Monday February 17 th Lesson 22, Day 1 Thursday April 16th Lesson 28, Day 3

Objective: To listen and respond appropriately to oral communication. Question of the Day: Do you enjoy drawing? Why? When I give you the signal, turn and talk with your partner using the stem below. I _________ to draw because ___________.

Objective: To recite a poem. Read Aloud Read Aloud Poodle Doodles Draw, draw, Doodle, doodle, I can make A curly poodle. Draw, draw, Scribble, scribble, Now I’ll make A bone to nibble!

Word Wall able almost blue great poured took traveled color together clear Objective - To read high frequency words.

Review Words became become dear remember because tired tried right loudly talk listen

Objective: To delete ending phonemes from words.

Word Blending Objective: To use /ou/ ow, ou and other known letter-sounds to decode words. par hur sc t t urrie y part hurry hurries s scurry

/ir/ /ur/ /er/ Review thirst shirt hurt bird fern turn churn purple burn Objective: To build and blend words with /ir/, /ur/, /er/ and other known letter sounds.

/ar/ /or/ Review market barn part hard cart port pork born store Objective: To build and blend words with /ar/, /or/, and other known letter sounds.

Objective: To words with /e/ y, ie. To use r- controlled vowels. Long Vowel /e/y, ie Fern hurried to the market. Fern was thirsty. First, she got water. Then Fern was hungry. The nut bar she liked best cost thirty cents. Fern had one dime. Then she found some more money. Fern had plenty to buy the bar. You read the words in red.

Spelling Words Objective: To use common vowel spelling patterns to read words. 1. funny 2. happy 3. story 4. stories 5. hurry 6. hurried 7. how 8. out 9. baby 10. done

able almost blue great poured took traveled Objective: To read high-frequency words.

Objective: To use story details as a tool for comprehension. Story Details- Comprehension Remember that details tell little bits of information about a story or selection. When finding out details in the story ask the questions who, what, where, and when. “New Cat” Who: What: Where: When:

Small Groups Let’s Read “Crayons” When called go to your first rotation! Group 2 Group 1 Group 3 Objective: To listen to teacher read aloud and answer questions for comprehension.

Objective: To develop robust vocabulary by discussing ideas and situations. Robust Vocabulary anticipate numerous vibrant

When you anticipate a party, you look forward to it. anticipate The players anticipate the ball going in the goal.

I anticipate summer vacation every year. In one voice answer, would you be more likely to anticipate a birthday party or making your bed? Turn and talk with your partner about something that you anticipate. *I anticipate __________________. Objective: To develop robust vocabulary by discussing ideas and situations.

numerous If you have numerous toys, you have many toys. They had numerous toys collected to give away to a needy family.

Objective: To develop robust vocabulary by discussing ideas and situations. I carry numerous things to school. Answer in one voice, would you be more likely to have numerous toys in your school backpack or numerous books? Show how you would share numerous cookies with the class.

If your shirt is vibrant, it has bright or bold colors. vibrant The flowers are vibrant colors.

Objective: To develop robust vocabulary by discussing ideas and situations. I love wearing vibrant colors. Answer in one voice, would I be more likely to wear a yellow shirt or a gray shirt? Turn and talk with your partner about something in our classroom that is very vibrant. Something vibrant in our classroom is _________.

Objective: To identify and use verbs that tell about the past. To distinguish between present tense and past tense verbs. Our Day at the Crayon Factory Our class went to a crayon factory. we look for a man named mr. masters. he showed us around. we watch the workers pour wax into molds. They all worked together. We walks all over the factory. The crayons were packed into boxes at the end. The workers handed us each a box of crayons? Grammar- Verbs that tell about the past Let’s fix the mistakes:

Objective: To identify and use sequence words in how-to directions. To write directions clearly.

Example: How to Care for Markers This is how you care for markers. First, when you take the cap off, put it on the end of the marker. Next, don’t press too hard as you draw. You don’t want to crush the tip. Finally, when you put the cap back on, press until you hear a click. Objective: To identify and use sequence words in how-to directions. To write directions clearly.

How to make a sandcastle: First,___________________. Next,___________________. Finally,__________________. Objective: To identify and use sequence words in how-to directions. To write directions clearly.