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Theme 6 Week 3

Theme 6 Week 3. High Frequency Words. been far forest goes hungry soon evening near 0101.1.10 Read high frequency words in context. Spelling Words. day say may stay play way away holiday

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Theme 6 Week 3

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  1. Theme 6Week 3

  2. High Frequency Words been far forest goes hungry soon evening near 0101.1.10 Read high frequency words in context.

  3. Spelling Words day say may stay play way away holiday 0101.1.9 Spell simple words using sounds of the alphabet and simple consonant/vowel patterns.

  4. Extra Spelling Words see little will come 0101.1.9 Spell high frequency words.

  5. ai ay 0101.1.11 Use sound blending to make words.

  6. Story Vocabulary boa caterpillar eyed eyes iguana katydid macaw moves poisonous tongue toucan 0101.1.10 Build vocabulary by reading, listening to, and discussing a variety of literature.

  7. 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 - _________________ 0101.1.10 Read high frequency words in context.

  8. Naming Words for More Than One • 0101.1.1 Identify and correctly use adjectives, nouns, pronouns, and verbs.

  9. 0101.1.3 Identify and use correct punctuation.

  10. Writing Prompt Write and draw about what you would like to see if you visited the rain forest. 0101.3.3 Begin to compose first drafts.

  11. Red-EYED Tree Frog • 0101.1.10 Build vocabulary by reading, listening to, and discussing a variety of literature. Parts of the Body

  12. 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 ___. 0101.1.9 Spell simple words using sounds of the alphabet and simple consonant/vowel patterns.

  13. 0101.1.11 Use sound blending to make words.

  14. Centers for Monday • Teacher Table – Word Study/Fluency Practice Substitute targeted sounds to change words. 0101.1.11 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. 0101.8.1 CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. • 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. • Writing – Write a letter about rain forest Create legible documents. 0101.3.7 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.

  15. Centers for Tuesday • Teacher Table –Leveled Readers/Fluency Practice Substitute targeted sounds to change words. 0101.1.11 CC.F.1.13.Know and apply grade-level phonics and word analysis skills in decoding words. • Listening – Tumblebooks on student computers Read lots of different kinds of books. 0101.8.1 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. • Writing – Which rain forest animal would you most like to see? Substitute targeted sounds to change words. 0101.1.11 CC.F.1.13.Know and apply grade-level phonics and word analysis skills in decoding words.

  16. Centers for Wednesday Teacher Table – Four-Square Writing Begin to compose first drafts. 0101.3.3 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. 0101.8.10 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 0101.1.9 Spell simple words using sounds of the alphabet and simple consonant/vowel patterns.

  17. Centers for Thursday Teacher Table - Word Study/Fluency Practice Substitute targeted sounds to change words. 0101.1.11 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. 0101.8.10 CC.F.1.14.Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. 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. Journal Writing – Write a poem or riddle about a rainforest animal Begin to compose first drafts. 0101.3.3 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.

  18. Centers for Friday Teacher Table – Word Families/Leveled Readers Substitute targeted sounds to change words. 0101.1.11 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 –0101.1.10 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. 0101.3.3 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 0101.1.10 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.

  19. Daily Language i and jan walk home 0101.1.8 Identify and correctly write complete sentences.

  20. Daily Language i and jan walk home Jan and I walk home. 0101.1.8 Identify and correctly write complete sentences.

  21. Daily Language will you playe with me 0101.1.8 Identify and correctly write complete sentences.

  22. Daily Language will you playe with me will you play with me? 0101.1.8 Identify and correctly write complete sentences.

  23. Daily Language i can saay it for time 0101.1.8 Identify and correctly write complete sentences.

  24. Daily Language i can saay it for time I can say it four times. 0101.1.8 Identify and correctly write complete sentences.

  25. Daily Language maye don come over 0101.1.8 Identify and correctly write complete sentences.

  26. Daily Language maye don come over May Don come over? 0101.1.8 Identify and correctly write complete sentences.

  27. Daily Language what dayy can u be here 0101.1.8 Identify and correctly write complete sentences.

  28. Daily Language what dayy can u be here What day can you be here? 0101.1.8 Identify and correctly write complete sentences.

  29. 0101.1.1 Identify and correctly use adjectives, nouns, pronouns, and verbs. 0101.1.3 Identify and use correct punctuation. • 0101.1.6 Understand that groups of words make sentences • 0101.1.8 Identify and correctly write complete sentences. • 0101.1.9 Spell simple words using sounds of the alphabet and simple consonant/vowel patterns. • 0101.1.9 Alphabetize words to the first letter. • 0101.1.10 Build vocabulary by reading, listening to, and discussing a variety of literature.

  30. 0101.1.10 Read high frequency words in context. • 0101.1.10 Recognize and identify compound words, synonyms, and antonyms. • 0101.1.10 Use a dictionary to determine word meaning. • 0101.1.11 Use sound blending to make words. • 0101.1.11 Substitute targeted sounds to change • 0101.1.12 Understand that the sequence of letters in a written word represents the sequence of sounds in a word. • 0101.2.1 Use appropriate listening • 0101.2.8 Participate in group discussion. • Work productively in group discussion for a particular

  31. 0101.2.9 Retell a story • 0101.3.1 Brainstorm ideas with teachers and peers • 0101.3.3 Begin to compose first drafts. • 0101.3.7 Create legible documents for reading • 0101.3.8 Evaluate own and other people’s work • 0101.3.10 Use a simple rubric to evaluate writing

  32. 0101.3.11 Illustrate written work with simple drawings. • 0101.5.4 Compare and contrast information and ideas. • 0101.6.2 Identify the main ideas and supporting details • 0101.8.1 Read lots of different types of books • 0101.8.2 Distinguish between fiction/nonfiction and fantasy/reality. • 0101.8.4 Make predictions about text. • 0101.8.5 Participate in the creation of graphic organizers. • 0101.8.10 Read orally with fluency and accuracy.

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