|
Lesson 26: The Dot by Peter H. Reynolds Question to think about: How are ways to make art the same and different? |
|||
|
Words to Know: above, pushed, teacher, bear, studied, toward, even, and surprised |
Spelling Words: mix, mixed, hop, hopped, hope, hoping, run, running, use, and used |
||
|
Phonics: Using long e spelling patterns with yand ie, plus base words with -ed and -ing endings |
Comprehension: Compare/contrast andmonitor/clarify; Author's craft: word choice using descriptive details |
||
|
Vocabulary Strategies: Figurative language (idioms) |
Fluency Practice: Accuracy and self-correcting mistakes |
||
|
Grammar: Exclamations-What is an exclamation? |
Writing: Writing to respond and give an opinion and thinking about voice |
||
|
Decodable stories to read Bears, Hiding and Seeking, Henry and Dad Go Camping, andSpeedy and Chase |
|||
|
Web Resources |
|||
|
|
|
|
|
|
Lesson 27: What Can You Do? by Shelley Rotner and Sheila Kelly, Ed.D. Question to think about: How do words and photos together give information? |
|||
|
Words to Know: always, different, enough, happy, high, near, once, and stories |
Spelling Words: hard, harder, hardest, fast faster, fastest, slow, slower, slowest, and sooner |
||
|
Phonics: Using base words with the inflections: -er and -est; change the y to i,and the syllable: -le |
Comprehension: Text and graphic featuresand analyze/evaluate; Author's craft: word choice using comparisons |
||
|
Vocabulary Strategies: Classify and categorize-emotional words |
Fluency Practice: Intonation |
||
|
Grammar: Kinds of sentences-Is it a question or an exclamation? |
Writing: Writing an opinion and thinking about sentence fluency |
||
|
Decodable stories to read The Three Races, Seed Sisters, The Fox and the Grapes, andJingle, Jangle, and Jiggle |
|||
|
Web Resources |
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Lesson 28: "The Kite" from Days With Frog and Toad by Arnold Lobel Question to think about: How does a problem make a story interesting? |
|||
|
Words to Know: across, ball, cried, head, heard, large, second, and should |
Spelling Words: my, try, sky, fly, by, dry, pie, cried, night, and light |
||
|
Phonics: Using long i spelling patterns igh, y,and ie plus base words with the inflections: -ed, -ing, -er, -est, and -es; Using -ight and -y |
Comprehension: Story structure andinfer/predict; Author's craft: word choice using emphasis |
||
|
Vocabulary Strategies: Homographs |
Fluency Practice: Phrasing |
||
|
Grammar: Adjectives-word that describetaste, smell, sound, and texture |
Writing: Writing an opinion sentence and thinking about word choice |
||
|
Decodable stories to read Sally Jane and Beth Ann, Ty and Big Gilly, Bird Watching, andBenches |
|||
|
Web Resources |
|||
|
|
|
|
|
|
|
|
|
|
|
Lesson 29: A Boat Disappears by Doug Cushman Question to think about: How do some story events make other events happen? |
|||
|
Words to Know: almost, any, behind, gone, happened, hello, idea, leaves, and should |
Spelling Words: sad, sadly, slow, slowly, dust, dusty, trick, tricky, help, and helpful |
||
|
Phonics: Using suffixes -ful, -ly, and -y plus the long vowel spelling patterns |
Comprehension: Cause and effect andvisualize; Author's craft: Dialogue |
||
|
Vocabulary Strategies: Prefix un- |
Fluency Practice: Expression |
||
|
Grammar: Adverbs-adverbs for how, where, when, and how much |
Writing: Writing an opinion paragraph and thinking about ideas |
||
|
Decodable stories to read Quiz Game, Jack and the Beans, Ruth's Day, and Stew for Peg
|
|||
|
Web Resources |
|||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Lesson 30: Winners Never Quit! by Mia Hamm Question to think about: What can you learn from story characters? |
|||
|
Words to Know: brothers, everyone, field, loved, most, only, people, and sorry |
Spelling Words: even, open, begin, baby, tiger, music, paper, zero, table, and below |
||
|
Phonics: Looking at syllables with a CV or VCCV pattern plus prefixes un- and re- |
Comprehension: Understand characters andsummarize; Author's craft: onomatopoeia(words that represent the sounds they represent; For example: zip and zoom.) |
||
|
Vocabulary Strategies: Suffix -ly |
Fluency Practice: Reading rate-adjusting your rate of speed depending upon what it is that you are reading (For example, a fairy tale would not be read at the same reading rate as a non-fiction book about sharks.) |
||
|
Grammar: Adjectives that compare-adjectives with -er and -est |
Writing: Writing an opinion paragraph and thinking about organization |
||
|
Decodable stories to read Amy Ant, Julie and Jason, Home at Last, and Soccer |
|||
|
Web Resources |
|||
|
|
|||
page contents