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Haley

Janssen
2.15-2.19

Student Teacher
Willard Elementary







5th Grade Special Ed Reading Groups
Group #1
Group #2
Group #3
8:25-8:45 (Wed. 8:25-8:40) 8:45-9:05 (Wed. 8:40-8:55) 9:05-9:25 (Wed. 8:55-9:10)
(Level L)
(Level M/N)
(Level P/Q)

Standards:
--Know and apply grade-level phonics and word analysis skills in decoding words.
--Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context
and out of context.
-- Read with sufficient accuracy and fluency to support comprehension
--- Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Learning Targets:
Students will be able to listen to the teacher read the passage faster and then model their pace
after the teacher.
Students will be able to listen to the teacher model reading the punctuation and determine
where the teacher makes a short pause or takes a breath to indicate punctuation.


Monday

Activity A: teacher leads, blending word parts into words. Students


learn how to pronounce part by part by part before they blend.
Activity B: Teacher lead, vowel combination students learn the sound
to say when they see a combination of letters.
Activity C: Vowel conversions, Students learn how to switch between
saying the sound and saying the name for a particular vowel letter

FLUENCY:
1. Instant Words-students look at words while listening to them being
read
2. Practice reading words on notecards
3. Use words in sentences

GUIDED READING:
Group 1: Students will be introduced to The Magic Fish by Freya

Tuesday

Wednesday

(short day)

Littledale. The teacher will introduce vocabulary.



Groups 2 and 3: Students will continue to read Kidnapped Cupid. We
will be doing a mix of shared reading, choral reading, independent
reading, and read-aloud. The teacher will continue to ask students
guided reading questions and go over unfamiliar vocabulary.
Activity A: teacher leads, blending word parts into words. Students
learn how to pronounce part by part by part before they blend.
Activity B: Teacher lead, vowel combination students learn the sound
to say when they see a combination of letters.
Activity C: Vowel conversions, Students learn how to switch between
saying the sound and saying the name for a particular vowel letter

FLUENCY:
1. Instant Words-students look at words while listening to them being
read
2. Practice reading words on notecards
3. Use words in sentences

GUIDED READING:
Group 1 only: Students will read The Magic Fish by Freya Littledale,
pausing for questions and comprehension checks periodically.

Groups 2 and 3: Students will continue to read Kidnapped Cupid. We
will be doing a mix of shared reading, choral reading, independent
reading, and read-aloud. The teacher will continue to ask students
guided reading questions and go over unfamiliar vocabulary.
Activity A: teacher leads, blending word parts into words. Students
learn how to pronounce part by part by part before they blend.
Activity B: Teacher lead, vowel combination students learn the sound
to say when they see a combination of letters.
Activity C: Vowel conversions, Students learn how to switch between
saying the sound and saying the name for a particular vowel letter

FLUENCY:
1. Instant Words-students look at words while listening to them being
read
2. Practice reading words on notecards
3. Use words in sentences

GUIDED READING:
Group 1: Students will read The Magic Fish by Freya Littledale, pausing
for questions and comprehension checks periodically.

Thursday

Friday

Groups 2 and 3: Students will continue to read Kidnapped Cupid. We


will be doing a mix of shared reading, choral reading, independent
reading, and read-aloud. The teacher will continue to ask students
guided reading questions and go over unfamiliar vocabulary.
Activity A: teacher leads, blending word parts into words. Students
learn how to pronounce part by part by part before they blend.
Activity B: Teacher lead, vowel combination students learn the sound
to say when they see a combination of letters.
Activity C: Vowel conversions, Students learn how to switch between
saying the sound and saying the name for a particular vowel letter

FLUENCY:
1. Instant Words-students look at words while listening to them being
read
2. Practice reading words on notecards
3. Use words in sentences

GUIDED READING:
Group 1: Students will read The Magic Fish by Freya Littledale, pausing
for questions and comprehension checks periodically.

Groups 2 and 3: Students will continue to read Kidnapped Cupid. We
will be doing a mix of shared reading, choral reading, independent
reading, and read-aloud. The teacher will continue to ask students
guided reading questions and go over unfamiliar vocabulary.
Activity A: teacher leads, blending word parts into words. Students
learn how to pronounce part by part by part before they blend.
Activity B: Teacher lead, vowel combination students learn the sound
to say when they see a combination of letters.
Activity C: Vowel conversions, Students learn how to switch between
saying the sound and saying the name for a particular vowel letter

FLUENCY:
1. Instant Words-students look at words while listening to them being
read
2. Practice reading words on notecards
3. Use words in sentences

GUIDED READING:
Group 1: Students will ready The Magic Fish by Freya Littledale,
pausing for questions and comprehension checks periodically.

Groups 2 and 3: Students will finish reading Kidnapped Cupid. We will
be doing a mix of shared reading, choral reading, independent

reading, and read-aloud. The teacher will continue to ask students


guided reading questions and go over unfamiliar vocabulary. Students
will complete an extension activity as time allows.