<p>Language Arts Unit: 3 Lesson: 11, The Screech Owl Who Liked Television Comprehension Skills: Fact and Opinion/ Infer and Predict Day 1 (whole group): Before Reading Examine Focus Wall</p><p> Read “Frisky Whiskers” TE T12-T13 (Projectable 11.1)  Target Vocabulary Read Aloud  Model Fluency  Identify facts and opinions/ make inferences based on details  Vocabulary in Context, TE T14-T15, and Student book pgs. 274-275 Introduce Vocabulary  Teach and Apply words using the vocabulary cards  Develop Background, TE T16-T17  Teach and model Student book page 276 Developing Background  Complete Guided Practice  Apply in partners</p><p>Language Arts Unit: 3 Lesson: 11, The Screech Owl Who Liked Television Comprehension Skills: Fact and Opinion/ Infer and Predict Day 1 (whole group): Weekly Skills</p><p>Spelling  Pre-spelling test (compound  Teach the Principle TE T46 words)  Complete word sort on the whiteboard</p><p> Use TE T48 Grammar  Read about proper nouns TE T51 and student book pages 296-297 (Proper Nouns)  Teach Proper Nouns (Projectable 11.6)  Practice and Apply PB pg 127</p><p>Vocabulary  TE T42-T43 Introduce word parts (Suffixes)  Make lists of words that include each suffix </p><p>Language Arts Unit: 2 Lesson: 10, Jose! Born to Dance Comprehension Skills: Author’s Purpose & Evaluate/Analyze Day 2 (whole group): Before Reading</p><p> Vocabulary in Context, TE 306-307, and Student book pgs. 246-247 Review Vocabulary  Teach and Apply words using the vocabulary cards  Skills: Author’s Purpose & Evaluate/Analyze  Teach/Model TE 310-311 Use (Projectable 10.2) to model skill and Introduce Comprehension strategy whole group  Use Student Book pg 249  Students complete PB page 109 in a think-pair-share setting  Introduce graphic organizer: Author’s Purpose (10.3a) Introduce Main Selection:  Use TE 312-317, student book pgs. 250-255 and guide students by “Jose! Born to Dance” setting the purpose and asking developing comprehension questions  Fill out Graphic Organizer as you read</p><p>Language Arts Unit: 2 Lesson: 10, Jose! Born to Dance Comprehension Skills: Author’s Purpose & Evaluate/Analyze Day 2 (whole group): Weekly Skills</p><p>Spelling  Teach Word Sort TE 336-337 (more vowel  Practice and Apply PB pg 113 + /r/)</p><p> Use TE 338-339 Grammar  Teach Reflexive Pronouns (Projectable 10.7) (Pronouns)  Practice and Apply PB pg 116</p><p> TE 332-333 Vocabulary  Complete Projectable 10.5 (Analogies)  Apply with PB pg 111</p><p>Language Arts Unit: 2 Lesson: 10, Jose! Born to Dance Comprehension Skills: Author’s Purpose & Evaluate/Analyze Day 3 (whole group): During Reading</p><p> Vocabulary in Context, TE 306-307, and Student book pgs. 246-247 Review Vocabulary  Teach and Apply words using the vocabulary cards  Use the graphic organizer projectable 10.3a to review the Review Comprehension comprehension skill Skill  Review how to evaluate/analyze and find author’s purpose  Teacher led/small group: Continue to model and use think-pair-share to apply skill and strategy 2nd day Main selection  Other students will finish reading the selection in trio groups. Pages: 256-261  Students should be applying the skill/strategy as the rest of the selection, and continuing to fill in the graphic organizer (10.3b) Discussion of main  Whole group – discuss the story selection and target the skill/strategy selection  Ask questions to check student’s understanding of the story</p><p>Language Arts Unit: 2 Lesson: 10, Jose! Born to Dance Comprehension Skills: Author’s Purpose & Evaluate/Analyze Day 3 (whole group): Weekly Skills</p><p>Spelling (more vowel  Review Spelling Words with Spelling City Worksheet + /r/)</p><p> Teach Pronoun-Antecedent Aggreement (Projectable 10.8) Grammar  Use TE 266-267 (Pronouns)  Practice and Apply PB 105</p><p>Vocabulary  Review the skill TE 260-261 (Analogies)  Use Worksheet</p><p>Language Arts Unit: 2 Lesson: 10, Jose! Born to Dance Comprehension Skills: Author’s Purpose & Evaluate/Analyze Day 4 (whole group): Before Reading</p><p> Vocabulary in Context, TE 306-307, and Student book pgs. 246-247 Review Vocabulary  Review the meaning of each word.  Students should complete the Vocabulary “Match It” sheet  Read Pair Selection “Dance to the Beat” Whole Group  TE page 324-327, Student Book 262-265  Students will read these stories independently during leveled reading group time. Leveled Readers  Review author’s purpose. Decide the author’s purpose for writing while reading. Small groups . Struggling Readers: “Isadora Duncan” . On Level: “Jackson Pollock in Action” . Advanced: “Luciano Pavarotti” Independent Work  Complete Spelling City WS  Complete practice book pages 114 and 117 (for students to complete  Complete the analogy worksheet during leveled reading  Students should choose to complete on of the “Your Turn” activities time) from Anthology p. 261</p><p>(Review all spelling, grammar, and vocab skills) Language Arts Unit: 2 Lesson: 10, Jose! Born to Dance Comprehension Skills: Author’s Purpose & Evaluate/Analyze Day 5 (whole group): Review</p><p> Vocabulary in Context, TE 306-307, and Student book pgs. 246-247 Review Vocabulary  Teach and Apply words using the vocabulary cards  Use slates to use Vocab in sentences  Listen to “Jose! Born to Dance” on Audio Whole Group  Complete Open Ended Question  Complete Deepen Comprehension WS  Meet with students to introduce vocabulary, read story and discuss comprehension questions, students will complete graphic organizer Leveled Readers as they read. (in packet)  Skill and strategy should be reviewed and applied throughout leveled reading time. . Struggling Readers: “Isadora Duncan” . On Level: “Jackson Pollock in Action” . Advanced: “Luciano Pavarotti” Small Group  Finish Independent Work from yesterday  Complete My Connection Vocabulary Sheet (Review all spelling,  Sparkle grammar, and vocab skills)  Computer Games</p>