Harcourt Reading, Language, Writing---Nov. 3, 5-7

12:30-1:10, then supervised play is from 1:10-1:20, Special Class IMAC (Mon., Tues.) Computers (W-F) is from 1:20-2:10, then continue Harcourt Reading, Language, and Writing from 2:10-3:00

Monday Harcourt Reading, Language, and Writing---

“Where Do Frogs Come From?” Day1

Class will complete the following activities, details given on teacher’s guide pgs. noted.

  1. Sharing Literature---teacher’s guide pg. 84H
  2. Phoneme Isolation (vowel sounds)---teacher’s guide pg. 84H
  3. Match Final Phonemes---teacher’s guide pg. 84H
  4. Word Building (-ng words)---teacher’s guide pg. 84J
  5. Daily Language Practice---teacher’s guide pg. 84M
  6. Grammar: Complete Sentences---teacher’s guide pg. 84N
  7. Reread Big Book on easel---discuss settings---teacher’s guide pg. 84N
  8. Writing---Sentence Frames---teacher’s guide pg. 84M
  9. Some students still need to test on Boy + Bot on accelerated reader

Tuesday Harcourt Reading, Language, and Writing---

“Where Do Frogs Come From?” Day 2

Class will complete the following activities, details given on teacher’s guide pgs. noted.

  1. Sharing Literature with “The Tadpole” ---teacher’s guide pg. 84P
  2. Phoneme Blending---teacher’s guide pg. 84P
  3. Identify Matching Phonemes (ng)---teacher’s guide pg. 84P
  4. Word Building (-ng words)---teacher’s guide pg. 84Q
  5. Building Background talk about frogs---teacher’s guide pg. 84S
  6. Discuss story words tadpole, body, tail, fish
  7. Words to Remember---textbook pgs. 84-85
  8. Prereading Strategies (preview, predict, set purpose, details)---teacher’s guide pg. 85A
  9. Discuss story genre: nonfiction—textbook pg. 86
  10. Students will read the story, “Where Do Frogs Come From?” textbook pgs. 86-99 and teacher will ask guided comprehension questions on teacher’s guide pgs. noted 86-99
  11. Read first story Decodable Book 7 and accelerated reader test

Wednesday Harcourt Reading, Language, and Writing

Day 2 “Where Do Frogs Come From?” Day 2 continued

Class will complete the following activities, details given on teacher’s guide pgs. noted.

1. Discuss story words tadpole, body, tail, fish

2. Words to Remember---textbook pgs. 84-85

  1. Discuss story genre: nonfiction—textbook pg. 86
  2. Students will read the story, “Where Do Frogs Come From?” textbook pgs. 86-99 and discuss
  3. Think and Respond questions textbook pg. 100
  4. Meet a Photographer---textbook pgs. 101
  5. Retelling (flow chart)---teacher’s guide pg. 101A
  6. Daily Language Practice---teacher’s guide pg. 101B
  7. Grammar: Complete Sentences---teacher’s guide pg. 101C
  8. Role Play---teacher’s guide pg. 101C
  9. Writing---Dialogue---teacher’s guide pg. 101B
  10. Reread story 1 in Decodable Book 7 and rest of students accelerated reader test

Thursday Harcourt Reading, Language, and Writing

Day 3 “Where Do Frogs Come From?” Day 3 continued

Class will complete the following activities, details given on teacher’s guide pgs. noted.

  1. Sharing Literature with “The Frog on the Log”---teacher’s guide pg. 101E
  2. Word Building –ng words---teacher’s guide pg. 101F
  3. Discuss story words tadpole, body, tail, fish
  4. High Frequency Words and Words to Remember---teacher’s guide pg. 101I
  5. Students will read the story, “Where Do Frogs Come From?” textbook pgs. 86-99 and discuss
  6. Reading Across Texts with poem Polliwogs---textbook and teacher’s guide pg. 102-103
  7. Daily Language Practice---teacher’s guide pg. 105A
  8. Grammar: Complete Sentences---teacher’s guide pg. 105B
  9. Writing---Song Lyrics---teacher’s guide pg. 105A
  10. Read Story 2 in Decodable Book 7 and students accelerated reading test

Friday Harcourt Reading, Language, and Writing

Day 4 “Where Do Frogs Come From?”

Class will complete the following activities, details given on teacher’s guide pgs. noted.

  1. Sharing Literature with “A Froggie Feast” teacher’s guide pg. 105D
  2. Phoneme Substitution—teacher’s guide pg. 105D
  3. Word Building (beginning blends, short a, ck)----teacher’s guide pg. 105E
  4. Discuss story words tadpole, body, tail, fish
  5. High Frequency Words and Words to Remember---teacher’s guide pg. 105H
  6. Students will read the story, “Where Do Frogs Come From?” textbook pgs. 86-99 and discuss
  7. Reading Comprehension: Details---teacher’s guide pg. 105I and textbook pgs. 106-107
  8. Daily Language Practice---teacher’s guide pg. 107A
  9. Grammar: Complete Sentences---teacher’s guide pg. 107B
  10. Writing---Riddles---teacher’s guide pg. 107A
  11. Reread Decodable Book 7 story 2 and rest of students accelerated reader testing