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I am still wrapping my mind around what this is. I have not been informed well yet at my site.

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I like students to talk and visualize words they don't know. I would show them pictures of ranch or the sea. Then have them discuss with a partner something they might know or not know about the subject.

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In the second scenario, after reading the "Teacher Reads" portion of "On The Ranch," I would have the students take time to turn and talk about their predictions/knowledge about ranches to try and make the following passage more relevant.

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For the Magnetic Reading Foundation, I found that that students could take time to share and discuss about other words that begin with cr-, fr-, dr-, and tr-. They could think about which words they know that start with those sounds and they can all take the time to blend the words and read those words also. It gives them time to really think about what they are trying to accomplish.

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Not only is it important to activate that prior knowledge or background knowledge but to allow the students time to share what they want to learn. So they have time to engage and own one's learning.

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I read about the 1st grade class working on Week 11 blends and practicing building words. This could be a great opportunity to incorporate think time by having students pause to:

Visualize the word before building it,

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From a behavioristic stand point, students retain more if you can relate a word or concept too an age-relevant scenario.

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Blending and writing words like crab, fresh, frog, and crash whiteboards. Practicing and saying the full word, and clapping the syllables.

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After reading the first paragraph about the ranch I would do a would you rather…ranch vs other areas. Students can pick a side and use evidence from the first paragraph to support their side in a discussion with their peers.

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I think it is important to have students verbalize their thinking in a low-risk environment, such as in the morning meeting mentioned before. I also enjoy having a think-pair-share for class discussions, I implement that with my middle schoolers currently. I think this benefits students to engage with others and having deeper thinking skills.

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My students have struggled in this lesson in the past with the concept of "the sea." They know "ocean," but "sea" is not a term they have heard. So it's a good opportunity to define and explain that word and its relationship to the word they already know.

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POST IDEAS FOR MAKING MEANING AND PROMOTING ORACY IN THE SCENARIOS HERE