Lori Bub

This PowerPoint was created to use with the Journey's Lesson 13. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 19. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 6. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 21. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 17. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 3. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 18. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 8. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 12. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 2. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 5. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 10. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 16. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 9. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 15. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 7. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 4. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students cr

This PowerPoint was created to use with the Journey's Lesson 20. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 14. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c

This PowerPoint was created to use with the Journey's Lesson 11. On day one, I show my students the picture slides and have them make an inference about the word before I show them the meaning. In groups, I have students give an example of the word, and then I check with each group for an example. On the following days, I choose two-three picture slides a day. We discuss the part of speech of the word and have students place the word on the part of speech word wall. I also have the students c