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Satchel Paige

Satchel Paige. Unit 1 Story 4. Teacher Slide 1: . Teacher Slide 2 First look for meaningful parts. If I see a part I know, such as –ion or -tion then I look for a Base word. I see a chunk at the beginning of the word: hes I see another part: it and then ate

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Satchel Paige

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  1. Satchel Paige Unit 1 Story 4 Satchel Paige- Day 2

  2. Teacher Slide 1: Satchel Paige- Day 2

  3. Satchel Paige- Day 2

  4. Teacher Slide 2 First look for meaningful parts. If I see a part I know, such as –ion or -tion then I look for a Base word. I see a chunk at the beginning of the word: hes I see another part: it and then ate I put the parts together: hes it ate tion I say it fast to make the word “hesitation”. Let’s practice with a few more… Satchel Paige- Day 2

  5. tat hesi ion Satchel Paige- Day 2

  6. s teammate havoc Satchel Paige- Day 2

  7. paycheck rickety powerful Satchel Paige- Day 2

  8. exhaled confidence athletic Satchel Paige- Day 2

  9. Teacher Slide 3- Satchel Paige- Tuesday Comprehension Lesson , pages 94-103 (Green) Before Reading This week we are reading a selection about an African American baseball player, Satchel Paige. The selection we are reading is a biography. A biography means that we are learning about that person’s life. Take a picture walk. Discuss children’s observations. *page 97-99 Look at the setting in these pictures. What do you notice? *page 107 How does the crowd feel about Satchel Paige? How can you tell? During Reading *Story and Add to G.O. After Reading: Partner A tell partner B what has happened so far. Partner B tell partner A what you heard them say and anything they left out that you think should be told about the story. Predict. Satchel Paige- Day 2

  10. Teacher Slide 4- Discuss “sequence”. The sequence is the order in which things happen. Example… making a sandwich. Do sequence sort. Discuss how sequencing matters. Satchel Paige- Day 3

  11. IOBD- Day 3

  12. S.P. - Wednesday Comprehension Lesson , pages 80-83 (Green) Before Reading Retell partner what happened yesterday. Partner B tell what heard and add anything that was left out. I reread page 101. After I read this paragraph I wondered what it would be like to ride on an old rickety bus. I wondered if the bus ever broke down and left the players stranded, unable to play. I wondered about how Satchel and the other players felt about all the traveling they had to do. I’m going to read on to see if my questions are answered. As you read today, take time to think about what the text is saying. During Reading Use questions in story. After Reading: Partner A tell partner B what has happened so far. Partner B tell partner A what you heard them say and anything they left out that you think should be told about the story. Describe the challenges that Satchel faces in this story. Tell what he does to meet these challenges. Satchel Paige- Day 3

  13. The Girls of Summer Satchel Paige- Day 4

  14. Satchel Paige Satchel Paige- Day 4

  15. S.P. – Thursday- Comprehension Lesson , page 110 (Green) Before Reading Identify the main events from Satchel Paige. I list. Discuss essential and nonessential information. Use retelling cards to sequence. Girls of Summer Lesson: Use toolkit strategies as we read. Do sequence sort after reading. Satchel Paige- Day 4

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