Theme 6 Week 3

High Frequency Words beenfarforestgoes hungrysooneveningnear Read high frequency words in context.

Spelling Words daysaymaystay playwayawayholiday Spell simple words using sounds of the alphabet and simple consonant/vowel patterns.

Extra Spelling Words seelittle willcome Spell high frequency words.

aiay Use sound blending to make words.

Story Vocabulary boacaterpillareyed eyes iguanakatydidmacaw moves poisonoustonguetoucan Build vocabulary by reading, listening to, and discussing a variety of literature.

High-Frequency Words This word means a long distance - _____________________ This is a place where there are often many trees - __________________ This is how you feel when you want something to eat - ______________ This word is the opposite of far - __________________ This is another word for the beginning part of the night - ______________ This word means in a short time - _________________ Read high frequency words in context.

Naming Words for More Than One Identify and correctly use adjectives, nouns, pronouns, and verbs. catsbirdsflowersmother duckscowgirlfathers dogblockhorsepig batstreestablehens

Identify and use correct punctuation.

Writing Prompt Write and draw about what you would like to see if you visited the rain forest Begin to compose first drafts.

Red-EYED Tree Frog Build vocabulary by reading, listening to, and discussing a variety of literature. Parts of the Body

Spelling Practice 1. When you tell someone something, you ___ it. 2. When you build with blocks or sail a toy boat, you ____. 3. Saturday is a ___. 4. When you don’t leave, you ____. 5. When you are allowed to do something, you ___. 6. When a car is coming, you get out of the ___ Spell simple words using sounds of the alphabet and simple consonant/vowel patterns.

Use sound blending to make words.

Centers for Monday 1)Teacher Table – Word Study/Fluency Practice Substitute targeted sounds to change words CC.F.1.13.Know and apply grade-level phonics and word analysis skills in decoding words. 2) Listening – Tag Readers Read lots of different kinds of books CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. 3)Word Work - More than one/nouns CC.L.1.5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 4)Writing – Write a letter about rain forest Create legible documents CC.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.

Centers for Tuesday 1)Teacher Table –Leveled Readers/Fluency Practice Substitute targeted sounds to change words CC.F.1.13.Know and apply grade-level phonics and word analysis skills in decoding words. 2)Listening –Tumblebooks on student computers Read lots of different kinds of books CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension; Read on-level text with purpose and understanding. 3) Word Work - 3-way tie with vocabulary words CC.L.1.5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 4)Writing – Which rain forest animal would you most like to see? Substitute targeted sounds to change words CC.F.1.13.Know and apply grade-level phonics and word analysis skills in decoding words.

Centers for Wednesday 1)Teacher Table – Four-Square Writing Begin to compose first drafts CC.W.1.2.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 2) Listening - Raz kids on student computers Read with fluency CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. 3) Word Work - ipads CC.F.1.1.Demonstrate understanding of the organization and basic features of print. b.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 4) Writing – Rainforest layers Spell simple words using sounds of the alphabet and simple consonant/vowel patterns.

Centers for Thursday 1)Teacher Table - Word Study/Fluency Practice Substitute targeted sounds to change words CC.F.1.1.Demonstrate understanding of the organization and basic features of print. b.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 2) Buddy Reading - Red-Eyed Tree Frog Read with fluency CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. 3)Word Work – Daily Language Practice CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. 4)Journal Writing – Write a poem or riddle about a rainforest animal Begin to compose first drafts CC.W.1.2.Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Centers for Friday 1)Teacher Table – Word Families/Leveled Readers Substitute targeted sounds to change words CC.F.1.1.Demonstrate understanding of the organization and basic features of print. b.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 2) Word Work – Read high frequency words in context. CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension. 3) Writing – Begin to compose first drafts CC.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. 4) Buddy Read –and Build vocabulary by reading, listening to, and discussing a variety of literature. CC.L.1.5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Daily Language i and jan walk home Identify and correctly write complete sentences.

Daily Language i and jan walk home Jan and I walk home Identify and correctly write complete sentences.

Daily Language will you playe with me Identify and correctly write complete sentences.

Daily Language will you playe with me will you play with me? Identify and correctly write complete sentences.

Daily Language i can saay it for time Identify and correctly write complete sentences.

Daily Language i can saay it for time I can say it four times Identify and correctly write complete sentences.

Daily Language maye don come over Identify and correctly write complete sentences.

Daily Language maye don come over May Don come over? Identify and correctly write complete sentences.

Daily Language what dayy can u be here Identify and correctly write complete sentences.

Daily Language what dayy can u be here What day can you be here? Identify and correctly write complete sentences.

Identify and correctly use adjectives, nouns, pronouns, and verbs Identify and use correct punctuation Understand that groups of words make sentences Identify and correctly write complete sentences Spell simple words using sounds of the alphabet and simple consonant/vowel patterns Alphabetize words to the first letter Build vocabulary by reading, listening to, and discussing a variety of literature.

Read high frequency words in context Recognize and identify compound words, synonyms, and antonyms Use a dictionary to determine word meaning Use sound blending to make words Substitute targeted sounds to change Understand that the sequence of letters in a written word represents the sequence of sounds in a word Use appropriate listening Participate in group discussion. Work productively in group discussion for a particular

Retell a story Brainstorm ideas with teachers and peers Begin to compose first drafts Create legible documents for reading Evaluate own and other people’s work Use a simple rubric to evaluate writing

Illustrate written work with simple drawings Compare and contrast information and ideas Identify the main ideas and supporting details Read lots of different types of books Distinguish between fiction/nonfiction and fantasy/reality Make predictions about text Participate in the creation of graphic organizers Read orally with fluency and accuracy.