4. (8 -10 min.) Introduce Oral Vocabulary – T.E. Pgs. _ Words: _ ____________.

Slides:

Advertisements

Similar presentations

What does it look like: …at the table?

Advertisements

Treasures Reading Program Laura Thompson Regional Consultant

The Daily 5 in Kindergarten

Parent Information Seminar. MTA/ Alphabet Phonics Multisensory Process-Oriented Systematic, Sequential & Cumulative Meaning-Based Instructional Approaches.

South Harrison Community School Corporation “Upper Blocks” For Grades 4-6.

What does it look like: …at the table?

Guided Reading What does it look like: …at the table? Mia Johnson, Lora Drum.

Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.

Understanding the Common Core Shifts and the K-2 New York Language Arts Program by Core Knowledge ® Revised by: Colleen Ferrone Staff.

LITERACY IN PRIMARY/JUNIOR DIANE NEWMAN PROFESSIONAL DEVELOPMENT OECTA.

The Astronaut and the Onion by Ann Cameron

Ranita, The Frog Princess by Carmen Agra Deedy

Five Essential Components in Reading Bingo. Directions For each of the five essential components the following elements will be presented: definition,

K-3 ELA Common Core State Standards Job Alike #3 – Foundational Skills 3:00 – 4:30 & 3:45 – 5:15 Grades K - 3.

Guided Reading Keys to Effective Independent work and Small Group Instruction Mary Lillestol

Instructional Leadership

Alabama State Department of Education, Special Education Services.

Building Our 90 Minute Reading Block Westside Elementary Maria Randle, Reading Coach

Overview Training Cohort B June 23, 2005 Open Court Rhonda Wolter Bethel School District Reading Coordinator.

Zip Zoom English This 3 level print and technology program for K-3 English-language learners is proven to develop and build: Oral language and vocabulary.

Introduction to Reading Eggs. Created by Blake Publishing, Australia Reading Eggs is a web-based learn-to-read program. Through engagement and motivation,

Summer Reading Camp Sopris Learning

Presented by Jen Rolie K-12 Literacy TOSA.  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension.

MAKING MEANING. Then and Now  Teacher is modeling a specific comprehension strategy and reading the story aloud  Students are actively engaged – responding.

The Daily 5 in Kindergarten A Guide For Parents. What is the Daily 5? A way of structuring reading instruction so that every student is engaged in meaningful.

4th & 5th Grade Coffee January 27, Levels are determined by benchmarking, MAP testing, anecdotal notes and MCAS. Assessment informs instruction.

Kid Reporters at Work - Time for Kids

PTO Presentation on Harcourt Reading Series Erin Monn Literacy Coach.

Guided Reading Presented by Diane Pillari 4th Grade Teacher And

Reading Fluency Chapter 5.

Phonics, Spelling & Vocabulary.

Reading in Year 1 Supporting Reading and Assessment.

Dear Mrs. LaRue by Mark Teague

4. (10-15 min.) Introduce Vocabulary – T.E. Pgs. _____________ Read the word alone, then whole class reads the word Read aloud, “What Does It Mean?” (Back.

Planning Literacy Instruction EDC424 Dr. Julie Coiro.

The Adventures of Ali Baba Bernstein by Johanna Hurwitz

SECOND TRIMESTER ASSESSMENTS AND HOW YOU CAN HELP AT HOME Ideas to use at home to build literacy and math skills.

Literacy Framework Spring Valley. Reader’s Workshop  Segment 1: Direct Instruction (15 – 20 minutes)  Teacher  Conducts interactive read aloud with.

SettingLiteracy ComponentTime Whole Group Area Interactive Read-Aloud/ Shared Reading 15 Minutes Small Group & Individual Work Small Group Teacher Table.

First Grade Reading Workshop

The Daily 5 A Guide For Parents.

Orton- Gillingham RTI Intervention By: Breanna Wisnor.

Tuesday, October 23, Why Treasures?  Built on a solid foundation of research  Best practices, tools, and strategies  Explicit instruction and.

Reading WonderWorks Intervention K-1 st Grade Tier 2 Intervention.

Workshop Structure For Readers’ and Writers’ Workshop.

Four Blocks Literacy Framework  What is the Four Blocks program?  How does it work?  How do Big Blocks/Four Blocks compare?  Assessment  Why did we.

1 VARIATIONS IN AMOUNT OF INDEPENDENT READING (Books, Magazines, Newspapers) Minutes/DayWords/YearPercentile Rank nd ,00010 th ,00030.

Diagnosing/Treating with CORE: Assessing Reading: Multiple Measures and AIMSweb Reports COMPASS/i3 team.

Welcome to Literacy Night!

The Daily 5 Our Reading Class Structure: Children choose one of the 5 activities to practice reading skills while the teacher works with individuals or.

A Parent’s Guide to Balanced Literacy. Balanced Literacy is a framework designed to help all students learn to read and write effectively.

SRA CORRECTIVE READING DECODING

Guided Reading. The Reading Diet Children working individually, in groups or as a whole class to use and apply their reading skills to complete a range.

4. ( min.) Introduce Vocabulary – T.E. Pgs. _____________ Read the word alone, then whole class reads the word Read aloud, “What Does It Mean?” (Back.

1 Tour Guides D. Barton, S. Kravet, W. Oliver and C. Smart Chapter 9 Journey Through A First Grade Differentiation Plan “Mr. Hartline’s Difficult Assignment”

The Big 5 Components of Reading. Phonemic Awareness  This involves recognizing and using individual sounds to create words.  Children need to be taught.

TCH 264: Reader’s Workshop, Story Structure and Point of View March 3, 2014.

Welcome Back! Assignments Daily 5 Journeys Fremont Public Schools

 Raise hands  A little about myself… *Credentials *Family *Why do I choose to teach reading all day, every day?

The Daily 5 Fostering Literacy Independence In The Elementary Grades.

Portfolio By: Fatima Henriquez. Balanced Literacy  Identify and explain the components of a balanced literacy program. Balanced Literacy is a framework.

Parent University # 2 Grades K-5 Reading and Language Arts

Kindergarten Balanced Literacy

The 5 basics of reading By Lauren Valentine.

Gr. 3-5 Reading Workshop minutes

The Daily 5 in Kindergarten

Gr. 3-5 Reading Workshop minutes

Gr. 3-5 Reading Workshop minutes

Meet Me at The Table Guided Reading K-2.

Presentation transcript:

4. (8 -10 min.) Introduce Oral Vocabulary – T.E. Pgs. _____________ Words: _________________________________________ ________________________________________ 5. (6-10 min.) Phonemic Awareness /Phonics Activity – T.E. Pgs. _____________ Skill Addressed: ___________________________________________________ 6. (3 min.) Letter Name Review Letters Addressed: __________________________________________________________ 7. (1 min.) Return to today’s essential question. Have students answer the question based upon today’s information. 1.(1 min.) Post the essential question. Introduce/discuss Essential Question: ___________________________________________________________________ 2.(3 min.) Opening Routines – T.E. Pg. ______ Daily Phonemic Awareness Practice Introduce High-Frequency Words using the Introduce Words to Know (End of Day 1) – T.E. _____ _____________________________ ______________________________ _____________________________ 3. (5-8 min.) Teacher Read-Aloud Book & Listening Comprehension – T.E. Pg. ______ Story: __________________________________________________________ Skill addressed through read aloud: _______________________________________ Lesson ______ - Day 1 WHOLE GROUP Gr. K Journeys – Guide for Planning Instruction (Kindergarten)

1.(1 min.) Refer back to Day 1’s Essential Question that is posted in the room. 2.(3 min.) Opening Routines – T.E. Pg. ______ Daily Phonemic Awareness Practice Daily High-Frequency Words Practice: 1.Say the word 2.Spell (clap/snap) the word 3.Say the word 4.Write the word 5.Check the word 3.(3-5 min.) Phonemic Awareness /Phonics Activity – T.E. Pgs. _____________ 4.( minutes) Teach the acquisition lesson plan for this week’s focus skill. 5.(1 min.) Return to today’s essential question. Have students answer the question based upon today’s information. Lesson ______ - Day 2 WHOLE GROUP 1.(1 min.) Refer back to Day 1’s Essential Question that is posted in the room. 2.(3 min.) Opening Routines – T.E. Pg. ______ Daily Phonemic Awareness Practice Daily High-Frequency Words Practice: 1.Say the word 2.Spell (clap/snap) the word 3.Say the word 4.Write the word 5.Check the word 3.(5 - 8 min.) Phonemic Awareness /Phonics Activity – T.E. Pgs. _____________ 4.(3-5 min.) Letter Name Review Letters Addressed: _______ _________________________________________ 5.(10-15 minutes) Read the Big Book (From Day 2) & Develop Comprehension – T.E. Pg. _______ Main Selection Story: __________________________________________________________ Comprehension Skill: ___________________________________________________ 7. (3-5 min.) Complete the Retelling Activity – T.E. Pg. ____ 8. (1 min.) Return to today’s essential question. Have students answer the question based upon today’s information. Lesson ______ - Day 3 WHOLE GROUP Gr. K

1.(1 min.) Refer back to Day 1’s Essential Question that is posted in the room. 2.(3 min.) Opening Routines – T.E. Pg. ______ Daily Phonemic Awareness Practice Daily High-Frequency Words Practice: 1.Say the word 2.Spell (clap/snap) the word 3.Say the word 4.Write the word 5.Check the word 3.(3-5 min.) Letter Name Review Letters Addressed: _______ _________________________________________ 4.(8 -10 min.) Introduce & Practice the Vocabulary Strategy – T.E. Pg. ________________________ Vocabulary Strategy: ____________________________________________ 5.(10-15 min.) Introduce/Read Aloud the Connect Selection – T.E. Pgs. ________________ Story: __________________________________________________________ Help Students to Make Connections (Text to Self, Text to Text, and Text to World) 6. (1 min.) Return to today’s essential question. Have students answer the question based upon today’s information. Lesson ______ - Day 4 WHOLE GROUP 1.(1 min.) Refer back to Day 1’s Essential Question that is posted in the room. 2.(5 min.) Opening Routines – T.E. Pg. ______ Daily Phonemic Awareness Practice Daily High-Frequency Words Practice: 1.Say the word 2.Spell (clap/snap) the word 3.Say the word 4.Write the word 5.Check the word 3.(3-5 min.) Read the Decodable Reader (From Day 4) 4.(3 -5 min.) Complete “Connect & Extend” Activity – T.E. Pgs. _____________ 5.( min.) Weekly Skills Assessment? – T.E. Pg. ______ Skill (s) Addressed: ___________________________________________________ 6. (1 min.) Return to today’s essential question. Have students answer the question based upon today’s information. Lesson ______ - Day 5 WHOLE GROUP Gr. K