page 26 LANGUAGE ARTS NEW Common Core State Standards: English Language Arts. page 21 Integrated English Language Arts. page 77 TEST PREPARATION Literature & Thought Unit Studies. page 73 Struggling Readers Book Collections. See page 1 READING INTERVENTION & SKILLS Intervention Programs. FEATURING TEXAS PROGRAMS See table of contentsĢ TABLE OF CONTENTS FEATURED PROGRAM NEW LITERATURE Connections: English Language Arts A comprehensive, integrated curriculum helps students master skills and concepts as they connect with complex texts through close reading. Expla Point in that pajam e, and discu students identify as, like ss the mean ing of the the two small Perfection compound er Learning. them pants or pajamas between fell jeans, is off the bed explain in their Ask on the words that alway front own and fell asleep. is nonliteral also what it words the mean meanings difference s to fall asleep of out the, and have fell used in in usage monkeys the text. Ask ing and then doctor book is Compare students in the point out similar to or differe that fell students the literal and nt. Have an irregu nt-tense lar es the mean students describe lar past-t form (say), verb form of how the ense verb. Use the and identify Then point out of real-lif doctors, the prese the irregu discuss how e and have it chang forms. befor the -ed and e several present rly, show ending images tense verbsaid. List as it appea monkeys st brushed, to discu in the book the rs withi students bump ss past n the book real monk with identify tense and ed, jumped, eys. Have ) or durin vocabulary in (e.g., oppos compare students g context and contra ites, vocabulary reading. words into gs (e.g., ) plurals, Show a conceptual Introduce real monk past tenses photo of categories eys. help you Riding ry describe Tier One: brushed, English bumped, Tier Two: jumped, bedtime, Support Language said doctor, fell, monk Word eys, pajam Offer realia, Work as gestures, 1.3.E read or photo base words s to suppo 1.6.D identi with inflec rt the introduction tional endin of the new living things fy and sort vocabulary. Most 1.28, 1.29, 1.5, 1.6.D Hood Choose about what stories are or E, told in happened the seque The Gingerbrea a familiar story, first, next, time nce of d Man, such as events and have and Little in order Red students Vocabula. Say, are spelled differ h the words 1.3.E, that order.

Point Eileen, the middl two Christelow the main rhyme, Genre: es, or the words rhyme, part of or sound Fiction/Poe which ends? Point the story the same try Discuss Guided out that parts sound alike: : at the end, Reading order, whichhow stories even thoug the they Level: are organ TEKS: mean E 1.3.C, last, in ized. Little rhyming to Author: beginnings said. are famil based on a rhym Have a e count iar with On the e volun s Five bed, head, board, list the down from five teer recite a few lines. Ask this is a fun-to -read story Jumping students out that if they this rhym on the Bed. LEVEL E lore Poe Explain try they may to students that Monkeys recognize.

mama In gets to Introduct go to bed ion: Exp too. One the monk ordered by one, by the eys fall each doctor asleep to stop and their jumping. 1 2017 LITERACY INTERVENTION TEXAS Guided Reading Content-Area Reading Language Arts Skills Intervention Test Preparation Five Lit tle Synopsi Monk eys Jum pin g on the Bed s Based version on the classic includes children s lively illustra describing rhyme, tions and Eileen the monk a few pages Christelow s eys gettin monkey at the begin g ready falls off the bed to go to ning the end, and is bed.

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