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Dialogic Reading: Rosie's Walk
-The class has the opportunity to discuss the text with the teacher.
-Word Study begins with Alphabet Knowledge.
-Baa, Baa, Black Sheep- Students summarize and talk about what they heard in the poem. Poem is read line by line The teacher models how to read from top to bottom and left to right.

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Dialogic Reading: The same structure is followed but the text becomes more complex (nonfiction).

Phonological Awareness: More responsibility on the students. You can see that students are learning about poems in a new way (stanzas vs lines).

Word Study:  Again more responsibility on students. More letter sounds are addressed at one time.

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Sometimes only the first four lines is taught - it's in the lesson plan.

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The plans are written, but there is a good amount to read each week.

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Four letters focus
Word Walk procedure the same
Daily question routine the same as week 10

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Dialogic Reading: Text becomes more complex but the structure that it is taught is the same.

Phonological Awareness/Word Study: Teacher models and students are responsible for matching to appropriate letters. (End of letter sounds Y,Z, U,V)

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Words are more challenging - (reflection, delighted, resident)
Knowledge building evident.

Dialogic still routine - doesn't change.

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Text is more complex. The lessons have the same general structure. Students have more responsibility in regards to reading the poem and the word work focuses on word families at this point.

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More challenging text and increased student responsibility

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Vocabulary becomes more challenging