June 6-10 / Read 180

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Read 180- Week of June 6-10 — SRI Testing this week!

Monday-

Warm Up- Type 1 writing- What are you doing this summer? Are you excited for summer break or would you rather stay in school?

Whole Group (Guided Practice)- “Maniac Magee”- Read chapters 45-46 (pages 174-184) and comprehension questions

*1 Rotation

Small Group (Independent Practice)- “Maniac Magee” questions

Computer Group- Read 180 Software

Independent Reading Group- Reading & Reading Logs

 

Objective/ Learner Outcome: I CAN answer comprehension questions about a story read to me.

Tuesday-

Warm Up- Choose “will” or “would” to complete each sentence.

Whole Group (Guided Practice)- “Maniac Magee”- Teaching Adults to Read worksheet, Family Differences worksheet

*1 Rotation

Small Group (Independent Practice)- “Maniac Magee” questions

Computer Group- Read 180 Software

Independent Reading Group- Reading & Reading Logs

 

Objective/ Learner Outcome: I CAN choose the correct word to complete each sentence.

 

Wednesday-

Warm Up- Circle the adjective in each sentence.

Whole Group (Guided Practice)- “Maniac Magee”- Living on Your Own worksheet, Family worksheet

*1 Rotation

Small Group (Independent Practice)- “Maniac Magee” questions

Computer Group- Read 180 Software

Independent Reading Group- Reading & Reading Logs

 

Objective/ Learner Outcome: I CAN identify an adjective in a sentence.

 

Thursday-

Warm Up- Choose the correct pronoun to complete each sentence.

Whole Group (Guided Practice)- “Maniac Magee”- In your Shoes project, Interesting Awesome Me book

*1 Rotation

Small Group (Independent Practice)- “Maniac Magee” questions

Computer Group- Read 180 Software

Independent Reading Group- Reading & Reading Logs

 

Objective/ Learner Outcome: I CAN choose the correct pronoun to complete each sentence.

 

Friday-

Warm Up- Summer Break word search

Whole Group (Guided Practice)- “Maniac Magee”- Book report

*0 Rotations

 

Objective/ Learner Outcome: I CAN write a book report on the book Maniac Magee.

 

 

 

 

*Differentiation/ Accommodations: 3 small groups are differentiated by reading level, read aloud (when applicable), directions repeated and clarified, small group, visual and auditory directions, visual schedule, extended time (when needed), preferential seating, positive reinforcement, frequent check-ins with individual students

May 31- June 3 / Read 180

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Read 180- Week of May 31-June 3 — SRI Testing this week!

 

Monday-

NO SCHOOL- MEMORIAL DAY

Tuesday-

Warm Up- homophones

Whole Group (Guided Practice)- “Maniac Magee”- Read chapters 33-35 (pages 121-135) and comprehension questions

*1 Rotation

Small Group (Independent Practice)- “Maniac Magee” questions

Computer Group- Read 180 Software

Independent Reading Group- Reading & Reading Logs

 

Objective/ Learner Outcome: I CAN match each homophone to the correct sentence.

 

Wednesday-

Warm Up- Drawing conclusions- read each story and answer the questions

Whole Group (Guided Practice)- “Maniac Magee”- Read chapters 36-38 (pages 136-148) and comprehension questions

*1 Rotation

Small Group (Independent Practice)- “Maniac Magee” questions

Computer Group- Read 180 Software

Independent Reading Group- Reading & Reading Logs

 

Objective/ Learner Outcome: I CAN answer comprehension questions about a story that is read to me.

 

Thursday-

Warm Up- abbreviations

Whole Group (Guided Practice)- “Maniac Magee”- Read chapters 39-41 (pages 149-161) and comprehension questions

*1 Rotation

Small Group (Independent Practice)- “Maniac Magee” questions

Computer Group- Read 180 Software

Independent Reading Group- Reading & Reading Logs

 

Objective/ Learner Outcome: I CAN identify what an abbreviation stands for.

 

Friday-

Warm Up- Memorial Day word search

Whole Group (Guided Practice)- “Maniac Magee”- Read chapters 42-44 (pages 162-173) and comprehension questions, baseball research

*0 Rotations

 

Objective/ Learner Outcome: I CAN research questions about baseball on the internet.

 

 

*Differentiation/ Accommodations: 3 small groups are differentiated by reading level, read aloud (when applicable), directions repeated and clarified, small group, visual and auditory directions, visual schedule, extended time (when needed), preferential seating, positive reinforcement, frequent check-ins with individual students