Harcourt Reading-----August. 12-16, 2012 “The Hat”
7:40-8:10 ---Morning Message/Language/Phonics
8:40-9:00---Word Building
12:45-1:30---Harcourt Reading/Language/Writing
2:25-2:55----Reading/Writing
Standard---RL.1.2, RF.1.1a, RF.1.2, RF.1.2a, RF.1.3, RF.1.3b, RF.1.4, L.1.1, W.1.1
Learning Target---I can retell stories including the sequence of key details to understand the text.
· I can recognize that the first word of a sentence is capitalized, and that it ends with a punctuation mark.
· I can demonstrate understanding of spoken words, syllables, and sounds.
· I can distinguish short vowel sounds in spoken words.
· I can know and apply grade level phonics in decoding words.
· I can decode regularly spelled one-syllable words.
· I can read with accuracy and fluency to support comprehension.
· I can demonstrate and use grammar when writing or speaking.
· I can write on a given topic about an opinion.
Key Vocabulary---down, got, up
Resources---Below Level “A Hat”, On-Level “Max”, Advanced “A Hat for Sam”, Decodable Book 1 “Pat”, “Nan’s Cat”; Big Book “Sometimes”; Big Book of Rhymes p.19; Phonics Practice Book p.8-15; p. 55, Language Practice Book p. 14-17, Bonnie Kline stories “Sam at Bat”, “Fat Cat”, www.prometheanplanet.com, www.brainpopjr.com, www.starfall.com, www.discoveryeducation.com
Assessment---observation, choral response, thumbs up-thumbs down, oral questioning, quiz, exit slips, think-pair-share, oral speaking, journal writing, multiple choice, short answer
Monday----Day 1 “The Hat”
Oral Language: Sharing Literature, Big Book “Sometimes”.
Phonemic Awareness: Generate Rhyming Words: focus on short vowel /a/
Phonics: read and spell short vowel /a/ words and high frequency words (a, up)
Read: Decodable Book “Pat”
Language Arts: Writing: Students will draw a picture of themselves doing something that makes them happy.
Grammar: Students will be introduced to what a sentence is.
Tuesday---- Day 2 “The Hat”
Oral Language: Sharing Literature, Poem: Listen and respond
Phonemic Awareness: Blending sounds: focus on short vowel /a/
Phonics: read and spell short vowel /a/ words and high frequency words (down, got, up)
Read: The Hat pp 10-23 Focus on story sequence and use decoding and phonics to read the story.
Language Arts: Writing: Students will draw a picture of themselves doing something with a friend. Students will make a friendship list.
Grammar: Students will review what a sentence is.
Wednesday---- Day 3 “The Hat”
Oral Language: Sharing Literature, Rhyme: Listen and respond
Phonemic Awareness: Review sounds: focus on short vowel /a/
Phonics: read and spell short vowel /a/ words and high frequency words (down, got, up)
Read: The Hat pp 10-23 Focus on story sequence and use decoding and phonics to read the story. Reread for fluency. Read Decodable Book “Nan Cat”.
Language Arts: Writing: Students will draw a picture of a friend helping them, and label it with a sentence from the interactive writing activity.
Grammar: Students will form sentences.
Thursday---- Day 4 “The Hat ”
Oral Language: Sharing Literature, Finger Play: Build Concept Vocabulary
Phonemic Awareness: Review sounds: focus on short vowel /a/
Phonics: read and spell short vowel /a/ words and high frequency words (down, got, up)
Read: The Hat pp 10-23 Focus on story sequence and use decoding and phonics to read the story. Reread for fluency.
Language Arts: Writing: Students will write about a topic of their choice.
Grammar: Students will review sentences.
Friday---- Day 5 “The Hat”
Oral Language: Sharing Literature, Big Book “Sometimes” Build Concept Vocabulary
Phonemic Awareness: Review sounds: focus on short vowel /a/
Phonics: read and spell short vowel /a/ words /–ap/, /-at/ and high frequency words (down, got, up)
Read: The Hat pp 10-23 Focus on story sequence and use decoding and phonics to read the story. Reread for fluency. Story Test.
Language Arts: Writing Students will use the sentence frame to tell about something they like.
Grammar: Students will identify sentences by thumbs up if teacher says a complete sentence. Students will read sentence fragments and then make each fragment into a complete sentence.