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Decodable Reader 9: His Biggest Fan
Leveled Reader Database ONLINE
Monitor Progress
Word and
Selection Reading
If… students have difficulty reading story words from the Decodable Reader,
then… reteach them by modeling blending or reading multisyllabic words.
If… partners have difficulty reading the Leveled
Reader on
their own,
then… have them follow along as they listen to the Online Leveled Reader Audio.
Tops & Bottoms
Group Time
DAY 1
3
Read Leveled Reader Growing Vegetables
Growing VegetablesREINFORCE CONCEPTS This week's concept is personal responsibility. When we take personal responsibility, we work hard, we do what we're supposed to do, and we don't blame others for our actions or our problems. In what ways do you take personal responsibility?
BEFORE READING Using the Picture Walk routine on p. DI•1, guide students through the text focusing on key concepts and vocabulary. Ask questions such as:
p. 3 What do you think the children in this picture are going to
do? (plant a garden) What makes you think that? (They're
wearing shirts that say "The Garden Bunch," and they're
holding gardening tools.)
p. 8 What is this boy doing? (putting sticks or poles in the ground so that the plants can grow up them)
Read pp. 3–4 aloud. Then do a choral reading of pp. 5–8. Have students read and discuss the remainder of the book with a partner. Ask: How did the hard work of The Garden Bunch pay off? (They harvested a lot of vegetables that they can sell.)
2
Preview Decodable Reader 9
BEFORE READING Review the words on Decodable Reader p. 65. Then have students blend these story words: sports, greeted, squinted, squiggle, and squeak. Be sure students understand the meanings of words such as squinted and squiggle.
Use the Picture Walk Routine on p. DI•1 to guide students through the text.
Preteach Phonics
CONSONANT BLENDS Write and say the word smart. What two consonants begin this word? (s and m) When a word begins with two consonants, their sounds are usually blended together. I don't say/s/ /m/; I say /sm/. Blend the word smart. Then have students blend it with you. Repeat this process with the word plan.
SMART
1
ROUTINE
Strategic Intervention