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R 3-Week Intensive Plan for FBB Students 

 
 
Week 1, 2/5  Monday  Tuesday  Wednesday  Thursday  Friday 

DNA  Bottomlines  RWBAT to point to  N/A  RWBAT to point to  N/A  RWBAT to point to 
STEP  each word as they  each word as they  each word as they 
#pre-1  read aloud   read aloud   read aloud  
Group  RWBAT to repeat a  RWBAT to repeat a  RWBAT to repeat a 
Purple,  pattern of two  pattern of two  pattern of two 
Blue  repeating words in a  repeating words in a  repeating words in a 
sentence  sentence  sentence 

Texts  I Can  N/A  My Dog  N/A  I Love Pirates 

Outcomes  ● Review LNS  N/A  ● Review LNS  N/A  ● Review LNS 


● Review HFW in  ● Review HFW in  ● Review HFW in 
text  text  text 
● Point to each  ● Point to each  ● Point to each 
word as  word as  word as 
student follows  student follows  student follows 
patterns and  patterns and  patterns and 
read  read  read 
independently  independently  independently 

Focus  JHU:  N/A  JHU:   N/A  JHU:  


Students  DU:   DU:   DU:  
 
Week 2, 2/12  Monday  Tuesday  Wednesday  Thursday  Friday 

STEP  Bottomlines  RWBAT to point to  N/A  RWBAT to point to  N/A  RWBAT to point to 
#pre-1  each word as they  each word as they  each word as they 
Group  read aloud   read aloud   read aloud  
Purple,  RWBAT look at the  RWBAT look at the  RWBAT look at the 
Blue  first letter in a word  first letter in a word  first letter in a word 
and use it to solve an  and use it to solve an  and use it to solve an 
unknown word  unknown word  unknown word 

Texts  In and Out  N/A  My Little Brother  N/A  My Room 

Outcomes  ● Review LNS  N/A  ● Review LNS  N/A  ● Review LNS 


● Review HFW in  ● Review HFW in  ● Review HFW in 
text  text  text 
● 1:1  ● 1:1  ● 1:1 
correspondanc correspondanc correspondanc
e  e  e 
● Word v Letters  ● Word v Letters  ● Word v Letters 
● First Letter  ● First Letter  ● First Letter 
sound ID  sound ID  sound ID 
● Repeating  ● Repeating  ● Repeating 
pattern  pattern  pattern 

Focus  JHU:  N/A  JHU:   N/A  JHU:  


Students  DU:  DU:   DU:  
 
Week 3, 2/19  Monday  Tuesday  Wednesday  Thursday  Friday 

STEP  Bottomlines  RWBAT to point to  N/A  RWBAT to point to  N/A  RWBAT to point to 
#pre-1  each word as they  each word as they  each word as they 
Group  read aloud   read aloud   read aloud  
Purple,  RWBAT recognize and  RWBAT recognize and  RWBAT recognize and 
Blue  read a pattern of two  read a pattern of two  read a pattern of two 
repeating sentences  repeating sentences  repeating sentences 
with one unknown  with one unknown  with one unknown 
word in a text  word in a text  word in a text 

Texts  Animals Can Move  N/A  What Has These  N/A  Birthday Shopping 
Spots? 

Outcomes  ● Review LNS  N/A  ● Review LNS  N/A  ● Review LNS 


● Review HFW in  ● Review HFW in  ● Review HFW in 
text  text  text 
● 1:1  ● 1:1  ● 1:1 
correspondanc correspondanc correspondanc
e  e  e 
● Word v Letters  ● Word v Letters  ● Word v Letters 
● First Letter  ● First Letter  ● First Letter 
sound ID  sound ID  sound ID 
● Repeating  ● Repeating  ● Repeating 
multi sentence  multi sentence  multi sentence 
pattern  pattern  pattern 

Focus  JHU:   N/A  JHU:   N/A  JHU:  


Students  DU:   DU:  DU:  
 
 
Red
JHU DU
STEP Level:
include group name Red 3-4 Red 3-4
4
4 4
Students: 4 3
include student names and 3 3
STEP level
Adjust the below based on STEP
Holdbacks
level
Reading Rate- WPM
Comprehension- Inferencing
Comprehension- Factual and Inferential
Spelling-blends and digraphs
Fluency- slow problem solving, or guessing words without sounding out
Fluency- slow problem solving and comp
Comprehension- Inferential
Reading Rate- WPM
Comprehension- Inferencing
Reading Rate-WPM
Fluency-skipping over words or making words up based off of first letter sound
Reading Rate-WPM
Word Solving Comprehension
Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
inflectional endings: sl, cl, tr, st, dr, gr Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
Objective 1 RWBAT to chunk end sounds together Objective 2 RWBAT to use their own words to retell a story using sequence words
Objective 2 RWBAT to fluently blend end chunks onto words Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 3 RWBAT to chunk words together in their heads then Objective 4 RWBAT retell using text and picture clues page by page in their own words
read out loud.

Enduring Skills/Understandings: Students will increase fluency (T will chart student response and use different colors for sequence words, for each group)
and accuracy by blending/chunking words and end sounds.
Enduring Skills/Understandings: Students will know their sequence words in order to
Prompts: -Read through the word retell a story and suport their comprehension not only in GR but also during RC. Students
- It could be _____, but look at _____. will be making text to illustration connections that also supports Unit 1 RC.
- Check the beginning and end sounds.
- How does that word start? Now add the end sound. Prompts: - What are sequence words?
- Read it again. - What sequence words do we use in the beginning?
week 24 - Would that make sense? - What sequenvce words do we use in the middle?
What growth - What sequnce words do we use at the end?
students should - What happened before/after (event)?
see: - Use your own words.
week 25 Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Fact: Recall factual information and find it in the text
What growth students should inflectional endings: -ing, -ed, -s,-nd, -nt,-st Objective 1 RWBAT describe factual information from the text by looking at the page
see: Objective 1 RWBAT to chunk end sounds together Objective 2 RWBAT recall and find factual information in the text with prompting
Objective 2 RWBAT to fluently blend end chunks onto words Objective 3 RWBAT retell story using factual information and text evidence
Objective 3 RWBAT to chunk words together in their heads then
read out loud. Enduring Skills/Understandings: Students will recall prior information in a text and make
connections to the text. Students will go back into the text to find evidence to support
Enduring Skills/Understandings: Students will increase fluency their understanding of the text.
and accuracy by blending/chunking words and end sounds.
Prompts: - Ask students to talk about the story's plot and character while referring to
Prompts: -Read through the word specific parts of the text,
- It could be _____, but look at _____. - What happened when.....?
- Check the beginning and end sounds. - Turn to the page that told us about......
- How does that word start? Now add the end sound. - What in the the story makes your say that?
- Read it again. - How do you know?
- Would that make sense? - Use text evidence.

week 26 Bottom Line: Self-Correct: Begin to check one source of Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth students should information against another to confirm, make another attempt, or inferential and critical thinking questions, with some support.
see: self-correct Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
Objective 1 RWBAT hear when a word/sentence does not make about an idea are valid
sense in a story Objective 1 RWBAT use schema and text evidence to make an inference
Objective 2 RWBAT use context clues to self-correct or make Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
another attempt text
Objective 3 RWBAT give peer feedback when they hear a peer Objective 3 RWBAT use critical thinking to understand and interpret a text
use a wrong word or something does not make sense
Enduring Skills/Understandings: Students will recall prior information in a text and make
Enduring Skills/Understandings: Students will be able to hear connections to the text using their schema. Students will go back into the text to find
when a story or sentence does not make sense and go back to re evidence to support their understanding of the text and draw on their own life
read to make sense and auto correct to enjoy and comprehend a experiences.
story
Prompts: -Can you explain why you think that?
Prompts: -Do you remember reading that before? -What in the story gives you this idea?
-Does that make sense? -Give me at least two pieces of evidence that tell why (character) did (character action).
-Does that match what is happening in the story? -Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?
week 27 Bottom Line: Self-Correct: Begin to check one source of Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth students should information against another to confirm, make another attempt, or inferential and critical thinking questions, with some support.
see: self-correct Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
Objective 1 RWBAT hear when a word/sentence does not make about an idea are valid
sense in a story Objective 1 RWBAT use schema and text evidence to make an inference
Objective 2 RWBAT use context clues to self-correct or make Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
another attempt text
Objective 3 RWBAT give peer feedback when they hear a peer Objective 3 RWBAT use critical thinking to understand and interpret a text
use a wrong word or something does not make sense
Enduring Skills/Understandings: Students will recall prior information in a text and make
Enduring Skills/Understandings: Students will be able to hear connections to the text using their schema. Students will go back into the text to find
when a story or sentence does not make sense and go back to re evidence to support their understanding of the text and draw on their own life
read to make sense and auto correct to enjoy and comprehend a experiences.
story
Prompts: -Can you explain why you think that?
Prompts: -Do you remember reading that before? -What in the story gives you this idea?
-Does that make sense? -Give me at least two pieces of evidence that tell why (character) did (character action).
-Does that match what is happening in the story? -Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?

week 28 Bottom Line: Phase Read: Move awat form finger pointing and Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth students should word-by-word reading; read with 2-3 word phrasing inferential and critical thinking questions, with some support.
see: Objective 1 RWBAT scoop with eyes to read phrases at a time Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
Objective 2 RWBAT read phrases with expression about an idea are valid
Objective 3 RWBAT read phrases fluently, without sounding Objective 1 RWBAT use schema and text evidence to make an inference
"choppy" Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
text
Enduring Skills/Understandings: Students will be able to increase Objective 3 RWBAT use critical thinking to understand and interpret a text
their fluency by reading using phrases instead of word-by-word,
this will increase a joy for reading and increase comprehension. Enduring Skills/Understandings: Students will recall prior information in a text and make
connections to the text using their schema. Students will go back into the text to find
Prompts: -Put the words together so it sounds like you're talking evidence to support their understanding of the text and draw on their own life
-Can you read it with your eyes? experiences.

Prompts: -Can you explain why you think that?


-What in the story gives you this idea?
-Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?
week 29 Bottom Line: Phase Read: Move awat form finger pointing and Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth students should word-by-word reading; read with 2-3 word phrasing inferential and critical thinking questions, with some support.
see: Objective 1 RWBAT scoop with eyes to read phrases at a time Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
Objective 2 RWBAT read phrases with expression about an idea are valid
Objective 3 RWBAT read phrases fluently, without sounding Objective 1 RWBAT use schema and text evidence to make an inference
"choppy" Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
text
Enduring Skills/Understandings: Students will be able to increase Objective 3 RWBAT use critical thinking to understand and interpret a text
their fluency by reading using phrases instead of word-by-word,
this will increase a joy for reading and increase comprehension. Enduring Skills/Understandings: Students will recall prior information in a text and make
connections to the text using their schema. Students will go back into the text to find
Prompts: -Put the words together so it sounds like you're talking evidence to support their understanding of the text and draw on their own life
-Can you read it with your eyes? experiences.

Prompts: -Can you explain why you think that?


-What in the story gives you this idea?
-Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?
Orange
JHU DU
STEP Level:
include group
name Orange 2-3 Orange 3
Students:
include
3 I3
student names
3 3
and STEP 3 3
level 2 3
Adjust the
below based Holdbacks
on STEP level
Reading Rate- WPM
Fluency, not sounding words out
Stopping at unknown words
Reading Rate- WPM
Fluency, not sounding words out
Stopping at unknown words
Reading Rate- WPM
Fluency, not sounding words out
Stopping at unknown words
Segmentation- 4 sound words
Reading accuracy- not sounding out words, over rely on first sound

Reading Rate- WPM


Fluency, not sounding words out
Stopping at unknown words
Spelling
Reading Rate
Comprehension- All
Reading Rate
Comprehension-assuming answer, not using text evidence
Reading Rate
Spelling Initial and final blends/digraphs
Word Solving Comprehension
Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
letter names and most letter sounds. Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
Objective Daily RWBAT use sound by sound, flip the vowel, chunky Objective 2 RWBAT to use their own words to retell a story using sequence words
monkey, or words within a word to solve an unknown word Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 4 RWBAT retell using text and picture clues page by page in their own words
Enduring Skills/Understandings: Students will be able to use
multiple strategies to solve an unknown word without giving up,
studens will be able to use high effort to show persistence in their (T will chart student response and use different colors for sequence words, for each group)
reading.
Enduring Skills/Understandings: Students will know their sequence words in order to
Prompts: - What's the first sound? retell a story and suport their comprehension not only in GR but also during RC. Students
-What in the picture matches that sound? will be making text to illustration connections that also supports Unit 1 RC.
-What strategy can you use to sovle this word?
-flip the vowel Prompts: - What are sequence words?
-chunk it - What sequence words do we use in the beginning?
week 24 -what word do you see in this word? - What sequenvce words do we use in the middle?
What growth - What sequnce words do we use at the end?
students should - What happened before/after (event)?
see: - Use your own words.
week 25 Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
What growth letter names and most letter sounds. Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
students Objective Daily RWBAT use sound by sound, flip the vowel, chunky Objective 2 RWBAT to use their own words to retell a story using sequence words
should see: monkey, or words within a word to solve an unknown word Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 4 RWBAT retell using text and picture clues page by page in their own words
Enduring Skills/Understandings: Students will be able to use
multiple strategies to solve an unknown word without giving up,
studens will be able to use high effort to show persistence in their (T will chart student response and use different colors for sequence words, for each group)
reading.
Enduring Skills/Understandings: Students will know their sequence words in order to
Prompts: - What's the first sound? retell a story and suport their comprehension not only in GR but also during RC. Students
-What in the picture matches that sound? will be making text to illustration connections that also supports Unit 1 RC.
-What strategy can you use to sovle this word?
-flip the vowel Prompts: - What are sequence words?
-chunk it - What sequence words do we use in the beginning?
-what word do you see in this word? - What sequenvce words do we use in the middle?
- What sequnce words do we use at the end?
- What happened before/after (event)?
- Use your own words.
week 26 Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth inflectional endings: sl, cl, tr, st, dr, gr inferential and critical thinking questions, with some support.
students Objective 1 RWBAT to chunk end sounds together Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
should see: Objective 2 RWBAT to fluently blend end chunks onto words about an idea are valid
Objective 3 RWBAT to chunk words together in their heads then Objective 1 RWBAT use schema and text evidence to make an inference
read out loud. Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
text
Enduring Skills/Understandings: Students will increase fluency Objective 3 RWBAT use critical thinking to understand and interpret a text
and accuracy by blending/chunking words and end sounds.
Enduring Skills/Understandings: Students will recall prior information in a text and make
Prompts: -Read through the word connections to the text using their schema. Students will go back into the text to find
- It could be _____, but look at _____. evidence to support their understanding of the text and draw on their own life
- Check the beginning and end sounds. experiences.
- How does that word start? Now add the end sound.
- Read it again. Prompts: -Can you explain why you think that?
- Would that make sense? -What in the story gives you this idea?
-Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?

week 27 Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth inflectional endings: -ing, -ed, -s,-nd, -nt,-st inferential and critical thinking questions, with some support.
students Objective 1 RWBAT to chunk end sounds together Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
should see: Objective 2 RWBAT to fluently blend end chunks onto words about an idea are valid
Objective 3 RWBAT to chunk words together in their heads then Objective 1 RWBAT use schema and text evidence to make an inference
read out loud. Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
text
Enduring Skills/Understandings: Students will increase fluency Objective 3 RWBAT use critical thinking to understand and interpret a text
and accuracy by blending/chunking words and end sounds.
Enduring Skills/Understandings: Students will recall prior information in a text and make
Prompts: -Read through the word connections to the text using their schema. Students will go back into the text to find
- It could be _____, but look at _____. evidence to support their understanding of the text and draw on their own life
- Check the beginning and end sounds. experiences.
- How does that word start? Now add the end sound.
- Read it again. Prompts: -Can you explain why you think that?
- Would that make sense? -What in the story gives you this idea?
-Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?
week 28 Bottom Line: Self-Correct: Begin to check one source of Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth information against another to confirm, make another attempt, or inferential and critical thinking questions, with some support.
students self-correct Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
should see: Objective 1 RWBAT hear when a word/sentence does not make about an idea are valid
sense in a story Objective 1 RWBAT use schema and text evidence to make an inference
Objective 2 RWBAT use context clues to self-correct or make Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
another attempt text
Objective 3 RWBAT give peer feedback when they hear a peer Objective 3 RWBAT use critical thinking to understand and interpret a text
use a wrong word or something does not make sense
Enduring Skills/Understandings: Students will recall prior information in a text and make
Enduring Skills/Understandings: Students will be able to hear when connections to the text using their schema. Students will go back into the text to find
a story or sentence does not make sense and go back to re read evidence to support their understanding of the text and draw on their own life
to make sense and auto correct to enjoy and comprehend a story experiences.

Prompts: -Do you remember reading that before? Prompts: -Can you explain why you think that?
-Does that make sense? -What in the story gives you this idea?
-Does that match what is happening in the story? -Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?

week 29 Bottom Line: Self-Correct: Begin to check one source of Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth information against another to confirm, make another attempt, or inferential and critical thinking questions, with some support.
students self-correct Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
should see: Objective 1 RWBAT hear when a word/sentence does not make about an idea are valid
sense in a story Objective 1 RWBAT use schema and text evidence to make an inference
Objective 2 RWBAT use context clues to self-correct or make Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
another attempt text
Objective 3 RWBAT give peer feedback when they hear a peer Objective 3 RWBAT use critical thinking to understand and interpret a text
use a wrong word or something does not make sense
Enduring Skills/Understandings: Students will recall prior information in a text and make
Enduring Skills/Understandings: Students will be able to hear when connections to the text using their schema. Students will go back into the text to find
a story or sentence does not make sense and go back to re read evidence to support their understanding of the text and draw on their own life
to make sense and auto correct to enjoy and comprehend a story experiences.

Prompts: -Do you remember reading that before? Prompts: -Can you explain why you think that?
-Does that make sense? -What in the story gives you this idea?
-Does that match what is happening in the story? -Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?
Yellow
JHU DU
STEP Level:
include group
name Yellow 1-2 Yellow 2
Students:
include
2 2
student names
2 2
and STEP 2 2
level 1 2
Adjust the
below based Holdbacks
on STEP level
Segmentation
Reading Accuracy- not reading the words, staying silent

Reading Accuracy-blends and ends


Segementation
Reading Accuracy- Blends and ends (reading over words, not taking time to sound out)
Comprehension- Inferential and Factual
Comprehension- Inferential and Critical Thinking
Reading Accuracy-Over relying on illustrations, not using sounds and vowel blends
Reading Accuracy- long/short vowels differentiation, blends and ends
Reading Accuracy- long vowels, digraphs
Bottom Line: Middle Vowels: Attending to middle vowel sounds Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
Objective 1 RWBAT to identify vowels as A,E,I,O,U Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
Objective 2 RWBAT to "flip the vowel" to identify short and long Objective 2 RWBAT to use their own words to retell a story using sequence words
vowel sounds Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 3 RWBAT to write the apporpriate vowel in words with Objective 4 RWBAT retell using text and picture clues page by page in their own words
blends and chunks

Enduring Skills/Understandings: Students will be able to use (T will chart student response and use different colors for sequence words, for each group)
vowels in their spelling to make sure readers can read their writing.
Students will be able to sound out complex words by Enduring Skills/Understandings: Students will know their sequence words in order to
understanding and practicing vowels having multiple sounds. retell a story and suport their comprehension not only in GR but also during RC. Students
will be making text to illustration connections that also supports Unit 1 RC.
Prompts: -What letter is that?
-Is it a vowel or a consonant? Prompts: - What are sequence words?
-What sound does it make? - What sequence words do we use in the beginning?
week 24 - Flip the vowel. - What sequenvce words do we use in the middle?
What growth - What sequnce words do we use at the end?
students should - What happened before/after (event)?
see: - Use your own words.
week 25 Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
What growth inflectional endings: sl, cl, tr, st, dr, gr Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
students Objective 1 RWBAT to chunk end sounds together Objective 2 RWBAT to use their own words to retell a story using sequence words
should see: Objective 2 RWBAT to fluently blend end chunks onto words Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 3 RWBAT to chunk words together in their heads then Objective 4 RWBAT retell using text and picture clues page by page in their own words
read out loud.

Enduring Skills/Understandings: Students will increase fluency and (T will chart student response and use different colors for sequence words, for each group)
accuracy by blending/chunking words and end sounds.
Enduring Skills/Understandings: Students will know their sequence words in order to
Prompts: -Read through the word retell a story and suport their comprehension not only in GR but also during RC. Students
- It could be _____, but look at _____. will be making text to illustration connections that also supports Unit 1 RC.
- Check the beginning and end sounds.
- How does that word start? Now add the end sound. Prompts: - What are sequence words?
- Read it again. - What sequence words do we use in the beginning?
- Would that make sense? - What sequenvce words do we use in the middle?
- What sequnce words do we use at the end?
- What happened before/after (event)?
- Use your own words.
week 26 Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Fact: Recall factual information and find it in the text
What growth inflectional endings: -ing, -ed, -s,-nd, -nt,-st Objective 1 RWBAT describe factual information from the text by looking at the page
students Objective 1 RWBAT to chunk end sounds together Objective 2 RWBAT recall and find factual information in the text with prompting
should see: Objective 2 RWBAT to fluently blend end chunks onto words Objective 3 RWBAT retell story using factual information and text evidence
Objective 3 RWBAT to chunk words together in their heads then
read out loud. Enduring Skills/Understandings: Students will recall prior information in a text and make
connections to the text. Students will go back into the text to find evidence to support
Enduring Skills/Understandings: Students will increase fluency and their understanding of the text.
accuracy by blending/chunking words and end sounds.
Prompts: - Ask students to talk about the story's plot and character while referring to
Prompts: -Read through the word specific parts of the text,
- It could be _____, but look at _____. - What happened when.....?
- Check the beginning and end sounds. - Turn to the page that told us about......
- How does that word start? Now add the end sound. - What in the the story makes your say that?
- Read it again. - How do you know?
- Would that make sense? - Use text evidence.
week 27 Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Fact: Recall factual information and find it in the text
What growth letter names and most letter sounds. Objective 1 RWBAT describe factual information from the text by looking at the page
students Objective Daily RWBAT use sound by sound, flip the vowel, chunky Objective 2 RWBAT recall and find factual information in the text with prompting
should see: monkey, or words within a word to solve an unknown word Objective 3 RWBAT retell story using factual information and text evidence

Enduring Skills/Understandings: Students will be able to use Enduring Skills/Understandings: Students will recall prior information in a text and make
multiple strategies to solve an unknown word without giving up, connections to the text. Students will go back into the text to find evidence to support
studens will be able to use high effort to show persistence in their their understanding of the text.
reading.
Prompts: - Ask students to talk about the story's plot and character while referring to
Prompts: - What's the first sound? specific parts of the text,
-What in the picture matches that sound? - What happened when.....?
-What strategy can you use to sovle this word? - Turn to the page that told us about......
-flip the vowel - What in the the story makes your say that?
-chunk it - How do you know?
-what word do you see in this word? - Use text evidence.

week 28 Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth letter names and most letter sounds. inferential and critical thinking questions, with some support.
students Objective Daily RWBAT use sound by sound, flip the vowel, chunky Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
should see: monkey, or words within a word to solve an unknown word about an idea are valid
Objective 1 RWBAT use schema and text evidence to make an inference
Enduring Skills/Understandings: Students will be able to use Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
multiple strategies to solve an unknown word without giving up, text
studens will be able to use high effort to show persistence in their Objective 3 RWBAT use critical thinking to understand and interpret a text
reading.
Enduring Skills/Understandings: Students will recall prior information in a text and make
Prompts: - What's the first sound? connections to the text using their schema. Students will go back into the text to find
-What in the picture matches that sound? evidence to support their understanding of the text and draw on their own life
-What strategy can you use to sovle this word? experiences.
-flip the vowel
-chunk it Prompts: -Can you explain why you think that?
-what word do you see in this word? -What in the story gives you this idea?
-Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?
week 29 Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth letter names and most letter sounds. inferential and critical thinking questions, with some support.
students Objective Daily RWBAT use sound by sound, flip the vowel, chunky Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
should see: monkey, or words within a word to solve an unknown word about an idea are valid
Objective 1 RWBAT use schema and text evidence to make an inference
Enduring Skills/Understandings: Students will be able to use Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
multiple strategies to solve an unknown word without giving up, text
studens will be able to use high effort to show persistence in their Objective 3 RWBAT use critical thinking to understand and interpret a text
reading.
Enduring Skills/Understandings: Students will recall prior information in a text and make
Prompts: - What's the first sound? connections to the text using their schema. Students will go back into the text to find
-What in the picture matches that sound? evidence to support their understanding of the text and draw on their own life
-What strategy can you use to sovle this word? experiences.
-flip the vowel
-chunk it Prompts: -Can you explain why you think that?
-what word do you see in this word? -What in the story gives you this idea?
-Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?
Green
JHU DU
STEP Level:
include group
name Green 1 Green 1
Students:
include
1
student names
1 1
and STEP 1 1
level 1 2
Adjust the
below based Holdbacks
on STEP level
Letter Sounds- u
Second Reading accuracy- over rely on pattern, sight word recognition
Letter Names- G, I, K, N, T, X, y, c, d, g, g,
Letter Sounds- g, i, v
Segmentation- a-i vowel confusion, fl blend
Second reading accuracy- over rely on pattern, sight word recognition
Letter Names- G, I, K, N, T, X, y, c, d, g, g
Letter Sounds- g, i, v
Second reading accuracy- over relying on pattern, SW recognition, over rely on illustration
Second reading accuracy- over rely on pattern, SW recognition
Comprehension- Inferential
Letter Names- C, D, E, G, H, I, P, Q, b, c, e, g, i, u
Letter Sounds- e, g, i, j, p, u, v
Reading Accuracy- using multiple word solving strategies to solve unknown words- start with first letter sound, reference picture, does that make sense?,
sound the rest out, flip the vowel, word within word, chunk it.
Bottom Line: Middle Vowels: Attending to middle vowel sounds Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
Objective 1 RWBAT to identify vowels as A,E,I,O,U Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
Objective 2 RWBAT to "flip the vowel" to identify short and long Objective 2 RWBAT to use their own words to retell a story using sequence words
vowel sounds Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 3 RWBAT to write the apporpriate vowel in words with Objective 4 RWBAT retell using text and picture clues page by page in their own words
blends and chunks

Enduring Skills/Understandings: Students will be able to use (T will chart student response and use different colors for sequence words, for each group)
vowels in their spelling to make sure readers can read their writing.
Students will be able to sound out complex words by Enduring Skills/Understandings: Students will know their sequence words in order to
understanding and practicing vowels having multiple sounds. retell a story and suport their comprehension not only in GR but also during RC. Students
will be making text to illustration connections that also supports Unit 1 RC.
Prompts: -What letter is that?
-Is it a vowel or a consonant? Prompts: - What are sequence words?
-What sound does it make? - What sequence words do we use in the beginning?
week 24 - Flip the vowel. - What sequenvce words do we use in the middle?
What growth - What sequnce words do we use at the end?
students should - What happened before/after (event)?
see: - Use your own words.
week 25 Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
What growth inflectional endings: sl, cl, tr, st, dr, gr Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
students Objective 1 RWBAT to chunk end sounds together Objective 2 RWBAT to use their own words to retell a story using sequence words
should see: Objective 2 RWBAT to fluently blend end chunks onto words Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 3 RWBAT to chunk words together in their heads then Objective 4 RWBAT retell using text and picture clues page by page in their own words
read out loud.

Enduring Skills/Understandings: Students will increase fluency and (T will chart student response and use different colors for sequence words, for each group)
accuracy by blending/chunking words and end sounds.
Enduring Skills/Understandings: Students will know their sequence words in order to
Prompts: -Read through the word retell a story and suport their comprehension not only in GR but also during RC. Students
- It could be _____, but look at _____. will be making text to illustration connections that also supports Unit 1 RC.
- Check the beginning and end sounds.
- How does that word start? Now add the end sound. Prompts: - What are sequence words?
- Read it again. - What sequence words do we use in the beginning?
- Would that make sense? - What sequenvce words do we use in the middle?
- What sequnce words do we use at the end?
- What happened before/after (event)?
- Use your own words.
week 26 Bottom Line: Blends and Ends Attend to initial blends and Bottom Line: Sequence: Retell parts of the story accurately in a proper sequence
What growth inflectional endings: -ing, -ed, -s,-nd, -nt,-st Objective 1 RWBAT know sequence words as first, last, next, then, after, finally
students Objective 1 RWBAT to chunk end sounds together Objective 2 RWBAT to use their own words to retell a story using sequence words
should see: Objective 2 RWBAT to fluently blend end chunks onto words Objective 3 RWBAT retell use picture clues page by page in their own words
Objective 3 RWBAT to chunk words together in their heads then Objective 4 RWBAT retell using text and picture clues page by page in their own words
read out loud.

Enduring Skills/Understandings: Students will increase fluency and (T will chart student response and use different colors for sequence words, for each group)
accuracy by blending/chunking words and end sounds.
Enduring Skills/Understandings: Students will know their sequence words in order to
Prompts: -Read through the word retell a story and suport their comprehension not only in GR but also during RC. Students
- It could be _____, but look at _____. will be making text to illustration connections that also supports Unit 1 RC.
- Check the beginning and end sounds.
- How does that word start? Now add the end sound. Prompts: - What are sequence words?
- Read it again. - What sequence words do we use in the beginning?
- Would that make sense? - What sequenvce words do we use in the middle?
- What sequnce words do we use at the end?
- What happened before/after (event)?
- Use your own words.
week 27 Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Fact: Recall factual information and find it in the text
What growth letter names and most letter sounds. Objective 1 RWBAT describe factual information from the text by looking at the page
students Objective Daily RWBAT use sound by sound, flip the vowel, chunky Objective 2 RWBAT recall and find factual information in the text with prompting
should see: monkey, or words within a word to solve an unknown word Objective 3 RWBAT retell story using factual information and text evidence

Enduring Skills/Understandings: Students will be able to use Enduring Skills/Understandings: Students will recall prior information in a text and make
multiple strategies to solve an unknown word without giving up, connections to the text. Students will go back into the text to find evidence to support
studens will be able to use high effort to show persistence in their their understanding of the text.
reading.
Prompts: - Ask students to talk about the story's plot and character while referring to
Prompts: - What's the first sound? specific parts of the text,
-What in the picture matches that sound? - What happened when.....?
-What strategy can you use to sovle this word? - Turn to the page that told us about......
-flip the vowel - What in the the story makes your say that?
-chunk it - How do you know?
-what word do you see in this word? - Use text evidence.
week 28 Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Fact: Recall factual information and find it in the text
What growth letter names and most letter sounds. Objective 1 RWBAT describe factual information from the text by looking at the page
students Objective Daily RWBAT use sound by sound, flip the vowel, chunky Objective 2 RWBAT recall and find factual information in the text with prompting
should see: monkey, or words within a word to solve an unknown word Objective 3 RWBAT retell story using factual information and text evidence

Enduring Skills/Understandings: Students will be able to use Enduring Skills/Understandings: Students will recall prior information in a text and make
multiple strategies to solve an unknown word without giving up, connections to the text. Students will go back into the text to find evidence to support
studens will be able to use high effort to show persistence in their their understanding of the text.
reading.
Prompts: - Ask students to talk about the story's plot and character while referring to
Prompts: - What's the first sound? specific parts of the text,
-What in the picture matches that sound? - What happened when.....?
-What strategy can you use to sovle this word? - Turn to the page that told us about......
-flip the vowel - What in the the story makes your say that?
-chunk it - How do you know?
-what word do you see in this word? - Use text evidence.

week 29 Bottom Line: 1st Letter Sound and reading strategies- Recognize Bottom Line: Citing Evidence 2: Recall details from the story to support answers to
What growth letter names and most letter sounds. inferential and critical thinking questions, with some support.
students Objective Daily RWBAT use sound by sound, flip the vowel, chunky Clarify Ideas 1: Talk about reasons for an answer and attempts to explain why inferences
should see: monkey, or words within a word to solve an unknown word about an idea are valid
Objective 1 RWBAT use schema and text evidence to make an inference
Enduring Skills/Understandings: Students will be able to use Objective 2 RWBAT explain their thinking by providing specific evidence from schema and
multiple strategies to solve an unknown word without giving up, text
studens will be able to use high effort to show persistence in their Objective 3 RWBAT use critical thinking to understand and interpret a text
reading.
Enduring Skills/Understandings: Students will recall prior information in a text and make
Prompts: - What's the first sound? connections to the text using their schema. Students will go back into the text to find
-What in the picture matches that sound? evidence to support their understanding of the text and draw on their own life
-What strategy can you use to sovle this word? experiences.
-flip the vowel
-chunk it Prompts: -Can you explain why you think that?
-what word do you see in this word? -What in the story gives you this idea?
-Give me at least two pieces of evidence that tell why (character) did (character action).
-Why do you think (character) did (action)?
-The author said ____. What do you think they mean? Why?
-Why did ___ happen?

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