8:40 10:10 Reading centers (3 groups x30min) Objectives: Extended standards will be address during reading centers.

. Complexity level for each standard will be determined by IEP goals and level of functioning. Activities: Groups have been determined color coded on the behavior chart in the front of the room to assist students in remembering their groups. Each group will spend 30 min at a center. Center 1 will be working on the computer. Center 2 will be working with Mrs. Jackie doing spelling/writing/tasks. Center 3 will work on reading with Miss Kendra on the following:
Amelia (Orange Group) Letter Cards. Amelia will be choosing designate d letters when she is verbally prompted Language Story Sam/Tam R.ES.4.4 (1) Student will point to pictures of character s when given the directive Bubba (Orange Group) Leveled Reader: Tex has an Itch R.ES.4.2 (2) Chad (Orange Group) Leveled Reader: Tex has an Itch R.ES.4.2 (1) Jaden (Orange Group) Leveled Reader: Tex has an Itch R.ES.4.2 (1) Jessica (Pink Group) Fluency Passage (Wig) R.ES.5.3 (3) Sara (Pink Group) Fluency Passage (Wig) R.ES.6.2 (2) Hannah (Pink Group) Fluency Passage (Wig) R.ES.6.2 (2) Allontae (Green Group) Fluency Passage (Sharks) R.ES.6.3 (3) Abrial (Green Group) Fluency Passage (Sharks) R.ES.6.3 (3) Josh (Green Group) Fluency Passage (Wig) R.ES.5.3 (4)

Language Story Sam/Tam R.ES.4.4 (2) Student will work on sequenci ng a story orally

Language Story Sam/Tam R.ES.4.4 (2) Student will work on sequenci ng a story orally

Language Story Sam/Tam R.ES.4.4 (2) Student will work on sequenci ng a story orally

Leveled Reader: Peas Please R.ES.5.2 (3) Student will work on sequenci ng a story orally

Leveled Reader: Peas Please R.ES.6.2 (2) Student will work on sequenci ng a story orally

Leveled Reader: Peas Please R.ES.6.2 (2) Student will work on sequenci ng a story orally

Language Story Sam/Tam R.ES.4.4 (1) Student will sequence the story through putting pictures in order

Language Story Sam/Tam R.ES.4.4 (2) Student will sequence the story through putting pictures in order.

Language Story Sam/Tam R.ES.4.4 (2) Student will sequence the story through putting pictures in order.

Language Story Sam/Tam R.ES.4.4 (2) Student will sequence the story through putting pictures in order.

Leveled Reader: Peas Please R.ES.5.2 (3) Student will sequence the story through drawing pictures.

Leveled Reader: Peas Please R.ES.6.2 (2) Student will sequence the story through drawing pictures.

Leveled Reader: Peas Please R.ES.6.2 (2) Student will sequence the story through drawing pictures.

Introducti on of Chapter Book: Chocolat e Touch R.ES.6.3 (3) Student will work on Chocolat e Touch: Conversa tion Activity Chapters 1-2: Chocolat e Touch R.ES.6.3 (3) Magic Chocolat e Box Activity

Introducti on of Chapter Book: Chocolat e Touch R.ES.6.3 (3) Student will work on Chocolat e Touch: Conversa tion Activity Chapters 1-2: Chocolat e Touch R.ES.6.3 o(3) Magic Chocolat e Box Activity

Introducti on of Chapter Book: Chocolat e Touch R.ES.5.3 (4) Student will work on Chocolat e Touch: Conversa tion Activity Chapters 1-2: Chocolat e Touch R.ES.5.3 (4) Magic Chocolat e Box Activity

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(with teacher assistanc e) Leveled Reader: Tex has an Itch R.ES.4.2 (1) Student will sequence the story through putting pictures in order.

Leveled Reader: Tex has an Itch R.ES.4.2 (2) Student will sequence the story through putting pictures in order.

Leveled Reader: Tex has an Itch R.ES.4.2 (1) Student will sequence the story through putting pictures in order.

Leveled Reader: Tex has an Itch R.ES.4.2 (1) Student will sequence the story through putting pictures in order.

Ipad Language Game

Student will use elkonin boxes in order to blend letter sounds to make words. R.ES. 4.1 (2)

Student will use elkonin boxes in order to blend letter sounds to make words. R.ES. 4.1 (2)

Student will use elkonin boxes in order to blend letter sounds to make words. R.ES. 4.1 (2)

Leveled Reader: Peas Please R.ES.5.2 (3) Student will write and illustrate their own story about a dislike for vegetable s. Fluency Passage (Wig) R.ES.5.3 (3) Compreh ension questions will be answered in a written format. There are 5 questions on the comprehe nsion page

Leveled Reader: Peas Please R.ES.5.2 (2) Student will write and illustrate their own story about a dislike for vegetable s. Fluency Passage (Wig) R.ES.6.2 (2) Compreh ension questions will be answered in a written format. There are 5 questions on the comprehe nsion page

Leveled Reader: Peas Please R.ES.5.2 (2) Student will write and illustrate their own story about a dislike for vegetable s. Fluency Passage (Wig) R.ES.6.2 (2) Compreh ension questions will be answered in a written format. There are 5 questions on the comprehe nsion page

Chapters 2-3: Chocolat e Touch R.ES.6.3 (3) Whats in Chocolat e Candy Activity

Chapters 2-3: Chocolat e Touch R.ES.6.3 (3) Whats in Chocolat e Candy Activity

Chapters 2-3: Chocolat e Touch R.ES.5.3 (4) Whats in Chocolat e Candy Activity

Fluency Passage (Sharks) R.ES.6.3 (3) Compreh ension questions will be answered in a written format. There are 5 questions on the comprehe nsion page (3)

Fluency Passage (Sharks) R.ES.6.3 (3) Compreh ension questions will be answered in a written format. There are 5 questions on the comprehe nsion page

Fluency Passage (Wig) R.ES.5.3 (4) Compreh ension questions will be answered in a written format. There are 5 questions on the comprehe nsion page