1st gd.

Reading
Journeys #15
Week of 1.13.20

Connecting to Text Anchor Text Grammar

Monday T:22 - Read and Comprehend T428 - Animal Groups T440 - Grammar
1.13 ​ hen you monitor what you read, you make
● T: (projectable S3) W ● Model Strategy using think aloud ● T: introduce verb ​be
sure it makes sense. If you do not understand​ ​something, ● SB 166-167 ● S: recall facts they have learned about different types of animals
● RF.1.4.C- Use ● T: model using ​is​ in sentence- A cat is furry. A lizard is not furry.
context to figure out the part that does not​ ​make sense. ○ T: the text says “animal groups,” but I only see five single
confirm or self ● T: you can pick one of these strategies to help​ ​you animals, one animal in each group. So, I ask myself, What ● T: model using ​are​ in sentence using more than one animal- Frogs
correct for … understand: does animal ​groups ​mean? are slimy. Fish and birds are colorful.
understanding, ● Have students use white board to finish the sentences
rereading as 1. Use what you know. ○ T: I think a group needs to have more than one. I will read
necessary 2. Make a picture in your mind. the next few pages. Maybe I will find out about more than ○ The ___ is ___.
one kind of fish in the Fish group ○ Two ___ are ___.
3. Reread part of the text.
4. Read ahead. ● SB 168-169 ​ACT CONFUSED, RE-READ PAGE
5. Ask questions. ○ T: I always think about the words, sentences, or passages
6. Look for clues. that are difficult.
○ T: When I read these pages, I was not sure what gills
T427 - Preview the Topic were, so, I reread page 168.
● T: read aloud ​Animals ○ T: I read that gills help fish breathe. So, gills must be like a
person’s lungs
● SB 171-173
○ T: When I was reading page 171, I was not sure what
scales meant.
○ T: Then I read that reptiles have “scales” on their skin.
○ T: So, now I know that scales are the small circles found
on reptile skin
● Read aloud rest of story
● DO NOT CLARIFY ANY CONFUSING WORDS OR PARTS -
STUDENTS NEED TO PRACTICE THIS TOMORROW
Tuesday ● Review Monitor and Clarify Strategy T428 - Re-read Animal Groups T450 - Grammar
1.14 ● T: (projectable S3) ​When you monitor what you read, you make ● T: today when we read, I’m going to stop on every page and check ● T: The verbs is and are tell about now.
● RF.1.4.C- Use sure it makes sense. If you do not understand​ ​something, to make sure everyone is understanding what is read ● T: Use is with a noun that names one, and use are with a
context to ● T: remember, if you don’t understand something, you need to figure
confirm or self figure out the part that does not​ ​make sense. noun that names more than one.
correct for … ● T: you can pick one of these strategies to help​ ​you it out ● T: write example sentences on board and read aloud
understanding, understand: ● read story, stopping on each page to check for understanding ○ This cat is furry. Two cats are furry.
rereading as ○ LOOK AT STUDENT FACES TO DETERMINE IF THEY REALLY
necessary 1. Use what you know. ● Have students use white boards to write is or are to finish the
2. Make a picture in your mind. UNDERSTOOD, SOME MAY NOT VOLUNTEER sentences
● Guide students to use a monitor strategy to help clarify
3. Reread part of the text. ○ The eyes ​____​big.
understanding
4. Read ahead. ○ The nose ​___ ​soft.
5. Ask questions. ○ The whiskers____ thin.
6. Look for clues. ○ The tail ​___ ​long.
●
Wednesday ● Review Monitor and Clarify Strategy T500 - Making a Home T462 - The Verb be
1.15 ● T: (projectable S3) ​When you monitor what you read, you make ● T: Again when I read, I’m going to stop often and check to make ● T: verbs was and were tell about the past.
● RF.1.4.C- Use sure it makes sense. If you do not understand​ ​something, sure everyone is understanding what is read ● T: Use was with a noun that names one, and use were with a
context to ● T: remember, if you don’t understand something, you need to figure
confirm or self figure out the part that does not​ ​make sense. noun that names more than one.
correct for … ● T: you can pick one of these strategies to help​ ​you it out ● T: write example sentences on board and read aloud
understanding, understand: ● read story, stopping on each page to check for understanding ○ One chick was small. Two chicks were small.
rereading as ○ LOOK AT STUDENT FACES TO DETERMINE IF THEY REALLY
necessary 7. Use what you know. ● Have students use white boards to write was or were to finish
1. Make a picture in your mind. UNDERSTOOD, SOME MAY NOT VOLUNTEER the sentences
2. Reread part of the text. ○ The dog ​___ ​a puppy.
 1st gd. Reading
Journeys #15
Week of 1.13.20
3. Read ahead. ● Guide students to use a monitor strategy to help clarify ○ The cows ​___ ​in the field.
4. Ask questions. understanding ○ The frog___ in the barn.
5. Look for clues. ○ The hens ​___ b​ ig.
○ The crab ​___ o
​ n the sand.

Thursday ● Review Monitor and Clarify Strategy T501 - All About Bats T470 - Suffixes -er and -est
1.16 ● T: (projectable S3) ​When you monitor what you read, you make ● T: Again when I read, I’m going to stop often and check to make ● T: a suffix is one or more letters attached to the end of a word that
● RF.1.4.C- Use sure it makes sense. If you do not understand​ ​something, sure everyone is understanding what is read changes the words meaning
context to ● T: remember, if you don’t understand something, you need to figure ● T: display projectable S8
confirm or self figure out the part that does not​ ​make sense.
correct for… ● T: you can pick one of these strategies to help​ ​you it out ● T: recognizing a word part you know, such as a suffix, will help you
understanding, understand: ● read story, stopping on each page to check for understanding understand a new word’s meaning
rereading as ○ LOOK AT STUDENT FACES TO DETERMINE IF THEY REALLY ● T: the suffixes -er is used to compare two people or things and -est
necessary 1. Use what you know.
6. Make a picture in your mind. UNDERSTOOD, SOME MAY NOT VOLUNTEER is to compare more than two people or things
● Guide students to use a monitor strategy to help clarify ● T: write sentence on board - A penguin is ​smaller​ than an ostrich.
7. Reread part of the text.
understanding ● T: the word smaller means comparing the two animals and saying
8. Read ahead.
the ostrich is not as small as the penguin
9. Ask questions. ● T: practice with photos on pg. 177
10. Look for clues.
Friday ● Finish any lessons ● ●
1.17 ● Amplify Adaptive Reading
● RF.1.4.C- Use
context to
confirm or self
correct for …
understanding,
rereading as
necessary