated and phrases that suggest feeling or appeal to the senses from stories and poems with a partner. Determine words and phrases in a basic, illustrated text that suggest feelings with modeled teacher and partner support. Interpret detailed text to identify words and phrases that suggest feelings or appeal to the senses using an anchor chart. Draw conclusions from complex text about why specific words and phrases are used to suggest feelings or appeal to the senses including collocations. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder Click on Transformed MPIs/ELAs Writing/Research W.1.3-Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Strategies and Skills Narrative Writing: Story Summary Learning Targets (I Can…) Write a short summary of a story. about the events of a story in sequential order. Routine Writing Write in response to text (p. 245) Writing Tasks Write a summary of the story Whistle for Willie Speaking and Listening SL.1.6-Produce complete sentences when appropriate to task and situation. Strategies and Skills Speaking clearly Learning Targets (I Can…) Speak in complete sentences. Performance Assessments Journeys Progress Monitoring, Lesson 23 Journeys Grab-and-Go Assessments, Lesson 23 Teacher Created Opening routines: Teacher’s Edition, pp. T210, T238, T248, T260, T270 Guided Retelling: p. T235 Classroom conversation: p. T244 Language Strategies and Skills Use the possessive pronouns your, my, him and her correctly Sort words into groups, and tell how the words were sorted Vocabulary Define Words Daily Vocabulary Boost
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