Evolving Reader Year 1 Cycle 4Daily Outlinegroup______

Evolving Reader Year 1 Cycle 4Daily OutlineGroup______

Date / Reread
(if using a poem, leave level blank) / Word Study
Prefixes: in- en- / Vocabulary / New Read
Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose
Level: ______
Title: / Week 1 Day 1: Open Sort
in- / en-
interpret / engage
inconsistent / encourage
incomplete / enjoy
inaccurate / encarta
inefficient
insecure / inoperative
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 1 Day 2: Spelling Sort
in- / en-
interpret / engage
inconsistent / encourage
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 1 Day 3: Spelling Sort
in- / en-
incomplete / enjoy
inaccurate / encarta
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 1 Day 4: Spelling Sort
in- / en-
inefficient / encourage
insecure / encarta
inoperative
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 1 Day 5: Spelling Sort
in- / en-
inaccurate / encourage
inefficient / encarta
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread
(if using a poem, leave level blank) / Word Study
Ambiguous vowels in the stressed syllable: au, aw, wa / Vocabulary / New Read
Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose
Level: ______
Title: / Week 2 Day 1: Open Sort
au / aw / wa
caught / launch / draw / saw / want
fault / crawl / drawn / watch
pause / law / shawl / wash
sauce / squawk / wand
taught / dawn / wasp
haunt / yawn / watt / swat
Student Generated Sentenceswap / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 2 Day 2: Spelling Sort
au / aw / wa
caught / draw / wasp
launch / crawl / watt
swat
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 2 Day 3: Spelling Sort
au / aw / wa
fault / squawk / wash
pause / dawn / wand
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 2 Day 4: Spelling Sort
au / aw / wa
sauce / drawn / want
taught / shawl / watch
haunt
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 2 Day 5: Spelling Sort
au / aw / wa
fault / squawk / wand
launch / drawn / watt
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread
(if using a poem, leave level blank) / Word Study
Compound words: back, foot, head / Vocabulary / New Read
Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose
Level: ______
Title: / Week 3 Day 1: Open Sort
back / foot / head
backyard / football / headstone
backyard / footstool / headache
backward / footstep / headlight
backside / footprint / headband
backseat / foothill / headstrong
backbone / foothold / headboard
background
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 3 Day 2: Spelling Sort
back / foot / head
backyard / football / headstone
backyard / footstool / headache
backward
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 3 Day 3: Spelling Sort
back / foot / head
backside / footstep / headlight
backseat / footprint / headband
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 3 Day 4: Spelling Sort
back / foot / head
backbone / foothill / headstrong
background / foothold / headboard
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 3 Day 5: Spelling Sort
back / foot / head
backward / footstool / headache
background / foothold / headstrong
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread
(if using a poem, leave level blank) / Word Study
Suffixes: -ful, -ly, -y / Vocabulary / New Read
Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose
Level: ______
Title: / Week 4 Day 1: Open Sort
-ful / -ly / -y
careful / badly / breezy
cheerful / barely / bumpy
colorful / playful / bravely / chilly / dusty
fearful / lawful / closely / choppy / easy
graceful / peaceful / constantly / deadly / cloudy / frosty
harmful / hopeful / costly / directly / dirty / injury
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 4 Day 2: Spelling Sort
careful / badly / easy
cheerful / barely / frosty
colorful / bravely / injury
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 4 Day 3: Spelling Sort
fearful / closely / choppy
graceful / constantly / cloudy
harmful / costly / dirty
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 4 Day 4: Spelling Sort
playful / deadly / breezy
lawful / directly / bumpy
peaceful / chilly
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 4 Day 5: Spelling Sort
graceful / constantly / frosty
harmful / directly / injury
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread
(if using a poem, leave level blank) / Word Study
Suffixes: -er, -est / Vocabulary / New Read
Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose
Level: ______
Title: / Week 5 Day 1: Open Sort
-er, -est
blacker, blackest / bigger, biggest
bolder, boldest / braver, bravest
closer, closest / cleaner, cleanest
colder, colder / funnier, funniest
louder, loudest / newer, newest
prettier, prettiest / quicker, quickest
sadder, saddest
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 5 Day 2: Spelling Sort
-er, -est
blacker, blackest / bigger, biggest
bolder, boldest / braver, bravest
sadder, saddest
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 5 Day 3: Spelling Sort
-er, -est
closer, closest / cleaner, cleanest
colder, colder / funnier, funniest
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 5 Day 4: Spelling Sort
-er, -est
louder, loudest / newer, newest
prettier, prettiest / quicker, quickest
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 5 Day 5: Spelling Sort
-er, -est
funnier, funniest / prettier, prettiest
quicker, quickest / bolder, boldest
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread
(if using a poem, leave level blank) / Word Study
Vowel Alterations (long to schwa with predictable spelling changes): -ion / Vocabulary / New Read
Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose
Level: ______
Title: / Week 6 Day 1: Open Sort
Spelling Change to –ion
act, action / include, inclusion
admit, admission / omit, omission
convict, conviction / permit, permission
delude, delusion / conclude, conclusion
divide, division
edit, edition
explode, explosion
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 6 Day 2: Spelling Sort
Spelling Change to –ion
act, action / include, inclusion
admit, admission / omit, omission
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 6 Day 3: Spelling Sort
Spelling Change to –ion
delude, delusion / explode, explosion
divide, division / conclude, conclusion
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 6 Day 4: Spelling Sort
Spelling Change to –ion
convict, conviction / permit, permission
edit, edition / act, action
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title: / Week 6 Day 5: Spelling Sort
Spelling Change to –ion
admit, admission / explode, explosion
divide, division / include, inclusion
Student Generated Sentence / 1.
2.
3.
4.
5.
6. / Level: ______
Title: / Before: Brief intro, intro vocab
During: Questioning, text features, illustrations
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread
(if using a poem, leave level blank) / Word Study
Homophones / Vocabulary / New Read
Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose
Level: ______
Title: / Week 7 Day 1: Open Sort
Homophones
aisle, I’ll, isle / cite, sight, site
stile, style / thyme, time
knight, night / brows, browse
hoarse, horse / your, you’re, your
choose, chews / chute, shoot
knight, night / troop, troupe
who’s, whose