Stage 5B Independent Reader Paraprofessional S Daily Outline Group ______

Stage 5B Independent Reader Paraprofessional’s Daily Outline Group ______

L. # / Letter Focus / Word Study: / SentenceDictation: / Sight Words: / Reread: Lead read w/whisper read.
Retell/Summarize.
New Read: Choral read. / Comprehension: Setting; Characters; Sequence; Plot; Main Idea; Compare/contrast; / Date
1 / BSM / __Picture Sort
__Letter Match
__Spell Check / A bunny is soft. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before:Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
2 / BSM / __Picture Sort
__Letter Match
__Spell Check / A bear is mean. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before:Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
3 / BSM / __Picture Sort
__Letter Match
__Spell Check / A monkey is brown. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before:Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
4 / BSM / __Picture Sort
__Letter Match
__Spell Check / A boy is small. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before:Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
5 / BSM / __Picture Sort
__Letter Match
__Spell Check / A snake is black. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before:Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
6 / CDF / __Picture Sort
__Letter Match
__Spell Check / The match can burn. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______/ Focus:______
Before:Preview, predict, build background/make connections.
During: Guided reading, questioning.
After: Draw conclusions, reflect.
7 / CDF / __Picture Sort
__Letter Match
__Spell Check / The man can swim. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______
8 / CDF / __Picture Sort
__Letter Match
__Spell Check / The boy can swing. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______
9 / CDF / __Picture Sort
__Letter Match
__Spell Check / The bird can sing. / __15-35
__ 35-50
__ 50-75
__ 75-100 / Level: ______
Title: ______
10 / CDF / __Picture Sort
__Letter Match
__Spell Check / The ball can bounce. / __15-35
__ 35-50
__ 50-75
__ 75-100
11 / BCD / __Picture Sort
__Letter Match
__Spell Check / I can draw a fat cat. / __15-35
__ 35-50
__ 50-75
__ 75-100
12 / SDF / __Picture Sort
__Letter Match
__Spell Check / The cat and dog are friends. / __15-35
__ 35-50
__ 50-75
__ 75-100
13 / MCD / __Picture Sort
__Letter Match
__Spell Check / A duck can swim fast. / __15-35
__ 35-50
__ 50-75
__ 75-100
14 / BDF / __Picture Sort
__Letter Match
__Spell Check / Do you like to catch fish? / __15-35
__ 35-50
__ 50-75
__ 75-100
15 / MDF / __Picture Sort
__Letter Match
__Spell Check / A frog can eat flies. / __15-35
__ 35-50
__ 50-75
__ 75-100
16 / TRL / __Picture Sort
__Letter Match
__Spell Check / I can dance with my friends. / __15-35
__ 35-50
__ 50-75
__ 75-100
17 / TRL / __Picture Sort
__Letter Match
__Spell Check / I can play the big drum. / __15-35
__ 35-50
__ 50-75
__ 75-100
18 / TRL / __Picture Sort
__Letter Match
__Spell Check / Fred went fishing in the creek. / __15-35
__ 35-50
__ 50-75
__ 75-100
19 / TRL / __Picture Sort
__Letter Match
__Spell Check / Can you find my dog? / __15-35
__ 35-50
__ 50-75
__ 75-100
20 / TRL / __Picture Sort
__Letter Match
__Spell Check / We had cake for my birthday. / __15-35
__ 35-50
__ 50-75
__ 75-100
21 / CRL / __Picture Sort
__Letter Match
__Spell Check / Tommy ran to the lake. / __15-35
__ 35-50
__ 50-75
__ 75-100
22 / DTL / __Picture Sort
__Letter Match
__Spell Check / He was last in the race. / __15-35
__ 35-50
__ 50-75
__ 75-100
23 / FTR / __Picture Sort
__Letter Match
__Spell Check / Let me rake the leaves. / __15-35
__ 35-50
__ 50-75
__ 75-100
24 / BRL / __Picture Sort
__Letter Match
__Spell Check / We looked for the tractor. / __15-35
__ 35-50
__ 50-75
__ 75-100
25 / MRL / __Picture Sort
__Letter Match
__Spell Check / The little rabbit was laze. / __15-35
__ 35-50
__ 50-75
__ 75-100
26 / NPW / __Picture Sort
__Letter Match
__Spell Check / I am learning to read. / __15-35
__ 35-50
__ 50-75
__ 75-100
27 / NPW / __Picture Sort
__Letter Match
__Spell Check / The lion ran to the tiger. / __15-35
__ 35-50
__ 50-75
__ 75-100
28 / NPW / __Picture Sort
__Letter Match
__Spell Check / Please turn on the light. / __15-35
__ 35-50
__ 50-75
__ 75-100
29 / NPW / __Picture Sort
__Letter Match
__Spell Check / My teacher likes to read. / __15-35
__ 35-50
__ 50-75
__ 75-100
30 / NPW / __Picture Sort
__Letter Match
__Spell Check / He rode on a train. / __15-35
__ 35-50
__ 50-75
__ 75-100
31 / TPW / __Picture Sort
__Letter Match
__Spell Check / I have a new puppy. / __15-35
__ 35-50
__ 50-75
__ 75-100
32 / RNW / __Picture Sort
__Letter Match
__Spell Check / We like to play tag. / __15-35
__ 35-50
__ 50-75
__ 75-100
33 / LPN / __Picture Sort
__Letter Match
__Spell Check / She has a new watch. / __15-35
__ 35-50
__ 50-75
__ 75-100
34 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Will you play with me? / __15-35
__ 35-50
__ 50-75
__ 75-100
35 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Will has a nice pony! / __15-35
__ 35-50
__ 50-75
__ 75-100
36 / GHJ / __Picture Sort
__Letter Match
__Spell Check / They want to make popcorn. / __15-35
__ 35-50
__ 50-75
__ 75-100
37 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Never play with fire! / __15-35
__ 35-50
__ 50-75
__ 75-100
38 / GHJ / __Picture Sort
__Letter Match
__Spell Check / Please water the new plant. / __15-35
__ 35-50
__ 50-75
__ 75-100
39 / NHJ / __Picture Sort
__Letter Match
__Spell Check / She has nine new pennies. / __15-35
__ 35-50
__ 50-75
__ 75-100
40 / PGJ / __Picture Sort
__Letter Match
__Spell Check / I have a new purple watch. / __15-35
__ 35-50
__ 50-75
__ 75-100
41 / WHJ / __Picture Sort
__Letter Match
__Spell Check / Henry had grapes for lunch. / __15-35
__ 35-50
__ 50-75
__ 75-100
42 / ZKV / __Picture Sort
__Letter Match
__Spell Check / She has a glass jar. / __15-35
__ 35-50
__ 50-75
__ 75-100
43 / ZKV / __Picture Sort
__Letter Match
__Spell Check / Gorillas like to eat bananas. / __15-35
__ 35-50
__ 50-75
__ 75-100
44 / ZKV / __Picture Sort
__Letter Match
__Spell Check / Goats have long legs. / __15-35
__ 35-50
__ 50-75
__ 75-100
45 / GKV / __Picture Sort
__Letter Match
__Spell Check / The juice was in the glass. / __15-35
__ 35-50
__ 50-75
__ 75-100
46 / HZK / __Picture Sort
__Letter Match
__Spell Check / Helicopters fly high in the sky. / __15-35
__ 35-50
__ 50-75
__ 75-100
47 / JKV / __Picture Sort
__Letter Match
__Spell Check / The horse got out of the gate. / __15-35
__ 35-50
__ 50-75
__ 75-100
48 / Mix review / __Picture Sort
__Letter Match
__Spell Check / The girl had a heavy jacket. / __15-35
__ 35-50
__ 50-75
__ 75-100
49 / Mix review / __Picture Sort
__Letter Match
__Spell Check / I jumped in the grass. / __15-35
__ 35-50
__ 50-75
__ 75-100
50 / Mix review / __Picture Sort
__Letter Match
__Spell Check / Do you have a jar? / __15-35
__ 35-50
__ 50-75
__ 75-100
Date / Reread text
(if at grade level or above use a poem, and reread out of group) / Word Study
Contractions: is, not, had / New Read / Vocabulary / Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme
Level: ______
Title:
______/ Wk 1
Lsn
1 / __ Open Sort
Discuss :
__ common contractions with is, not, and had(see the word sort cards for words)
__ what letters are left out of the contractions
__ the words that make up the contractions
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 1
Lsn
2 / Spelling sort- use words above as header cards. Call out the two words that make up the contraction, students complete spelling sort, writing the contraction (adult sorts the cards in the pocket chart and has student give a sentence with the contraction).
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 1
Lsn
3 / Spelling sort- use words above as header cards. Call out the two words that make up the contraction, students complete spelling sort, writing the contraction (adult sorts the cards in the pocket chart and has student give a sentence with the contraction).
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 1
Lsn
4 / Sentence writing:
Give each student a word sort card. Students write a sentence using the contraction, then take turns reading their sentences. Others give thumbs up if it’s used correctly. Have students replace the contraction with the two words that formed it and see if it still makes sense. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 1
Lsn
5 / Sentence writing:
Give each student a word sort card. Students write a sentence using the contraction, then take turns reading their sentences. Others give thumbs up if it’s used correctly. Have students replace the contraction with the two words that formed it and see if it still makes sense. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread text
(if at grade level or above use a poem, and reread out of group) / Word Study
Contractions: would, are, have / New Read / Vocabulary / Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme
Level: ______
Title:
______/ Wk 2
Lsn
1 / __ Open Sort & discuss
Discuss :
__common contractions with would, are, have(see the word sort cards for words)
__ what letters are left out of the contractions
__ the words that make up the contractions
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 2
Lsn
2 / Spelling sort- use words above as header cards. Call out the two words that make up the contraction, students complete spelling sort, writing the contraction (adult sorts the cards in the pocket chart and has student give a sentence with the contraction).
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 2
Lsn
3 / Spelling sort- use words above as header cards. Call out the two words that make up the contraction, students complete spelling sort, writing the contraction (adult sorts the cards in the pocket chart and has student give a sentence with the contraction).
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 2
Lsn
4 / Sentence writing:
Give each student a word sort card. Students write a sentence using the contraction, then take turns reading their sentences. Others give thumbs up if it’s used correctly. Have students replace the contraction with the two words that formed it and see if it still makes sense. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 2
Lsn
5 / Sentence writing:
Give each student a word sort card. Students write a sentence using the contraction, then take turns reading their sentences. Others give thumbs up if it’s used correctly. Have students replace the contraction with the two words that formed it and see if it still makes sense. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread text
(if at grade level or above use a poem, and reread out of group) / Word Study
Prefixes: pre (before), re (do again), un (not) / New Read / Vocabulary / Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme
Level: ______
Title:
______/ Wk 3
Lsn
1 / ___OPEN SORT & discussion
Discuss :
__ how the prefix changes the meaning of each word
__ additional words that have these prefixes
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 3
Lsn
2 / Spelling sort- use words above as header cards. Call out words.Students complete spelling sort and the adult sorts the cards in the pocket chart and has student give a sentence with the word on the card.
Sentence writing:
Student writes a sentence using one of the cards. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 3
Lsn
3 / Brainstorm-Brainstorm examples of things related to: prepay (what things might you prepay for), recycle (what might you recycle), uneasy (what makes you uneasy)
Sentence writing: Give each student a word from the list to use in a written sentence. Share and check. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 3
Lsn
4 / Word Stumpers: oral discussion of:unsure undo, relive, reteach, preheat, precook- make sentences with words
Sentence writing:
Give each student a word from the list above to use in a written sentence. Share and check. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 3
Lsn
5 / Sentence writing:
Teacher gives each child a card. The student writes a sentence using the word. Students read sentences aloud and others give a thumbs up if it is correct. Repeat for 3 words. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread text
(if at grade level or above use a poem, and reread out of group) / Word Study
Plurals: -s,-es, y to i(add –es) / New Read / Vocabulary / Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme
Level: ______
Title:
______/ Wk 4
Lsn
1 / ____Open Sort and then discuss :
___ word patterns to decide how to make the word plural (word ending in sh, ch, add –es, word ending in y, change y to I and add –es, if a vowel comes before the y, just add s)
__ how the plural changes each word
__ additional words that can be made plural
Sentence dictation:
I bought six bunches of flowers for the teachers. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 4
Lsn
2 / Spelling sort- use endings above as header cards. Call out the singular form of the word and students write the plural form on their spelling sort. The adult sorts the cards in the pocket chart. A student then gives a sentence with the word on the card. (Be careful they don’t make possessives)
Sentence writing:
Write the singular form of one of the word cards on the dry erase board. Have each student write a sentence using the plural form of the word. Share and correct if necessary. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 4
Lsn
3 / Spelling sort- use endings above as header cards. Call out the singular form of the word and students write the plural form on their spelling sort. The adult sorts the cards in the pocket chart. A student then gives a sentence with the word on the card. (Be careful they don’t make possessives)
Sentence writing:
SAME as WK 4, Lesson 2 / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 4
Lsn
4 / Spelling sort- use endings above as header cards. Call out the singular form of the word and students write the plural form on their spelling sort. The adult sorts the cards in the pocket chart. A student then gives a sentence with the word on the card. (Be careful they don’t make possessives)
Sentence writing:
SAME as WK 4, Lesson 2 / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Level: ______
Title:
______/ Wk 4
Lsn
5 / Spelling sort- use endings above as header cards. Call out the singular form of the word and students write the plural form on their spelling sort. The adult sorts the cards in the pocket chart. A student then gives a sentence with the word on the card. (Be careful they don’t make possessives)
Sentence writing: SAME as WK 4, Lesson 2 / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)
After: Summarizing (retelling, story elements, using story vocabulary when appropriate), teacher/student discussion
Date / Reread text
(if at grade level or above use a poem, and reread out of group) / Word Study
Homophones (wk 1)
(two words that sound the same and have different meanings and spellings) / New Read / Vocabulary / Comprehension: Importance of setting; Character Traits; Sequence; Plot; Main Idea/ Details; Genre; Compare/contrast; Author’s Purpose; Theme
Level: ______
Title:
______/ Wk 5
Lsn
1 / __ Discuss: What are homophones?
__ Students do an open sort using the 10 sets of homophones for this week(see the word sort cards for words)
__ Discuss four sets of homophones (meanings)
Sentence dictation:
We found eight planes for sale. / Level: ______
Title:
______/ Before: Build Background knowledge, intro story vocabulary
During: Questioning (teacher and student)