Pride- Boatman Reading Workshop Week of Sept. 29- Oct. 3, 2014 Jamaica Louise James Genre Realistic Fiction F WORD WORK: Imagine it READING: READING: Realistic Fiction O Jamaica Louise James Phonics Decodable text: The Clean Team Syllables –tion,-ture Big Hound’s Lunch plus other decodable text connected C Read Aloud Millie;s Garden Word Wall Words: And Techer selected Non-Fiction and to Imagine it Phonics U People, write, together climb other appropriate readworks text Art Link- Sidewalk Sticks S RL: 2.1,2.2,2.4,2.9 Background Knowledge: Subway Travel

Teacher or student selected Nonfiction text A Sequence of How do you make inferences? What is the central message? How S Introduce “Schema” poster S events using Responding to text dependent ?’s do you know? Did you use inferring E details to I can use a five finger skills to understand the story? S S determine the retell to help me to find On page ______Central Message the central message in a According to the text the central story that I read message is______WORD WORK MINI/WORK/WRAP SMALL GROUP/Guided Confer/ Reading Target M Vocab: Mini: How do you use a five finger Intensive Strategic O Booth,plaque, station, token, retell to determine the central mayor, subway, worry, message of the text? This is done by N halfway, blending, collection recounting the events that happened D in the story in sequential A Imagine it Day 3 order(sequence of events) Y Spelling/SA: Work: skills act focus Central clean we mean keep message understanding specific be read please details for better comprehension in eat the feel tree each order to find the central message people he see believe Wrap: sharing stream steep sweet Choral reading T Vocab: Booth,plaque, station, Mini: Read Aloud Intensive Strategic Benchmark U token, mayor, subway, worry, Millie’s Garden halfway, blending, collection Guuided Comp Whole Group E Imagine It –identifying S words spelled ea, e, ee, e-e D A Spelling/SA: clean we Work: Critical thinking mean keep be read Guiding comprehension Y please eat the feel tree T256-257(ref) each people he see Wrap: believe What did you like most about the stream steep sweet story (evaluate) Imagine it Day 1 Lesson 3 Partner reading Unit 2 e ea ee e-e W Vocab: Booth,plaque, station, Mini: I can use clues chart to help me Intensive Strategic E token, mayor, subway, worry, understand the central message of D halfway, blending, collection the story. Imagine it Day Lesson___ N Unit ______E Spelling/SA: clean we Work: Write the Jamaica is proud of S mean keep be read Sk 272 D please eat the feel tree Wrap: Rereading for fluency practice A each people he see with a partner Y believe stream steep sweet T Vocab: Booth,plaque, station, Mini: Reading to understand hat the Intensive Strategic Benchmark H token, mayor, subway, worry, author’s purpose and central message halfway, blending, collection of the story is. U Five finger retell(Guided with R Imagine it Day- Reviewing Teacher) S ee, e, ea, e, e-e words D Spelling/SA: clean we Work: Evaluate ths story Ex: Ii like mean keep be read the fact that the illustrator shows a A please eat the feel tree picture that looks like it’s drawn by Y each people he see Jamaica is a really good artist and believe what she enjoys drawing. stream steep sweet Wrap: Fluency checklists Rereading leveled readers/phonics decodable text F Vocab: Booth,plaque, station, Mini: Reading test Intensive Strategic R token, mayor, subway, worry, Voc, test halfway, blending, collection Spelling test I Imagine it Day __ D Lesson___ Unit ______A Spelling/SA: clean we Work: Y mean keep be read please eat the feel tree Wrap: each people he see Stations etc… believe stream steep sweet