Page 7 - Natl Into R Classroom at a Glance 16pp

WEEK
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What does it mean to try hard?
Mini-goals and steps
Setting Goals
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Grade K
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• • • • • • • • • How ar•e yHouw? aFirnee•y otHhuoa?wnFkia•nyreeoH utoyh owauna?kr•FeyinoyHeouo uwt?haFnirnekey othua? nFkinyeo uth ank you you WORD WORD PWLAOYRD PWLAOYRD PLWAYORDWPLOARYD PWLAOYRD PWLAOYRD PLAYWORDSWTORKDNSOTWOOKRNDSOWWTORKDNSOWTWORKDNSOTWO KNOW
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Make a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a special time and place to to to to to to to read with Support your child to to to to to to to write stories that have a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a Make Make a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a sMpeackiealatismpeyeocauianrdlcthipmMilladeacekaeevnteodaryrpseMpdlaeacdcyke iweaWtoilatthrismielpeaedycaoiwanudiltrtheipmSalaudecp aepansotodkr:trpeSylauocdpueprwotcoihtrhtirledybaoteduogrwincirhntihtilnedSgust tpomprwoidersditeltSeyhuo satpuaotprnrhodiceahrsevtilentdyhdoat:uotrwhcarhivtiledasttorwiersitethsatot rhieasvethat have have a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a your childyoeuvrecryhidlday•e vWerhyaildetyaodyuo ruWycorheuiialltedydhoyi enuoavkrueswkcr:yihelliadlhda yep avpWesekrnh:yinldebaxeytog ?uWiWnrnhehiinyale?gbd ey ey ey ey ey ogmauisnikdrn:deinalegd • • • • • • • • • • amaHnsidakdv:delnebyd oe:augnrindcnheininldgbd e:tegmlilnidynodinulega asmntoidrdyelnaedb :oauntd end:
• • • • • • • • • • • • • • • What What d•oWyohuathdinok•ywoWiullhthahati•nphkpaWwephnpilalenthneadsx•ptoin?pWyWetohnuehanytb?ehedxingtok?inywWnoiunhllygth?h/ami•npikdpHdwealnievll/enehenyax•odptu?pHrWeacnvhenyil?edyxotue?lrsWlocyhmhoyiule?dta•hteisnHltlgoayrvtoyheuayta•bohousHaurtoaptcrvphyeiladnybeotdoueulrdltcyuhoriulndgatetshltloeyrdoyauayab osutotry about • • • • • • • • • • • What What h•apWpheants hina•tphpeWebnhesagti•nindtnWohienyhgoab/uetmgth•hiidanindpnWklpienhte/ghaen/entsmdwhiin?daotdprhdlpee/benensgdin?inmtnsheoienamgnb/esem?tghiidindnsgloienmt/ghe/eanmtdhi?dhinadgAlpetps/hkea:nWtde?hdhasdoptumphreaienptghepidtenhsngdoeumtdhrieafanityrtghs htitn/ahngepetpxdhtea/nlyate shdta?dpupreingedthdeudrianyg the day • • • • • • • • • • • • • • What What d•o WyohuathdinokytoHhueowtwhoid•nrokdWythoheuawtkndo•morwdeWya?ohnuas?thdimnokeyatohnues?twhoinrkdAtshke: wWomhradeAtashnkas:?pWpmhe•aneteaTdehnlaslf?ipyrosptue/nrnAecsdxhkti:fl/dilWrasstht/ao?nAtreisexhktsa:/palWapbsheota?nutetdhdafifiprfesptre/enetdxtif/milrasestst/?next/last?
How How do do do do do yHoouwkndoowy?ou yHoouwkndoowy?ou know?How do do do do do yHoouwkndoowy?ou yHoouwkndoowy?ou kno•w?Tell you•r Tcehlilldyosutor rciwehshildeanbs•toyourTutiedflselifylatfoebu•ronerusnTctutehrdltiellidmfyofoeserurtsoewrnrhcitehstnilidmaybosetousoudrtiiedsnifa’ftebgroeiuvnettdtimffersent times wuph eMn ayokeuwuspfheu elrtMneuaytnokseusuhsrfepual rtoeMurtanawosklhusowueehprthsena eourMoynfreoerdayauwtoekodetluhowuasiedsptfihelnusn eoal!rt’Mynfretoeudaygtunaoekisvdetusleaoihdsrfiteleuasnlo!rt’oetefurgdtanwoiesvlhtusoeaehrtienalosr!oyfeordauwedtlhoaiedtilnsno!’yftodgueivdteaidilsn!’t give Knowledge Map 5 2/27/18
7:01 2A/M27/18
2/27/18
7:01 AM
7:01 AM
2/27/18
Display and Engage ainmdidlyle1tter_05 ainmdidlyle1tter_05 indd indd k1re_pr_familylektrte_r_p0r_5f ainmdidlyle1tter_05 ainmdidlyle1tter_05 indd indd 1
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7:01 2A/M27/18
7:01 AM
e e s
Family LFeatmteilry LFeatmteilry LFeatmteirly FLaemtteilry LFeatmteilry LFeatmteilry Letter ModuleM5oduleM5oduleM5oduleM5odule 5 5 5 5 5 GRADE
K
o u u e s
s
soh
tle trouble use a r r c B ettainm
he h h up and setting (Little Critter’s
Knowledge Map 5 ho G u nd y i d d ard o o as a a lit o o 9
a a n n n n n n n d d d d 2r e e e e e e c c o o r r r d d d d t t h h e e e e e e b e e e e e e g g g i i i i i n n n n n n n n n n n n n n i i i i i n n n n n n n g g g 4 m i i i i i d d d d d d d d l e e e e e e kre_de_05_knowmap indd 1
2:36 am I I Can Do It!
WEEK
hTarkdintgasokns Trying 1
New Things
Sticking with it it Asking for help Working Together
WEEK
Feelings about work N •F igngs
e Twr y T T i i hn • • Lis
tify
n ing a er G 24
Celebrating success
ing Workshop
Perseverance
undational S S S S ESSENTIAL QUESTION
• • • Discuss thterykehyafreda?tures of Asking for help What does lyze a a mentor text to to ide
WEEK
3 Perseverance
Practicing
9
Modules 4 weeks each Foundation for Literacy Writing Daily Writing Minilessons
Gradual Release: I do do do We do do do You do do do © Houghton Mifflin Harcourt Publishing Company All rights reserved © Houghton Mifflin Harcourt Publishing Company All rights reserved © Houghton Mifflin Harcourt Publishing Company All rights reserved and daily opportunities for independent writing • Engage children
in in the writing process to generate ideas organize drafts revise and and edit and and share multiple texts • Follow a a a a a gradual‐release model with minilessons for ideas HMH Into Reading | 7 Grade K
K
| Build Knowledge and Language
Language
Module 5 • Language
Language
Retell the end of a a a a a Perseverance
ANCHOR CHART
4G demonstrate comprehension through shared reading/ beginning of the the story story on on on on their own story story maps ENGLISH LEARNER SUPPORT: Action Words Reading and Vocabulary • Revisit pages 4–16 of the book Use THINK‐PAIR‐SHARE to have partners talk about the the middle of the the story Provide a a a a sentence
frame: In the middle Jabari (takes a a a a a rest stretches) Remind children
that the middle of of a a a a a a a a a a story usually has a a a a a a a a a a lot of of events Take notes to to to to summarize the the the events events on the the the sample story story mraep porting and grouping tools • Make authentic connections between reading and writing using mentor texts iRead
• Support emerging writing writing skills through interactive writing writing Articulation Videos
o re vie w th • Explain to children
that they will be writing stories in in Module 5 Point out that good
Easy to to Find What You Need
a a sequence to connect
letters and in word work high‐frequency •Havechildrenwrite draw andlabeloneormoreeventsthattakeplaceinthemiddle
in the Does duck K
K
2D(i) identify front cover/back cover/title page page K
K
6C use determine that the beginning is when
Jabari T34
Module 5 • Lesson 1
Writing Workshop
the Point to the of the the story story on their own story story maps Genre
children
to recognize Explore genre characteristics of narrative informational and opinion writing phonological Community
bikTEeK/SKb 2rAu EsLhPSh2Bisfur/rollontheground )WhatdoesLittleCritterstillneedhisparentsfor?(He English Language
Development
the Anchor Chart: Story Writing 1
perseverance Sometimes Little •UsetheRCearidttAelroduodeBsonokt:dJaobsaormiJuemthpisnagstahathe mentor tesxat yLsohoek cbacnkdaot thHeopwicdtuores thoerreevaiecwt? character(sH(eJadboarei shni’stdgaedt omthaedr kHides)kaenedps setting (atsrwyiinmgmtiongdpootohlidnugrsin )g the day) • Explain that stories can also be called narratives Sing the the the parts of the the the story to to the the the tune of of The The Wheels on the the Bus: The The order of of the the story is beginning beginning middle end beginning beginning middle middle end end beginning middle middle end end and this is is how it goes Hold up one two and three fingers for beginning middle and end • Review the parts of a a story: The beginning tells
the characters setting and what happens first has characters has a a setting Beginning
GO
Middle
ACTION
End
STOP
pictures by sound the middle sound the have the middle needs them to to read him a a a a story before bed )
MAT ER
IA LS
DCoOrrNeOctTioEnDKIeTy--=CNhLa-nAges must be made through “File info” DCoOrrNeOctTioEnDKIeTy--=CNhLa-nAges must be made through “File info” 43
134
141
DCoOrrNeOctTioEnDKIeTy--=CNhLa-nAges must be made through “File info” • Anchor Chart: Story Writing 1
• Read Aloud Book: Jabari Jumps
• Printable: Story Map DCoOrrNeOctTioEnDKIeTy--=CNhLa-nAges must be made through “File info” DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A
creatures in a a a a story sentence
about himself or or hesrestetlifn gM: awkherseuarnedthwehyenuasesttohrey main
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS
• Reread pageK3 1Aoflisttheen abcotivoekly /Gasuk iadned acnhswilderrqeunesttoions while Technology to Promote
STUDENT GROWTH
Ed the online teacher management center T51 provides access to all all teacher and student Gaia Cornwall
retelling/responding/note-taking 4J employ inferential skills to demonstrate comprehension c3hE
and cube in a a pocket ch mor and end Celebrating success
art t t u u But he always sticks with it it and never stops trying! the the u u u can make the the vowel sound /ŭ/ as in the the word bug or or of the cards of of Jabari Jumps
to to record key parts of of the story on the Printable: Story Map sentence
Reflect After reading All by Myself • Review key features of the writing type using the sounds and words • Have partners THINK-PAIR-SHARE to to discuss responses to to the following questions:
What are some of the tasks
that Little Little Critter Critter can can do all by himself ?
(Little Critter Critter can can ride a a a a a a a a a a discuss how how Little Critter shows
a a and have BEGINNING
DCoOrrNeOctTioEnDKIeTy--=CNhLa-nAges must be made through “File info” Teach unfamiliar action words Point to to a a a a a a a a a a picture in in the story say to identify the • Chart paper
and markers the word act it out and and have children
repeat children
point to the the repeat the to emphasize the to say the 88
89
verb form t come Anchor Charts
TEKS K
K
K
K
K
1C K
K
K
K
K
1D K
K
K
K
K
6D K
K
K
K
K
7C ELPS 3B
3E 4G MENTOR TEXT
Display and Engage Projectables
s
Basic Vocabulary Analyze a a a Mentor Text the where the DCoOrrNeOctTioEnDKIeTy--=CNhLa-nAges must be made through “File info” one at a a a a a time and and ask children
to come up and and corresponding picture d d d d and and to form DCoOrrNeOctTioEnDKIeTy--=CNhLa-nAges must be made through “File info” i in a a a a a cloze sentence
and have children
chorally say the example: In the water I I saw a a a a (duck)
TURN AND TALK to tell each other sentences with • Tell children
that they will think like the the author
K_RNLETE459250_V9_FCVR indd 1
3/16/18 3:30 PM
20 34
INTERMEDIATE
ADVANCED/ ADVANCED HIGH
Reread the the story and have children
identify the the action or or “doing”
words on each page WRITER’S VOCABULARY
Point out that can can can is a a a a a a a a a a a a a a a a a a helpingchvaerabcthearst:ntheepdesoapnlea cantiiomnalws ord ord after it Have each child choose an an an an action word to to say an an an an “I can”
Letter Cards Word C eninwformiteat iodnrianwco oapnedratliaveblealrtnhineg interactions s
s
s
54 kre_de_05_knowmap indd 1
narrative using a a a complete
22/02/18
2:36 am stories are fun to to write and read read takes place narrative: a a a a true or or made-up story The The middle tells
tells
the the the action or or what the the the characters characters do The The end tells
tells
how the the the characters characters are from Topic
•H 2I demonstrate listening comprehension of spoken English different than they were in in in the the beginning said
text evidence to support a a a a a response K
7B identify/describe decidecshahreac’stegrso Kin 7gCtdoesjcurmibeppoloftfetlehmeedntisv iKn g7Dbdoeascrrdib e e e e e e e e e e e e e e e e e e e e Modelshetotiwngt oK w9Erliitsete ndtora/ewxp earniedncleafbirsetl- tahndethird-person text beginnEiNnGgLoISnHaLAsNaGmUpAlGeEsPtRoOryFImCIEaNpC Y STANDARDS a a ave ilsdhraer
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17/08/17 3:13 pm