Harcourt Reading/Language Arts/Writing/Read Aloud Feb. 17-21, 2014 (12:45-1:30) Common Core Content: SL.1.2, SL.1.3, SL.1.6, RI.1.5, RI.1.6 Monday- Day 1 “Fun With Fish” 1. Sharing Literature with big book, Sweet Dreams,---teacher’s guide pg. 134H (discuss story details and make chart with how animals sleep 2. Phoneme Isolation---teacher’s guide pg. 134H (vowel sounds) 3. Identify Initial Phonemes /sh/---teacher’s guide pg. 134H 4. Word Building---teacher’s guide pg. 134J (sh words) 5. Daily Language Practice---teacher’s guide pg. 134M top left (capitalization, ending punctuation) 6. Grammar: Nouns (people and places)---teacher’s guide pg. 134N 7. Listen to a Rhyme, “Animal Wishes”---Big Book of Rhymes on easel pg. 22 to reinforce /sh/ 8. Writing---“Sleeping Bag Buddies” Use your plan from yesterday to write a story about Bear’s sleepover with his friends. Draft, revise, and final with teacher and peer support. 9. Decodable Book 8 story reading and discussing, accelerated reader testing

Tuesday- Day 2 “Fun With Fish” 1. Sharing Literature with poem, “Here Is the Sea”---teacher’s guide pg. 134P (discuss boats and experiences, pantomine actions, respond to poem) 2. Phoneme Blending---teacher’s guide pg. 134P 3. Phoneme Isolation---teacher’s guide pg. 134P (distinguish whether or not words contain /sh/ sound) 4. Word Building---teacher’s guide pg. 134Q (sh words) 5. Building Background---teacher’s guide pg. 134S (make fish web) 6. Discuss and read story words diver, flippers, teeth, clown---discuss vowel spellings 7. Words To Remember---textbook pgs. 134-135 (away, food, funny, hide, how, many, some, their) 8. Prereading (preview, predict, set purpose), also discuss details---teacher’s guide pg. 135A 9. Discuss story genre nonfiction 10. Class will read and discuss the story, “Fun With Fish” textbook pgs. 136-153. Teacher will ask guided group comprehension questions: Pages 138-139---1. What special equipment does the diver wear? Why do you think the diver puts on special gear? 2. What do you think the diver will see when he or she swims down? Pages 140-141 1. What does the diver see? 2. What do you think helps fish to swim? Pages 142-143 1. What helps fish to swim? Find the words that tell you. 2. Why do you think the author includes words Swish, swish, swish! on this page? 3. What is page 142 mostly about? Pages 144-145 1. What do fish eat? Find the words that tell you. 2. Would you rather be a small fish or a big fish? Explain why. 3. How do you think small fish get away from big fish? Pages 146-147 1. How do small fish get away from big fish? 2. Why is it hard to see the fish? Pages 148-149 1. What are pages 148-149 mostly about? 2. Do you think that the fish with big teeth is really mad? Explain. 3. Which of the fish on pages 148-149 is your favorite? Give a reason for your choice. Pages 150-151 1. What happens to the small fish when it puffs up? How do you know? 2. Why does the small fish puff up? 3. How does eating food off the fish’s skin help both fish? Pages 152-153 1. How did the fish help the diver? 2. What made the click sound in the story? 3. What is your favorite part of the story, “Fun With Fish?” Writing---“Playing at the Park” Prompt: Going to the park is so much fun! Think about a favorite thing that you know how to do at the park. Plan: I know how to ______. List the steps to tell how to do your favorite thing. Color your plan sheet. Decodable Book 8 story and accelerated reader testing.

Wednesday- Lexia Lab (12:45-1:30) Students will be taken into computer lab and signed into Lexia Reading Core5 computer program. The computer program is an individualized reading curriculum to help students practice and learn foundational reading skills by interacting with the online program, receiving teacher-led Lexia Lessons, and continuing with independent, paper-based practice activities using Lexia Skill Builders. The data will then be captured and reported to the teacher for planning instruction and helping students reach grade-level benchmarks.

Thursday-Day 2 “Fun With Fish” continued 1. Discuss and read story words diver, flippers, teeth, clown---discuss vowel spellings 2. Words To Remember---textbook pgs. 134-135 (away, food, funny, hide, how, many, some, their) 3. Discuss story genre nonfiction 4. Class will read and discuss the story, “Fun With Fish” textbook pgs. 136-153. 5. Retelling with web about facts learned about fish from the story---teacher’s guide pg. 155A 6. Daily Language Practice---teacher’s guide pg. 155B top left (missing word and ending punctuation) 7. Grammar: Review Nouns: People or Places---teacher’s guide pg. 155C 8. Writing---“Playing at the Park” Use your plan sheet from yesterday to write: Write directions that tell how to do your favorite thing at the park. Use words such as first, next, then, and last in your directions. Decodable Book 8 story and accelerated reader testing

Friday- Day 3 “Fun With Fish” 1. Sharing Literature with action rhyme, “Animals”---teacher’s guide pg. 155E (complete actions with the rhyme and discuss the word slither) 2. Phoneme Isolation---teacher’s guide pg. 155E (beginning sounds) 3. Phoneme Substitution---teacher’s guide pg. 155E /sh/ substitution 4. Word Building---teacher’s guide pg. 155F /sh/ and /th/ words 5. Discuss and read story words diver, flippers, teeth, clown---discuss vowel spellings 6. Words To Remember---textbook pgs. 134-135 (away, food, funny, hide, how, many, some, their) 7. Discuss story genre nonfiction 8. Class will read and discuss the story, “Fun With Fish” textbook pgs. 136-153. 9. Read Across Texts, “The Sharks” poem----teacher’s guide and textbook pgs. 156-157 10. Class will clean their desks off and out. 11. Decodable Book 8 story read and discuss and accelerated reader testing