Скачать презентацию Monday February 17 th Thursday Lesson 22 Day Скачать презентацию Monday February 17 th Thursday Lesson 22 Day

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Monday February 17 th Thursday Lesson 22, Day 1 April 16 th Lesson 28, Monday February 17 th Thursday Lesson 22, Day 1 April 16 th Lesson 28, Day 3

Objective: To listen and respond appropriately to oral communication. Question of the Day: Do Objective: To listen and respond appropriately to oral communication. Question of the Day: Do you enjoy drawing? Why? When I give you the signal, turn and talk with your partner using the stem below. I _____ to draw because ______.

Read Aloud Poodle Doodles Draw, draw, Doodle, doodle, I can make A curly poodle. Read Aloud Poodle Doodles Draw, draw, Doodle, doodle, I can make A curly poodle. Draw, draw, Scribble, scribble, Now I’ll make A bone to nibble! Objective: To recite a poem.

Word Wall able almost blue great poured took traveled color together clear Objective - Word Wall able almost blue great poured took traveled color together clear Objective - To read high frequency words.

Review Words became become dear remember because tired tried right loudly talk listen Review Words became become dear remember because tired tried right loudly talk listen

Objective: To delete ending phonemes from words. Objective: To delete ending phonemes from words.

Word Blending par t y par t hur r y hur rie s s Word Blending par t y par t hur r y hur rie s s curry s c urrie s Objective: To use /ou/ ow, ou and other known letter-sounds to decode words.

/ir/ /ur/ /er/ Review thirst shirt hurt bird fern turn churn purple burn Objective: /ir/ /ur/ /er/ Review thirst shirt hurt bird fern turn churn purple burn Objective: To build and blend words with /ir/, /ur/, /er/ and other known letter sounds.

/ar/ /or/ Review market barn part hard cart pork born store Objective: To build /ar/ /or/ Review market barn part hard cart pork born store Objective: To build and blend words with /ar/, /or/, and other known letter sounds.

You read the words in red. Long Vowel /e/y, ie Objective: To words with You read the words in red. Long Vowel /e/y, ie Objective: To words with /e/ y, ie. To use rcontrolled vowels. Fern hurried to the market. Fern was thirsty. First, she got water. Then Fern was hungry. The nut bar she liked best cost thirty cents. Fern had one dime. Then she found some more money. Fern had plenty to buy the bar.

Spelling Words 1. funny 7. how 2. happy 8. out 3. story 4. stories Spelling Words 1. funny 7. how 2. happy 8. out 3. story 4. stories 9. baby 5. hurry 10. done 6. hurried Objective: To use common vowel spelling patterns to read words.

Objective: To read high-frequency words. able almost blue great poured took traveled Objective: To read high-frequency words. able almost blue great poured took traveled

Story Details- Comprehension Remember that details tell little bits of information about a story Story Details- Comprehension Remember that details tell little bits of information about a story or selection. When finding out details in the story ask the questions who, what, where, and when. “New Cat” Who: What: Where: When: Objective: To use story details as a tool for comprehension.

Objective: To listen to teacher read aloud answer questions for comprehension. Small Groups Let’s Objective: To listen to teacher read aloud answer questions for comprehension. Small Groups Let’s Read “Crayons” When called go to your first rotation! Group 2 Group 1 Group 3

Objective: To develop robust vocabulary by discussing ideas and situations. Robust Vocabulary • anticipate Objective: To develop robust vocabulary by discussing ideas and situations. Robust Vocabulary • anticipate • numerous • vibrant

anticipate When you anticipate a party, you look forward to it. The players anticipate anticipate When you anticipate a party, you look forward to it. The players anticipate the ball going in the goal.

Objective: To develop robust vocabulary by discussing ideas and situations. I anticipate summer vacation Objective: To develop robust vocabulary by discussing ideas and situations. I anticipate summer vacation every year. In one voice answer, would you be more likely to anticipate a birthday party or making your bed? Turn and talk with your partner about something that you anticipate. *I anticipate _________.

numerous They had numerous toys collected to give away to a needy family. If numerous They had numerous toys collected to give away to a needy family. If you have numerous toys, you have many toys.

Objective: To develop robust vocabulary by discussing ideas and situations. I carry numerous things Objective: To develop robust vocabulary by discussing ideas and situations. I carry numerous things to school. Answer in one voice, would you be more likely to have numerous toys in your school backpack or numerous books? Show you would share numerous cookies with the class.

vibrant If your shirt is vibrant, it has bright or bold colors. The flowers vibrant If your shirt is vibrant, it has bright or bold colors. The flowers are vibrant colors.

Objective: To develop robust vocabulary by discussing ideas and situations. I love wearing vibrant Objective: To develop robust vocabulary by discussing ideas and situations. I love wearing vibrant colors. Answer in one voice, would I be more likely to wear a yellow shirt or a gray shirt? Turn and talk with your partner about something in our classroom that is very vibrant. Something vibrant in our classroom is _____.

Grammar- Verbs that tell about the past Objective: To identify and use verbs that Grammar- Verbs that tell about the past Objective: To identify and use verbs that tell about the past. To distinguish between present tense and past tense verbs. Let’s fix the mistakes: Our Day at the Crayon Factory Our class went to a crayon factory. we look for a man named mr. masters. he showed us around. we watch the workers pour wax into molds. They all worked together. We walks all over the factory. The crayons were packed into boxes at the end. The workers handed us each a box of crayons?

Objective: To identify and use sequence words in how-to directions. To write directions clearly. Objective: To identify and use sequence words in how-to directions. To write directions clearly.

Objective: To identify and use sequence words in how-to directions. To write directions clearly. Objective: To identify and use sequence words in how-to directions. To write directions clearly. Example: How to Care for Markers This is how you care for markers. First, when you take the cap off, put it on the end of the marker. Next, don’t press too hard as you draw. You don’t want to crush the tip. Finally, when you put the cap back on, press until you hear a click.

Objective: To identify and use sequence words in how-to directions. To write directions clearly. Objective: To identify and use sequence words in how-to directions. To write directions clearly. How to make a sandcastle: First, __________. Next, __________. Finally, _________.