Pride- Boatman Reading Workshop Week of Sept. 29- Oct. 3,
2014 Jamaica Louise James Genre Realistic Fiction
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WORD WORK: Imagine it
Syllables –tion,-ture
Word Wall Words:
People, write, together climb
READING:
Jamaica Louise James
Read Aloud Millie;s Garden
And Techer selected Non-Fiction and
other appropriate readworks text
RL: 2.1,2.2,2.4,2.9
READING: Realistic Fiction
Phonics Decodable text: The Clean Team
Big Hound’s Lunch plus other decodable text connected
to Imagine it Phonics
Art Link- Sidewalk Sticks
Background Knowledge: Subway Travel
Teacher or student selected Nonfiction text
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Sequence of
events using
details to
determine the
Central Message
WORD WORK
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Vocab:
Booth,plaque, station, token,
mayor, subway, worry,
halfway, blending, collection
How do you make inferences?
Introduce “Schema” poster
Responding to text dependent ?’s
I can use a five finger
retell to help me to find
the central message in a
story that I read
MINI/WORK/WRAP
Imagine it Day 3
Mini: How do you use a five finger
retell to determine the central
message of the text? This is done by
recounting the events that happened
in the story in sequential
order(sequence of events)
Spelling/SA:
clean we mean keep be
read please eat the feel
tree each
people he
see believe
stream steep sweet
Work: skills act focus Central
message understanding specific
details for better comprehension in
order to find the central message
Wrap: sharing
Choral reading
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Vocab: Booth,plaque, station,
token, mayor, subway, worry,
halfway, blending, collection
Imagine It –identifying
words spelled ea, e, ee, e-e
Mini: Read Aloud
Millie’s Garden
Guuided Comp Whole Group
Spelling/SA: clean we mean
keep be read please eat
the feel tree each
people he see believe
stream steep sweet
Imagine it Day 1 Lesson 3
Unit 2 e ea ee e-e
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Vocab: Booth,plaque, station,
token, mayor, subway, worry,
halfway, blending, collection
Imagine it Day Lesson___
Unit ______
Work: Critical thinking
Guiding comprehension
T256-257(ref)
Wrap:
What did you like most about the
story (evaluate)
Partner reading
Mini: I can use clues chart to help me
understand the central message of
the story.
Spelling/SA: clean we mean
keep be read please eat
the feel tree each
people he see believe
stream steep sweet
Work: Write the Jamaica is proud of
Sk 272
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Vocab: Booth,plaque, station,
token, mayor, subway, worry,
halfway, blending, collection
Mini: Reading to understand hat the
author’s purpose and central message
of the story is.
Five finger retell(Guided with
Teacher)
Imagine it Day- Reviewing
ee, e, ea, e, e-e words
What is the central message? How
do you know? Did you use inferring
skills to understand the story?
On page ______
According to the text the central
message is__________________
SMALL GROUP/Guided
Confer/
Reading
Target
Intensive Strategic
Intensive Strategic
Benchmark
Intensive Strategic
Wrap: Rereading for fluency practice
with a partner
Intensive Strategic
Benchmark
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Spelling/SA: clean we mean
keep be read please eat
the feel tree each
people he see believe
stream steep sweet
F
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D
A
Y
Vocab: Booth,plaque, station,
token, mayor, subway, worry,
halfway, blending, collection
Imagine it Day __
Lesson___ Unit ______
Spelling/SA: clean we mean
keep be read please eat
the feel tree each
people he see believe
stream steep sweet
Work: Evaluate ths story Ex: Ii like
the fact that the illustrator shows a
picture that looks like it’s drawn by
Jamaica is a really good artist and
what she enjoys drawing.
Wrap:
Fluency checklists
Rereading leveled readers/phonics
decodable text
Mini: Reading test
Voc, test
Spelling test
Work:
Wrap:
Stations etc…
Intensive Strategic