Weekly Reading Lesson

Special Day Class K-3 (M oderate to Severe)

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Monday
Whole Group Instruction: Introduce Charlie Anderson (20 mins) - Read aloud using Questioning Comprehension Strategy - Model the strategy/ Allow time for student practice Learning Centers (60 mins) Rotating Centers: Students will rotate and each be a part of each groups Small Group Instruction: Teacher-led small group: Finish/Re-read Charlie Anderson with Questioning Strategy (20 mins) Group led by Aide: GLAD Vocabulary Strategy (New words from Charlie Anderson) Group 3: Independent Work: Review lesson from last week

Tuesday
Whole Group Instruction: Introduce Stranger in the Woods (20 mins) -Read aloud using Questioning Strategy - Model the strategy/ Allow for student practice - Student Pair Share: have students tell their partner their question, then share out to whole group -Write some questions on Anchor Chart Rotating Learning Centers (60 mins) Small Group Instruction: teacherled small group: Read print out of one page of Stranger in the Woods. (20 mins) -Students follow along as teacher reads aloud -Students each come up with one question after we read page -Teacher writes question down on chart Group led by Aide: GLAD Vocabulary Strategy (Stranger in the Woods)

Wednesday
Whole Group Instruction: Finish reading Stranger in the Woods (20 mins) -Read Aloud using Questioning Strategy -Allow for students to ask all the questions -Use Pair/Share for students to share some questions with partners -Write many questions on Anchor Chart Rotating Learning Centers (60 mins) Small Group led by Aide: (20 mins) -Students practice questioning strategy with Pink and Say by Patricia Pollaco Small Group led by Teacher: (20 mins) Writing practice: students write their own story (dictation, or prewriting skills) Group 3: Independent Work: Story Sequencing Puzzles

Thursday
Whole Group Instruction: Return to comprehension questions that were asked about Stranger in the Woods (written on T-Chart paper) (20 mins) -T Chart filled with I Wonder Questions, Students will begin filling in facts found in the book to answer their questions, were answers found in the text, found with background knowledge or left unanswered? Rotating Learning Centers (60 mins) Small Group Instruction: Teacher-led group: Choral Reading Strategy Fly Away Home by Eve Bunting Group led by Aide: Writing practice: students write their own story Group 3: Independent Work: Story Sequencing Puzzles

Friday
Whole Group Instruction: Finish reviewing T Chart. Fill in facts found in the story to answer I wonder questions (20 mins) Rotating Learning Centers (60 mins) Small Group Instruction: Teacher-led group: Choral Reading Strategy; Fly Away Home by Eve Bunting Group led by Aide: GLAD Vocabulary Strategy (Fly Away Home) Group 3: Independent Work: Draw pictures to written pages of story

(Listening/Speaking, Comprehension, Word Recognition, Writing)

Group 3: Independent Work (Listening/Speaking, Comprehension, Word Recognition, Writing)

(Listening/Speaking, Comprehension, Word Recognition, Writing)

(Listening/Speaking, Comprehension, Word Recognition, Writing)

(Listening/Speaking, Comprehension, Word Recognition, Writing)