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Weeks 1–3 emphasize questions that support understanding of the overall story, including 2–3 additional questions about the book.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},416590,1791126456,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Words, Grammar & Fun  \nShared Reading Phase Two  \nSHARED READING  \nLanguage Areas: Comprehension, Semantics  \nGoal/s: To understand and answer Blank Level 1-4 questions to support story comprehension.  \nTo develop vocabulary to support story comprehension.  \nEquipment Required: Story book, Blank Level Questions, Word cards or Whiteboard to write them up, Learning New Words Poster  \nWeek 1 Reading  \n\n| Before Reading |  |\n| --- | --- |\n| Activate Prior Knowledge | What do we think our story is about?\u003Cbr>Who is in our story?\u003Cbr>Where is our story happening?\u003Cbr>Relate to students’ personal experiences: Have you seen a bear before? Have you been to a forest before? |\n| Concepts of Print | Point to and discuss:\u003Cbr>- Title\u003Cbr>- Author\u003Cbr>- Illustrator |\n| Teach Words Students Must Know to Understand the Story | There are some words we need to know to understand the story.\u003Cbr>Explicitly teach vocabulary words critical for story understanding (usually 2-3 words)\u003Cbr>- Ask students to repeat the word after you\u003Cbr>- Clap the beats/ syllables, identify initial sound\u003Cbr>- Explain the meaning of the word\u003Cbr>- Provide examples of the word within a sentence |\n| During Reading |  |\n| Reading | Read the book from front to back. |\n| Vocabulary | Explicitly teach vocabulary words\u003Cbr>- Ask students to repeat the word after you\u003Cbr>- Explain the meaning of the word, explain the meaning of the word within the sentence of the story |\n| After Reading |  |\n| Ask questions | Ask a range of Blank Level questions about the book that supports students’understanding of the overall story |\n\nWeek 2 Reading  \n\n| Before Reading |  |\n| --- | --- |\n| Concepts of Print | Point to and discuss:\u003Cbr>- Title\u003Cbr>- Author\u003Cbr>- Illustrator |\n| Review Text Critical Words (2-3 words) | We learnt some words last week to understand our story. Let’s check whether weremember them…\u003Cbr>- Ask students to repeat the word after you\u003Cbr>- Clap the beats/ syllables, identify initial sound\u003Cbr>- Review the meaning of the word\u003Cbr>- Guide students to use the word in a sentence |\n| During Reading |  |\n| Vocabulary | Review vocabulary words\u003Cbr>- Check students’ understanding of the words |\n| Ask questions | Ask a range of Blank Level 1-4 questions throughout the story to support story comprehension |\n| After Reading |  |\n| Ask questions | Ask 2-3 Blank Level questions about the book that supports students’ understanding of the overall story |\n\nWeek 3 Reading  \n\n| Before Reading |  |\n| --- | --- |\n| Review Text Critical Words (2-3 words) | Let’s check whether we remember the words we have been learning\u003Cbr>- Ask students to repeat the word after you\u003Cbr>- Clap the beats/ syllables, identify initial sound\u003Cbr>- Review the meaning of the word\u003Cbr>- Guide students to use the word in a sentence |\n| During Reading |  |\n| Vocabulary | Review vocabulary words\u003Cbr>- Check students’ understanding of the words |\n| Ask questions | Ask a range of Blank Level 1-4 questions throughout the story to support story comprehension |\n| After Reading |  |\n| Ask questions | Ask 2-3 Blank Level questions about the book that supports students’ understanding of the overall story |\n\nWords, Grammar, & Fun Phase Two Vocabulary Words & Meanings  \n\n| Block 1: Waddle Giggle Gargle by Pamela Allen |  |\n| --- | --- |\n| Build | To make by putting together parts |\n| Silent | Free from sound or noise |\n| Empty | Containing nothing |\n| Rummage | Moving, turning, or looking through the contents of a place or container |\n| Swoop | To dive or pounce suddenly |\n\n\n| Block 2: Possum Magic by Mem Fox |  |\n| --- | --- |\n| Miserable | Extremely poor, unhappy or uncomfortable |\n| Shrink | To make or become smaller |\n| Nibble | To bite or chew gently |\n| Invisible | Impossible to see |\n| Precious | Of great value or high price |\n\n\n| Block 3: Gruffalo by Julia Donaldson and Axel Scheffler |  |\n| --- | --- |\n| Woods | Closely packed trees forming a forest |\n| Feast | A large and special meal |\n| Fled | To escape from someone or something |\n| Terrib","cbCaivpqs4Df8sID","https://ap.wps.com/l/cbCaivpqs4Df8sID","pdf",4115462,18,"English","# Shared Reading Phase Two\n## Language Areas and Goals\n## Week 1 Reading\n## Week 2 Reading\n## Week 3 Reading\n## Vocabulary Words & Meanings","[{\"question\":\"What happens after reading in each week?\",\"answer\":\"After reading, the facilitator asks a range of Blank Level questions. Weeks 1–3 emphasize questions that support understanding of the overall story, including 2–3 additional questions about the book.\"}]","Shared Reading Phase Two - Words, Grammar & Fun | PDF",1790605965,45]