Weeks of 2/25/2013, 3/4/2013, 3/11/2013, and 3/18/2013: The pink group has worked on the following phonics sounds: long o (oa, ow); long i (igh and y); and /r/ controlled vowels which include (ar and or). Visualizing while reading has also been reviewed and the students have practiced answering questions related to the follow structure words: What, Size, Color, Number, Shape, Where, Movement, Mood, Background, Perspective, When, and Sound from the Visualizing and Verbalizing Program by: Nanci Bell. In addition the following skills have been addressed: Fantasy and Reality; Problem and Solution; and Cause and Effect.
Weeks of 2/4/2013, 2/11/2013, and 2/18/2013: The pink group has worked on phonics sounds which include the long u sound, y making the long e sound at the end of words. They have worked on discriminating between was/were in sentences and completing sentences containing their high frequency words. The group has also worked on answering reading comprehension questions and comparing and contrasting.
Weeks of 1/21/2013 and 1/28/2013: The pink group has worked on the phonics skills of (long o). They have also identified when the use was or were within a sentence. In addition, the group has worked on writing sentences with their high frequency and vocabulary words and making inferences about a series of pictures and short stories.
Weeks of 1/7/2013 and 1/14/2013: The pink group has continued to work on their phonics skills of the week (long i and triple s-blends). In addition, high frequency words, vocabulary, and development of grammatically appropriate sentences have also been addressed.
Weeks of 12/10/2012 and 12/17/2012: Over the past two weeks the pink group has worked on activities involving, reading and listening comprehension, vocabulary, and spelling have also been addressed.
Weeks of 11/26/2012 and 12/3/2012: The pink group has worked on identifying parts of speech (e.g., nouns (name words), verbs (action words), and adjectives (describing words). They have also worked on the skills of predicting and comparing and contrasting as well as their target phonics patterns of the week.
Weeks of 11/5/2012 and 11/12/2012: The pink group has worked on their high frequency vocabulary words while selecting the words to place into a variety of sentences. The phonics patterns of the week were targeted through looking at a series of pictures and determining which of the pictures contained their pattern. Making predictions was also addressed through a variety of pictures and short stories/scenarios. Weeks of 10/22/2012 and 10/29/2012: The pink group has continued working on their phonics sound of the week. They have also participated in activities that involve following directions with embedded concepts. In addition, the group has also worked on answering comprehension questions about a story and understanding the structure of a variety of stories.
Weeks of 10/8/2012 and 10/15/2012: Over the past two weeks the pink group has continued to work on their phonics pattern of the week by identifying if target words contain their pattern and/or belong in a specific group. The students have also worked on defining these words and using them in sentences. In addition the skills of main idea and details, retelling, and summarizing a story have been targeted.
Week of 10/1/2012: This week the pink group continued to work on their phonics pattern of the week as well as their reading skill of author's purpose.
Week of 9/24/2012: This week the pink group worked on spelling words containing the blends "gr," "cr," and "tr." They also worked on producing sentences containing these target words. In addition they answered questions related to the structure of a story.
Week of 9/17/2012: This week the pink group worked on the short /i/ sound. They had to match words containing short i to a field of pictures. The students also practiced their spelling words and skill of the week which was retelling a story.
Week of 9/10/2012: This week the pink group continued to work on the short /a/ sound during an activity where they looked at a series of pictures and crossed out the photos that did not contain short /a/ and circle the photos that contained short /a/. Short /a/ was also addressed when the students practiced their list of spelling words. The group also worked on identifying the beginning, middle, and end of two stories while using a graphic organizer.
Week of 9/3/2012:This week the pink group made story grammar markers (see home page) in order to assist with reading and listening comprehension. The group members selected symbols they liked to represent character and setting. Books the students were looking at in the classroom were used to answer questions about each of these story parts. The short /a/ sound also continued to be an area of focus and the students identified if they heard the sound in a series of words and the location of the sound in the word.
Week of 8/27/2012:This week the pink group worked on reviewing the short /a/ sound and completing an activity where they needed to determine if a picture of an item contained the short /a/ sound and if the item had the short /a/ sound then the students needed to spell the word. The group also reviewed the story elements of character and setting.
Week of 8/20/2012: This week the pink group worked on a writing activity about their summer vacation. They also read a story about summer and answered questions related to story and completed a vocabulary activity with the words from the story.
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