Objective

• Apply the phonemic blending process (c-a-t = cat) and segmenting process (cat = c-a-t).
• Delete and substitute initial and final phonemes to form new words.
• Delete medial phonemes to form new words.

Phonics/Spelling

• Use consonant sounds to decode and spell new words.
• Identify and use short vowel sounds to decode new words:  a, e, i, o, u.
• Identify and use long vowel patterns to decode and spell:  a-e, ay, ai, e, e-e, ee, ea, i-e, ie, igh, o, oa, o-e, -ow, u-e.
• Identify and use consonant digraphs:  ch, sh, th, wh.
• Associate common clusters with the sounds they represent (i.e., cr, tr, fr, pl, bl, st, sw, thr).
• Blend and read words with double final consonants (i.e., -ck, -nd, -ng, ‑nk, ft, -lk, -nt).
• Recognize spelling patterns with silent consonants:  kn-, wr-, gn-.
• Identify and use r-controlled vowels:  er, ir, or, ore, ur, ar.
• Identify and use vowel pairs:  ew (blew), ue (blue), ou (out), ow (now), oo (book), oo (moon), oy (boy), oi (coil), aw (saw), au (because).
• Identify and use the sounds for y:  happy, cry.
• Blend words and use in spelling regular and inflected endings (i.e., -s, ‑ed, -ing, -es, -ies, -er ,-est).
• Recognize and use compound words.
• Recognize and use possessives.
• Recognize and use contractions.
• Blend and read words with prefix un-, re-.
• Blend and read words with suffixes –ful, -ly, -y.

• Read and write high-frequency words with ease.
• Use three modalities to learn high-frequency words:  Look at it, say it, write or trace it.
• Reread to monitor for meaning and syntax.

Vocabulary Building

• List or use word webs to generate words in a category (i.e., foods, animals, sounds words, actions, parts of a body, friendship words, science words, math words, story words).
• Recognize and use shape words, feeling words, number words, days of week, months of year, position words, exclamatory words, sensory words, size words, weather words.
• Identify and use describing words to complete sentences.
• Name antonyms (hot, cold).
• Choose the correct homophone (there, their) same sound/different spelling.
• Identify synonyms (happy, glad).
• Identify words with multiple meanings.
• Define spelling words.

Monitor/clarify — Monitor for understanding and clarify by using fix-up strategies.

• Visualize using scenes from the story.
• Create a story map or fact chart to remember and understand.

Question — Formulate questions that demonstrate understanding of details, important ideas and author’s viewpoint about the topic.

Summarize — Summarize narrative and expository text to demonstrate understanding of main events and ideas.

Evaluate — Evaluate to help form an opinion about what is read.

• Retell a story and include beginning, middle and end.
• Identify the sequence of events.
• Recall details that help in understanding the selection.
• Identify elements in story structure—characters, setting, problem, solution.
• Identify topic, main idea, and supporting details.
• Identify repetitive patterns.
• Read and follow directions.

Inferential:  Search for clues in the text and integrate with what is known to analyze, draw conclusions, and infer

• Compare and contrast story elements; information in a selection.
• Identify cause-and-effect relationships; recognize signal words to causes and effects (because).
• Distinguish between fantasy and realism.
• Identify real and make-believe parts of the story.
• Distinguish difference between a fact and an opinion.
• Categorize and classify information.
• Use facts from the selection and previous knowledge to draw conclusions.
• Make a generalization about a selection.

Critical:  Take a position or state an opinion and support it with evidence based on personal experience and thinking

• Evaluate text being read; think about what is liked/not liked.
• Evaluate use of fantasy and realism in a selection.
• Compare selections to choose a favorite.
• Discuss how rhythm affects a story.
• Compare real and make-believe elements in two stories.
• Brainstorm own solution to problems in a selection.
• Identify point of view, mood, use of expressive language.

Wide Range Reading

Independent Reading:  Reads a variety of materials for pleasure and information.

• Reads and rereads favorite books.
• Reads books appropriate for student’s own interest, purpose, and reading level.
• Chooses to read daily as part of independent literacy time.
• Maintains a reading log of books read.

Use beginning knowledge of the dictionary.

Use the media center as a source of books and information.

Participate in interactive writing, helping to cooperatively write a selection with teacher coaching.

Write for a variety of purposes:  personal narrative, description, friendly letter, response to literature.

Demonstrate proficiency in writing in the focus mode:  Description.

Express a main idea with some details (Ideas).

Write composition with a beginning, middle and end (Organization).

Use personal and original ideas (Voice).

Use a variety of words, with descriptive phrases (Word Choice).

Identify and write complete sentences (Sentence Fluency).

Use capital and lowercase letters appropriately in writing.

Use correct punctuation at the end of a sentence.

Use pronouns “I” and “me” correctly.

Use is/are and was/were correctly in speaking and writing.

Identify common nouns.

Identify and write action words.

Capitalize proper nouns.

Risk use of new words by spelling them as they sound (hors, cmputr).

Print lowercase and uppercase letters with correct letter formations.

Contribute at least one idea to a group discussion and listen to classmates.

Ask questions to gain information.

Presentations

Recite short poems, rhymes and songs.

Active Listening

Attend to teachers, speakers, classroom discussions and presentations.