2
Primary
Module 1
Teacher Edition
CVR_LEARNING DESTINATIONS TE P2 M1 MX 9789703245951.indd 1
8/17/18 1:28 PM
2
Primary
Module 1
Teacher Edition
LD2 M1 W1 D1 TE p 01-19.indd 1
8/17/18 7:25 PM
Catalogue Publication Data
Learning Destinations Primary 2 Module 1. Teacher Edition
Adaptation: Anita Heald
Pearson Educación de México, S.A. de C.V., 2018
ISBN: 978-607-32-4595-1
Area: Schools
Format: 21 × 27 cm Page count: 632
Managing Director: Sergio Fonseca ■ Innovation & Learning Delivery Director: Alan David Palau ■ Regional Content Manager English: Andrew Starling ■ Innovation and Implementation Manager: Gonzalo Pastor ■ Publisher: Anita Heald ■ Editor: Gemma
Smith ■ Assistant Editor: Kyle Link ■ Art and Design Coordinator: Juan Manuel Santamaria ■ Design Process Supervisor: Ana Esparza
Pruneda ■ Designer: Erika Fernández ■ Cover Design: Factor:02/Eleazar Maldonado San Germán ■ Photo Research: Laura Manzur Soda
■ Illustrations and Photo Credits: Pearson Asset Library (PAL), Fotolia, Shutterstock, 123RF
Contact: soporte@pearson.com
This adaptation is published by arrangement with Pearson Education Limited
Every effort has been made to trace the copyright holders and we apologize
in advance for any unintentional omissions. We would be pleased to insert
the appropriate acknowledgment in any subsequent edition of this publication.
© Pearson Educación de México, S.A. de C.V.
Used by permission and adapted from
Learning Journeys 2
ISBN: 978-607-32-2411-6
First published Pearson Educación de México, 2018
All Rights Reserved
First published, 2018
ISBN PRINT BOOK: 978-607-32-4595-1
Impreso en México. Printed in Mexico.
1 2 3 4 5 6 7 8 9 0 - 21 20 19 18
D.R. © 2018 por Pearson Educación de México, S.A. de C.V.
Avenida Antonio Dovalí Jaime #70
Torre B, Piso 6, Colonia Zedec Ed. Plaza Santa Fe
Delegación Álvaro Obregón, México, Ciudad de México, C. P. 01210
www.PearsonELT.com
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the
prior permission of the publisher.
Pearson Hispanoamérica
Argentina ■ Belice ■ Bolivia ■ Chile ■ Colombia ■ Costa Rica ■ Cuba ■ República Dominicana ■ Ecuador ■ El Salvador ■ Guatemala
■ Honduras ■ México ■ Nicaragua ■ Panamá ■ Paraguay ■ Perú ■ Uruguay ■ Venezuela
LD2 M1 W1 D1 TE p 01-19.indd 2
8/17/18 7:25 PM
Authors & Reviewers
Reading
Program Authors
Peter Afflerbach, Ph.D.
Professor
Department of Curriculum and
Instruction
University of Maryland at
College Park
Camille L. Z. Blachowicz,
Ph.D.
Professor of Education
National-Louis University
Candy Dawson Boyd, Ph.D.
Professor
School of Education
Saint Mary’s College of California
Elena Izquierdo, Ph.D.
Associate Professor
University of Texas at El Paso
Connie Juel, Ph.D.
Professor of Education
School of Education
Stanford University
Edward J. Kame’enui, Ph.D.
Dean-Knight Professor of
Education and Director
Institute for the Development of
Educational Achievement and
the Center on Teaching and
Learning
College of Education
University of Oregon
Donald J. Leu, Ph.D.
John and Maria Neag Endowed
Chair in Literacy and Technology
Director
The New Literacies
Research Lab
University of Connecticut
Jeanne R. Paratore, Ed.D.
Associate Professor of Education
Department of Literacy and
Language Development
Boston University
P. David Pearson, Ph.D.
Professor and Dean
Graduate School of Education
University of California, Berkeley
Sam L. Sebesta, Ed.D.
Professor Emeritus
College of Education
University of Washington,
Seattle, WA
Deborah Simmons, Ph.D
Professor
College of Education and
Human Development
Texas A&M University
Alfred W. Tatum, Ph.D.
Associate Professor and Director
of the UIC Reading Clinic
University of Illinois at Chicago
Sharon Vaughn, Ph.D.
H. E. Hartfelder/Southland
Corporation Regents Professor
Director
Meadows Center for
Preventing Educational Risk
University of Texas
Susan Watts Taffe, Ph.D.
Associate Professor in Literacy
Division of Teacher Education
University of Cincinnati
Karen Kring Wixson, Ph.D.
Professor of Education
University of Michigan
Consulting Authors
Jeff Anderson, M.Ed.
Author and Consultant
San Antonio, TX
Jim Cummins, Ph.D.
Professor
Department of Curriculum,
Teaching and Learning
University of Toronto
Lily Wong Fillmore, Ph.D.
Professor Emerita
Graduate School of Education
University of California, Berkeley
Georgia Earnest García,
Ph.D.
Professor
Language and Literacy Division
Department of Curriculum
and Instruction
University of Illinois at
Urbana-Champaign
George A. González, Ph.D.
Professor (Retired)
School of Education
University of Texas-Pan American,
Edinburg, TX
Valerie Ooka Pang, Ph.D.
Professor
School of Teacher Education
San Diego State University
Sally M. Reis, Ph.D.
Board of Trustees Distinguished
Professor
Department of Educational
Psychology
University of Connecticut
Jon Scieszka, M.F.A.
Children’s Book Author
Founder of GUYS READ
Named First National Ambassador
for Young People’s Literature 2008
Grant Wiggins, Ed.D.
Educational Consultant
Authentic Education
Concept Development
Lee Wright, M.Ed.
Pearland, TX
Kathryn Thornton, Ph.D.
Professor and Associate Dean,
School of Engineering and
Applied
Science, University of Virginia,
Charlottesville, Virginia
Michael E. Wysession, Ph.D.
Associate Professor of Earth and
Planetary Science
Washington University, St. Louis,
Missouri
Understanding by Design® Author
Grant Wiggins, Ed.D.
President of Authentic Education,
Hopewell, New Jersey
Planet Diary Author
Jack Hankin
Science/Mathematics Teacher
The Hilldale School, Daly City,
California
Consultant
Activities Author
Sharroky Hollie, Ph.D.
Assistant Professor
California State University
Dominguez Hills, CA
Karen L. Ostlund, Ph.D.
Advisory Council, Texas Natural
Science Center
College of Natural Sciences, The
University of Texas at Austin
Science
ELL Consultant
Program Authors
Don Buckley, M.Sc.
Information and Communications
Technology Director, The School at
Columbia University, New York,
NY
Zipporah Miller, M.A.Ed.
Associate Executive Director for
Professional Programs and
Conferences National Science
Teachers Association, Arlington,
Virginia
Michael J. Padilla, Ph.D.
Associate Dean and Director,
Eugene P. Moore School of
Education
Clemson University, Clemson,
South Carolina
Jim Cummins, Ph.D.
Professor and Canada Research
Chair, Curriculum
Teaching and Learning Department
at the University of Toronto
Program Consultants
William Brozo, Ph.D.
Professor of Literacy
Graduate School of Education,
George Mason University, Fairfax,
Virginia
Kristi Zenchak, M.S.
Biology Instructor
Oakton Community College, Des
Plaines, Illinois
Program Overview
LD2 M1 W1 D1 TE p 01-19.indd 3
3
8/17/18 7:25 PM
Learning Destinations
Program Overview
Learning Destinations is a brand-new 2018 K–6 program
that integrates Reading, Language Arts and Science. It
utilizes print and digital resources to help teachers deliver
the right skills at the right time. It is a highly attractive and
motivating program that will help students explore, reflect
and discover a rich world of knowledge.
The program is built around the Understanding by Design*
(UbD) framework. The goal of the UbD framework is
to develop a deep understanding of important ideas
through focusing on the Big Ideas of the program. The
UbD framework provides a way to move from simply
covering the curriculum to ensuring understanding. This is
done through a process of learning that provides students
with opportunities to investigate, explore, test, and verify
important concepts. The key focus is on helping students
learn how to transfer knowledge.
Teacher’s Edition
Student Edition
There are five Teacher’s Editions per level, also called
modules. Each module contains six weeks of reading
instruction plus one science topic. In first grade, there
is an extra module to allow for different starting points,
depending on students’ literacy level. This unique delivery
system allows for greater pacing flexibility while keeping
the integrity of the scope and sequence. Teachers can
choose the best path and pace based on the needs and
interests of the students.
In every grade of Learning Destinations there are five
Student Editions, or modules, except for Grade 1, which
has six. The Student Edition is the heart and soul of the
program, in which all learning is centered around literature,
as students read fiction and nonfiction texts. Compelling
literature promotes critical thinking, cultural awareness,
and offers an opportunityto apply new reading skills and
strategies.
Teachers can also choose how to integrate the online
resources available on the Web site. This online bank
of resources is directly connected to the core program
pedagogy and serves as the digital hub of the series.
Each module focuses on a Big Question that connects all
reading, vocabulary, and writing to help students reach
a deeper level of understanding. This question guides
students in learning new concepts, literature, and skills. The
Big Question always relates to Science or Social Studies
content, and promotes reflection.
Big Question
MODULE 1
Connect to
Reading
Social Studies
The Twin Club
REALISTIC FICTION
BQ What can we learn by exploring
different communities?
Exploration
Paired Selection
School’s Here!, Summer’s Here!
P O E T RY
Connect to
Science
Space Exploration
E X P O S I T O RY T E X T
BQ What can we learn by exploring space?
Paired Selection
A Trip to Space Camp
Science
The Great Bear
E X P O S I T O RY T E X T
REALISTIC FICTION
BQ What can we discover by exploring nature?
Paired Selection
How to Make a Compass
PROCEDUR AL TEXT
Science
A Desert Adventure
E X P O S I T O RY T E X T
BQ What can we learn by exploring the desert?
Paired Selection
How to Find Information about the Jungle
ONLINE REFERENCE SOURCE
Science
The Strongest One
DRAMA
BQ How does exploration help us find answers?
Paired Selection
Anteaters
6
4
BQ
B I G Q U E ST I O N
What can we learn from exploring new places
and things?
RO
RESOURCES ONLINE
•
•
Big Question Video
eSelections
•
•
E X P O S I T O RY T E X T
Envision It! Animations
Story Sort
7
Exploration • Module 1
LD2 M1 W1 D1 TE p 01-19.indd 4
8/17/18 7:25 PM
Reading Selections
Each week, students read two texts: the Main Selection and
the Paired Selection. This allows learners an opportunity to
read across texts and find support for different genres such
as biographies, fables, folk tales, fairy tales, and more.
Phonemic Awareness
S
*UNDERSTANDING BY DESIGN and UbD are trademarks
of ASCD and are used under license.
Phonemic Awareness & Phonics
Phonemic awareness and Phonics are critical skills that are
developed every week. In the primary grades, students use
the Let’s Listen! For pages to listen for sounds in pictures that
contain target sounds and rhymes.
To practice segmenting and blending, the success predictor
for these priority skills, students use the pages in their books
and Sound-Spelling cards. These cards allow students to
listen to sounds and words.
Phonemic
Phonics
Awareness
Short Vowels and Consonants
astronaut
Let´s
Listen!
Words I Can Blend
t
e
l
l
g
r
a
b
a
b
a
s
k
butterfly
g
e
t
t
o
p
Sounds
•
•
•
Find three things that contain the short
sho
ortt
Find something that rhymes with
Now change that middle sound to
o short
sh
hortt
10
b
Vocabulary
Vocabulary development takes a front seat in Learning
Destinations. Tested words, story words, and high-frequency
words all contribute to the vast number of new vocabulary
presented at each grade. In addition, every week there is
vocabulary skill and strategy instruction in the Student Edition.
The term Amazing Words refers to the oral vocabulary that
is central to student success. Amazing Words are introduced
and integrated into instruction every week. Use the visuals on
the Let’s Talk! page to initiate a discussion about the weekly
concept. Build students’ vocabulary using the Amazing
Words in weekly routines. Multiple exposures and practice
opportunities each week grant children ownership of this
vocabulary. The weekly Concept Talk Video illustrates the
Amazing Words in context.
Amazing Words
You’ve learned
3 0 0
Amazing words
this year!
t
han
elep
e
t
Sentences I Can Read
1. Tell Matt he must grab it.
2. Drop it in his basket.
3. Tess will get the doll on top.
tomato
octopus
e
t
o
RO
RESOURCES ONLINE
SOUND-SPELLING CARDS
Sounds to Know
12
Comprehension
With Learning Destinations, all roads lead to
comprehension. In the Student Edition, the Envision It!
Comprehension Visual Skills and Strategies Handbook
(located at the beginning of every module) allows readers
to experience the power of using skills and strategies
together to make deep meaning from text. Then students
have an opportunity to preview a target comprehension
skill and strategy and apply those in the literature they will
be reading that week. Teachers have an opportunity to use
these lessons to frontload skill and strategy instruction.
In Learning Destinations, the success predictor for
comprehension is retelling. Students practice retelling
by using the retelling strips in their books. All reading
programs have questions after the main selection, but in
Learning Destinations students have to answer a series
of questions that require higher-order thinking. Author’s
Purpose at elementary grades and Think Like an Author
at intermediate grades help them practice this commonly
assessed skill.
Program Overview
LD2 M1 W1 D1 TE p 01-19.indd 5
5
8/17/18 7:25 PM
English Language Learners (ELL)
Personal
Think Critically
Narrative
Learning Destinations is designed to integrate English
Language Learners from the very beginning. Frontloading
of concepts, vocabulary, and skills give ELLs immediate
and efficient access to the core instruction. Support for
ELLs happens at point-o-fuse, and teachers have specific
English language-proficiency support for small groups and
differentiated instruction located in the Teacher's Edition.
Let´s
Write!
write!
talk!
Key Features of a
Different
Personal Narrative
Communities
•
•
•
•
is about a real experience in
xxx
the writer’s life
xxx
tells a story using the words
xxx
I and me
•
provides details to make the
event vivid
Personal Narrative
A personal narrative is a story about
something that happened to the writer.
The student model on the next page is
an example of a personal narrative.
Writing Prompt
Think about what people learn by
exploring a new place. Now write a
personal narrative about a new place
that you have visited.
Writing
Writer’s Checklist
With Learning Destinations, children write everyday writing
that is connected to the same Big Questions, topics, and
genre that they have been exploring in their reading. They
respond to literature, write journal entries and, of course,
learn to write like authors.
On the Let’s Write! pages, students find genre definitions,
prompts, checklists, and models to support the writing
process. Conventions are also addressed within the model
writing.
If teachers want students to understand grammar and
usage even better, they can access Grammar Jammers on
the digital resource bank. These are toe-tapping animated
songs and rhymes that support the weekly convention skill.
There is also a Customize Writing section in the Teacher’s
Edition for additional writing instructional support.
Progressive-learning-model-0711a (curvas).pdf
1
6/4/18
Remember, you should . . .
Sounds to Know
tell about an interesting
RO
experience in your life.
use the words I and me.
use complete sentences.
end sentences with
correct punctuation.
RESOURCES ONLINE
CONCEPT TALK
GRAMMAR
JAMMER
VIDEO
34
Assessment
“To teach all children, you must teach each child” is one of
the guiding principles of Learning Destinations.
For teachers, assessment specialists, and content
developers, the MEPRO system provides a detailed picture
of language and literacy performance at different levels
and for individual skills. By combining course materials with
assessment tools teachers can:
10:11 AM
Measuring Learning Progress
Content + Assessment | powered by Technology & Services
W1
• Understand their students’ levels of proficiency
more precisely.
• Monitor students’ progress at a granular level.
• Make more informed choices for each student or class.
• Provide differentiated remediation activities.
Assessment activities and remediation activities are clearly
signaled in the book.
D1
WEEK
DAY
Build Oral Vocabulary (Optional)
Let´s
Amazing Words
Read!
Introduce Amazing Words Display p. 1 of the Sing with Me Big Book.
Tell children they are going to sing about investigating rural and urban
communities. Ask children to listen for the Amazing Words investigate, rural,
and urban as you sing. Sing the song again and have children join you.
Objectives
• Build oral vocabulary.
• Discuss the concept to develop
Sing with Me Big Book Audio
oral language.
• Share information and ideas
Oral Vocabulary Routine
about the concept.
Teach Amazing Words
1 Introduce the Word Relate the word investigate to the song: The song
says we can investigate rural and urban places. Supply a child-friendly
definition: When you investigate something, you try to find out as much
as possible about it. Have children say the word.
2 Demonstrate Provide examples to show meaning: Students can help
newcomers investigate their school. In science class, we investigate
how plants grow. The police investigate accidents to find out who
is responsible.
3 Apply Have children demonstrate their understanding: Would you prefer
to investigate a museum or a barn? Why?
See p. 109 to teach rural and urban.
21st-Century Skills
Learning Destinations includes lessons that combine
21st-century learning skills, including information and
communications skills, with 21st-century tools, such as
the Internet and multimedia production tools. This helps
students master what they need to succeed in 21st-century
communities and workplaces. In an increasingly globally
competitive world, it is critical to prepare by infusing 21stcentury skills into daily lesson plans today.
Let’s Go Investigate!
In the country, it’s so peaceful.
Rural places are so great.
We’ll see farms and open spaces.
Let’s go investigate!
First Stop
In the city, it’s so noisy.
Urban places are so great.
We can walk through friendly neighborhoods.
Let’s go investigate!
Sing to the tune of
My Darling Clementine
Sing with Me Big Book Audio
Unit 1
Exploration
Week 1
The Twin Club
Oral Vocabulary
rural
investigate
urban
1
Sing with Me Big Book p. 1
Exploration
6
Exploration • Module 1
LD2 M1 W1 D1 TE p 01-19.indd 6
Use this online resource for more ideas on assessment and
regrouping. Here you can also find a time management aid
and a built-in professional development feature.
Find a great variety of resources online.
8/17/18 7:25 PM
Science
What will it
grow up
to be?
The science program incorporated at the end of each module in Learning Destinations
utilizes essential best practices in science instruction, featuring the UbD framework, the 5E
Learning Cycle, and an emphasis on science, technology, engineering, and mathematics
(STEM) and 21st-century skills.
The 5E Learning Cycle
The content and activities in every lesson are organized by the 5E Learning Cycle phases,
to guide students and teachers through each phase. This approach fosters inquiry-based
learning and allows students to use and build upon prior knowledge and experience to
construct meaning.
260
BQ
How do living things grow and change?
B I G Q U E ST I O N
Engage
During the Engage phase, teachers set the stage for the lesson objective, and students
are asked to activate their prior knowledge. Each lesson begins with an engaging visual
and a question in the Envision It! section.
Explore
Next, students have the opportunity to explore the lesson concepts. Students explore
through My Planet Diary or an Explore It! hands-on inquiry activity. My Planet Diary
relates the lesson concepts to real-world science events, concepts, and misconceptions.
Explore It! allows students to build a framework for learning the concepts by giving them
an opportunity to explore the concepts hands-on before they read and learn the formal
content.
Lesson 1
What is the
life cycle of
a butterfly?
The young insect is changing.
My Planet Diary
Did you Know?
Zebra longwing butterflies live in
warm and humid places like the
southeastern United States. These
butterflies drink nectar. They feed on
pollen too. Eating pollen helps them
live longer than most butterflies.
The stripes on the wings of zebra
longwing butterflies make it hard to tell if
they are coming or going. This makes it
hard for other animals to catch them.
The zebra longwing
caterpillar has spines on its
back.
Underline what helps zebra longwing
butterflies live longer and stay safe.
The zebra longwing
butterfly makes a creaking
sound with its body when
disturbed.
264
Explain
During the Explain phase, students learn more about the lesson concepts and
vocabulary. They have a chance to read about a concept, and then they have an
opportunity to process and explain what they know. The write-in Student Edition provides
frequent opportunities for students to explain their current level of understanding through
written interactivities.
Lightning Lab
How You Grow Older
Draw pictures of yourself. Put them in
order. Begin with a baby picture. Glue
the pictures to a large piece of paper.
Write down the changes you see.
tadpole
Elaborate
Knowing how to explain the content is not enough to ensure understanding. When
students have a deep understanding of the content, they are able to apply what they
have learned and extend their thinking through Elaborate activities. In this phase,
students participate in challenging hands-on activities and make connections to other
content areas.
young frog
271
Evaluate
Teachers have many opportunities to evaluate student performance during a lesson,
but it is also important to allow students to evaluate their own understanding of the
concepts. In the Evaluate phase, students self-assess their learning using the Got It?
feature. Students have the opportunity to tell what they know, raise questions about what
they do not understand, and identify concepts when they need additional help.
You can find a bank of resources online at myscienceonline.com
Program Overview
LD2 M1 W1 D1 TE p 01-19.indd 7
7
8/17/18 7:25 PM
MODULE 1 CONTENTS
Reading
BQ
BIG QUESTION
Exploration
What can we learn from exploring new
places and things?
Yearly Planning
Monitor Progress
Assessment and Grouping
Concept Launch
Skills Overview
W1
p. 14
W2
p. 110
W3
p. 204
W4
p. 298
W5
The Twin Club Realistic Fiction
School's Here!, Summer's Here!
9
10
10
11
12
Poetry
Space Exploration Expository Text
A Trip to Space Camp Expository Text
The Great Bear Realistic Fiction
How to Make a Compass Procedural Text
A Desert Adventure Expository Text
How to Find Information about the Jungle
p. 394
The Strongest One Drama
Anteaters Expository Text
W6
Interactive Review
Online Reference Source
W6 MODULE 1
cap
hen
swing
pot
bug
Look at the first word.
Circle the word that rhymes with the first word.
1. rocket
pocket
packet
right
2. sadness
sudden
stories
gladness
3. sink
sank
rink
ring
4. neck
peck
nick
nest
5. hung
hunk
sung
hang
p. 490
Read the story.
Nan is a black duck. She can swim in the pond. She had a snack,
but the snack sank in the pond. Nan was sad. Ted said, “Do not be
sad. I will bring you a snack, and we will have a picnic.” Now Nan
Customize Writing
Science
BQ
Growing and Changing
549
(Chapter 4)
How do living things interact grow and change?
BIG QUESTION
Lesson 1-6
8
572-625
Exploration • Module 1
LD2 M1 W1 D1 TE p 01-19.indd 8
8/17/18 7:25 PM
MODULE 1 YEARLY PLANNING
First Bimester
The Yearly Planning gives an accurate overview of the weeks to be covered each bimester
for both subjects: Reading and Science. It is also a helpful tool when deciding the dates of
the different events and activities carried out through the school year.
Week
Reading
Concept Launch
Baseline Tests
Implementation of
Routines
Practice Stations
1
The Twin Club
Phonics: Short Vowels
and Consonants
2
Sentences
Writing: Personal
Narrative
Cross-Curricular
Connection
Poetry
Introduce the Big Question:
How do living things grow and change?
Summer's Here!
Lesson 1
Poetry
What is the life cycle of a butterfly?
Space Exploration
Subjects
Science
Writing: Expository
Nonfi ction
A Trip to Space Camp
Phonics: Consonant
Blends
Science Chapter:
Ecosystems
School's Here!
Phonics: Long Vowels
VCe
The Great Bear
3
Language Arts
Expository Text
Predicates
Science
Writing for Tests:
Realistic
How to Make a
Compass
Fiction
Procedural Text
Lesson 2
What is the life cycle of a frog?
Lesson 3
What is the life cycle of a mouse?
21st Century Skills
A Desert Adventure!
4
Phonics: Infl ected
Endings
The Strongest One
5
Phonics: Infl ected
Endings;
Consonants Diagraphs
6
7
Interactive Review
Customize Writing:
Poetry Book/ Personal
Narrative
Customize Literacy
(digital) Assessments
Declarative and
Interrogative
Sentences
How to Find
Information about
the Jungle
Writing: Brief Report
Online Reference
Sources
Imperatives and
Exclamatory Sentences
Writing: Play Scene
Unit 1 Conventions
Review
Writing: Quick Write for
Fluency
Science
Anteaters
Expository Text
Interactive Review
Lesson 4
What is the life cycle of a plant?
Lesson 5
How are living things like their parents?
Lesson 6
What do some of your body parts do?
Study Guide
Wrap-up Assessment
Wrap-up Assessment
Unit Review
Assessments
Module 1 • Yearly Planning
LD2 M1 W1 D1 TE p 01-19.indd 9
9
8/17/18 7:25 PM
MONITOR PROGRESS
For Data-Driven Instruction
Key
Data Management
• Assess
• Diagnose
• Prescribe
• Diaggregate
T Tested Skill
Target Skill
SUCCESS
PREDICTORS
WORD READING
Week
Short Vowels
and Consonants
T
Phonics
WCPM
1
Week
T
2
Week
Long Vowels VCe
T
Classroom Management
• Monitor Progress
• Group
• Differentiate Instruction
• Inform Parents
3
Week
Consonant
Blends
T
4
Inflected Endings
Week
5
Consonant
Digraphs
T
Week
T
6
Review Module
1 Phonics
Read with Appropriate
Rate
Read with Accuracy
Read with Accuracy
and Appropriate Rate
Read with Appropriate
Phrasing
Read with Expression
and Intonation
Reread for Fluency
40–50 WCPM
40–50 WCPM
40–50 WCPM
40–50 WCPM
40–50 WCPM
40–50 WCPM
T live
T work
T woman
T machines
T move
T everywhere
T world
T love
T mother
T father
T straight
T bear
T couldn’t
T build
T early
T warm
T full
T water
T eyes
T animals
T pieces
T often
T very
T together
T though
T gone
T learn
Review Module 1
High-Frequency
Words
ascend
descend
orbit
universe
enormous
journey
launch
meteorite
wildlife
galaxy
tranquil
fledglings
secure
detective
fascinating
slimy
arid
landfill
precipitation
dunes
ledge
haven
extinct
forbidding
sturdy
delicate
inquire
exhibit
resist
stun
genius
satisfaction
Review Module 1
Vocabulary
Fluency
VOCABULARY
High-Frequency
Words
VOCABULARY
Oral Vocabulary
/ Concept
Development
(assessed
informally)
READING
T
T
T
T
T
T
someone
somewhere
friend
country
beautiful
front
rural
urban
investigate
downy
perch
founders
muttered
unanimous
T
Text
Comprehension
Skill Character
and Setting
Strategy
Monitor and Clarify
T
Skill Main Idea
and Details
Strategy
Text Structure
T
Skill Character
and Setting
Strategy
Story Structure
T
Skill Main Idea
and Details
Strategy
Important Ideas
T
Skill Facts and
Details
Strategy Predict
and Set Purpose
Review Skills
Character and Setting,
Main Idea and Details,
Facts and Details
Differentiated Learning
Assessments and Grouping
Assessment is supported by constant Differentiated
Learning in the Teacher's Edition and in digital material.
Step
1
Step
2
Step
3
Step
4
Diagnose and Differentiate
Monitor Progress
Assess and Regroup
Summative Assessment
Begin the year with the Baseline
Group Test to identify students’ needs
and make initial grouping decisions.
Refine your instructional plan with
DIBELS diagnostic screening.
Monitor Progress boxes in the
Teacher’s Editions tell you what
students know and don’t know during
instruction. If/then statements guide
your teaching.
The Unit Benchmark Monitor studentsˇ
attitudes and
Test helps you assess
reactions to reading
target skills and
and texts every
regroup students
module.
during the year.
The End-of-Year Benchmark Test
reports cumulative achievement of the
learning targets.
EARLY READING
MODULE TEST
ATTITUDES
END OF
YEAR TEST
Exploration • Module 1
LD2 M1 W1 D1 TE p 01-19.indd 10
8/17/18 7:25 PM
MODULE 1 READING CONCEPT LAUNCH
Discuss the Big Idea
Read and discuss the theme question.
Explain
• you can find new things at school or in your neighborhood (new friends, new things to learn, new places to go)
• there are many places to explore (outer space, outdoors, desert, forest)
• there are many new things to learn when you explore (learn about others, find how to be friends, learn about
new places)
Have students use the pictures along the side of page 7 to preview the stories in this module. Read the titles and captions
together. Ask students how each selection might tell about “exploration.”
Module Inquiry Project
Research Places to Explore
MODULE 1
Reading
Exploration
Project Timetable
1. IDENTIFY QUESTIONS Each student chooses a
geographical attraction in the south-west of United
States or the south of Mexico and browses a few
Web sites or print reference materials to develop
an inquiry question about what makes it unique
and appealing.
2. NAVIGATE/SEARCH Students conduct effective
information searches and look for text and images
that can help them answer their questions about
the region.
3. ANALYZE Students explore Web sites or print
materials. They analyze the information they have
found to determine whether or not it will be useful
to them. Students print or take notes on valid
information.
6
BQ
What can we learn from exploring new places
and things?
4. COMMUNICATE Students combine relevant
information they’ve collected from different sources
to develop answers to their inquiry questions from 1.
B I G Q U E ST I O N
5. SYNTHESIZE Students prepare posters highlighting
their geographical attractions and showing what
makes them unique and appealing. Students can
also design Web sites that travelers could use to
find out more about the geographical attractions
they researched.
Concept Launch
LD2 M1 W1 D1 TE p 01-19.indd 11
11
8/17/18 7:25 PM
MODULE 1 SKILLS OVERVIEW
Key
Week
T Tested Skill
1
Week
The Twin Club
Space Exploration
Written by Ina Cumpiano
Illustrated by Jana Christy
Target Skill
GN
GENRE
Realistic fiction tells about made-up events that
could happen in real life. Now read about two
cousins from different communities who enjoy their
2
by Nagchielli Rico
BQ
B I G Q U E ST I O N
summers together.
Question of the Week
What can we learn by exploring
different communities?
14
GN
GENRE
Expository Text tells facts about a topic. Next you
will read facts about what life is like for astronauts
traveling in space.
BQ
B I G Q U E ST I O N
Question of the Week
What can we learn by
exploring space?
15
58
The Twin Club
Space Exploration
“School's Here” and “Summer's Here!”
Poetry pp. 36–37
A Trip to Space Camp
Expository Text pp. 76–79
Question of the Week
What can we learn by exploring different
communities?
What opportunities can be found in new places?
Amazing Words
rural, urban, investigate, downy, perch, founders,
muttered, unanimous
pioneer, traveled, experiences, foreign,
improve, settlers, territories, seek, prepared,
fortune
Phonemic Awareness
Distinguish Medial Phonemes
Suffi xes -or, -er
GET READY TO READ
Realistic Fiction pp. 14–31
Phonics
Spelling
T
READ AND
COMPREHEND
LANGUAGE ARTS
Comprehension
Short Vowels and Consonants
Expository Text pp. 58–71
T
Long Vowels VCe
Review Syllable Patterns VC/CV, VCC/V
Review Short Vowels and Consonants
Short Vowels
Long Vowels VCe
T
12
59
Skill Character and Setting
Strategy Monitor and Clarify
T
Skill Main Idea and Details
Strategy Text Structure
Review Skill Plot and Theme
Review Skill Author’s Purpose
High-Frequency Words
T someone, somewhere, friend, country,
T live, work, woman, machines, move,
Vocabulary
Alphabetize
Position Words
Fluency
Appropriate Rate
Accuracy
Writing
Personal Narrative
Expository Nonfiction
Conventions
T Sentences
T Subjects
Speaking/Listening
Why We Speak and Listen
Be a Good Speaker and Listener
Research Skills
Media Center/Library
Reference Sources
beautiful, front
v
everywhere, world
Exploration • Module 1
LD2 M1 W1 D1 TE p 01-19.indd 12
8/17/18 7:25 PM
BQ
What can we learn from exploring new places and things?
BIG QUESTION
Week
3
4
Week
The Great Bear
Week
5
A Desert
Adventure
Written by Keila Ochoa
Illustrated by Miguel Angel Chávez
Spelling Words
hen
swing
pot
bug
Look at the first word.
Circle the word that rhymes with the first word.
Retold as a play by Joseph Bruchac
from Pushing Up the Sky
Illustrated by David Diaz
1.
2.
3.
rocket
sadness
sink
pocket
sudden
sank
packet
stories
rink
right
gladness
ring
4.
5.
neck
hung
peck
hunk
nick
sung
nest
hang
Read the story.
Nan is a black duck. She can swim in the pond. She had a snack,
but the snack sank in the pond. Nan was sad. Ted said, “Do not be
drum
list
has a snack again, and she is happy.
GN
GENRE
Realistic fiction tells about made-up events that
could happen in real life. Next read about Harry
and his camping trip.
BQ
B I G Q U E ST I O N
p. 102
GN
GENRE
Expository Text tells the facts about a topic. Next,
you will have an adventure through the desert and
read interesting facts about desert plants, animals,
BQ
B I G Q U E ST I O N
and inhabitants.
101
Question of the Week
What can we learn by exploring
the desert?
144
GN
GENRE
145
Drama Drama is a story written to be acted out for
others. Next you will read a drama about an ant
who sets out to learn who is the strongest one.
BQ
B I G Q U E ST I O N
H+S
Question of the Week
How does exploration help us find
answers?
192
HOME AND SCHOOL
193
232
rock
desk
the work that you do for money
a paper or plastic bag
3.
a bone that protects your heart
4.
to cut into small pieces
5.
unhappy
6.
a card tied to something
7.
words, names, or numbers
written one below the other
sad
sack
rib
dust
job
sack
rib
chop
sad
tag
list
Read the clues. Write the list words. The letters in the boxes will
complete the riddle. Write the mystery word on the line below.
8.
a piece of furniture with a flat top for
writing d e s
k
9.
any piece of stone
11.
p. 112
tag
mess
2.
10.
p. 107
Question of the Week
What can we discover by
exploring nature?
job
chop
1.
sad. I will bring you a snack, and we will have a picnic.” Now Nan
100
Module 1 Week 1
Interactive Review
Short Vowels
Write the list word that means the same as the phrase.
cap
Written by Eloise Vivanco
Contents
Settling in
Hiking in the Forest
Strange Noises in the Forest
6
Week
W6 MODULE 1
r o c k
t
fine, dry, powdery earth d u s
a place or group of things that is not
clean m e s
s
Home Activity
Home Activity
Your child read words that have the short vowel sounds in cap, hen, swing, pot,
and bug. Say one of these words. Have your child name words that rhyme with it.
Repeat with another word with a different short vowel sound.
Your child is learning to spell words with short vowels and these consonant/vowel
patterns: CVC, CVCC, CCVC. Have your child write a short story using some of the
spelling words.
H+S
HOME AND SCHOOL
Phonics
Spelling
233
Interactive Review
The Great Bear
A Desert Adventure
The Strongest One
How to Make a Compass
Procedural Text pp. 120–123
How to Find Information about
the Jungle
21st Century Skills pp. 168–171
Anteaters
Expository Text pp. 214–217
What can we discover by exploring
nature?
What can we learn by exploring the
desert?
How does exploration help us find
answers?
What can we learn from exploring new
places and things?
wildlife, galaxy, tranquil, fledglings,
secure, detective, fascinating, slimy
arid, landform, precipitation, dunes,
ledge, haven, extinct, forbidding
sturdy, delicate, inquire, exhibit, resist,
stun, genius, satisfaction
Review Module 1 Amazing Words
Blend and Segment Phonemes
Blend and Segment Phonemes
Blend and Segment Phonemes
Realistic Fiction pp. 100–115
T
Consonant Blends
Expository Text pp. 144–163
T
Inflected Endings
Review Long Vowels VCe
Review
Consonant Blends
Inflected Endings
T
Skill Character and Setting
Strategy Story Structure
Review Skill Main Idea and Details
T love, mother, father, straight, bear,
couldn’t, build
T
Consonant Blends
Skill Main Idea and Details
Strategy Important Ideas
Review Skill Compare and Contrast
T early, warm, full, water, eyes, animals
Drama pp. 192–209
Consonant Digraphs
T
pp. 228–247
Review Short Vowels and
Review Inflected Endings
Consonants, Long Vowels VCe,
Consonant Blends, Inflected Endings,
Consonant Digraphs
Consonant Digraphs
Review Module 1 Spelling Words
Skill Facts and Details
T
Strategy Predict and Set Purpose
Review Skill Character and Setting
T pieces, often, very, together, though,
gone, learn
Review Character and Setting, Main
Idea and Details, Facts and Details
Review Module 1 High-Frequency
Words
Synonyms
Alphabetize
Synonyms
Review Alphabetize, Position Words,
Accuracy and Appropriate Rate
Appropriate Phrasing
Expression and Intonation
Read for Fluency
Writing for Tests: Realistic Fiction
Brief Report
Play Scene
Quick Write for Fluency
T Predicates
T Declarative and Interrogative
Sentences
T Imperative and Exclamatory Sentences
Review Module 1 Conventions
Different Purposes of Media
Narrate in Sequence
Dramatic Interpretation: Play
Personal Sources
Parts of a Book
Maps
Synonyms
Skills Overview
LD2 M1 W1 D1 TE p 01-19.indd 13
13
8/17/18 7:25 PM
MODULE 1 MY PLANNING GUIDE
Week
This
BQ
What can we learn by exploring different communities?
BIG QUESTION
Exploration
Daily Plan
Monitor Progress
Whole Group
Check Word Read
Short Vowels and
Consonants
Day 1
Check
Word
Reading
Character and Setting
• Fluency
• Vocabulary
Day 2
Check High
Frequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check Oral
Vocabulary
Small Group
TEACHER-LEAD
Customize Literacy More support for a Balanced Literacy
approach, see pp. CL•1–CL•53
• Reading Support
• Skill Support
• Fluency Practice
PRACTICE
STATIONS
INDEPENDENT
ACTIVITIES
Customize Writing More support for a customized writing
approach, see pp. 551–560
Whole Group
Assessment
• Writing: Personal Narrative
• Conventions: Sentences
• New Literacies
• Weekly Tests
• Day 5 Assessment
• Fresh Reads
This Week’s Reading Selections
The Twin Club
Written by Ina Cumpiano
Illustrated by Jana Christy
GN
GENRE
Realistic fiction tells about made-up events that
could happen in real life. Now read about two
cousins from different communities who enjoy their
summers together.
BQ
B I G Q U E ST I O N
Question of the Week
What can we learn by exploring
different communities?
15
14
Main Selection
Genre: Realistic Fiction
14
Paired Selection
Genre: Movie Review
Leveled Readers
ELL and ELD
Readers
Exploration • Module 1 • Week 1
LD2 M1 W1 D1 TE p 01-19.indd 14
8/17/18 7:25 PM
W1
Print and Digital Resources
PHONEMIC
AWARENESS
AND
PHONICS
BUILD
CONCEPTS
W1
Expository Text
talk!
Talk!
facts about a topic. The
•
xxx
Share information about
different communities.
xxx
Share ideas about how
xxx
different communities are
alike.
RESOURCES ONLINE
XXXXXX
Student Model
Expository Nonfiction tells
student model on the next
page is an example of
expository nonfiction.
Writing Prompt
Think about what scientists
tells about real people, places,
or events.
•
Each sentence has a subject.
Underline the subject in the
first sentence.
do experiments.
have learned from exploring
They have to fix problems.
space. Now write a paragraph
They study life without gravity.
telling something you have
learned about space.
Written by Ina Cumpiano
Illustrated by Jana Christy
•
The astronauts who travel in
space have different jobs. Some
Sentences
•
FLUENCY
The Twin Club
I Can Read
Genre:
Expository
Nonfiction
Astronauts in Space
fly the space craft, and others
uses facts and details
RO
What do you like about your
own community? Write two
sentences and share ideas.
•
Expository Nonfiction
Key
Features
Different
of a Expository
Communities
xxx
•Nonfiction
gives
• topic
xxx information about a
•
xxx
• tells
about real people,
•
places, and events
Different
Communities
•
Let´s
Write!
write!
Oral Vocabulary
Let´s
•
•
•
VOCABULARY COMPREHENSION
The writer uses different kinds
of
Being an astronaut is hard
work! Would you like to be an
astronaut?
Writer’s Checklist
CONVENTIONS
AND WRITING
Student Model
Tim and Mom live somewhere in
the country. Tim must get his bus in
front of the house of a friend. Today
Tim must run to get his bus. Will he
miss it? Yes, Tim will miss his bus.
Mom said, “It will not do. Tim must
have a plan.” Mom is someone who
can drop a hint. Mom will tell Tim
before bed, “Get your backpack and
fill it, Tim. Get everything set. I will
help you get up early.” Mom
does get Tim up early. Tim is
set. It is beautiful. Tim will
not miss his bus.
Trip to Florida
Last summer my family went to
Florida. I got to go to the beach for
the first time.
The ocean was beautiful. It was dark
blue and clear. My sister and I went
swimming. The waves made standing
up hard. It was so fun.
After that, we built a sandcastle.
It was almost as tall as me!
Little by little, the ocean came
in and knocked our castle down.
• Practice phonics skills
• Blending practice
• Reread for fluency
Genre:
Let´s
xxx!
•
A personal narrative
uses the words I and me.
•
•
•
Underline I and me.
xxx
Each sentence tells a complete
idea.
•
•
Count the sentences.
There
are sentences.
Conventions
•
Sentences are punctuated
correctly with periods.
•
Circle the periods.
Remember, you should . . .
Sounds to Know
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
I like
.
2.
I like
.
8
WHOLE
GROUP
RO
RESOURCES ONLINE
GRAMMAR JAMMER
9
Student Edition
pp. 8–9
†
tell about real people,
†
use different kinds of
†
make sure every sentence
places, or events.
Conventions
Conventions
sentences.
has a subject.
Subjects
You’ve
A sentence’s subject tells who or
Learned
what does something.
An astronaut goes into space.
74
Student Edition
pp. 10–13
75
GN
Short Vowels and and Consonants
High-Frequency Words
beautiful
country
friend
front
someone
somewhere
GENRE
Realistic fiction tells about made-up events that
could happen in real life. Now read about two
cousins from different communities who enjoy their
BQ
B I G Q U E ST I O N
summers together.
Sentences
Question of the Week
What can we learn by exploring
different communities?
14
13
A sentence is a group of words that tells
a complete idea. A sentence begins
with a capital letter. Many sentences
end with a period.
15
35
Student Edition
p. 13
Student Edition
p. 14–31
Decodable
Practice
Readers
Student Edition
p. 35
Scott Foresman
GO DIGITAL
Sing With Me
Sound Spelling Cards
• Concept
Talk Video
• Sing
with Me
Animations
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Vocabulary
Activities
• Journal
Word Bank
• Envision It!
Animations
• eSelections
• eSelections
• eReaders
• Grammar
Jammer
• Leveled
Readers
• Decodable
Practice
Readers
• HighFrequency
Word Cards
• Envision It!
Skills and
Strategies
Handbooks
• Leveled
Readers
• Leveled
Readers
• Student
Edition
Practice
• Concept
Talk Video
• Big
Question
Video
• eReaders
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Sing
with Me
Animations
• Vocabulary
Activities
• Envision It!
Animations
• eReaders
• eReaders
• Grammar
Jammer
CUSTOMIZE
LITERACY
GO DIGITAL
SCIENCE RESOURCES ONLINE
• Untamed Science
• Vocabulary Smart Cards
• My Planet Diary
• Got It? Quiz
• The Big Question
• Vocabulary Memory
Match
• Explore It! Animation
• My Science Coach
• Science Songs
• Investigate It! Simulation
• Got It? 60-Second Video
• Chapter Review
The Twin Club
LD2 M1 W1 D1 TE p 01-19.indd 15
15
8/17/18 7:25 PM
MODULE 1 MY PLANNING GUIDE
My 5-Day
Planner
BQ
BIG QUESTION
Monitor
Progress
GET READY
TO READ
Check Word Reading
Check Retelling
Day 1 pages 20–37
Day 2 pages 38–61
Content Knowledge, 20–21
Content Knowledge, 38–39
Build Oral Vocabulary, 22–23
investigate, rural, urban
Build Oral Vocabulary, 39
downy
Phonemic Awareness, 24
Distinguish Medial Phonemes
Review Phonics, 40
Short Vowels and Consonants
Phonics, 25–27
Short Vowels and Consonants
READ Decodable Practice Reader 1A,
28–29
Spelling, 30 Pretest
Spelling, 41
Practice
High-Frequency Words, 31 Introduce
beautiful, country, friend, front, someone,
somewhere
High-Frequency Words, 42 Build Fluency
beautiful, country, friend, front, someone,
somewhere
Listening Comprehension, 32–33
Character and Setting
Story Words, 43 Introduce cousins,
meadow, parents, promise
READ AND
COMPREHEND
Vocabulary, 43 Alphabetize
Build Background, 44
READ Main Selection —First Read,
45–55 The Twin Club
Literary Text, 56 Plot
LANGUAGE
ARTS
16
Conventions, 34 Sentences
Conventions, 57 Sentences
Writing, 35–36
Personal Narrative
Writing, 58–69
Personal Narrative
Research and Inquiry, 37
Identify and Focus Topic
Handwriting, 60
Manuscript a, A, d, D, o, O: Letter Size
Research and Inquiry, 61
Research Skill: Media Center/Library
Exploration • Module 1 • Week 1
LD2 M1 W1 D1 TE p 01-19.indd 16
8/17/18 7:25 PM
W1
Check Retelling
Check Fluency
Check Oral Vocabulary
Day 3 pages 62–75
Day 4 pages 68–79
Day 5 pages 92–107
Content Knowledge, 62–63
Content Knowledge, 76–77
Oral Vocabulary, 63 perch
Oral Vocabulary, 77
founders, muttered, unanimous
Content Knowledge
Wrap Up, 92
Phonics, 64
Build Words
READ Decodable Practice
Passage 1B, 65
Spelling, 66 Dictation
Review Phonics, 78
Syllable Pattern VC/CV and
VCC/V
Review Oral Vocabulary, 93
Review Phonics, 94
Short Vowels and Consonants
Spelling, 95 Test
Review Fluent Word Reading,
79
READ Decodable Practice
Reader 1C, 80–81
Spelling, 82 Partner Review
Fluency, 67
Appropriate Rate
High-Frequency Words, 68
beautiful, country, friend, front,
someone, somewhere
Poetry in Reading, 83
Vocabulary, 96 Alphabetize
READ Paired Selection, 48–49a
“School's Here!", Summer's
Here!“
Fluency, 97 Appropriate Rate
Fluency, 86 Appropriate Rate
Story Words, 69
cousins, meadow, parents,
promise
Listening and Speaking, 97
Review Comprehension, 98
Character and Setting
Review Vocabulary, 98
High-Frequency and Story Words
Literary Text, 99 Rhyme, Rhythm,
and Repetition
READ Main Selection —Second
Read, 46–54, 69–71
Assessment, 100–102 Monitor
Progress
Conventions, 72 Sentences
Conventions, 87 Sentences
Writing, 73–74
Personal Narrative
Writing, 88–89
Personal Narrative
Research and Inquiry, 75
Gather and Record Information
Listening and Speaking, 90
Why We Speak/Why We Listen
Research and Inquiry, 75
Gather and Record Information
Review Conventions, 103
Sentences
Writing, 104–105 Personal
Narrative
Research and Inquiry, 106
Communicate
Wrap Up Your Week, 107
What can we learn by exploring
different communities?
The Twin Club
LD2 M1 W1 D1 TE p 01-19.indd 17
17
8/17/18 7:25 PM
MODULE 1 MY PLANNING GUIDE
Practice
Stations for Everyone
LISTEN UP!
WORD WORK
Identify short-vowel sounds.
Objectives
• Identify short-vowel sounds.
Materials
• Listen Up! Flip Chart
• Sound-Spelling Cards 1, 6, 11,
17, 24, 36
Differentiated Activities
Objectives
• Build words that contain the
shortvowel sounds.
• Read words that contain the
shortvowel sound.
•
•
•
•
Materials
Word Work Flip Chart
Letter Tiles
paper
pencils
Differentiated Activities
Look at the pictures on the cards
and say the names of the things
you see. Listen for the short-vowel
sounds a, e, i, o, and u as you
quietly repeat each name.
Use Letter Tiles to build the words
cat, miss, well, top, and up. Say
each word quietly. Name the
short-vowel sound you hear in
each word.
Look at the pictures on the cards
and say the names of the things
you see. Listen for the short-vowel
sounds a, e, i, o, and u as you
quietly say each name. Think of
other words that have the shortvowel sounds a and e. Say them
quietly to yourself.
Use Letter Tiles to build the words
cat, miss, well, top, and up. Say
each word quietly, and name the
short-vowel sound you hear in
each word. Then write them on
your paper.
Look at the pictures on the cards
and say the names of things you
see. Listen for the short-vowel
sounds a, e, i, o, and u as you
quietly say each name. Think of
other words that have the shortvowel sounds a, e, i, o, and u.
Say them quietly to yourself.
Technology
• Modeled Pronunciation Digital
18
Identify words with shortvowel
sounds.
Think of words that contain the
short-vowel sounds a, e, i, o,
u. Use Letter Tiles to build the
words, and then write them on
your paper.
Technology
• Interactive Sound-Spelling Cards
WORDS TO KNOW
Alphabetize words.
Objectives
• Alphabetize words by first letter.
Materials
• Words to Know Flip Chart
• High-Frequency/Tested Word
Cards, Unit 1 Week 1
• paper
• pencils
Differentiated Activities
Choose four cards. Arrange
them in alphabetical order.
Think of a new word that can
fit alphabetically between the
second and third word cards.
Write that word.
Choose five cards. Arrange them
in alphabetical order. Think of
and write new words that can
fit alphabetically between two
of your word cards. Think of
another two to go elsewhere in
the list.
Use all six cards. Arrange them
in alphabetical order. Think
of and write new words to fit
between four of your word cards.
Technology
• Letter Tile Drag and Drop
• Online Tested Vocabulary
Activities
Exploration • Module 1 • Week 1
LD2 M1 W1 D1 TE p 01-19.indd 18
8/17/18 7:25 PM
W1
Key
Below-Level Activities
On-Level Activities
Advanced Activities
LET’S WRITE!
READ FOR MEANING
GET FLUENT
Write a short personal narrative.
Compare and contrast characters.
Practice fluent reading.
Objectives
• Write a short personal narrative.
• Write complete sentences,
using capital letters and end
punctuation.
Objectives
• Compare and contrast characters
in a story.
Objectives
• Read aloud at an
appropriate rate.
Materials
• Let’s Write! Flip Chart
• paper
• pencils
Materials
• Read for Meaning Flip Chart
• 2.1.1 Leveled Readers
• paper • pencil • crayons
Materials
• Get Fluent Flip Chart
• 2.1.1 Leveled Readers
Differentiated Activities
Differentiated Activities
Differentiated Activities
• A personal narrative is a true
story from the writer’s life.
• A character is a person, animal,
or creature in a story.
• Rate is the pace or speed of a
process, such as reading.
Write a short personal narrative
about a place you visited. Tell
what makes this place so special
to you. Write two complete
sentences that start with capital
letters and end with punctuation.
Write a personal narrative about
a place you visited. Offer details
showing what makes the place
special to you. Be sure to use at
least three complete sentences,
capitals, and end punctuation.
Write a personal narrative that
describes a place you visited.
Include details about what makes
this place special. Write four or
more sentences with capitals and
end punctuation.
• Identify characters’ actions and
feelings.
• A trait is the way in which a
character usually acts or thinks.
Read Country Mouse and City
Mouse. Choose two characters
from the story. Draw a picture
that shows how the characters
are alike or different.
Read The New Kid in Bali.
Choose two characters from
it. Write a sentence for each
one that tells about a feeling or
an action.
Read Country Friends, City
Friends and choose two
characters from it. Write a short
paragraph that tells how the
characters are alike or different.
Technology
• Main Selection eText
• Leveled eReaders
Work with a partner. Take turns
reading pages from Country
Mouse and City Mouse. Think
about what you’re reading about.
Be sure to read at an appropriate
rate. Give your partner feedback.
Work with a partner. Take turns
reading pages from The New Kid
in Bali. Think about what you’re
reading about. Be sure to read at
an appropriate rate. Give your
partner feedback.
Work with a partner. Take turns
reading pages from Country
Friends, City Friends. Think about
what you’re reading about. Be
sure to read at an appropriate
rate. Give your partner feedback.
Technology
• Reading Street Readers Digital
The Twin Club
LD2 M1 W1 D1 TE p 01-19.indd 19
19
8/17/18 7:25 PM
W1
WEEK
D1
DAY
Let´s
Read!
Objectives
• Introduce concept: exploring
different communities.
• Share information and ideas
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by exploring
different communities?
about the concept.
Today at a Glance
Street Rhymes!
Phonics and Spelling
Short Vowels and Consonants
Do you live in a city or a wee little town?
Among skyscrapers or fields of brown?
Do you travel by bus, by train, or by car;
To a school or a workplace near or far?
If I visited you, what would I find?
Is your community like mine?
Fluency
Oral Rereading
Exploring Communities
Oral Vocabulary
investigate, rural, urban
Phonemic Awareness
Distinguish Medial Phonemes
Comprehension
Character and Setting
Concept talk To help children gain knowledge and understanding, this
week they will talk, sing, read, and write about exploring communities.
Write the Question of the Week, What can we learn by exploring different
communities?, and track the print as you read it.
Conventions
Sentences
Build Oral Language
High-Frequency Words
beautiful, country, friend, front,
someone, somewhere
Writing
Personal Narrative: Introduce
Research and Inquiry
Identify and Focus Topic
Talk about exploring communities Have children turn to pages 8–9 in their
Student Edition. Read the title and look at the photos. Use questions to
guide discussion and create a “What can we learn by exploring different
communities?” concept map.
• The picture shows children looking out at a city, or an urban community.
What are they looking at? (Possible response: tall buildings) Let’s add We
discover things in urban places and tall buildings to our map.
• Suburbs are near a city. What do the boys pass as they walk? (Possible
response: lawns) Let’s add We discover things in suburban places and
houses with lawns to our map.
• How do you know the man and girl are in the country, or a rural
community? (They are in a field with flowers.) Let’s add that to our map.
Exploration
LD2 M1 W1.indb 20
8/17/18 7:42 PM
Go Digital: Concept
Concept Talk
Video
Talk
Video
40-45 mins
W1
Whole
Oral Vocabulary
Let´s
Group!
talk!
Talk!
Different
Communities
•
•
•
•
xxx
Share information about
different communities.
xxx
Share ideas about how
xxx
different communities are
alike.
•
What do you like about your
own community? Write two
sentences and share ideas.
Amazing Words
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
I like
.
2.
I like
.
8
You’ve learned
2 4 1
words so far.
You’ll learn
0 0 8
words this week!
investigate
rural
urban
downy
perch
founders
muttered
unanimous
9
Student Edition pp. 8–9
Connect to Reading Use the question to guide discussion. Then have children
complete the sentences on their own and share ideas with their peers.
Explain that this week they will read about two boys who discover what
they like about their own communities. Let’s add We learn to appreciate our
community to our map.
What can we
learn by exploring
different communities?
We discover things
in urban places.
tall buildings
E
L
We discover
things in
suburban places.
houses with
lawns
We discover
things in
rural places.
We learn to
appreciate
our community.
Differentiated
Instruction
E
L
L
English Language
Learners
Compare Communities
Have children use resources such
as encyclopedias, books, travel
magazines, and the Web to make
comparisons among rural, urban,
and suburban communities.
fields and
flowers
L Preteach Concepts Use the Day 1 instruction on ELL Poster 1.
E
L
L PPoster 1
Module 1
LD2 M1 W1.indb 21
21
8/17/18 7:42 PM
W1
D1
WEEK
DAY
Build Oral Vocabulary (Optional)
Let´s
Amazing Words
Read!
Introduce Amazing Words Display p. 1 of the Sing with Me Big Book.
Tell children they are going to sing about investigating rural and urban
communities. Ask children to listen for the Amazing Words investigate, rural,
and urban as you sing. Sing the song again and have children join you.
Objectives
• Build oral vocabulary.
• Discuss the concept to develop
Sing with Me Big Book Audio
oral language.
• Share information and ideas
Oral Vocabulary Routine
about the concept.
Teach Amazing Words
1 Introduce the Word Relate the word investigate to the song: The song
says we can investigate rural and urban places. Supply a child-friendly
definition: When you investigate something, you try to find out as much
as possible about it. Have children say the word.
2 Demonstrate Provide examples to show meaning: Students can help
newcomers investigate their school. In science class, we investigate
how plants grow. The police investigate accidents to find out who
is responsible.
3 Apply Have children demonstrate their understanding: Would you prefer
to investigate a museum or a barn? Why?
See p. 109 to teach rural and urban.
Let’s Go Investigate!
In the country, it’s so peaceful.
Rural places are so great.
We’ll see farms and open spaces.
Let’s go investigate!
In the city, it’s so noisy.
Urban places are so great.
We can walk through friendly neighborhoods.
Let’s go investigate!
Sing to the tune of
My Darling Clementine
Sing with Me Big Book Audio
Unit 1
Exploration
Week 1
The Twin Club
Oral Vocabulary
rural
investigate
urban
1
Sing with Me Big Book p. 1
22
Exploration
LD2 M1 W1.indb 22
8/17/18 7:42 PM
Go Digital: Sing with Me Animations
Check understanding of Amazing Words Have children look at the picture
on page 1. The picture shows different types of communities to investigate.
Tell one way that you would investigate these communities. Use the word
investigate in your answer. (Possible response: You can investigate the country
by walking along the road.)
What do you see in the picture that tells you one is a rural community? Use
rural in your answer. (Possible response: The rural community has a farm and
cows and trees.)
Whole
Group!
Amazing Words
investigate
perch
What tells you that the other community is an urban community? Use urban in
your answer. (Possible response: The urban community has tall buildings.)
rural
founders
Apply Amazing Words Have children demonstrate their understanding of the
Amazing Words by completing these sentences orally.
urban
muttered
downy
unanimous
The first place I would investigate in the city is
We might see
It would be fun to
.
in a rural place.
Differentiated
Instruction
.
S
Corrective Feedback
If… children have difficulty using the Amazing Words,
then… remind them of the definitions. Then provide opportunities for children
to use the words in sentences.
Preteach Academic Vocabulary
I
Strategic Intervention
Sentence Production
If children have difficulty using
the Amazing Words, give them
hands-on practice. For example,
have them investigate to find the
best place to read silently in the
classroom. Then have children use
the words in sentences.
Write the following on the board:
• character and setting
E
L
L
• realistic fiction
English Language
Learners
• sentences
Use Cognates
Have children share what they know about this week’s Academic Vocabulary.
Use children’s responses to assess their prior knowledge. Preteach the
Academic Vocabulary by providing a child-friendly description, explanation,
or example that clarifies the meaning of each term. Then ask children to
restate the meaning of the Academic Vocabulary in their own words.
The word investigation may have
cognates in children’s home
languages. Invite Spanish speakers
to identify cognate investigación.
Point out how this prior knowledge
can help children learn new words.
Module 1
LD2 M1 W1.indb 23
23
8/17/18 7:42 PM
W1
WEEK
D1
DAY
Phonemic Awareness
Let´s
Supermarket
S
Read!
Objectives
Identify and isolate medial short
vowel sounds in words.
Associate consonants and short
vowels with their sounds.
Blend and read words with short
vowels and single consonants.
Decode words independent of
context.
Sounds
Listen!
•
•
•
Find three things that contain the short o sound.
Find something that rhymes with wag. Say the sound in the middle of the word.
Now change that middle sound to short u. Say the new word.
RO
RESOURCES ONLINE
SOUND-SPELLING CARDS
10
Skills Trace
11
Student Edition pp. 10–11
Short Vowels and
Consonants
Phonemic Awareness
Introduce/Teach
M1W1D1
Distinguish Medial Phonemes
Practice
M1W1D2; M1W1D3; M1W1D4
Reteach/Review
M1W1D5; M1W2D4
Assess/Test
Weekly Test M1W1
Benchmark Tests M1
Key:
M=Module W=Week
Let´s
D=Day
Introduce Read together the first two bulleted points on pp. 10–11 of the
Student Edition. In the picture, a mother and her son have come to shop. I
hear three sounds in shop—/sh/ /o/ /p/. The sound I hear in the middle
of shop is /o/. I also hear the sound /o/ in the middle of rock and in each
word part of hopscotch—hop scotch.
Model I see a bag in the picture. Listen to this word—bag. I hear /a/ in the
middle of bag. What other things have the sound /a/ in the middle? (hat,
cap, bank) Listen to the word necklaces. It has three word parts, or syllables.
Say necklaces slowly, holding up a finger for each syllable. Listen to the first
syllable in necklaces: neck. What sound do you hear in the middle? (/e/)
Have children identify other words with the middle sound /e/. (fence, dress,
neck) Continue with these medial sounds: /i/ in sit (picnic, swim, kitten) and
/u/ in tug (duck, jump, run).
Guide practice Guide children as they identify and isolate the medial sounds
in these words from the picture: pond, run, brick, cap, bug, and stem.
Corrective Feedback
If… children make an error,
then… model by saying two short vowel words and asking children which
has the same middle sound as another short vowel word.
24
Exploration
LD2 M1 W1.indb 24
8/17/18 7:42 PM
Go Digital: Interactive Sound-Spelling Cards
Phonics
Short Vowels and Consonants
Blending Strategy
1 Connect Write an, egg, in, on, and up. Ask children what they know
about the vowel and consonant sounds in these words. (The vowel
sounds are short; the consonants spell /n/, /g/, and /p/.) Today we will
review short vowel and consonant sounds.
2 Use Sound-Spelling Card Display Card 1. The short a sound, /a/, is
spelled a. Have children say /a/ several times as you point to a. Repeat
with Cards 11, 17, 24, 6 for short vowels i/i/, o/o/, u/u/, and e/e/
and Cards 7, 21, 14, 29 for single consonants. Explain that ff, ss, ll, and
zz stand for /f/, /s/, /l/, and /z/.
3 Model Write back. In this word, the letter b has the sound /b/, and a
has the short a sound, /a/. The consonants ck spell one sound, /k/.
Model blending back: /b/ /a/ /k/, back.
Two consonants may spell one sound. Display Cards 3; 44; 45; 12 and
for ck/k/, ng/ng/, nk/ngk/, and dge/j/ and repeat step 2 for each
sound. Model blending sing, junk, mock, and ledge.
Display Card 60 and point to ea. Sometimes the letters ea stand for short
e, /e/. Model blending head: /h/ /e/ /d/, head.
Write basket and display Card 147. To read this longer word, I’ll break
it into syllables between the two consonants in the middle. Each vowel
will have a short sound. Model dividing the VC/CV word and blending
the syllables: bas/ket, /b/ /a/ /s/-/k/ /e/ /t/, basket. Then model
dividing and blending the VCC/V word rocket: rock/et, /r/ /o/ /k/ /e/ /t/, rocket.
4 Guide Practice Continue the process in step 3. This time have children
blend with you.
well
dead
rock
lung
wing
jazz
judge
luck
sunk
kitten
magnet
picnic
5 Review What do you know about reading these words? (The letters a, e,
i, o, u, and ea stand for short vowels /a/, /e/, /i/, /o/, and /u/ at the
beginning of a word or in the middle of a syllable. The other letters stand
for consonant sounds.)
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Picture-Word Match Use pictures of
nouns that have short vowel sounds
such as bat, bug, leg, lip, and tack.
Write the words and have children
segment and blend the sounds, say
the word, and match the word to
its picture.
A
Advanced
Extend with Rhymes Write ticket,
jacket, mitten, picket, kitten,
rocket, packet, and pocket. Have
children segment and blend these
multisyllabic words and identify the
words that rhyme.
E
L
L
English Language
Learners
Pronunciation All short vowel
sounds are produced with relaxed
facial muscles. Focus on the slight
differences in tongue positions as
children say: /a/ (low front); /e/
(mid front); /i/ (high front); /o/
(low front); /u/ (mid center).
Language Transfer Speakers of
several other languages may
need extra practice distinguishing
between /a/ and /e/, /o/, or
/u/; /e/ and /u/; /o/ and /u/.
If so, have children repeat words
in common word families: -ag, -et,
-ot, -up.
Module 1
LD2 M1 W1.indb 25
25
8/17/18 7:42 PM
W1
WEEK
D1
DAY
Phonemic
Phonics
Awareness
Short Vowels and Consonants
Let´s
astronaut
Words I Can Blend
t
Read!
e
l
l
g
r
a
b
a
b
a
s
k
butterfly
g
e
t
t
o
p
Objectives
e
t
Sentences I Can Read
• Associate the letters a, e, i, o, and
b
u with their short vowel sounds.
t
han
elep
1.
Tell Matt he must grab it.
2.
Drop it in his basket.
3.
Tess will get the doll on top.
tomato
octopus
• Associate consonants with their
e
t
vowels and single consonants.
• Decode words in context and
independent of context.
Short Vowels and
Consonants
Model
Have children turn to page 12 in their
Student Edition.
sounds.
• Blend and read words with short
Phonics—Build
Fluency
o
RO
RESOURCES ONLINE
SOUND-SPELLING CARDS
12
Sounds to Know
Look at the pictures on this page. I see
pictures of an astronaut, a butterfly, an
Student Edition p. 12
elephant, a tomato, and an octopus. The
word astronaut has the short vowel sound /a/ in it. When I say astronaut,
I hear /a/ at the beginning. Continue with the other Envision It! pictures,
stressing the initial consonant sound in butterfly and tomato and the initial
short vowel sound in elephant and octopus.
Guide practice For each word in Words I Can Blend, ask for the sound of
each letter or group of letters. Make sure that children identify the correct
sound for each short vowel and single consonant. Then have children blend
the whole word.
Corrective Feedback
If... children have difficulty blending a word,
then... model blending the word, and then ask children to blend it with you.
SP
SUCCESS PREDICTOR
CHECK WORD READING
26
Exploration
LD2 M1 W1.indb 26
8/17/18 7:42 PM
Think
The Twin
Critically
Club
Say the word for each picture.
Blend and Read
Decode words in isolation After children can
successfully segment and blend the words on
page 12 in their Student Editions, point to
words in random order and ask children to
read them naturally.
bed
pin
1
mop
2
b
a nk
bus
king
i
ng
6
d
u
ck
b
s
o
ck
a
sket
e
d
r
9.
10.
with Tim.
Jan is at a
Tim gives Jan a
.
kick
pocket
napkin
nap
Phonics Short Vowels and Consonants
Student Edition
Practice p. 40
Check
Retelling
A
Advanced
Extend Blending Provide children
who can segment and blend all
the words correctly with more
challenging words such as: trap,
plan, glad, and handbag.
/a/ Spelled a The sound /a/ is
usually spelled a at the beginning
or in the middle of a word.
E
jog
sing
rabbit
Review Row 2
reviews final
ck,ng, nk,
and dge.
If… children cannot blend words with short vowels at this point,
then… use the Small Group Time Strategic Intervention lesson, p. DI•1,
to reteach short vowels. Continue to monitor children’s progress using
other instructional opportunities during the week. See the Skills Trace on
p. 24.
Check
HighFrequency
Words
Differentiated
Instruction
Spelling Patterns
Corrective Feedback
Check
Word
Reading
picnic
nose
Your child read words that have the short vowel sounds in bat, bed, dish, mop, and bus.
Say one of these words. Have your child name words that rhyme with it. Repeat with
another word with a different short vowel sound.
Short Vowels
Day 3
o ck
Circle a word to finish each sentence.
Spiral Review
Day 2
a gn
8
sl
Whole
Group!
m
7
Write the following words and have the class read them. Notice which
words children miss during the group reading. Call on individuals to
read some of the words.
Day 1
sink
4
Monitor Progress
van
ticket
happen
3
Home Activity
On their own Use Student Edition
Practice p. 40.
rip
fudge
fizz
2
4
clock
3
r
5
Team Talk Pair children and have them take
turns reading each of the sentences aloud.
bed
dock
head
5
6
Write a, e, i, o, or u to finish each word.
Decode words in context Have children read
each of the sentences on page 12. Have
them identify words in the sentences that
have short vowels a, e, i, o, and u.
hum
tank
puff
1
7
8
bat
Check Word Reading
11 12
10
9
Day 4
Check
Fluency
L
L
English Language
Learners
Language Transfer Many languages
have no short vowel sounds or
only have English approximations.
Display several pictures for words
that show two different vowel
sounds, such as: cap, head, bag,
fan, leg, pen. Point to each picture
as you say the word. Have children
repeat. Have children sort the by
short vowel soun he objects unds.
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 M1 W1.indb 27
8/17/18 7:42 PM
W1
WEEK
D1
DAY
Decodable Practice Reader 1A
Let´s
Short a: a
Read!
Decode words in isolation Have children turn to the first page. Have
children decode each word.
Objectives
Review High-frequency words Have children identify and read the highfrequency words a, his, he, then, as, is, of, was, to, with, and the on the
first page.
• Apply knowledge of sound-
spellings to decode unknown
words when reading.
Preview Decodable Reader Have children read the
title and preview the story. Tell them they will decode
words with short vowels and consonants.
• Decode and read words in
context and independent of
context.
• Practice fluency with oral
Decode words in context Pair children for reading
and listen carefully as they decode. One child begins.
Children read the entire story, switching readers after
each page. Partners reread the story. This time the
other child begins.
rereading.
Decodable
Practice
Reader
GUS
Written by Harriet Yi
1A
Short Vowels
Ken
six
fun
bell
long
bunk
hug
pet
and
can
tell
jog
bed
pup
got
run
let
picnic
pat
Gus
not
hop
rang
nap
leg
his
big
ran
did
mat
neck
not
back
tug
job
it
will
quick
long
lick
yet
quick
red
well
next
lick
Final -ck, -ng, -nk
back
rang
bunk
High-Frequency Words
a his was he the then
as is of
to with
1
Decodable Practice
Reader 1A
Ken got a pet pup.
Gus is his pup.
Ken was not yet six
and he got Gus.
Gus
Gus
Gus
Gus
Gus was not yet big back then.
Gus got big quick.
Gus is not yet as big as Ken.
3
2
had fun.
can run and hop.
is quick.
ran back.
4
Gus can tug on his red bell.
It can tell Ken to let Gus in.
The bell rang and
Ken did his job well.
5
Decodable Practice
Reader 1A
At the end of his long picnic
and jog,
Gus will nap on his mat.
It is big and red.
It is next to a bunk bed.
Ken will hug and pet
Gus.
Ken had fun with
his big pup.
Ken can pat Gus on the head, leg,
and neck.
Gus will lick Ken back.
Ken and Gus had fun.
6
7
8
* These materials can be found online.
28
Exploration
LD2 M1 W1.indb 28
8/17/18 7:42 PM
40-45 mins
Go Digital: Concept
eReaders Talk Video
Corrective Feedback
If… children have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words with short
vowels in the story. List the words and then have children sort them according
to their short-vowel sound-spellings. Children should supply:
a/a/: back, can, hand, mat, nap, pat, rang, and, ran
e, ea/e/: bed, bell, head, Ken, let, pet, red, tell, then, well, yet, next, leg,
neck
i/i/: big, did, his, lick, picnic, quick, six, will, it
o/o/: fond, got, job, long, lots, not, on, jog, hop
u/u/: bunk, fun, Gus, hug, pup, run, tug
Teach print awareness Have children look at the first sentence on the fifth
page of the story. Point out the capital A in At. Explain that we begin
every sentence with a capital letter. Then point to the period at the end of
the sentence. Explain that the period shows where this telling sentence, or
statement, ends. Tell children we also use a period at the end of commands,
such as Get the pup. Have children count the sentences on the page, pointing
out the capital letter at the beginning and the period at the end of each.
Reread for Fluency
Have children reread Decodable Practice Reader 1A to develop automaticity
decoding words with short vowels.
Oral Rereading
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Whole
Group!
Professional
Development
Fluent Reading
Recognizing Patterns Good readers
recognize the individual letters in
sequence in words and the soundspellings they represent. Activities
such as sorting by sound(s) or
matching rhyming words will help
children recognize patterns as they
read.
E
L
L
English Language
Learners
Short Vowels and Consonants
Beginning Before reading the
story, preview short vowel words
children will need as they read
by connecting the words to their
illustrations or by gesturing and
pantomiming. Have children point
to the words in the story and say
them after you.
Intermediate Write a sentence from
Gus such as: Ken has a pet pup.
Point to each word as you read it
aloud. Tell children to raise their
hands if they hear a short vowel
sound. Then have them read the
sentence.
Advanced/Advanced High Have
vowel word found on a page in the
story. Have a partner locate the
word and read a sentence on that
page in which the word appears.
Module 1
LD2 M1 W1.indb 29
29
8/17/18 7:42 PM
W1
D1
WEEK
DAY
Spelling Pretest
Let´s
Short Vowels and Consonants
Read!
Objectives
• Segment and spell words with
short vowels.
• Read high-frequency words.
Dictate spelling words Dictate the spelling words and read the sentences.
Have children write the words. If needed, segment the words for children,
clarify the pronunciations, and give meanings of words. Have children check
their pretests and correct misspelled words.
1. rock
A mountain is made of rock.
2. list
Make a list of groceries that you need.
3. desk
Sit at your desk and finish your homework.
4. job
My mom got a job at the hospital.
5. sad*
I felt sad when my cousin moved away.
6. chop
I cry when I chop onions.
7. sack
We filled a sack with fresh peaches.
8. tag
The price tag is on the bottom of the box.
9. rib
My dad broke a rib when he fell.
10. mess
Asa makes a mess when she cooks.
11. dust
The floor was covered in dust.
12. drum
I use drumsticks to play music on the drum.
* Words marked with asterisks come from the selection The Twin Club.
On their own Use Let’s Practice It! p. 5 on the Web site.
Small Group Time
Break into small groups after spelling and before the
comprehension lesson.
The Twin Club
Name
Strategic
Intervention
Short Vowels
Generalization Short vowels are often spelled a: sad, e: desk, i: rib, o: job,
u: drum.
Sort the list words by the short vowel.
1.
2.
3.
sad
sack
tag
6.
7.
8.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
e
4.
5.
desk
mess
Spelling Words
o
1. drum
rock
job
chop
2. rock
u
8. sack
3. list
4. desk
5. job
6. sad
7. chop
9. tag
drum
dust
9.
10.
10. rib
11. mess
12. dust
i
11.
list
Words to Read
rib
12.
13. country
14. someone
Words to Read
13.
country
14.
someone
Home Activity Your child is learning to spell words with short vowels and these consonant/vowel patterns:
CVC, CVCC, CCVC. To practice at home, have your child look at the word, pronounce it, and then write it.
Teacher-Led
a
S
On-Level
I
Teacher-Led Page
DI•1
• Phonemic Awareness
and Phonics
Read Decodable
Practice Reader 1A
Teacher-Led Page
DI•6
• Phonics and spelling
Read Decodable
Practice Reader 1A
30
Advanced
Practice Stations
• Listen Up
• Word Work
A
Teacher-Led Page
DI•9
• Phonics and
Comprehension
Read Advanced
Selection 1
Place English language learners in the groups that
correspond to their reading abilities in English.
Spelling Short Vowels %7%t
Let’s Practice It! Digital W1 D1
O L
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
* These materials can be found online.
Exploration
LD2 M1 W1.indb 30
8/17/18 7:42 PM
High-Frequency Words
Whole
Group!
Introduce
Nondecodable Words
Differentiated
Instruction
1 Say and Spell Look at page 13. Some words we have to learn by
remembering the letters rather than saying the sounds. We will say and
spell the words to help learn them. Point to the first word in the HighFrequency Words list. This word is beautiful. The letters in beautiful are
b-e-a-u-t-i-f-u-l, beautiful. Have children say and spell each word, first with
you, and then without you.
S
Strategic Intervention
Check Spelling Draw a line for
each letter of a spelling word. For
example, say drum and write
_ _ _ _. Have children fill in the
blanks.
2 Identify Familiar Letter-Sounds Point to the first letter in beautiful. This
letter stands for a sound. What is the letter and what is its sound?
(b/b/) Point to the letter t. What is the letter and what is its sound? (t/t/)
Continue with f (f/f/) and l (l/l/).
A
3 Demonstrate Meaning Tell me a sentence using the word beautiful.
Repeat this routine with the other High-Frequency Words.
Read words independent of context Have
children read the high-frequency words
on page 13 aloud. Add the words to the
Word Wall.
Advanced
Extend Spelling Challenge children
who spell words correctly to spell
more difficult words such as:
pocket, message, chicken, drastic,
packet, and sunken.
I Can Read
Tim and Mom live somewhere in
the country. Tim must get his bus in
front of the house of a friend. Today
Tim must run to get his bus. Will he
miss it? Yes, Tim will miss his bus.
Mom said, “It will not do. Tim must
have a plan.” Mom is someone who
can drop a hint. Mom will tell Tim
before bed, “Get your backpack and
fill it, Tim. Get everything set. I will
help you get up early.” Mom
does get Tim up early. Tim is
set. It is beautiful. Tim will
not miss his bus.
Read words in contex Chorally read the I
Can Read! passage along with the children.
Then have them read the passage aloud
to themselves. When they are finished, ask
children to reread the highfrequency words.
Phonics/Spelling
Generalization
Each spelling word is a onesyllable
word with a short vowel sound
spelled with a single vowel.
On their own Use Student Edition
Practice p. 41.
E
You’ve
Learned
The Twin Club
High-Frequency Words
country
Pick a word from the box to finish each sentence.
1.
2.
3.
4.
5.
6.
country
friend
front
someone
front
someone
somewhere
Student Edition p. 13
friend .
We passed some beautiful hills and rivers.
We stopped in
front of a big farm.
The farm was out in the country .
My friend is someone who likes farms.
A farm is somewhere I want to live.
I had a great visit with my
L
somewhere
13
Write the word on the line.
beautiful
friend
L
English Language
Learners
Short Vowels and and Consonants
beautiful
I
Spelling
Clarify the meaning of each
spelling word with pictures or
objects. For example, show a
picture of a drum and say drum,
d-r-u-m. Hold up a rock and say
rock, r-o-c-k.
Frontload for Read Aloud
To prepare for the listening
comprehension Read Aloud, use the
modififi ed Read Aloud in the ELL
Support Lessons.
Home Activity
Your child completed sentences using high-frequency words learned this week. Together,
write a letter or postcard to a family member or friend who lives in a different place.
Encourage your child to use these high-frequency words to invite that person to visit.
High-Frequency Words
Student Edition
Practice p. 41
Module 1
LD2 M1 W1.indb B31
31
8/17/18 7:42 PM
W1
D1
WEEK
DAY
Visual Skills Handbook
Literary Elements
Read and
Characters
Comprehend!
Character and
Setting
Objectives
Describe main characters
in realistic fiction.
Character and Setting
Practice
M1W1D2; M1W1D3; M1W1D4;
M1W3D2; M1W3D3; M1W3D4;
M5W4D2; M5W4D3; M5W4D4
Reteach/Review
M1W1D5; M1W5D3; M4W1D3;
M1W3D5; M5W5D3; M5W4D5
Assess/Test
Weekly tests M1W1; M1W3;
M5W4
Benchmark Tests M1; M5
Key:
M=Module, W=Week, D=Day
Think
The Twin
Critically
Club
Read the story and look at the picture to find out about
the character Mr. James.
Mr. James has a shop on my
corner. He sells bread and milk. He
has a kind word for everyne who
comes in his store. When it is hot,
Mr. James makes ice cream cones.
He gives them away to kids for a
treat. Mr. James likes people, and
people like him.
Circle the answer to each question.
1. Which word describes Mr. James? mean kind
2. What is the setting of the story? park store
Write your answer to each question.
3. How does Mr. James feel about people?
He likes people.
4.
Why do you think people like Mr. James?
Possible responses: Mr. James is kind; Mr. James gives
away ice cream cones.
Home Activity
Your child described the character and setting of a story. Work with your child to write
about an interesting person in your neighborhood. Make sure your child describes what
makes that person likeable or interesting.
Comprehension Character and Setting
Student Edition
Practice p. 42
32
Characters are the people or animals in
the story. Authors describe characters. They
tell their traits, or what characters are like,
how they feel, and their motivations, or
Beginning
Middle
End
What happens in the beginning, middle, and end
why they say and do things. The setting
of the story?
is the place and time of a story. A setting
can be a real place or an imaginary one.
Good readers look for clues that tell about
Student Edition EI•6– EI•7
characters and setting because it helps them
understand what happens in the story.
Plot
Skills Trace
Introduce
M1W1D1; M1W3D1; M5W4D1
Listening
Comprehension
Ei•6
Have children turn to pages EI•6–EI•7 in their Student Editions. These
pictures show an example of characters and setting. Discuss these questions:
• Who are the characters? (a man and a girl)
• What is the setting? (in a boat on a lake at sunset)
Model Today we will read a story about a boy who finds a friend in his new
community. Read “A New Neighborhood.” Use Graphic Organizer 10 to
record the characters and setting.
When I read, I try to figure out the
characters. I ask myself, “Who is this
story about?” The story is about Jamal
and Christine. To find the setting, I look
for clues that tell where and when the
story happens. Jamal moves to the city
and meets Christine in early July. So I
know this story happens in the city in
July. Add Jamal and Christine to finish
the first sentence and in the city in July to
complete the second sentence.
Title
This story is about
(name the characters)
This story takes place
(where and when)
The action begins when
Then
Next
After that,
The story ends when
Guide practice After reading the story,
Theme:
have children tell what they noticed
Graphic Organizer 10
Digital W1 D1
about the characters Jamal and
Christine. (Jamal: shy, feels lonely at first
in the city, likes to play basketball, likes to listen to stories; Christine: friendly,
likes the city, knows lots of people, likes to play basketball, likes to listen to
stories.)
On their own Use Student Edition Practice p. 42.
Exploration
LD2 M1 W1.indb B32
8/17/18 7:42 PM
d Alo
ea
ud
R
Go Digital: Envision It! Animations
A New
Neighborhood
Jamal and his family moved into a new city apartment in June.
Jamal missed his friends and all the things he used to do in the
country. Even though he was in a large urban area with many kids
his age, he knew no one, and he was too shy to go places to meet
other kids.
30-35 mins
Whole
Group!
Academic Vocabulary
character a person or animal who
takes part in the events of a story
setting the time and place in which
a story occurs
When he looked out the window, he saw plenty of boys his age, but
they were always going somewhere else–running down the street
together or getting on buses. He felt miserable and lonely. Where
would he ever meet anyone?
Then one morning in early July, Jamal was sitting on his front
stairs and feeling sad when a girl his age came up to him holding
a basketball.
“I’m Christine,” she said. “I haven’t seen you around before.
What’s your name?”
“I’m Jamal,” he answered. “My family just moved here from the
country, and I can’t find anything to do.”
“Are you kidding?” Christine said. “There are tons of things to do
in the city. Do you want to shoot some hoops in the park?”
“Sure!” he said.
Christine had grown up in the neighborhood and knew many
people who lived in it. As she showed Jamal the way to their
neighborhood park, she stopped several times to say hello to people
and ask them how they were doing. Jamal shyly said hello to them
too, once Christine introduced him. He was glad she was there to
help him meet people and investigate his new neighborhood.
At the park, they took turns shooting baskets until they were tired.
“Now let’s get something to drink,” Christine said. She showed
Jamal the way to a corner where a woman with a cart was selling
glasses of lemonade.
“It’ll be too hot to be outside this afternoon,” Christine said as they
walked back to Jamal’s apartment building. “I was going to go to
the library. The librarian reads stories at 3:00. Would you like to
come with me?”
“Yes!” Jamal said. “That would be great. And thanks for showing
me around. I never realized there were so many things to do in this
neighborhood.”
Module 1
LD2 M1 W1.indb B33
33
8/17/18 7:42 PM
W1
D1
WEEK
DAY
Languge
Arts!
Objectives
• Identify and use complete
sentences.
• Understand that a sentence
begins with a capital letter and
often ends with a period.
• Understand and recognize the
features of a personal narrative.
Conventions
Sentences
Model Explain that a sentence is a group of words that tells a complete
idea. The words in a complete sentence are in an order that makes sense. A
sentence begins with a capital letter and often ends with a period. I like to go
swimming is a sentence.
Display Grammar Transparency 1. Read the definition and examples aloud.
Then read the directions and model number 1.
• The sand is not a complete idea, so it is not a complete sentence. If we
add felt hot, we will have a complete sentence: The sand felt hot.
Guide practice Continue with items 2–5, having children suggest a phrase to
complete each sentence.
Mini-
Lesson
Connect to oral language Have the class complete these sentence
frames orally.
5 Day Planner
1. Tanya’s neighbor
Guide to Mini-Lessons
2. The boys
DAY 2
DAY 3
Read Like a Writer
.
3. After school, we
Sentences
.
A sentence is a group of words that tells a complete idea. The
words are in an order that makes sense. A sentence begins with
a capital letter. Many sentences end with a period (.)
Descriptive Language:
Sensory Words
Complete Sentences
DAY 4
Revising Strategy:
Deleting Words
DAY 5
Proofread for
Sentences
On their own Team Talk Pair children
and have them add complete sentences
to the story about the beach. Ask them to
suggest complete sentences that answer
the questions below. Write children’s
suggestions on the board.
1. Who went to the beach?
2. What else did they do there?
We went to the beach. This is a complete sentence.
the beach
This is not a complete sentence.
Make each group of words a sentence.
Write a group of words from the box.
packed a picnic.
felt hot.
was cool and blue.
dived in the waves.
was fun.
felt hot.
was cool and blue.
3. My brother and I dived in the waves.
1. The sand
2. The water
I`7LHYZVU,K\JHJP}UKL4t_PJV:(KL*=
DAY 1
.
4. Mom
packed a picnic.
5. Our first trip to the beach
0RGXOH 1 The Twin Club
was fun.
Grammar
1
Grammar Transparency 1
Digital W1 D1
34
Exploration
LD2 M1 W1.indb 34
8/17/18 7:42 PM
20-25 mins
Go Digital: Grammar Jammer
The Twin Club
Writing—Personal
Narrative
Introduce
Mini-
Writing • Personal Narrative
Whole
Up a Mountain
My name is Sasha. Last summer, I went to the
top of a mountain. My dad drove up, up, up the
winding roads. I was afraid to look down!
At last we got to the top of the mountain. It was
windy and cold there. I was glad I brought a jacket.
Dad and I looked down the mountain. He
pointed out our town to me. It was very far away.
The houses looked like little toys. I laughed
because I live in one of those tiny houses.
Group!
Academic Vocabulary
period punctuation mark that ends
a statement or a command
Key Features
Lesson
Personal Narrative
• It tells about an interesting experience in the
personal narrative a story that tells
about an interesting experience in
the writer’s life
writer’s life.
• It tells a story using the words I and me.
• It provides details to make the event vivid.
Home Activity
Your child read a description of a memorable event in the past. Work with your child to
write about a memorable event you shared together. Make sure your child describes the
setting, the people, and what made the event memorable or interesting.
Writing Personal Narrative
Student
d
Edition
d
Practice p. 43
Read Like a Writer
■ Introduce This week you will write a personal narrative. A personal
narrative tells your own personal story. It tells about an interesting
time in your life.
Prompt
Think about what people learn by exploring a new place.
Now write a personal narrative about a new place you
have visited.
Trait
Conventions
Mode
Narrative
■ Examine Model Text Let’s listen to a personal narrative. Track the print
as you read aloud “Up a Mountain” on Student Edition Practice p.
43. Have children follow along.
■ Key Features Who is telling this story? (Sasha) The second sentence
says: I went to the top of a mountain. Who went to the top of the
mountain? (Sasha) Which word tells you that Sasha is talking? (I)
Help children find and circle the word I in this sentence and in other
parts of the story. Then help them find me in the second sentence in
paragraph 3. Ask children to whom Dad pointed out the town. (me/
Sasha) Have children underline me.
43
sentence a group of words that is a
statement, a question, a command
or request, or an exclamation
Daily Fix-It
1. We will lits what we might see
We will list what we might see.
2. iris wanted a friend
Iris wanted a friend
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation and
the spelling of list.
E
L
L
English Language
Learners
Options for Conventions
Support To provide children with
practice with sentences, use the
modified conventions lessons on
p. 357 in the ELL Handbook.
Sasha is telling this story about herself. She uses the words I and me
because she is telling about things she saw and did.
Sasha is telling about a time when she and her dad went up a mountain.
She told why she was afraid. What other details did she tell? (how cold
and windy it was; how small the houses looked) These vivid details make
the story easy to imagine.
Module 1
LD2 M1 W1.indb 35
35
8/17/18 7:42 PM
W1
WEEK
D1
DAY
Language
Arts!
Objectives
• Understand and recognize the
Writing—Personal Narrative
Introduce, continued
Review key features Review key features of a personal narrative with
children. You may want to post these key features in the classroom to allow
children to refer to them as they work on their stories.
features of a personal narrative.
• Narrow the focus of the topic
by formulating inquiry questions
related to the topic.
• Explore different communities.
Key Features of Story
• tells about an interesting experience in the writer’s life
• tells a story using the words I and me
• provides details to make the event vivid
Connect to familiar texts Use the example “Up a Mountain” on Student
Edition Practice p. 43 or another personal narrative familiar to children. In
“Up a Mountain,” Sasha introduces herself in the first sentence. This is a
good beginning for the narrative because it tells us who is writing it. Sasha’s
narrative tells about the day she drove up to the top of a mountain with her
father. She uses I and me in the story as she describes what she sees, does,
and feels. She includes details such as driving up, up, up on the windy roads
to make vivid pictures in the reader’s mind.
Look ahead Tell children that tomorrow they will plan their own
personal narratives.
Quick Write for Fluency
Team Talk
1 Talk Read these questions aloud, and have children respond in
complete sentences.
• What interesting place have you visited?
• What details will help us picture this place in our mind?
2 Write Have children write short sentences to answer the questions. Make
sure their sentences include a subject and a verb.
3 Share Partners can read their answers to one another.
Exploration
LD2 M1 W1.indb 36
8/17/18 7:42 PM
40-45 mins
Go Digital: Concept Talk Video
Think
The Twin
Critically
Club
Today, you reviewed the concept web that explored the
Research and
Inquiry
Question of the Week, What can we learn by exploring different
communities? Use the following steps to help you add your
interests to the list that the class started and create questions
that you have about exploring communities.
Step 1-
Ask yourself the following questions:
• What experiences have I had exploring different
Identify and Focus Topic
communities? What did I learn?
• What stories have I read or movies have I seen about
exploring different communities? What did the characters, or
people in the stories, learn?
Teach Display and review the concept web
that explores this week’s question: What can
we learn by exploring different communities?
What else would you like to learn about
rural, urban, and suburban communities?
Ask children to share their interests.
One way I learn about topics is
Model
to ask questions. I start many questions with
the words who, what, when, where, why,
and how.
Step 2-
Discuss these questions and your answers with a partner.
What new ideas does your partner’s responses lead to?
Step 3-
Write down your new ideas and interests about the
class topic.
Group!
Topic: Places in Each
Community
• Rural Urban Suburban farms
skyscrapers
Accept all reasonable
ideas.
Step 4-
Whole
What do you want to know about exploring different
communities? Write four questions you have about
Topic: Places in Each Community
exploring different communities.
Accept all reasonable
ideas.
Rural
Urban
Suburban
Home Activity
Your child learned how to generate a list of interests and create questions about topics
that interest them. Discuss your experiences exploring different communities with your
child and have your child add new ideas and questions to the lists.
48
farms
skyscrapers
Research Media Center/Library
St d t Editi
Student
Edition
Practice p. 48
Guide practice Give children time to ask questions and choose a topic. On
their own Use Student Edition Practice, p. 48.
Wrap Up Your Day
Phonics: Short Vowels and Consonants Write cup, back, and drop. Have
children blend the words. Ask them to name other words with short u, a, and o.
Spelling: Say rug. Have children name the letters for each sound in rug.
Build Concepts In “A New Neighborhood,” Jamal and Christine explored an
urban community. What would you find while exploring in a rural community?
(Possible responses: nature, farms, animals)
Homework Send home this week’s Family Times Newsletter from Let’s Practice
It! pp. 1–2 on the Web site.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
8;; C74 D8;38=6
Materials
white paper, scissors, paper clip,
pencils
Game Directions
1. Make a simple spinner as shown.
2. Each player chooses a game board. Players take
turns spinning the spinner and using the letter
to complete a word on the game board. The new
word must have a short vowel sound.
h m
3. If the player can make a word with the short
vowel sound using the letter shown on the
spinner, the player writes the letter in the word.
b t
4. Play continues until both game boards are
filled.
Let’s Practice It!
Digital W1 D1
r b
p t b g t p
a
i
u
e
o
p n
n t
b d
f n
tr p
ch p
m ss t ck
r ng
s nk
Preview
Day 2
Tell children that tomorrow they
will read about two boys who find
different things to explore in urban
and rural areas.
Module 1
LD2 M1 W1.indb 37
37
8/17/18 7:42 PM
W1
D2
WEEK
DAY
Content Knowledge
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
BQ
BIG QUESTION
• Build oral vocabulary.
Question of the Week
What can we learn by exploring
different communities?
Today at a Glance
Exploring Communities
Oral Vocabulary
downy
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Let’s Go Investigate!” from the Sing with Me Big Book.
In the song we hear that it’s so peaceful in the country. What does the song
say about sounds in the city? (It’s noisy in the city.) Write the question of the
week, What can we learn by exploring different communities? on the board.
Phonics and Spelling
Short Vowels and Consonants
High-Frequency Words
someone, somewhere, friend,
country, beautiful, front
Story Words
cousins, meadow, parents, promise
Vocabulary
Alphabetize
Comprehension
Character and Setting
Monitor and Clarify
Fluency
Paired Reading
Build Oral Language
Introduce amazing words Display the Big Book, The Tale of Pale Male.
Read the title and identify the author. Explain that in the story, the author
uses some Amazing Words. Read the story and have children Listen for the
word downy.
Talk about sentences and words Reread this sentence from the Big Book. At
last, the chicks peek out—all downy soft like dandelions.
Conventions
Sentences
• Have children repeat the sentence with you. What does the chicks peek out
Writing
Personal Narrative
• Team Talk What other words could we use in place of peek? Have children
mean? (The chicks are looking out of their nest.)
Handwriting
Letters Aa, Dd, Oo/Letter Size
Research and Inquiry
Research Skill: Media Center/Library
The Tale of
PA L E M A L E
A TRUE STORY
share their suggestions.
• After children have tried other words, ask: Why do you think the author
chose the word peek? (It is interesting. It tells how the chicks looked out.)
• Point to the phrase all downy soft like dandelions. What does downy
mean? (covered in soft feathers)
• Down is a soft feather. Why do you think the author uses the word downy?
(to let us know what was soft on the chicks)
• Team Talk Turn to your partner and say the sentence again, using another
word for peek. Then have teams make up another sentence that uses the
word downy to tell about the chicks.
JEANETTE WINTER
The Ta
Tale
le of Pal
Palee Male
Male
Big Book
38
Exploration
LD2 M1 W1.indb 38
8/17/18 7:42 PM
30-35 mins
Go Digital: Concept Talk Video, Sing with Me Animations
Build Oral Vocabulary
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate downy to the book. The bird watchers in the
city cheer when two downy chicks hatch. Give a child-friendly definition.
Downy means “covered with soft feathers” or “like soft feathers.” Have
children say the word.
2 Demonstrate Provide examples to show meaning. Downy white
dandelions covered the yard. The baby’s hair felt downy.
3 Apply Have children demonstrate their understanding. If any of the
things I name can be downy, say downy; and if not, say nothing: a baby
chicken (downy), a turtle, a desk, a duckling (downy).
Anchored Talk
Add to the concept map Discuss what we learn by exploring
different communities.
• What kinds of things does “Let’s Go Investigate” say we find in rural
places? (We find farms and open spaces.) What does the song say we
find in urban places? (We find friendly neighborhoods.) Let’s add these
ideas to our map.
investigate
rural
urban
downy
E
L
perch
founders
muttered
unanimous
L
English Language
Learners
Vocabulary Pronounce and then
use gestures and sounds to act
out the words peaceful and noisy.
Then have children say the words
as you act out the words again.
Tell children that these words
have opposite meanings. Look for
opportunities to use peaceful and
noisy during the day’s activities.
• In The Tale of Pale Male we learned what happens when hawks move to
an urban community. How do the hawks make the city their home? (They
build a nest at the top of a building and hunt animals in the city.) That’s
right, they adapt to living in a city. To adapt is to change how you live. The
hawks adapt to the city by nesting at the top of a building instead of in a
tree. Let’s add We learn that animals adapt to new communities.
• In yesterday’s Read Aloud “A New Neighborhood,” why does Jamal feel
better about moving to the city? (He meets a new friend, Christine, who
shows him new things to do in the neighborhood.) Let’s add new friends
and things to do to the map under We learn to appreciate our community.
E
L
L Reinforce Vocabulary Use the Day 2 instruction on ELL Poster 1.
E
L
L PPoster
t 6
Module 1
LD2 M1 W1.indb 39
39
8/17/18 7:42 PM
W1
WEEK
D2
DAY
Phonemic Awareness
Let´s
Supermarket
S
Read!
Objectives
• Apply knowledge of letter-sound
correspondences and syllable
patterns to decode words in
context and independent of
context.
• Spell words with short vowels and
single consonants.
Sounds
Let´s
Listen!
•
•
•
RO
Find three things that contain the short o sound.
Find something that rhymes with wag. Say the sound in the middle of the word.
Now change that middle sound to short u. Say the new word.
RESOURCES ONLINE
SOUND-SPELLING CARDS
10
11
Student Edition pp. 10–11
Phonics
Syllable Patterns VC/CV and VCC/V;
Short Vowels and Consonants
Review the syllable patterns VC/CV and VCC/V, short vowels, and single
consonants using Sound-Spelling Cards 147 and 148.
Decode words independent of text Display these words. Have the class blend
the words. Then point to the words in random order and ask children to
decode them quickly.
tell
badge
bunk
mitten
jacket
cactus
wing
puppet
cuff
Corrective Feedback
If…
then… Model blending decodable words and then ask children to blend
them with you.
Decode words in context Display these sentences. Have the class read
the sentences.
Team Talk Have pairs take turns reading the sentences naturally.
Hing set a pink hat on his head.
Jack had a muffin in his picnic basket.
Kim sat in the bottom of the rocket.
40
Exploration
LD2 M1 W1.indb 40
8/17/18 7:42 PM
Go Digital: Interactive Sound-Spelling Cards
Spelling
Whole
Short Vowels and Consonants
Guide practice Tell children that you will segment the sounds in each spelling
word. They should repeat the sounds in each word as they write them. Check
the spelling of each word before saying the next word.
1. /r/ /o/ /k/ rock
7. /ch/ /o/ /p/ chop
2. /j/ /o/ /b/ job
8. /s/ /a/ /k/ sack
3. /d/ /u/ /s/ /t/ dust
9. /r/ /i/ /b/ rib
4. /s/ /a/ /d/ sad
10. /l/ /i/ /s/ /t/ list
5. /d/ /r/ /u/ /m/ drum
11. /m/ /e/ /s/ mess
6. /d/ /e/ /s/ /k/ desk
12. /t/ /a/ /g/ tag
Small Group Time
E
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
S
Teacher-Led Page
DI•2
• High-Frequency
Words
• Read The Country
and the City
On-Level
I
O L
Advanced
A
Teacher-Led Page
DI•9
• Comprehension
• Read The Twin Club
Place English language learners in the groups that
correspond to their reading abilities in English.
• Words to Know
• Get Fluent
L
L
English Language
Learners
Teacher-Led Page
DI•6
• High-Frequency
Words
• Reread Decodable
Practice Reader 1A
Practice Stations
Professional
Development
Blending and Segmenting Blending
sounds into words is an easier skill
for most children than segmenting
the word into its component
sounds. To help children visualize
the separate sounds in words,
have them place one chip into
a connected row of boxes to
represent each sound in a word you
say. Then have them trace a finger
below the boxes as they blend the
word.
On their own Use Student Edition Practice p. 44.
Strategic
Intervention
Group!
E
L
L
Spelling Help children connect the
segmented sounds they hear with
new vocabulary by providing a
picture or object to illustrate the
word.
Think
The Twin
Critically
Club
Short Vowels
Write a list word to finish the rhyme.
1. gum on a
2. Zack in a
Independent Activities
drum
• Read independently/Practice
Notebook p. RR1
• Audio Text of Main Selection
3.
bag with a
5.
Tess in a
tag
Spelling Words
sack
4.
lock on a
fist with a
mess
chop
rock
sack
list
rock
6.
drum
list
tag
desk
rib
job
mess
sad
dust
Write a list word to finish the sentence.
* These materials can be found online.
job
7.
Tom’s
8.
My teacher sits at a
9.
Will you
desk
chop
dust
sad
rib
job
sad
.
chop
this apple?
10.
Get a rag and
11.
Sara was
12.
dust
was to set the table.
rib
desk
the bench.
when her dog got lost.
Andy fell and hurt his
.
Home Activity
Your child wrote words with short vowels and these consonant/vowel patterns: CVC,
CVCC, CCVC. Give clues about a word. Say, for example, “You play it in a band. It has
a short u.” Have your child guess and spell the word. (drum)
44
Spelling Short Vowels
Stu
Student
tuden
dentt Edit
EEdition
dition
ion
Practice p. 44
Module 1
LD2 M1 W1.indb 41
41
8/17/18 7:42 PM
W1
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Learn story words: cousins,
promise, parents, meadow.
• Review high-frequency words.
High-Frequency Words
Read words independent of context Point to the words someone, somewhere,
friend, country, beautiful, and front on the Word Wall. Remind children that
there are some words we learn by remembering the letters, rather than saying
the sounds. Then have them read each of the high-frequency words aloud.
Team Talk Have children choose two high-frequency words and give them
time to create a sentence in which both words are used properly. Then have
them share their sentence with a partner.
• Alphabetize by first letter.
Monitor Progress
Check High-Frequency Words
Point to these words on the Word Wall and have the class read them.
Listen for children who miss words during the reading. Call on those
children to read some of the words individually.
friend
country
people
become
beautiful
somewhere
together
stories
front
someone
nothing
goodbye
enough
Spiral Review
Row 3 and 4
review previously
taught highfrequency words..
Corrective feedback
If… children cannot read these words,
then… use the Small Group Time Strategic Intervention lesson,
p. DI•2, to reteach the words. Monitor children’s fluency with these
words during reading, and provide additional practice.
Day 1
Check
Word
Reading
Day 2
Check
HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
42
Exploration
LD2 M1 W1.indb 42
8/17/18 7:42 PM
Go Digital: Vocabulary Activities, Journal Word Bank
40-45 mins
The Twin Club
Story Words
The Twin Club
Introduce story words Use Vocabulary
Transparency 1 to introduce this week’s story
words. Read each sentence as you track
the print. Frame each underlined word and
explain its meaning.
cousins sons or daughters of your
uncles and aunts
Put each group of words in alphabetical order.
Pick a word in ( ) that comes between the two words shown.
pat space (pat/west)
van waves (cup/van)
comet pest
star (block/pest)
ice red
tides (red/zip)
1.
moon
2.
sun
3.
4.
Group!
Differentiated
Instruction
Write the words in alphabetical order.
Use the first letter of each word to help.
5.
kite, many, have
6.
live, sled, find
7.
between, about, come
8.
mop, job, went, let
have, kite, many
find, live, sled
S
parents father and mother
meadow a piece of grassy land
Have children read each sentence with you.
Vocabulary
Alphabetize
I
about, between, come
Strategic Intervention
job, let, mop, went
The Alphabet Provide time for
children to practice reciting the
alphabet. Next, say a letter and
have children name the letter that
comes before and after it. Then
have children name the letter that
comes between two letters you
name. If children need additional
support, display a printed alphabet.
Home Activity
promise to give your word that
you will do something
Whole
Your child learned to put words in alphabetical order. Write three different words on
index cards, one word on each card. Have your child put the words in alphabetical
order.
Vocabulary Skill
Student Edition
Practice p. 45
jog
promise
bug
swing
bug
jog
promise
swing
G
hi O
i
Graphic
Organizer
25
Digital W1 D2
Model alphabetize Explain that to alphabetize means to arrange words
according to the order of the letters in the alphabet. Draw a T-chart. List these
words in the left column: jog, promise, bug, and swing.
When I alphabetize a list of words, I look at the first letter in each word.
Then I ask, “Which letter comes first in the alphabet?” I know that b comes
before j, p, and s in the alphabet. So, bug is first.
Guide practice Repeat the procedure for
the remaining words.
On their own Have children alphabetize
these words associated with the country
and city: big, meadow, frog, stops, cab.
Academic Vocabulary
alphabetize arrange words
according to the order of the
alphabet
E
L
L
English Language
Learners
High-Frequency Words To increase
listening understanding of the
words someone and somewhere,
ask riddles for children to answer.
For example: Someone is wearing
red today. Who is she? My coat is
somewhere. Where is it?
Use Student Edition Practice, p. 45.
Vocabulary Transparency 1
Digital W1 D2
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 M1 W1.indb 43
43
8/17/18 7:42 PM
W1
WEEK
D2
DAY
The Twin Club
Written by Ina Cumpiano
Illustrated by Jana Christy
Read and
Comprehend!
Objectives
• Build background on urban, rural,
and suburban life.
• Preview and predict.
• Use key structure and elements
of realistic fiction to improve
understanding of text.
• Set a purpose for reading text.
GN
GENRE
Realistic fiction tells about made-up events that
BQ
could happen in real life. Now read about two
cousins from different communities who enjoy their
B I G Q U E ST I O N
summers together.
Question of the Week
What can we learn by exploring
different communities?
14
15
Student Edition pp. 14–15
Build Background
The Twin Club
Background Building Audio Have children listen to the CD. Tell them to listen
to find out what it is like to live in a city, country, and suburban community.
Background Building Audio
Discuss life in different communities Team Talk Have children turn to a partner
and use these questions for discussion about three types of communities:
urban, rural, and suburban.
• What are the homes like?
• What do you see outdoors?
Organize information in a chart Draw a chart or display Graphic Organizer
27. Have children recall what life is like in an urban, a rural, and a suburban
community. Record their responses.
Exploring Communities
Urban
Homes
apartment building
Rural
Suburban
farmhouse
house
Outdoors lots of people and cars
fields, streams, trees
yards, driveways
Fun
ride horses, swim in
lake
ride bike to mall
play in park
Graphic Organizer 27
Digital W1 D2
Connect to selection We learned what it is like to live in different
communities.
44
Exploration
LD2 M1 W1.indb 44
8/17/18 7:42 PM
Go Digital: eReaders
Main Selection—
First Read
The Twin Club
Monitor and Clarify
Whole
We monitor comprehension to make sure our reading
DDR
makes sense. We clarify to find out why we haven’t
Double
day Read!
Practice the skill Character and Setting
Review that characters are the people in
a story. Authors describe what characters
are like, how they feel, and why they say
and do things. Review that the setting is
the time and place of a story. For more
practice, use Let’s Practice It! p. 9 on the
Web site.
Group!
understood. Then we fix up problems.
This is hard to
understand.
I’ll reread to
figure it out.
Monitor and Clarify Before reading,
have children use p. RR7 in their
Practice Notebook to write about
why they use the strategy of monitor
and what they can do to clarify
something they do not understand.
Let´s
Think
Academic Vocabulary
When I monitor and clarify, I ask myself
•
about Reading! •
•
Do I understand what I’m reading?
What doesn’t make sense?
How can I fix it?
Ei•11
Introduce the strategy Monitor and
Clarify Explain that readers monitor their
Student Edition p. EI•11
comprehension and clarify what they do not
understand by asking questions and rereading. Have children
turn to page EI•11 in their Student Edition. Read it together.
E
Set a purpose Setting a purpose helps us to think
and understand more as we read. Guide children
to set a purpose.
The Twin Club
Frontload Main Selection Ask
children what they already know
about a small town, using the
picture on pp. 14–15. Then do a
picture walk so children can talk
about and see other features of a
small town as well as a farm.
Read the story. Write the answer to each question.
Friends Indeed
Josie and Fatima have been waiting for this day for a long time.
Today they are going on a class trip to the Fun for All Amusement
Park. The girls made a list of all the rides they want to try. The Little
Dipper roller coaster is on the top of their list. FatimaÕs mother was
walking the girls to school when they met James with his brother
Mark. The boys were very upset because their dog Monty had just
run away. Josie and Fatima looked at one another. ÒWeÕll help you
find Monty!Ó they said together. ÒWe wouldnÕt be able to have fun
knowing that Monty is lost.Ó
1. What are Josie and Fatima excited about?
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
Tell children that today they will read The Twin
Club for the first time. Use the Day 2 Guide
Comprehension notes to help children develop
their comprehension of the story.
L
Build Background Before children
listen to the CD, pronounce and
pantomime action phrases on the
audio, such as load the dishwasher,
collect eggs, ride horses, and wash
the car. Have children say the
words as you act them out again.
Introduce genre Let’s Read Realistic fiction is a made-up story that could
happen in real life. As they read The Twin Club, ask children to look for
events that indicate this could happen in real life.
Name
L
English Language
Learners
How is the girl going to clarify a hard part of the text? (She will
reread.) As I read The Twin Club, I will monitor my comprehension to make
sure the story makes sense. If I do not understand, I will clarify by asking
questions and rereading and identifying clues to find the answers and
make corrections.
Preview and predict Read aloud the title, author, and illustrator. Help
children use thetitle to predict what might happen in
the story.
alphabetize arrange words
according to the order of the
alphabet
They are going on a class trip to an amusement park.
2. Where does the story take place?
in the girls’ neighborhood; on the way to school
3. Why did Josie and Fatima decide not to go to the
amusement park?
Continue to
James and Mark needed help finding their dog.
4. What does this tell you about Josie and Fatima?
They are kind and thoughtful.
Home Activity Your child read a story about characters’ traits, motivations, and feelings. Read a short
fiction story with your child. Have your child identify the characters and setting. Discuss why the characters
behave the way they do and how they feel.
Comprehension Character and Setting
Let’s Practice It!
Digital W1 D2
%7%t
Day 2
For the First Read, use
Guide Comprehension
across the top of pages 46–54.
Module 1
LD2 M1 W1.indb 45
45
8/17/18 7:42 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Guide Comprehension
Objectives
Skills and Strategies
Generate questions and reread to
monitor and clarify.
Connect to Concept
D2
Exploration Look at the pictures
on pages 14 and 15. What
might the boys explore in this
community? (They might explore
the small stores and shops along
the streets.)
Amazing Words Have
children continue discussing
the concept using the
Amazing Words investigate,
rural, and urban as
they read.
The Twin Club
Written by Ina Cumpiano
Illustrated by Jana Christy
GN
GENRE
Realistic fiction tells about made-up events that
BQ
could happen in real life. Now read about two
cousins from different communities who enjoy their
B I G Q U E ST I O N
summers together.
Question of the Week
What can we learn by exploring
different communities?
14
15
Student Edition pp. 14–15
Extend Thinking
Think Critically
D3
46
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Synthesis Read the title. What
do you picture when you think
of a Twin Club?
Analysis Are the two boys like real
people, or are they make-believe
characters? Explain your answer.
(They are like real people because
they look like and are dressed
like real people. They are walking
downthe street like real people.)
Exploration
LD2 M1 W1.indb 46
8/17/18 7:43 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Character and Setting As this story
begins, what is the setting? (a grocery
store in the summertime) Why did
the boys act silly last summer? (They
were having a good time together
and thought it was funny to be called
twins.)
One day last summer, a lady said to us,
“Twins! How cute!”
Jorge put a silly look on his face and I tried
very hard not to roll my eyes.
16
If... children had difficulty
describing the setting or explaining
the boys’ motivation,
then... have them reread
the text and identify details in
the illustration.
Jorge and I are not twins. We are not even
brothers. We’re cousins. We are best friends.
But the lady called us twins. We could start
a club. It would be the Twin Club!
17
Student Edition pp. 16–17
Higher-Order Thinking Skills
Analysis The boys don’t look the same.
Why do you think the lady calls the
boys twins? (Possible response: All
twins don’t look alike, but maybe she
called them twins because they are
acting alike.)
If... children have trouble
explaining why the lady calls the
boys twins,
then... share descriptions of
twins with children and have them
describe twins they know.
Module 1
LD2 M1 W1.indb 47
47
8/17/18 7:43 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Identify characters and setting in
realistic fiction
Strategies
D2
Monitor and Clarify Remind
children that good readers
ask themselves questions to
check their understanding as
they read. Then they reread
to identify clues and find the
answers to make corrections.
What did you question
while you were reading The
Twin Club?
Even before we were the Twin Club,
we stayed all summer with Grandma Inés.
We did everything together.
If... children have difficulty
generating a question or
identifying clues,
then... provide an example
and model how to reread to
find the answer. For example:
What is the Twin Club like?
(It has a box for a clubhouse
and a secret handshake.)
Now we were the Twin Club. We had a secret
handshake. We built a clubhouse. It was big. But
it was hard for both of us to fit.
And, as Twins, we made a promise. “We’ll
always, always be friends,” we told each other.
18
19
Student Edition pp. 18–19
Think Critically, continued
D3
48
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Evaluation The boys promise
each other that they will “always,
always be friends.” Do you think
it is possible to keep a promise
like this? Why or why not?
Synthesis The boys have
a secret handshake and a
clubhouse. If you had a club,
what special things would
you have?
Exploration
LD2 M1 W1.indb 48
8/17/18 7:43 PM
Go Digital: Main eSelections
Whole
Group!
Word Reading
Skills
High-Frequency Words Point out the
words beautiful, front, someone, and
somewhere. Have children practice
reading these words.
Character and Setting What is
Grandma like? Describe her traits.
(She is kind and loving. She is good
to the boys and likes to have them
visit.)
Then one day, Grandma said, “I have news.
The summer is almost over, chicos,” she said.
“It’s time for you to go home to your parents.”
Together, we walked around Grandma’s
beautiful small town. We did tricks in front
of stores.
Someone, somewhere might have a better
club than ours. But I don’t think so!
20
It was too soon for the summer to end!
“Jorge and I won’t live here again until next
summer, Grandma. We won’t be the Twin Club
anymore. Will we?”
21
Student Edition pp. 20–21
Higher-Order Thinking Skills
Evaluation Do the characters in the
story remind you of your friends or
the adults you know? How are the
characters like people you know?
How are they different?
If... children need support in
comparing characters with people
they know,
then... discuss the characters’ traits.
For example, the boys are silly and
like to have fun. Grandma is kind
and loving.
Module 1
LD2 M1 W1.indb 49
49
8/17/18 7:43 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Determine word meaning and use
newly acquired vocabulary.
D2
Vocabulary
Vocabulary
Alphabetize Recall that the
alphabet is the letters a, b,
c, and so on. To alphabetize
words means to put the words
in the order of the letters of the
alphabet. List the names Jorge,
Inés, and Ramón. Have children
alphabetize the names.
Story Words Have children
locate the story word parents
on page 22. Who are
parents? Why would they miss
the boys?
“Juan Ramón, your parents miss you very
much. They are looking forward to having you
back on the farm. And soon you will start second
grade. School will be fun!” Grandma Inés said.
Oh, no, it won’t, I thought.
We knew it really was both good news and bad
news. We would be with our families and friends
again, which was good. But Jorge and I would not
be together, which was bad. Very, very bad.
22
23
Student Edition pp. 22–23
Think Critically, continued
Higher-Order Thinking Skills
D3
50
Analysis Why does Grandma
encourage the boys to go home
at the end of the summer? Why
doesn’t she try to convince them
to stay?
If... children have difficulty
explaining Grandma’s motives,
then... ask children to talk
about what might happen if
the boys stayed away from
their homes.
Exploration
LD2 M1 W1.indb 50
8/17/18 7:43 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Word Reading
Character and Setting What details
tell readers that the setting is a farm?
(Juan Ramón walks to a neighbor’s
barn, jumps in the hay, says hello to a
goat, is chased by the old goose, and
watches fireflies in the meadow.) How
does Juan Ramón feel about being
home? (He looks happy in the picture
and says that being back is great.)
Decoding Have children check
their reading of new words using
these questions:
Grandma was right. Being back home on our
farm was great. The first day back, I went for a
walk to our neighbor’s barn.
• Did I blend the sounds to read
the word?
• Did I put the new word in
the sentence to make sure it
made sense?
• Did I look for word parts to help
me understand the word?
I climbed a ladder in the barn and jumped into
the soft hay. I said hello to the goat. The old goose
chased me!
That night, I watched fireflies in the meadow.
24
25
Student Edition pp. 24–25
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Evaluation Juan Ramón is back on the
farm. Do you think he would agree with
the old saying, “There’s no place like
home?” Why or why not?
Synthesis Would you like to spend
the first day back on the farm with
Juan Ramón? Explain. If you lived
on a farm, what would be your
favorite things to do?
Module 1
LD2 M1 W1.indb 51
51
8/17/18 7:43 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Discuss ideas related to, but not
expressed in the literature.
D2
Strategies
Skills
Monitor and Clarify As you
read, you might ask yourself,
Why is Juan Ramón’s ride really
long? What can you do to find
the answer to your question?
(Reread part of the story.) What
is the answer to your question?
(It’s long because he lives in the
country.)
Character and Setting
Discuss Juan Ramón’s
motivation. Why does Juan
Ramón think about the Twin
Club all the time? (Possible
response: He remembers all
the fun he had with Jorge.)
I thought about the Twin Club when Papi
drove me to the bus stop in the morning. I
thought about the Twin Club during the bus
ride to school. It was a really long ride.
I thought about the Twin Club when I picked
fruit off our trees and when I watched fireflies.
I thought about the Twin Club all the time.
26
27
Student Edition pp. 26–27
Think Critically, continued
D3
52
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Synthesis What advice would
you give Juan Ramón to help
him stop thinking about the
Twin Club?
Analysis Why do you think the
author and illustrator decided
to add thought balloons to the
pictures. (Possible response: so
that readers could see exactly
what Juan Ramón was thinking
about the Twin Club)
Exploration
LD2 M1 W1.indb 52
8/17/18 7:43 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Skills
Character and Setting Use details
in Jorge’s e-mail message to figure out
where Jorge lives. (The fact that there
are lots of people, cars, and stores
shows that Jorge lives in the city.)
Character and Setting How do
Juan Ramón’s feelings change after
he reads Jorge’s e-mail message?
(Juan Ramón still misses Jorge, but
he realizes that he likes his home in
the country.)
Then, one day, I got an e-mail message.
It was from Jorge.
I still missed Jorge. But I remembered what
I liked about my home in the country.
Jorge remembered he liked walking in his
neighborhood.
To: JuanRamon@farmz.com
From: Jorge@ramirez.com
Subject: Hello, Twin Club
Hi Twin,
How are you?
Today, I walked around my neighborhood.
I love to walk around my neighborhood.
I see lots of people, lots of cars, lots of stores.
Everything goes so fast!
I walk to school by myself. My school is two
blocks away.
My friend, Jamilla, and I play basketball in the
park. Sometimes we go to the supermarket
to buy fruit from around the world. AMAZING!
I am glad to be back home, but I miss our
Twin Club!
Your twin cousin,
Jorge
28
29
Student Edition pp. 28–29
Connect to Social Studies
Different Communities Jorge lives in
a city, a huge place where lots of
people live. Grandma lives in a small
town. Juan Ramón lives on a farm in
the country.
If... partners need support to
get started,
then... have them review the story
illustrations and talk about their own
community.
Team Talk Have children discuss with
a partner where they would like to live
and why.
Module 1
LD2 M1 W1.indb 53
53
8/17/18 7:43 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Continue to
Day 2
D2
Comprehension Check
p. 55
Strategies
Strategy Self-Check
Monitor and Clarify If you
don’t understand why the boys
changed the name of their club,
what could you do? (Ask myself
questions.) Have children tell
what they can do after they have
a question. (Reread looking for
clues to find the answer.)
Have children identify a
question they asked to check
understanding. Ask what they
reread to find answers and
make corrections.
And do you know what was even more fun?
Changing our club name to “The AMAZING
E-mail Twins”!
Now we write to each other about everything.
And we are making plans for next summer at
Grandma’s!
30
31
Student Edition pp. 30–31
Think Critically, continued
Higher-Order Thinking Skills
D3
54
Synthesis The boys changed their
club name to The Amazing E-mail
Twins. What do you think would
be a good name for their club?)
Review Plot and Theme
Synthesis In the end, Juan
Ramón and Jorge like their
own homes. What does this
tell you about the idea or
meaning of the story? (Possible
response: There are lots of
things to like about our own
community.)
Exploration
LD2 M1 W1.indb 54
8/17/18 7:43 PM
Go Digital: Main eSelections
Comprehension Check
Have children discuss each question with a partner.
Ask several pairs to share their responses.
✓ Realistic fiction How do you know that this story could happen in real life?
(Possible response: The characters do things that real people do. They talk
like real people. They live in places that are like places I know.)
✓ Confirm predictions How did you use the title of the story to predict what
the characters might do? Was your prediction correct? (Possible response:
From the title, I predicted the characters might join a club. When I read, I
learned that they started a new club. In the end, they changed the name to
“The AMAZING E-mail Twins.”)
✓ Summarize What did the boys learn about their own communities?
(Possible response: They learned that they liked lots of things about their
own communities.)
✓ Author’s purpose Why do you think the author wrote this story—to explain
something to readers or to entertain them? (Possible response: I think the
author wrote this story to entertain readers.)
✓ Connect text to self Jorge and Juan Ramón realized that they were glad
to be back home. Think about a time when you went away and had fun,
either for a brief or for a long time, and then came back home again.
How did you feel when you came back home? Why did you feel this way?
(Possible response: I felt sad because the good time I had was over and/or
I felt happy because I was back with my family and friends.)
Whole
Group!
Differentiated
Instruction
A
Advanced
Extend the Question Have partners
brainstorm other ways the events
in the story remind them of
experiences from their own lives..
S
I
Strategic Intervention
Summarize To help children
summarize, have them identify
things Jorge liked about the city
and Juan Ramón liked about the
farm. Record their responses on a
T-chart. Lead them to see that each
boy liked lots of things about his
own community.
Whole
E
L
L
Group
English Language
Learners
Support Discussion Simplify
questions to aid children’s
responses. For example: This story
can happen in real life. How do
you know? The boys go home.
What might happen next? Did you
guess right?
Continue to
Day 3
Think Critically
pp. 70–71
Module 1
LD2 M1 W1.indb 55
55
8/17/18 7:43 PM
W1
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Describe the plot and retell a
story’s beginning, middle, and
end.
• Read aloud fluently at the
appropriate rate.
• Identify and use complete
sentences.
Literary Text
Plot
Describe the plot Have children describe the plot of The Twin Club. Have
them retell the story’s beginning, middle, and end, paying attention to the
sequence of important events.
• The story The Twin Club has a plot. It has a beginning, a middle, and
an end. What important events happen at the beginning of this story?
(Jorge and Juan Ramón visit their grandma in the summer. The boys start
the Twin Club.
• What happens in the middle of the story? (Even though they want to stay
together, the boys have to go back to their homes. Juan Ramón goes
back to the farm, and Jorge goes back to the city.)
• What happens at the end of the story? (The boys decide to e-mail each
other and make plans for next
summer at their grandma’s.)
Guide practice Display Graphic
Organizer 9. Together, fill in the
characters, and add the setting in
the same box on the story map. Then
have children dictate the problem and
important events in sequence.
On their own Have children work in
small groups to identify the solution to
the boys’ problem. Have them share
their ideas with the class. Add the
solution to the story map.
Title
Characters
Problems
Events
Solution
Reread for Fluency
Graphic Organizer 9
Digital W1 D2
Have children reread pp. 20–21 of The Twin Club.
Oral Rereading
1 Reread To achieve optimal fluency, have partners reread the text three
or four times.
2 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
56
Exploration
LD2 M1 W1.indb 56
8/17/18 7:43 PM
Go Digital: Grammar Jammer
Think
The Twin
Critically
Club
Sentences
A sentence is a group of words that tells a complete idea. The
words are in an order that makes sense. A sentence begins with a
Conventions
capital letter. Many sentences end with a period (.).
I have many friends.
many friends
Sentences
This is a complete sentence.
This is not a complete sentence.
Find the sentence. Write the sentence.
1.
Model complete sentences Write made a
clubhouse and the cousins on the board.
Point to each word as you read them aloud.
Ask children if these words form complete
sentences. (no)
A sentence is a group of words that tells a
complete idea. The words are in an order
that makes sense. A sentence always begins
with a capital letter and most sentences end
with a period. How could you combine these
words to make a complete sentence? (The
cousins made a clubhouse.)
2.
3.
4.
5.
two cousins
I have two cousins.
I have two cousins.
We jumped in the pool.
Whole
Group!
Differentiated
Instruction
jumped in the pool
We jumped in the pool.
Jorge is my cousin.
is my cousin
Jorge is my cousin.
my grandma
I love my grandma.
I love my grandma.
We built a clubhouse.
built a clubhouse
We built a clubhouse.
Home Activity
Your child learned about sentences. Read a story together. Have your child point out a
sentence and tell what capital letter it begins with and what punctuation mark is at the end.
Conventions Sentences
Student Edition
Practice p. 46
Guide practice Write the following words and phrases on the board. Read
them aloud and have children arrange them into complete sentences. Have
children indicate which word should have a capital letter and where the
period should go.
S
I
Strategic Intervention
Sentence Production If children
have diffi culty making complete
sentences, begin with one of the
examples, such as started the Twin
Club and Juan Ramón and Jorge,
and say each phrase several times.
Have children repeat them and
ask who did something. Then ask
what Juan Ramón and Jorge did.
Help them complete the rest of the
sentences in the same way.
A
secret handshake
they stayed all summer with
Advanced
Juan Ramón and Jorge
they had a
Grandma Inés
started the Twin Club
Planning with Strong Verbs
Help children identify forms of the
verb to be, such as am, is, and was,
if any are used in their plans. Have
them think of ways to write their
ideas using different, stronger verbs.
Connect to oral language Have the class complete these sentence
frames orally.
1. I like to _________ in my neighborhood.
2. My best friend _________.
3. The fire truck _________.
On their own Use Student Edition Practice p. 46.
Daily Fix-It
3. played tag Iris and Walter
Iris and Walter played tag.
4. Then rode a pony they.
Then they rode a pony.
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation.
E
L
L
English Language
Learners
Sentence Production Provide
pictures from magazines or books
and help children identify people,
places, and things they see in the
pictures. Then help them use this
information to make complete
sentences that tell about the picture.
Module 1
LD2 M1 W1.indb 57
57
8/17/18 7:43 PM
W1
WEEK
D2
DAY
Language
Arts!
Objectives
• Generate personal narrative
ideas.
• Recognize features of a personal
narrative.
• Identify descriptive words for
Writing—Personal Narrative
Writer's Craft: Descriptive Language
Introduce the prompt Review with children the key features of a personal
narrative. Point out that The Twin Club is told with words such as I and me,
like a personal narrative. Assure children that they, too, can write about an
interesting place they visited. Explain that today children will plan their own
personal narrative about their special place. They will use words that appeal
to the senses to show what their place is like. Read aloud the writing prompt.
Writing Prompt
writing a plan for a story.
Think about what people learn by exploring a new place.
Now write apersonal narrative about a new place that you
have visited.
Sharing the Writing
Help children generate ideas To plan our writing, let’s think about interesting
places. Let’s brainstorm some places and record them in a web. Display
a word web with the word places in the center of the web. I visited an
interesting place. I went for a boat ride on a river. I’ll add river to our web.
Guide children in identifying places they have visited. Possible ideas are
shown. Record the responses, and keep the web so that children can refer to
it as they plan and draft their stories.
city
river
farm
Places
island
ocean
cave
desert
museum
Graphic Organizer 14
Digital W1 D2
Have each child choose the interesting place they visited to write about.
Circulate to guide them. Remind them that this is a personal narrative that
tells about their visit to a special place.
58
Exploration
LD2 M1 W1.indb 58
8/17/18 7:43 PM
Go Digital: Concept Talk Video
20-25 mins
The Twin Club
Mini-
A Cave Walk
Sense
Lesson
See
Whole
Words
rocks that hang from above like ice cream
cones
Group!
water dripping
Hear
slippery path
E
Touch
Support Prewriting
Taste
Home Activity
Your child is learning to write stories, poems, brief reports, nonfiction paragraphs, letters, and
other products this year. Ask what your child is writing this week.
Writing Plan
Descriptive Language:
Sensory Words
■ Introduce Use Student Edition
Practice p. 47 to model using descriptive
language in a personal narrative. I’ll write my personal narrative
about a walk in a cave. I want my readers to know what the cave
was like so I’ll use words that describe. My five senses
will help me think of words that describe
what I saw, felt, heard, smelled, or tasted. I’ll list these descriptions in
a chart.
■ Model First, I’ll write my story title on the chart: A Cave Walk. Then
I’ll write the names of the five senses down the side of the chart: See,
Hear, Touch, Smell, and Taste. I saw rocks that hung down like giant
ice cream cones. I’ll write that next to See. I heard water dripping.
I’ll write that next to Hear. The path felt slippery, so I’ll write slippery
path for Touch. The cave smelled damp, so that goes next to Smell.
Now plan your story. Circulate to guide and assist children.
L
English Language
Learners
damp smell
Smell
Student Edition Practice p. 47
L
47
Beginning Children can use
gestures or pantomime to
communicate what their senses
told them about the place. Write
descriptive words in the chart, read
them aloud and have children echo
read.
Intermediate Have children work
with partners to write sensory
words in their charts. Ask questions
to confirm meanings and help
them add additional details to their
charts.
Advanced/Advanced High Have
partners read each other’s charts
and brainstorm synonyms or other
sensory words to add to the charts.
Children can use a dictionary to
confi rm the spelling and meaning
of the words.
Quick Write for Fluency
Team Talk
1 Talk Have children take one minute to describe their place to a partner.
2 Write Each child writes two sentences that include sensory words to
describe the place.
3 Share Each child reads the sentences to the partner.
Module 1
LD2 M1 W1.indb 59
59
8/17/18 7:43 PM
W1
WEEK
D2
DAY
Language
Arts!
Objectives
• Write letters legibly.
Handwriting
Letters Aa, Dd, and Oo/ Letter Size
Model letter formation Display upper- and lower-case letters: Aa, Dd,
and Oo. Use the stroke instructions pictured below to model proper letter
formation. Have children write the letters several times and circle their best
one.
• Recognize and use proper
positionof body, paper, and
pencil for good handwriting.
• Use proper size when writing
upper and lower-case letters a,
d, and o.
• Write words with short a, short o,
and blends nd, dr, and ck.
• Apply knowledge of media center
to inquiry project.
A
A aa 0
D dd 3
D
O
O oo $ >
D’Nealian™
Ball and Stick
D’Nealian™
Ball and Stick
D’Nealian™
Ball and Stick
Model letter size Explain that good writers think about position and size
of letters as they write. Good writers sit tall and keep both feet on the floor
when they are writing. They slant their papers. [Demonstrate slant for rightand lefthanded writers.] Good writers hold their pencils lightly between their
fingers. Write the word Cake on the board, making the a and e too big. It’s
important to make sure that all my letters are the appropriate size. I see that
the letters a and e in Cake are too big. When good writers write, they make
tall letters tall and small letters small. [Write Cake using correct letter size.]
Guide practice Write the following sentence, using incorrect letter size. PaT
sitS on The dOcK.
Team Talk Have children work in pairs to discuss what is wrong with the
letters. Have volunteers rewrite the sentence, demonstrating correct letter size
to the class.
Exploration
LD2 M1 W1.indb 60
8/17/18 7:43 PM
Go Digital: Concept Talk Video
Research and Inquiry
Research Skill: Media Center/Library
Teach Tell children that a media center or library has many resources, such
as books, newspapers, magazines, videos, CDs, CD-ROMs, computers,
and pictures. Explain that fictional books, or made-up stories, are arranged
by the author’s last name. Nonfiction books—books about real things,
people, and events— are arranged by subject. Explain that libraries also
have reference books and periodicals, or magazines. The card catalog in
a library lists all the items in the library, either on cards or on a computer.
Point out that librarians are very helpful. They can answer many questions
and can help children find resources.
I liked The Twin Club, so I looked in the library’s fiction section
Model
for another book by the author Ina Cumpiano. I looked under C, because
the author’s last name begins with C. Then I thought about my question:
What different kinds of places are in each community? To find out about
rural areas, I looked up farm life in the card catalog. I found some books
and a video. A number showed where to find each one in the library.
Whole
Group!
Academic Vocabulary
card catalog a list of items in a
library, entered on cards arranged
alphabetically in a filing cabinet or
on a computer
nonfiction writing that tells about
real things, real people, and real
events
periodical a magazine that is
published at regular times, less
often than daily
Guide practice Look back at the chart from Day 1. Discuss resources
children might use to learn about rural, urban, and suburban communities.
Wrap Up Your Day
High-Frequency Words Write the words someone, somewhere, friend,
country, beautiful, and front. Have children read each word and use it
in a sentence.
Build Concepts Monitor children’s use of oral vocabulary as they
respond. Recall the main selection The Twin Club. What did the cousins
like to investigate at home? (Possible responses: the barn, meadow,
neighborhood, stores, park) Would you rather live in a rural or urban
area? Why?
Preview
Day 3
Tell children that tomorrow
they will reread The Twin Club.
Module 1
LD2 M1 W1.indb 61
61
8/17/18 7:43 PM
W1
D3
WEEK
DAY
Let´s
Read!
Objectives
• Build oral vocabulary.
• Identify details in text.
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by exploring
different communities?
• Share information and ideasabout
the concept.
Today at a Glance
Oral Vocabulary
perch
Phonics and Spelling
Short Vowels and Consonants
Fluency
Appropriate Rate
Exploring Communities
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Let’s Go Investigate!” from the Sing with Me Big Book.
We see farms in rural places. What might we see on a farm? (We might see
a barn, fields, and cows.)
Build Oral Language
High-Frequency Words
beautiful, country, friend, front,
someone, somewhere
Listen for amazing words Display the Big Book, The Tale of Pale Male. Read
the story and have children listen for the Amazing Word perch. Have them
also think about where the Redtails live.
Story Words
cousins, meadow, parents, promise
• Where are the Redtails living? (a big city; in a nest on top of an
Comprehension
Plot and Theme
apartment building)
• How does the Redtail’s home differ from those of most other hawks? (Most
other hawks live in the country, not in cities, and most do not build their
nests on top of apartment buildings.)
Conventions
Sentences
Writing
Personal Narrative: Sentences
Research and Inquiry
Gather and Record Information
Talk about sentences and words Write the following sentence from The Tale
of Pale Male on sentence strips or on the board. Hawks like a tall perch so
they can see what is happening down below.
• Ask children to read it with you as you track the print.
The Tale of
PA L E M A L E
A TRUE STORY
• Point to and read Hawks like a tall perch. What does this mean? (Hawks
like to sit up high.) Why did the author use the word perch rather than
landing place? (It’s shorter.) What other words could the author have used?
• Now point to and read... so they can see what is happening down below.
What does happening mean? (“taking place”) Ask a volunteer to act out
sitting on a perch and looking down at what is happening. Why did the
author chose the word happening rather than taking place? (It’s shorter.)
• Team Talk Have children work with a partner to replace key words in
the sentence with simpler words or synonyms. Use the following sentence
frame. Hawks like a tall ……………. so they can see what is……………
down below.
JEANETTE WINTER
The Tale of Pale Male Big Book
62
Exploration
LD2 M1 W1.indb 62
8/17/18 7:43 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video
Video
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word perch to the book. Pale Male and
Lola perch on the edge of the nest. Supply a child-friendly definition.
When you sit or rest on the edge of something high, you perch. Have
children say the word.
2 Demonstrate Provide examples to show meaning. A row of birds will
perch on a wire. I like to perch on a kitchen stool.
3 Apply Have children demonstrate their understanding. Name some
places birds might perch.
investigate
rural
urban
downy
Differentiated
Instruction
S
Anchored Talk
Add to the concept map Discuss what we learn by exploring different
communities as you add to the concept map..
• In The Twin Club, what does Juan Ramón see in the rural area where he
lives? (Juan sees a goat, goose, and fireflies in the meadow.) Let’s add
animals and nature to the map under rural places.
• What does Jorge see in the urban area where he lives? (Jorge sees lots of
people, cars, and stores.) Let’s add lots of people, cars, and stores to the
map under urban places.
E
L
L Expand Vocabulary Use the Day 3 instruction on ELL Poster 1.
perch
founders
muttered
unanimous
I
Strategic Intervention
Visualize As you read aloud the text
on Student Edition pages 24–28,
have children close their eyes and
use their senses to picture what
Juan Ramón sees, feels, smells, and
hears on the farm. Then have them
orally describe what they pictured
in their mind. Do the same with
Jorge’s e-mail message on page 29.
E
L
L PPoster
t 1
Module 1
LD2 M1 W1.indb 63
63
8/17/18 7:43 PM
W1
WEEK
D3
DAY
Let´s
Read!
Objectives
Blend and read words with short
vowels.
• Decode words in context and
independent of context.
Phonics
Build Words
c
a
g
i
k
l
o
n
s
r
u
w
Model word building Now we are going to build words with short vowels.
Write wing and blend it. Watch me change the w in wing to r. Model
blending the new word, ring.
Guide practice Have children spell ring with letter tiles. Monitor
children’s work.
• Change the r in ring to s.
Say the new word together.
• Change the i in sing to a.
Say the new word together.
• Change the ng in sang to nk.
Say the new word together.
• Change the nk in sank to ck.
Say the new word together.
• Change the a in sack to o.
Say the new word together.
• Change the o in sock to i.
Say the new word together.
• Change the s in sick to l.
Say the new word together.
• Change the i in lick to u.
Say the new word together.
s
i
n
g
s
a
n
g
s
a
n
k
s
a
c
k
s
o
c
k
s
i
c
k
l
i
c
k
l
u
c
k
Corrective Feedback
For corrective feedback, model the correct spelling and have children correct
their tiles.
64
Exploration
LD2 M1 W1.indb 64
8/17/18 7:43 PM
Go Digital: Letter Tile Drag and Drop
Fluent Word Reading
Model Write picnic. I know the sounds for p, i, c, n, i, and c. I divide the
word into syllables between the consonants: pic-nic. Then I blend the sounds
and read the word: /p/ /i/ /k/-/n/ /i/ /k/, picnic.
Guide practice Write the words below. Say the sounds in your head for each
spelling you see. When I point to the word, we’ll read it together. Allow one
second per sound previewing time for the first reading.
will
dock
tank
lung
laptop
Differentiated
Instruction
I
Strategic Intervention
Blend and Read
Next, have children read the highfrequency words.
Group!
S
magnet
On their own Have children read the list above three or four times, until they
can read one word per second.
Decode words independent of
context Have children turn to
page 9 in Decodable Practice
Readers 2.1 and find the first list
of words. Each word in this list has
a short vowel sound. Let’s blend
and read these words. Be sure that
children identify the correct short
vowel sound in each word.
Whole
Build Meaning As children build
words with the letter tiles, check
that they understand the meanings
of the words they build by having
them use the words in sentences.
A
Bud got a tan box.
In it, Bud set a pet tub.
Bud fit the tan box in his van.
It sat on the red basket.
Decodable
Practice
Passage
The Van
1B
Bud fit a pet pen in his van.
Rex, his cat, was not in it.
Short Vowels
Bud
his
bed
pet
not
did
gas
had
van
got
tan
bag
yes
fit
big
red
box
jam
is
lot
rug
basket
Rex
ham
will
in
it
set
cat
fan
run
Bud fit a bag in his van.
The bag had jam.
It had ham.
Bud had a big, big fan to fit in
his van.
Did it fit?
Yes, Bud fit a lot in his van.
High-Frequency Words
to
the
a
was
his
is
he
Bud had to fit a lot in his van.
He fit a big rug in it.
Bud fit his big bed in it.
Bud is in his van.
Will it run?
It will not!
Sad Bud did not get gas!
Bud got a big red basket.
He set a pet bed in the red
basket.
He fit the big basket in his van.
9
10
Decodable Practice
Readers 2.1, pp. 9–10
Decode words in context Chorally
read the story along with children. Have children identify words in the story
that have short vowels.
Team Talk Pair children and have them take turns reading the story aloud to
each other. Monitor children as they read to check for proper pronunciation
and appropriate pacing.
*These materials can be found online.
Advanced
Extend Word Building Have
children add the letter tile p to the
tiles they already have out: a, c, g,
i, k, l, n, o, r, s, u, w. Encourage
children to use the tiles to build as
many short vowel words as they
can and record them in a list. Have
children compare lists.
E
L
L
English Language
Learners
Extra Support for ELL To help
children with the Build Words
activity, tell them that you will say
two words. If they are the same,
children should raise one hand. If
the words are different, they should
raise two hands. Say: wing, ring.
Check that children have raised
two hands. Then have them say the
words after you. Repeat for other
pairs, such as: sing/sang; sang/
sang; sack/sock; sock/sock.
Module 1
LD2 M1 W1.indb 65
65
8/17/18 7:43 PM
W1
WEEK
D3
DAY
The Twin Club
Short Vowels
Let´s
Read!
Objectives
words correctly. Then write Jenny’s last sentence correctly.
The artist took som clay out of a sak.
It looked like a rock. He put it on the
desk. He made it into a bird. The desk
was a mess. The bird very pretty.
1.
2.
3.
• Spell words with short vowels.
• Read aloud fluently at an
appropriate rate.
Spelling
Read the report Jenny wrote. Circle two spelling mistakes. Write the
Spelling Words
drum
chop
rock
sack
list
tag
desk
rib
job
mess
sad
dust
Short Vowels and
Consonants
some
sack
The bird was very pretty.
Spell high-frequency words Write country
and someone and point them out on the
Word Wall. Have children say and spell the
words with you and then without you.
Circle the word that is spelled correctly. Write it.
4.
dus
dust
5.
drum
drun
6.
chopp
chop
7.
job
jub
8.
list
lis
dust
drum
chop
job
list
Frequently
Misspelled
Words
with
have
them
Dictation Have children write these
sentences. Say each sentence. Then repeat it
slowly, one word at a time.
some
Home Activity
Your child has identified and corrected misspelled words with short vowels and these
consonant/vowel patterns: CVC, CVCC, CCVC. Have your child spell one of the words
and then change a vowel to make another word. For example, the word rib could
become rob or rub.
Spelling Short Vowels
1. Someone set the list on my desk.
49
Student Edition Practice pp. 49
2. It is sad to see the mess and the dust.
3. In the country, my job is to chop the wood.
Proofread and correct Write each sentence, spelling words one at a time.
Have children circle and rewrite any misspelled words.
On their own Use Student Edition Practice p. 49.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
On-Level
I
Teacher-Led Page
DI•3 • Phonics
Read Country Mouse
and City Mouse
O L
Teacher-Led Page
DI•7
Read The New Kid
in Bali
Advanced
Teacher-Led Page
DI•9
Read Country Friends,
City Friends
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Read for Meaning
• Let’s Write
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Main Selection
* These materials can be found online.
66
Exploration
LD2 M1 W1.indb 66
8/17/18 7:43 PM
Model Fluency
Appropriate Rate
Model fluent reading Have children turn to Student Edition pages 16–17.
Follow along as I read these pages. Since this is a story, I don’t have to
read slowly to figure out information. I’ll read it just the way I speak.
Whole
Group!
Spelling Words
Guide practice Have children read the pages with you. Then have them
reread the pages as a group without you until they read with no hesitation
and no mistakes. Continue in the same way with pages 18–19.
Short Vowels
1. drum
2. rock
3. list
4. desk
Corrective Feedback
5. job
6. sad
7. chop
8. sack
9. tag
10. rib
• Which word is a problem? Let’s read it together.
11. mess
12. dust
• Read the sentence again to be sure you understand it.
High-Frequency Words
13. country
14. someone
If… children have difficulty reading at the appropriate rate,
then… prompt:
• Tell me the sentence. Now read it as if you are speaking it to me.
Reread for Fluency
Choral Reading
1 Select a Passage For The Twin Club, use pages 20–21.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 Corrective Feedback Have the class read aloud without you. Monitor
progress and provide feedback. For optimal fluency, children should
reread three to four times.
Check comprehension Have children retell the story describing how the
characters feel in each setting.
Optional for Oral
Rereading
Use The Twin Club or the Day 1
Decodable Practice Reader
Professional
Development
Fluency In second grade, children
read increasingly longer texts.
Fluency skills such as attending to
punctuation and expression should
be practiced. A teacher modeling
how to selfcorrect word recognition
errors will help children learn to
correct their own mistakes.
E
L
L
English Language
Learners
Spelling Dictation Provide extra time
for English learners to listen to you
speak and write their sentences.
Module 1
LD2 M1 W1.indb 67
67
8/17/18 7:43 PM
W1
WEEK
D3
DAY
Think
The Twin
Critically
Club
Write the correct word from the box to finish each sentence.
beautiful
country
friend
front
someone
High-Frequency
and Story Words
somewhere
Read and
Comprehend!
Objectives
• Read high-frequency words.
• Establish purpose for reading text.
• Review key features of realistic
fiction.
1.
My parents made a promise to take a
and me to visit my cousins.
country on a tree farm.
beautiful meadow.
We waved to someone walking across the
2.
My cousins live in the
3.
On the way, we passed a
4.
Read words independent of context Display
and review this week’s high-frequency words
and story words. Have children read the
words aloud.
friend
meadow.
somewhere
5.
My cousins lived
meadow.
6.
Soon we stopped in
peach trees.
front
Read words in context Display the following
sentence frames. Have children complete
the sentences using high-frequency and
story words. Have the children read each
completed sentence with you.
near this
of a big field of
Home Activity
Your child completed sentences using high-frequency words learned this week. Together,
write a letter or postcard to a family member or friend who lives in a different town or
city. Encourage your child to use these high-frequency words to invite that person to visit.
High-Frequency Words/Story Words
Student Edition
Practice p. 50
1. My cousins live on a farm in the
2. Jed made a
3.
4. Her best
. (country)
to his parents. (promise)
flowers grow in that meadow. (Beautiful)
went somewhere on vacation. (friend)
5. Someone knocked on the
door. (front)
On their own Use Student Edition Practice, p. 50.
68
Exploration
LD2 M1 W1.indb 68
8/17/18 7:43 PM
40-45 mins
Go Digital: Vocabulary Activities, Main eSelecitons
Main Selection—Second Read
The Twin Club
DDR
Whole
Double
day Read!
Group!
Review Plot and Theme Recall this week’s main selection, The Twin Club.
Tell children that today they will read the story again. Review that every
story has a series of events called the plot and one main lesson, or
theme. We can use things that have happened in our own lives to help
us understand the events in the plot and the main lesson, or theme, of
a story. When we think about the characters’ actions and feelings, we
find the main lesson and better understand the meaning of the story. For
additional practice with plot and theme, use Let’s Practice It! p. 4 on the
Web site.
Story Words
cousins sons or daughters of your
uncles and aunts; cousins have the
same grandparents
promise to give your word to
someone that you will or will not do
something
parents father and mother
Review Genre: realistic fiction Let’s Read Remind children that realistic fiction
is a made-up story that could happen in real life. Have children recall events
from The Twin Club that could happen in real life. (The characters visit their
grandma, swim, and start a club just like real people might do.)
meadow a piece of grassy land,
especially one used for growing
hay or as a pasture for farm
animals
Set a purpose Remind children that good readers read for a purpose. Guide
children to set a new purpose for reading The Twin Club today, perhaps to
consider the main message the author was trying to give readers.
Academic Vocabulary
plot the series of related events in
a story that shows the characters in
action
Extend thinking Tell children they will now read The Twin Club for the second
time. Use the Day 3 Extend Thinking notes to encourage children to use
higher-order thinking skills to go beyond the details of the story.
theme the main idea or central
meaning of a story
The Twin Club
Name
E
Read the story. Follow the directions.
A New Street
Rosa looked out the window sadly. This was not like her old
street. The trees on her old street had green leaves. On this new
street, the leaves were red, orange, and yellow. Would children
here be different too? Would they be like her friends at home?
Rosa missed her friends at home.
Words in Context Provide support
by supplying a word bank for
children during the sentence frames
review activity on p. 68.
The car stopped in front of a very nice house. A girl watched
them from the sidewalk. Rosa got out of the car. The girl said, ÒI
am Jan. We just moved in too. Will you come over later?Ó Rosa
smiled. Now she knew she would be happy in her new home.
1. Underline the sentence that tells the big idea of the story.
They are moving to a new neighborhood and home.
3. Why is Rosa sad at the beginning of this story?
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
A. On some streets, the leaves change color and on others
they stay green.
B. Children who move can be happy in their new homes and
make new friends.
L
English Language
Learners
ÒThis our street!Ó said Papa. He turned onto a street lined with trees.
2. What is RosaÕs family doing in this story?
L
She misses her old home and friends.
Home Activity Your child read a story and identified its theme and plot. Discuss children who are new to
the neighborhood or school and what would make them happy in their new homes and schools. Then ask
your child to write a sentence to tell the theme of the story.
%7%t
Comprehension Plot and Theme Review
Let’s Practice It! Digitall W1 D3
Continue to
Day 3
For the Second Read, use
Extend Thinking across the
bottom of pages 46–54.
Module 1
LD2 M1 W1.indb 69
69
8/17/18 7:43 PM
W1
WEEK
D3
DAY
Think Critically
Answer Do you know someone who lives far away?
Text to Self
They are
lives far away.
Read and
How can you communicate with that person?
Comprehend!
I can communicate by
because they
are the same age.
They are
.
Discuss What lesson is the author trying to teach with this
story? Author’s Purpose
because Juan Ramón
lives in the country and Jorge lives in the city.
Where does the story take place?
.
In the
Character and Setting
Objectives
Answer Who are the characters in the story?
• Retell a narrative.
and
Character and Setting
.
Discuss
Monitor and Clarify
Did anything about this story confuse you?
What did you do about it?
How are they similar and different?
Identify character and setting in
realistic fiction.
Look Back and Write Look back at page 21. What is the
news the “twins” receive? How do you feel about it? Provide
evidence to support your answer.
Monitor and clarify for
understanding.
• Write clear, coherent sentences.
Number the pictures in order and retell the story.
Retell
32
33
Student Edition pp. 32–33
Retelling
Have children look at the story scenes and number them in order. Have
children work in pairs, retelling the story to one another. Remind children
that their partners should include the characters, setting, and events from the
beginning, middle, and end of the story. Children should use the retelling
strip in the Student Edition. Monitor children’s retelling.
Scoring rubric
Top-Score Response A top-score response makes connections beyond
the text, elaborates on the author’s purpose, and describes in detail
the characters, setting, and plot.
Monitor Progress
Check Retelling
If… children have difficulty retelling the story,
then… use Story Sequence Graphic Organizer 23, and work with the
group to scaffold their retelling.
Day 1
SP
SUCCESS PREDICTOR
CHECK WORD READING
70
Check
Word
Reading
Day 2
Check
Word
Reading
Day 3
Check HighFrequency
Words/
Retelling
Day 4
Check
Fluency
Day 5
Check
Vocabulary
Exploration
LD2 M1 W1.indb 70
8/17/18 7:43 PM
40-45 mins
Go Digital: Story Sort
Think Critically
Text to Self 1. Possible response: My cousin lives far away. I can
communicate by letter, phone, cell phone, text message, e-mail, instant
message, or web camera.
Author’s Purpose 2. Possible response: The author wants us to learn that
every kind of community has something special about it.
Character and Setting 3. The main characters are Jorge and Juan
Ramón. They are alike because they are the same age and like to do
everything together. They are different because Juan Ramón lives in the
country and feels happy playing in the hay, but Jorge lives in the city where
he is happy walking around the neighborhood. The story takes place in
Grandma’s small town and at Juan Ramón’s home in the country.
Monitor and Clarify 4. I was confused when the boys changed the
name of their club. I asked myself why they named it “The AMAZING E-mail
Twins.” I reread and found out that it was probably because the boys started
to e-mail each other when they weren’t together at Grandma’s house.
5. Look Back and Write For writing fluency, assign a five-minute time limit. As
children finish, encourage them to reread their response and proofread for
errors.
Scoring rubric
Top-Score Response A top-score response uses details from the text
and the picture to tell what the news is that the boys receive and how
they feel about it. For example:
Grandma tells the boys the summer is almost over, and it is time for
them to go home. The boys are glad they will be with their families
and friends again. The boys are sad they will not be together.
Whole
Group!
Differentiated
Instruction
A
Advanced
Look Back and Write Ask children
who show proficiency with the
writing prompt to explain why they
think Grandma Inéz encourages the
boys to return to their homes at the
end of the summer.
Monitor and Clarify After reading,
have children revisit the text
and identify places where they
were confused or had difficulty
understanding what was happening.
Have them use p. RR7 in their
Practice Notebook to write questions
they asked themselves and what they
did to clarify their understanding.
Plan to Assess
Retelling
✓ This week assess Strategic
Intervention children.
Week 2: Advanced
Meet the author Have children turn to page 14. What’s the name of the
author? Ask children what an author does. (writes the selection). What’s the
name of the illustrator? Then ask children what an illustrator does. (creates the
pictures for a story)
Independent Reading After children enter their independent reading into
their Reading Logs, have them paraphrase a portion of the text they have
just read. Tell children that, when we paraphrase, we express the meaning of what
we have read using our own words.
Week 3: Strategic Intervention
Week 4: On-Level
Week 5: Strategic Intervention
Week 6: Assess any children
you have not yet checked during
this module.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 M1 W1.indb 71
71
8/17/18 7:43 PM
W1
WEEK
D3
DAY
Language
Arts!
Objectives
• Identify and use complete
sentences.
• Write a draft of a personal
Conventions
Sentences
Review Sentences Remind children that a sentence is a group of words that
tells a complete idea. A complete sentence begins with a capital letter and
often ends with a period.
Guide practice Write the following on the board and have children read
it aloud.
narrative.
my grandfather and grandmother
These words do not tell a complete idea. What would you add to these
words to make a complete sentence? What should you add to the beginning
and end of the sentence?
Team Talk Have children work together to form a complete sentence and
indicate which word should be capitalized and where the period should go.
Have children change the following phrases into complete sentences.
my best friend
to get milk
Holden and his friend
Connect to oral language Have the class complete these sentence frames
orally to make complete sentences.
1. The boys
2.
3. There are
4.
.
went up the ladder.
.
to the store
The Twin Club
Name
On their own Use Let’s Practice It! p. 7 on
the Web site.
Sentences
Write the name of a friend.
Answers will vary.
Alicia
Write sentences about what you and your friend do.
Possible answers:
We ride our bikes. We play
games. We tell stories. We
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
have fun together.
Draw a picture of you and your friend doing something together.
Home Activity Your child learned how to use sentences in writing. Have your child write two sentences
about what he or she likes to do with a friend. Make sure each sentence begins with a capital letter and
ends with a period.
Conventions Sentences
%7%t
Let’s Practice It!
Digital W1 D3
72
Exploration
LD2 M1 W1.indb 72
8/17/18 7:43 PM
Go Digital:
Grammar
Go Digital:
Concept
Talk Jammer
Video
20-25 mins
Personal
Think Critically
Narrative
Let´s
Write!
write!
talk!
Key Features of a
Different
Personal Narrative
Communities
•
•
•
•
is about a real experience in
xxx
the writer’s life
xxx
tells a story using the words
xxx
I and me
•
provides details to make the
event vivid
Personal Narrative
Student Model
A personal narrative is a story about
something that happened to the writer.
The student model on the next page is
an example of a personal narrative.
Writing Prompt
Think about what people learn by
exploring a new place. Now write a
personal narrative about a new place
that you have visited.
Trip to Florida
Last summer my family went to
Florida. I got to go to the beach for
the first time.
The ocean was beautiful. It was dark
blue and clear. My sister and I went
swimming. The waves made standing
up hard. It was so fun.
After that, we built a sandcastle.
It was almost as tall as me!
Little by little, the ocean came
in and knocked our castle down.
Genre:
Let´s
xxx!
•
A personal narrative
uses the words I and me.
•
•
•
Underline I and me.
xxx
Each sentence tells a complete
idea.
•
•
Count the sentences.
There
are sentences.
Conventions
•
Sentences are punctuated
correctly with periods.
•
Circle the periods.
Whole
Group!
Daily Fix-It
5. Iris was sd and lonely Iris was
sad and lonely.
6. wanted she a friend She wanted
a friend.
Writer’s Checklist
Remember, you should . . .
Sounds to Know
tell about an interesting
experience in your life.
use the words I and me.
RO
use complete sentences.
end sentences with
correct punctuation.
RESOURCES ONLINE
CONCEPT TALK
GRAMMAR
JAMMER
VIDEO
34
Discuss the Daily Fix-It corrections
with children. Review complete
sentences, end punctuation, and the
spelling of sad.
Conventions
Sentences
A sentence is a group of words that tells
a complete idea. A sentence begins
with a capital letter. Many sentences
end with a period.
35
Student Edition pp. 34–35
Let’s Write!
Teach Use pp. 34–35 in the Student Edition. Read aloud the Key Features of
a Personal Narrative and the definition of a personal narrative. Help children
better understand the Writing Prompt by reading it aloud and discussing the
Writer’s Checklist with children.
Review the student model Read “Trip to Florida” on page 35. Explain that
this passage tells about a personal experience. Mention that the writer
identifies the setting (Florida) at the beginning. Point out that she uses I
and me to show that these events happened to her. Read aloud and briefly
discuss the side notes. Then have children follow the instructions to complete
the activities.
Scoring rubric
Top-Score Response Help children understand that a top-score
response uses I and me to tell about an interesting experience in
the writer’s life, includes vivid details and words, and has complete
sentences. For a complete rubric see Writing Rubric 1 from the Web
site.
Connect to conventions Read the Conventions note about Sentences. Point out
complete sentences in the model story (such as Last summer my family went to
Florida.)
Module 1
LD2 M1 W1.indb 73
73
8/17/18 7:43 PM
W1
WEEK
D3
DAY
Language
Arts!
Objectives
• Develop a draft of a personnal
narrative.
• Write and punctuate complete
sentences.
Writing—Personal
Narrative
Writing Trait: Sentences
Mini-
Lesson
• Gather and record information
for an inquiry project about
communities.
Writing Transparency 1A
Digital W1 D3
Complete Sentences
■ Introduce Use your sensory word chart from yesterday and Writing
Transparency 1A to model writing complete sentences. When I write
my personal narrative, I want people to understand what I write. Each
of my sentences will tell a complete thought. I’ll write my sentences
so that the order of my words makes sense. To show where each
sentence begins and ends, I’ll begin each sentence with a capital
letter and end each one with a period or other end punctuation. Read
aloud the draft on the Transparency to model complete sentences.
■ Explain how children can write a good, complete beginning sentence
for their personal narratives. Tell them that one way to begin their
narrative is to tell the reader who is writing it. Today’s goal is to write
the narrative but not to rewrite each word perfectly. They can edit
later to correct the words.
Guide writing a personal narrative Now it is time to write your personal
narratives. Tell about a new place that you visited. Have children use their
sensory word charts. Help them finish the ideas. Then guide children as they
draft their narratives.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to tell about the new place
they visited.
2 Write Each child writes a sentence about the place.
3 Share Partners check that each other’s sentences are complete thoughts,
begin with capital letters, and have end punctuation.
74
Exploration
LD2 M1 W1.indb 74
8/17/18 7:43 PM
Go Digital: Concept Talk Video
Research and Inquiry
Gather and Record Information
Teach Tell children that today they will decide which books in the media
center or library are relevant resources to answer their questions about
communities. Display resources such as nonfiction picture books for children
to use to gather information about urban, rural, and suburban communities.
Model
Display the chart that the class created on Day 1. We asked the
question: What different kinds of places are in each community? Now it is
time to find answers to our question. I know that many rural areas have small
shops on Main Street. What do you know about places in rural, urban, and
suburban areas? Record children’s answers in the chart.
Guide practice Organize children into a small group for each type of
community. Tell them to use what they know or other resources to identify places
in that community. Explain that tomorrow they will review these places and see if
they have a good picture of each place.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Gather Information Some children
may have little background
knowledge about various
communities. Preview photos or
illustrations in selected resources to
help prepare them for answering the
group’s question.
A
Topic: Places in Each Community
Rural
Urban
Suburban
farms
shops on Main
Street
skyscrapers
shopping malls
movie theaters
soccer fields
Wrap Up Your Day
Advanced
Library/Media Center Have
children visit the library or media
center to fifind additional resources
about their community. Have
children use these sources as they
gather information to answer the
questions.
Character and Setting Does every story have to have characters? Why
or why not? Could every story happen at the same time and place?
Why or why not? Use examples from stories familiar to children to help
them answer.
Plot and Theme Have children briefly tell the plot of The Twin Club or another
familiar story.
Preview
Day 4
Tell children that tomorrow they will
hear about some twins who learn
about our country’s history on their
first day at a new school.
Module 1
LD2 M1 W1.indb 75
75
8/17/18 7:43 PM
W1
D4
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
Content Knowledge
BQ
BIG QUESTION
• Build oral vocabulary.
• Identify details in
Today at a Glance
Oral Vocabulary
founders, muttered, unanimous
Phonics and Spelling
Review Syllable Pattern VC/CV and
VCC/V with Short Vowels
High-Frequency Words
Review
Comprehension
Main Idea and Details
Fluency
Appropriate Rate
Grammar
Sentences
Writing
Personal Narrative: Revise
Listening and Speaking
Why We Speak, Why We Listen
Research and Inquiry
Review and Revise Topic
Question of the Week
What can we learn by exploring
different communities?
Exploring Communities
Expand the concept To reinforce the concept and to focus children’s attention,
have children sing “Let’s Go Investigate!” from the Sing with Me Big Book.
It’s noisy in urban places. What causes all the noise in a city? (Lots of people
talking, car horns, and sirens make a city noisy.)
Build Oral Language
Review Genre: Realistic fiction Have children tell the key features of realistic
fiction: it tells about made-up people and events, but the characters seem real
and the events could happen in real life. Review that the setting of a realistic
story seems real. Explain that today they will read about people in a small
town in “Movin’ On In” by Taylor Jordan.
Monitor Listening Comprehension Recall that when Juan Ramón and Jorge
were in the small town, they were mistaken for twins. Have children listen to
“Movin’ On In.”
Team Talk Talk about exploring communities Read aloud the seventh
paragraph of “Movin’ On In.” Display it on a whiteboard if possible, and
track the print as you read.
• Have pairs of children generate questions for each other about the
communities they visualize when they hear this paragraph.
• Add words generated in the discussion to the concept map.
Read Aloud Anthology
“Movin’ On In”
76
Exploration
LD2 M1 W1.indb 76
8/17/18 7:43 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video,
Video
Sing with Me Animations
Build Oral Vocabulary (Optional)
Amazing Words
Whole
Group!
Oral Vocabulary Routine
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word founders to the story. Anna read
how the founders of our country chose symbols to stand for America.
Supply a child-friendly definition. Founders are people who start
something new. Have children say the word.
2 Demonstrate Provide examples to show meaning. The Pilgrims were
founders of a colony called Plymouth. The names of our school founders
are on the wall. The founders of the club made up the rules.
3 Apply Have children demonstrate their understanding. Tell what you
would like to be the founder of.
See page 109 to teach muttered and unanimous.
Anchored Talk
Add to the concept map Discuss what we learn by exploring
different communities.
• In “Movin’ On In,” Cara and Anna live in the small town of Rockville.
Although they live in Rockville, why do Cara and Anna travel to Beecher at
first? (Rockville was too small to have its own school.)
investigate
perch
rural
founders
urban
muttered
downy
unanimous
E
L
L
English Language
Learners
Frontload Comprehension Explain
school symbols beforereading
“Movin’ On In.” Remindchildren
of their own schoolcolors, team
name, or schoolcheer. Explain that
schoolcolors and a team name
areways to show we are proud
ofour school.
• By the end of the story, what do Cara and Anna learn to appreciate in
their community of Rockville? (They learn to like their new school.) Let’s add
new school to the map under We learn to appreciate our community.
E
L
L Produce Oral Language Use the Day 4 instruction on ELL Poster 1.
E
L
L PPoster
t 1
Module 1
LD2 M1 W1.indb 77
77
8/17/18 7:43 PM
W1
WEEK
D4
DAY
Let´s
Read!
Objectives
• Read and identify words with
syllable patterns VC/CV and
VCC/V.
• Read words fluently in context
and independent of context.
Phonics Review
Syllable Patterns VC/CV and VCC/V
Review Syllable patterns To review Grade 1 syllable patterns, write kitten.
You can read this word because you know how to divide words into smaller
parts called syllables.If a word has two consonants together in the middle,
we usually divide between them. How do you divide this word? (between tt)
Divide thesyllables: kit/ten. Each syllable has a single vowel between two
consonants.What vowel sound should you try? (the short vowel sounds /i/
and/e/) What is this word? (kitten)
Write pocket. Remind children that the sound-spelling ck stays together.What
do you know about dividing this word into syllables? (Divide theword after
ck.) How do you read these syllables? (pock/et) What is thisword? (pocket)
Corrective Feedback
If… children are unable to answer the questions about syllable patterns VC/
CV and VCC/VC,
then… display Sound-Spelling Card 147 and review dividing words into
syllables.
Guide practice Draw a T-chart. Write and explain the syllable pattern
abbreviations VC/CV and VCC/V in the chart headings. Write: mitten,
locket, puppet, magnet, ticket, jacket, napkin, rocket, packet, rabbit. Write
each word in the appropriate column.
VC/CV like kit/ten
VCC/V like pock/et
mit/ten
lock/et
pup/pet
tick/et
mag/net
jack/et
nap/kin
rock/et
rab/bit
pack/et
On their own Use Let’s Practice It! p. 3 on
the Web site.
The Twin Club
Name
kitten
button
Circle the word for each picture.
Write the word on the line.
1. basket
bake
basket
3. rose
ribbon
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
ribbon
5. pipe
picnic
picnic
7. napkin
need
napkin
2. insect
ice
insect
4. muffin
mule
muffin
6. ladder
laces
ladder
8. help
helmet
helmet
Home Activity Your child reviewed two-syllable words with short vowels, as in kitten and button. Help your
child write sentences using the words on this page. Have your child read each sentence aloud and draw a
picture to illustrate it.
Phonics Syllable Pattern Review
%7%t
Let’s Practice It!
Digital W1 D4
Exploration
LD2 M1 W1.indb 78
8/17/18 7:43 PM
Go Digital: Interactive Sound-Spelling Cards
Fluent Word Reading
Whole
Spiral Review
Read words independent of context Display these words. Tell children that
they can blend some words on this list and others are Word Wall words.
Have children read the list three or four times until they can read at the rate
of two to three seconds per word.
Group!
Differentiated
Instruction
S
I
pen
together
Jeff
dot
people
set
upset
kitten
become
head
Strategic Intervention
nothing
his
picnic
read
stories
Bing
ink
enough
bucket
goodbye
Syllable Patterns To assist children
having difficulty segmenting words
into syllables, display a list of
consonants and vowels to assist
with the patterns.
Word Reading
Corrective Feedback
If… children have difficulty reading whole words,
then… have them use sound-by-sound blending for decodable words or have
them say and spell high-frequency words.
If… children cannot read fluently at a rate of two to three seconds per word,
then… have pairs practice the list until they can read it fluently.
Read words in context Display these sentences. Call on individuals to read a
sentence. Then randomly point to review words and have children read them.
To help you monitor word reading, high-frequency words are underlined and
decodable words are italicized.
The people had read stories together at the picnic.
The pen has enough ink in it to dot an i.
Would his kitten become upset if Jeff said goodbye?
The bucket Bing set on his head had nothing in it.
Sentence Reading
Corrective Feedback
Spiral Review
These activities review
• previously taught high frequency
words become, enough,
goodbye, nothing, people,
stories, together.
• short vowels spelled a, e, i, o, u;
short e spelled ea; consonants;
and consonant digraphs.
• VC/CV and VCC/V syllable
patterns.
Professional
Development
Closed Syllables If children are
still having difficulty, have them
sort words that do and do not fit a
given syllable pattern such as VC/
CV or VCC/V can help them spot
and use syllable patterns more
quickly as they decode.
E
L
L
If… children are unable to read an underlined high-frequency word,
then… read the word for them and spell it, having them echo you.
English Language
Learners
If… children have difficulty reading an italicized decodable word,
then… guide them in using sound-by-sound blending.
Fluent Word Reading Have children
listen to a more fluent reader model
the words.
Module 1
LD2 M1 W1.indb 79
79
8/17/18 7:43 PM
W1
WEEK
D4
DAY
Decodable Practice Reader 1C
Let´s
Read!
Objectives
• Apply knowledge of
soundspellings to decode
unknown words when reading.
• Decode and read words in
context and independent
of context.
• Practice fluency with oral
rereading.
Short Vowels and Consonants
Decode words independent of context Have children turn to the first page
and decode each word.
Read high-frequency words Have children identify and read the highfrequency words will, what, when, things, that, have,
What’s in the
Sack?
and fun on the first page.
Decodable
Practice
Reader
Written by Jim Edwards
Preview Have children read the title and preview
the story. Tell them they will decode words with short
vowels and consonants in this story.
Decode words in context Pair children for reading
and listen as they decode. One child begins. Children
read the entire story, switching readers after each
page. Partners reread the story. This time the other
child begins.
Les got a big sack.
Les can add a big tag.
That big tag will tell Les
what is in his big sack.
12
Les got pink gum
in his big sack.
His pal got that
in a big box.
Les will fill his sack quick and well.
When can Les fit things
in his big sack?
13
Les got a bell
in his big sack.
His bell can ring.
Les can ring his bell well.
16
17
Les had a red rock.
Les got it
on a hill.
14
1C
Short Vowels
Les
add
fill
lock
box
got
tag
quick
dad
bell
big
will
fit
kid
ring
sack
tell
rock
pink
it
well
can
is
in
on
hill
gum pack
picnic
rock
pink
Final -ck, -ng, -nk
sack
lock
pack
ring
High-Frequency Words
will
that
what when
have fun
things
11
Decodable Practice
Reader 1C
Les got a big lock
in his sack.
Les can pack quick.
15
Les can fit it
in his sack.
Les will have fun on his quick picnic.
18
* These materials can be found online.
80
Exploration
LD2 M1 W1.indb 80
8/17/18 7:43 PM
40-45 mins
Go Digital: eReaders
Corrective Feedback
If… children have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find short-vowel words
with consonants in the story. List the words and then have children sort them
according to their short-vowel sound-spellings. Children should supply:
a/a/: add, can, dad, has, last, pack, sack, tag
e, ea/e/: bell, Les, tell, well, when
i/i/: big, fill, fit, hill, his, in, is, kid, picnic, pink, ring, thing, will, it
o/o/: box, got, lock, on, rock
u/u/: gum
Teach print awareness Have children open to the second page of the story.
Point out the period at the end of the first sentence. Review that we end each
sentence and command with a period. Then point out the question mark at
the end of the second sentence on the page. Explain that this is a question
mark. We use a question mark at the end of each sentence that asks a question. Model reading the statement and question and have children repeat.
Have children identify the period or question mark at the ends of other sentences in the story.
Reread for Fluency
Have children reread Decodable Practice Reader 1C to develop automaticity
decoding words with short vowels and consonants.
Whole
Group!
E
L
L
English Language
Learners
Decodable Practice Reader
Beginning Preview the pictures of
What’s in That Sack? Identify things
in each picture such as a bell and a
yo-yo. When you say a word with
a short vowel sound, have children
raise their hands and repeat.
Together find the short vowel word
in the text and read it.
Intermediate Have children find
and read short-vowel words such
as pack, well, pink, rock, and gum.
Monitor children’s pronunciations.
Advanced/Advanced High Have
children reread the last page and
take turns answering the question by
using a sentence frame: Les will fit
a ___ in his sack last. Have children
provide an object’s name that has
a short vowel. Have the group tell
the word’s short-vowel sound and
then tell the letters that stand for the
vowel and the consonants around it
as you write the word.
Oral Rereading
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Module 1
LD2 M1 W1.indb 81
81
8/17/18 7:43 PM
WEEK
D4
DAY
Let´s
Read!
Objectives
• Spell words with short vowels.
• Spell high-frequency words.
• Recognize structure and elements
of poetry.
• Relate prior knowledge to
new text.
Spelling
The Twin Club
Name
Short Vowels
Short Vowels
Circle the list words in the puzzle. Some words
go across. Some go down. Write each word.
m
Review Partner Supply pairs of children
with index cards on which the spelling
words have been written. Have one child
read a word while the other writes it. Then
have children switch roles. Have them
use the cards to check their spelling and
correct any misspelled words.
r
s
d
t
a
g
e
i
g
s
i
r
b
s
b
o
c
h
o
p
s
s
a
d
s
u
j
d
u
s
t
m
d
o
e
l
i
s
t
o
b
Spelling Words
drum
chop
rock
sack
list
tag
desk
rib
job
mess
sad
dust
chop
list
sad
tag
mess
dust
1.
3.
5.
On their own Use Let’s Practice It! p. 6 on
the Web site.
7.
mess
tag
sad
dust
2.
4.
6.
8.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
W1
job
rib
chop
job
list
rib
Home Activity Your child has been learning to spell words with short vowels and these consonant/vowel
patterns: CVC, CVCC, CCVC. Suggest that your child illustrate some of the words on the list. Then have
your child label the sketches.
• Set purpose for reading.
Let's Practice it! Digital W1 D4
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
On-Level
O L
Teacher-Led Page DI•4 Teacher-Led Page DI•8
• Conventions
• High-Frequency
• Read Leveled Reader
Words
• Read Decodable
Practice Reader 1C
Advanced
• Word Work
• Get Fluent
A
Teacher-Led Page
DI•11
• Comprehension
• Read “School's
Here!” and
“Summer's Here!”
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
82
I
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Paired Selection
Exploration
LD2 M1 W1.indb 82
8/17/18 7:43 PM
Go Digital: Paired eSelections
Poetry in Reading
Main idea and details Tell children that the main idea of a selection or poem
is what the text is all about. Explain that when they read, they should ask
themselves, “What is this selection or poem all about? What is the main
idea?” Point out that they should look for details that support or tell more
about the main idea.
Preview and predict Read the titles of the poems and the poet’s name. Have
children browse the two poems and predict what they might be about.
(Possible response: The poems are all about the first day of school and the
last day of school.) Ask them what clues helped them make that prediction.
(Possible response: the poem titles and the pictures that go with each poem)
Let’s Think!
Poetry (Humorous/Lyrical) Tell children that they will read poetry today.
Teach the key features of poetry: Poetry shows lines of words that have
rhythm, which is like the beat in music. Lines of poetry may end with words
that rhyme, or end with the same sound(s). Poetry often uses repetition, or
words that repeat, to create images. Poetry helps you think about what you
sense and feel.
Whole
Group!
Academic Vocabulary
poetry a piece of writing often
arranged in lines that tells a story,
creates an image, or expresses
thoughts and feelings
rhythm a pattern of the same beat
rhyme words that end in the same
sound(s)
repetition the repeated use of words
or some aspect of language
onomatopoeia the use of words that
sound like their meanings, such as
meow and squish
Tell children that poets may also add special words to their poems, such
as words that sound like their meanings. Point out that this is called
onomatopoeia and includes words like clang, honk, and snap. Explain that
the text they will read today is poetry because it has lines that have rhythm,
rhyme and repetition.
Activate prior knowledge Ask children to recall how Jorge and Juan Ramón
might have felt about starting a new school year. (Possible response:
They felt sad the summer was over but excited to meet new friends and do
new things at school.)
During reading, review the strategies of using prior knowledge to connect
what children already know with what they read and monitoring and
clarifying to help them make sense of words and ideas.
Set a purpose As children read "School's Here!" and "Summer's Here!", use
Let’s Think About in the Student Edition to help them focus on the features and
structure of poetry.
Module 1
LD2 M1 W1.indb 83
83
8/17/18 7:44 PM
W1
WEEK
D4
DAY
Phonemic
Poetry
Awareness
Poetry
School’s Here!
By Nagchielli Rico
Read and
Comprehend!
Objectives
• Generate questions and reread to
monitor and clarify.
Up in the morning.
Up with the sun.
Got to stop yawning!
Let’s have some fun!
First class today
new faces, new names:
Liz, Kim, Pete, Jay
but, where is James?
First day of school.
New class, old friends.
It’s always cool
when summer ends.
Lots of new friends.
Nothing to fear.
Can’t wait for it
to be a great year!
Honk honk, beep beep
Here comes the bus!
Summer stories,
cheers, and fuss!
•
Poetry shows lines of words that have
rhythm.
•
Humorous poems can make you laugh
or just smile a little.
•
Poetry often rhymes and often uses
repetition to create images.
•
•
Poetry helps you think about what you
sense and feel.
Read “School’s Here!”, “Summer’s
Here!”. Listen for what makes them
poetry. Be ready to talk about the
rhyme, rhythm, and repetition.
36
Summer’s Here!
By Nagchielli Rico
One more paper,
one last test.
It’s time to give
school a rest!
Summer camp
waits for me
and my friends.
We’re so happy!
Summer’s here
in full bloom!
Summer’s in
my classroom!
Under the rain
we’ll play tag,
and we’ll get wet
like soggy rags.
I can’t wait to
fly red kites
and ride my neat
brand-new bike.
Summer’s here
with a smiling sun!
My friends and
I will have great fun!
Let´s
Think!
•
What words repeat in “School’s Here!”?
What do you see when you hear them?
•
How are the settings of the two poems
alike and different?
•
Reading Across Texts How are Juan
and Jorge from The Twin Club like the
children in the poems?
•
Writing Across Texts What would
Jorge tell Juan about his first day of
school? Use the ideas in the poems.
Write an e-mail to Juan about the first
day of school.
37
Student Edition pp. 36–37
Guide Comprehension
Monitor and Clarify
Guide practice
Good readers often ask themselves if they understand
what they are reading. If something seems confusing, good readers ask
questions and then reread to find answers. When I read The Twin Club, I
wondered what Jorge meant when he wrote that he goes to the supermarket
to buy fruit from around the world. Then I reread his e-mail. I used my
background knowledge, thinking about what I know about supermarkets.
And I used the sensory images to picture the people, cars, and stores.
Then realized that he lived in a big city where the stores had all kinds of
fruit. Today, I’ll ask myself questions as I read the two poems. I’ll reread to
find answers.
I know the main idea is what a selection is all
Main idea and details
about. One main idea of The Twin Club was that you can find things to do in all
types of communities. In the poems I read today, I’ll pay attention to what each
poem is all about. I’ll also look for details, or small pieces of information, that
tell more about the main idea.
Let’s Think!
Poetry Possible response: In “School’s Here!” the words honk honk, beep
beep sound like the noises they make. The words bus and fuss rhyme, and so
doe school and cool.
84
Exploration
LD2 M1 W1.indb 84
8/17/18 7:44 PM
Go Digital:
Concept
Talk
Video
Go Digital:
Paired
eSelections
Guide Comprehension
continued
Main Idea and Details What is the main idea of "Summer's Here!"
It's a time for being outdoors and having fun with friends. How can you
use evidence from the text to support your answer? (Possible response: Fly
red kites, ride bike, play tag, have great fun).
Monitor and Clarify As you read "Summer's Here!" what question
might you ask yourself? (Possible response: What does soggy rags mean in
the poem?) What can you do to find the answer to your question? (Reread
the poem and look up soggy rags in the dictionary.)
Genre Listen for the rhyme, rhythm, and repetition in "School's Here!" When
you hear these words, think about the students in the classroom. What do you
see in your mind? (Possible response: The students are clean and wearing
new clothes and shoes. They are nervous but excited. The teacher is new to
them.)
Onomatopoeia Remember that onomatopoeia is the term for words that
sound like their meaning. How does the poet use onomatopoeia to describe
the noise the bus makes? (Possible response: She uses the words honk, honk,
beep beep, which is like the real sound.)
Reading Across Texts Just like the children in the poems, Juan Ramón
and Jorge were happy for the first day of school and happy when it was
summer too.
Writing Across Texts Jorge might write Juan Ramón an e-mail about the new
pets, new students, and new teacher in his city classroom.
40-45 mins
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Mime Have children use mime and
gesture as you read aloud “School’s
Here! Have children create their
own actions or use the following.
Up in the morning. Up with the sun.
Got to stop yawning! Let’s have
some fun! Have children mime
getting out of bed and yawning
and then raising them arms and
cheer to gesture the word fun.
First day of school. New class,
old friends. It’s always cool when
summer ends. Have students raise
their index finger to gesture first.
Then have them give a thumbs-up
for the word cool.
Honk honk, beep beep. Here comes
the bus! Summer stories, cheers,
and fuss! Have students gesture
honking a horn and point as if
towards a bus.
First class today new faces, new
names: Liz, Kim, Pete, Jay but,
where is James? Have students
use their index finger to gesture
first. Then have them shrug their
shoulders to gesture the question,
“Where is James?”
Lots of new friends. Nothing to fear.
Can’t wait for it to be a great year!
Have children point around the
class to all their friends. The have
them raise their arms to cheer.
Module 1
LD2 M1 W1.indb 85
8/17/18 7:44 PM
W1
WEEK
D4
DAY
Read and
Comprehend!
Objectives
• Read aloud fluently at an
appropriate rate.
• Identify and use complete
sentences.
• Identify a capital letter at the
beginning of a sentence and a
period at the end.
Fluency
Appropriate Rate
Guide practice
• Have children turn to pages 22–23 in The Twin Club.
• Have children follow along as you read the pages at an appropriate rate.
•
Have the class read the pages with you and then reread the pages
as a group until they read with no hesitation and no mistakes. To
provide additional fluency practice, pair nonfluent readers with
fluent readers.
Paired Reading
1 Select a Passage For The Twin Club, use pages 24–25.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 On Their Own For optimal fluency, have partners reread three or
four times.
Monitor Progress
Check Fluency WCPM
As children reread, monitor their progress toward their individual
fluency goals. Current Goal: 40–50 words correct per minute. Mid-Year
Goal: 65 words correct per minute.
If… children cannot read fluently at a rate of 40–50 words correct per
minute,
then… have children practice with text at their independent level.
Day 1
Check
Word
Reading
86
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
Exploration
LD2 M1 W1.indb 86
8/17/18 7:44 PM
Go Digital: Concept Talk Video
The Twin Club
Sentences
Mark the letter of the words that complete each sentence.
4. Grandma ___.
1. The boys ___.
Conventions
A were cousins
B strawberries
C in the pool
Sentences
The cousins ___.
A Main Street
B secret handshake
3.
I ___.
A best friends
5.
The small town ___.
A was beautiful
B bad news
6.
Juan Ramón ___.
A fireflies
C started a club
Test practice Use Student Edition Practice
p. 51 to help children understand complete
sentences in test items. Recall that a sentence
is a group of words that tells a complete
idea. A complete sentence begins with a
capital letter and often ends with a period.
C swimming
B like to play ball
C tricks on sidewalk
Whole
Group!
Differentiated
Instruction
B second grade
C missed his club
A
Advanced
Model identifying a complete sentence by
writing the following on the board, reading
it aloud.
She plays at the park.
2.
A fair
B lives in a small town
C summer
WCPM If children already read at
90 words correct per minute, allow
them to read independently.
Home Activity
Your child prepared for taking tests on sentences. Have your child tell you three sentences
about his or her day.
Conventions Sentences
Student Edition Practice p. 51
S
I
Strategic Intervention
Then read the Student Edition Practice page 51 directions. Guide children as
they mark the answer for number 1.
On their own Use Student Edition Practice, p. 51.
Connect to oral language After children mark the answers to numbers 1–6,
review the correct choices aloud, and have children read each sentence,
emphasizing the changes they’ve made.
Picture-Word Match Use pictures of
nouns that have short vowel sounds
such as bat, bug, leg, lip, and tack.
Write the words and have children
segment and blend the sounds, say
the word, and match the word to
its picture.
Fluency
Assessment Plan
Do a formal fluency assessment
with 8 to 10 children every week.
Assess 4 to 5 children on Day 4,
and 4 to 5 children on Day 5. Use
the reproducible fluency passage,
Teacher’s Edition, page 102.
Options for Oral
Rereading
Use The Twin Club or one of this
week’s Decodable Practice Readers.
Daily Fix-It
7. will go on a field trip We will go
on a field trip.
8. Will go with us Mrs. Brody
Mrs. Brody will go with us.
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation and
correct word order.
Module 1
LD2 M1 W1.indb 87
87
8/17/18 7:44 PM
W1
WEEK
D4
DAY
Language
Arts!
Objectives
• Revise a draft by deleting words
to clarify meaning.
Writing—Personal
Narrative
Revising Strategy
Mini-
Lesson
Writing Transparency 1B
Digital W1 D4
Revising Strategy: Deleting Words
■ Yesterday we wrote personal narratives about new places we have
visited. Today we will look over and fix up the narratives that we
wrote. We’ll make changes to make sure that the beginning of our
draft and all the other sentences make sense.
■ Display the Revising Tips. Explain that this is a time for making
the story clear for anyone who will read it. Tomorrow children will
proofread to correct any errors such as misspellings, missing capital
letters, or misplaced sentence periods.
Revising Tips
✓ Make sure your story uses the words I and me.
✓ Delete extra words to make your sentences clear.
■ Use Writing Transparency 1B to model deleting words. The beginning
makes sense but the end of “A Cave Walk” has a sentence that
begins: They rocks looked…. That doesn’t make sense. I’ll take out the
extra word rocks. Now the sentence makes sense. Delete rocks in the
sentence on the transparency. Then model deleting the extra word the
in the last sentence.
■ Tell children that they can delete words from their stories as
they revise.
Peer conferencing Peer Revision Pair up children and tell half to read the
partner’s narrative aloud. Allow one to two minutes. Have readers note
parts they didn’t understand, and have writers check what they wrote.
Then have partners switch their reader/writer roles and repeat the process.
Circulate to assist children who wish to revise their stories. As appropriate,
suggest deleting extra words that are repeated or that don’t make sense in
the sentence.
88
Exploration
LD2 M1 W1.indb 88
8/17/18 7:44 PM
Go Digital: Concept Talk Video
Guide practice Have children revise their personal narratives. For those not
sure how to revise, have children refer to the Revising Tips or the Key Features
of a Personal Narrative.
Corrective Feedback
Circulate to monitor and conference with children as they write. Remind
them that they will have time to proofread and edit tomorrow. Today they
can make changes to add descriptive words or to make sentences clear and
complete. Help them understand the benefits of deleting extra words.
Quick Write for Fluency
Team Talk
1 Talk Read these sentences aloud, and have children name the word in
each sentence that should be deleted.
I me walked along the path. (me)
We walked into a a deep cave. (a)
2 Write Have children write two short sentences about a place
they visited.
3 Share Partners can read each other’s sentences and check for any
extra words that need to be deleted.
20-25 mins
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Deleting Words Write this sentence
on the board, read it aloud and
have children tell what is wrong
with it: We went on a vacation trip
to the beach. Discuss that either
vacation or trip could be used in
this sentence, but both words are
not needed. Have children decide
which word they think should be
deleted.
Academic Vocabulary
revise to read over something
carefully in order to correct and
improve it
Module 1
LD2 M1 W1.indb 89
8/17/18 7:44 PM
W1
WEEK
D4
DAY
Let´s
Read!
Objectives
• Identify why people speak and
why people listen.
• Speak clearly at an appropriate
pace using the conventions of
language.
• Listen attentively to others.
• Review research answers to see if
focus needs to be revised.
Listening and Speaking
Why We Speak and Why We Listen
Teach respect Tell children that respect is showing consideration or care for
someone or something. When you show respect, you are showing that you
hold that person or thing in high regard.
Teach why we speak and why we listen Point out that people speak for
different reasons.
• Good speakers speak to share ideas and to give information.
• They speak to ask and answer questions.
• They speak to express needs, wants, and feelings.
• They speak for enjoyment and appreciation.
Tell children that when they speak, they should speak clearly, not too fast and
not too slow, so that others will understand them.
Then explain that people listen for different reasons.
• Good listeners listen to hear questions and to hear answers.
• They listen to hear others’ ideas.
• They listen to be entertained.
• They listen for information.
Remind children that good listeners pay close attention when others speak
and show respect for the speaker.
When I’m teaching I have to speak clearly when I ask you
Model
questions or when I answer your questions. Sometimes I speak to give you
information. But I try to be a good listener too. I listen to all the wonderful
ideas that you share! I show respect for each of you by listening carefully to
your ideas.
Guide practice Have children tell the reason why people would speak in
these situations:
• what they like telling about their community (to express feelings)
• speaking about how to use the community library (to give information)
Have children tell the reason why people would listen in these situations:
• listening to a joke (to be entertained)
• listening about where to have a picnic (to hear others’ ideas)
On their own Have pairs of children take turns listening to and speaking
about the community where they live: what they see, do, or like. Remind
children to show respect by listening politely and to speak clearly at an
appropriate pace. After each talk, have speakers tell why they spoke and
have listeners tell why they listened. Have children discuss how they showed
respect for each other.
90
Exploration
LD2 M1 W1.indb 90
8/17/18 7:44 PM
Go Digital: Concept Talk Video
Research and Inquiry
Review and Revise Topic
Teach Tell children that the next step in our inquiry project is to review our
topic to see if we have the information we set out to find. Or, did our answers
lead to a different topic?
Model We found many different kinds of places in rural, urban, and
suburban communities. Display the chart with the class’s list of places.
Sometimes we plan to do too much, so we need to narrow the focus and
revise our topic. We identified places to shop, places to have fun, places
to learn, and places to live. I like to have fun, so I’ll revise my topic to be:
“Places to Have Fun in Each Community.” Read aloud several places listed for
one type of community and circle one that names a place to have fun.
Guide practice Read aloud the remaining places listed for each community.
Have children raise their hands if you name a place to have fun there. Circle that
place. Then discuss other places to have fun in each community and add those
responses to the chart. Finally, tell children that tomorrow they will organize all
the information in order to share it with others.
Wrap Up Your Day
Phonics LWrite these words: lid, bug, fan, head, boss, and met. Have
children segment and blend the sounds to read each word.
Fluency Have children choose a passage from the story and read it at an
appropriate rate.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Use Visuals To help children identify
places to have fun in a community,
have them use illustrations in The
Twin Club and other selections in
the Student Edition.
A
Advanced
Evaluate Information After
the class has listed places to have
fun in each community, have
children discuss how places such as
playgrounds might be the same or
different in each community. Have
children draw pictures to illustrate
their similarities and differences.
Preview
Day 5
Tell children that tomorrow they will
hear more about a group of kids who
make a new school of their own.
Module 1
LD2 M1 W1.indb 91
91
8/17/18 7:44 PM
W1
D5
WEEK
DAY
Wrap Up
your Week!
Objectives
• Review the concept: exploring
different communities..
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by exploring
different communities?
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
Review
Phonics
Review Short Vowels and
Consonants
Comprehension
Character and Setting
High-Frequency Words
Review
Story Words
Review
Conventions
Sentences
Exploring Communities
Review concept This week we have read and listened to stories about
exploring different communities. Today you will listen to a story about twins at
their new school. Read the story.
• Why do Anna and Cara ask the principal to let students select symbols,
such as a team name, school colors, and their own cheer? (They want
students to feel proud of their new school.)
Build Oral Language
Review amazing words Orally review the meaning of this week’s Amazing
Words. Then display this week’s concept map. Have children use Amazing
Words, as well as the concept map, to answer the question, What can we
learn by exploring different communities?
Writing
Personal Narrative: Edit
Research and Inquiry
Communicate
What can we
learn by exploring
different communities?
We discover things
in urban places.
We discover
things in
suburban places.
tall buildings
We discover things
in rural places.
fields and flowers
houses with lawns
friendly
neighborhoods
farms and open
spaces
lots of people,
cars, and stores
animals and nature
We learn to
appreciate
our community.
We learn that
animals adapt to
new communities
new friends and
things to do
a new school
Read Aloud Anthology
"Movin' On in"
SP
SUCCESS PREDICTOR
CHECK WORD READING
92
Exploration
LD2 M1 W1.indb 92
8/17/18 7:44 PM
20-25 mins
Go Digital: Concept Talk Video
Build Oral Vocabulary (Optional)
Amazing Ideas
Connect to the Big Question Team Talk Pair children and have them discuss
how the Question of the Week connects to this unit’s Big Question, “What
can we learn from exploring new places and things?” Tell children to use
the concept map and what they’ve learned from this week’s Anchored Talks
and reading selection to form an Amazing Idea—a realization or “big idea”
about exploration. Then ask each pair to share their Amazing Idea with
the class.
Whole
Group!
Amazing Words
investigate
perch
rural
founders
Amazing Ideas might include these key concepts:
urban
muttered
• There are urban, suburban, and rural communities.
downy
unanimous
• People see and do different things in different communities.
E
L
L
English Language
Learners
Monitor Progress
Check Oral Vocabulary
Call on individuals to use this week’s Amazing Words to talk about what
we can learn by exploring different communities. Prompt discussion
with the questions below. Monitor children’s ability to use the Amazing
Words and note which words children are unable to use.
Amazing Words Rephrase the
questions so children have the
opportunity to produce oral
language.
• Where might you see downy birds perch in rural or urban places?
• What kinds of things would the founders of a new city or
town investigate?
• Why might suburban detectives make a unanimous decision to
investigate what happened to missing bikes?
• If you muttered the directions to the city park, do you think a visitor
would find it?
If… children have difficulty using the Amazing Words,
then… reteach the unknown words using the Oral Vocabulary Routines,
pages 22, 39, 63, and 77.
Day 1
Check
Word
Reading
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check Oral
Vocabulary
E
E
L
L Check Concepts and Language Use the Day 5 instruction on ELL
Poster 1.
L
L PPoster
t 1
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 M1 W1.indb 93
93
8/17/18 7:44 PM
W1
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Review words with short vowels and
consonants.
Assess
• Spell words with short vowels and
consonants.
• Spell high-frequency words.
94
Phonics
Short Vowels and Consonants
Review Target phonics skill Write the following sentences on the board. Have
children read each one, first quietly to themselves and then aloud as you
track the print.
1. Buzz had his jacket on at the picnic.
2. That duck puppet has a hot pink head!
3. Did Jill get a big ring from Jack?
4. The rabbit will win a red ribbon from the judge.
Team Talk Have children discuss with a partner which words have short
vowels. Then call on individuals to share with the class.
Exploration
LD2 M1 W1.indb 94
8/17/18 7:44 PM
Spelling Test
Dictate spelling words Say each word, repeat the word, and allow time for
children to write the word.
1. list
Did you see the list?
2. chop
Dad can chop the log.
3. tag
He cut the tag from the pants.
4. desk
I sat at my desk.
5. mess
Look at the big mess!
6. drum
I can play that drum.
7. sack
It was in the green sack.
8. rock
Can you rock the baby to sleep?
9. job
I hope to someday get a job as a firefighter.
Whole
Group!
S
I
Strategic Intervention
Check Spelling Segment the sounds
in each word and have children
dictate the spelling for you to
record.
A
10. sad
I was sad when I got sick.
11. rib
His elbow poked me in the rib.
12. dust
It is good to get rid of dust.
Advanced
Extend Spelling Have children who
have demonstrated proficiency in
spelling individual words spell each
word in a sentence about a favorite
activity.
High-Frequency Words
13. someone
There’s someone standing in the hall.
14. country
I like to listen to country music.
Small Group Time
Break into small groups after spelling and before
the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•5
• Phonics and
Comprehension
Review
Reread The Twin Club
On-Level
I
O L
Teacher-Led Page
DI•8
• Phonics Review
Reread The New Kid in
Bali
Advanced
Teacher-Led Page
DI•11
• Fluency and
Comprehension
Reread Advanced
Selection 1
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Words to Know
• Read for Meaning
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
* These materials can be found online.
Module 1
LD2 M1 W1.indb 95
95
8/17/18 7:44 PM
W1
WEEK
D5
DAY
Think
Practice
Critically
Wrap Up
your Week!
Vocabulary
Let´s
Learn!
To alphabetize words means to put them in
order of the letters of the alphabet.
RO
RESOURCES ONLINE
VOCABULARY ACTIVITIES
• Identify why we speak and why
we listen.
• Speak clearly at an appropriate
Listening and Speaking
Why We Speak and Why We Listen
We speak to share ideas and information. We also speak
to ask and answer questions. Listen carefully to others
alphabetical order.
sun wet home
bus
morning
ride
when they speak. We listen to hear questions. We also
listen to hear ideas and information.
Practice it!
Think of what you like about a family member. Tell other
students about it. Be sure to speak clearly and slowly.
Speak in complete sentences.
Fluency
appropriate rate.
Speak to share ideas and information, and listen
to hear questions.
Read these words. Write them in
• Alphabetize words by the first
• Read aloud fluently at an
•
GET READY FOR GRADE 3
Practice it!
Objectives
letter.
GR3
Read with Appropriate Rate
Read as if you are speaking. Slow down if you
do not understand what you read.
Tips
Listening …
• Be ready to ask relevant questions.
Speaking …
• Speak clearly at an appropriate pace.
Practice it!
Read the sentences below with a partner.
1. Jan and Erin are friends.
2. See the house on the hill.
3. At night, the beautiful stars shine.
pace.
39
• Listen attentively.
Student Edition pp. 38–39
Vocabulary
Alphabetize
Teach Have children turn to the Vocabulary lesson on page 38 of the Student
Edition. Explain that to alphabetize words means to put them in the order of
the letters of the alphabet.
Model Write and, big, and cat on the board. The three words are
alphabetized. Look at the first letter of each word. Why is and the first word
in this list? (The letter a comes before b and c in the alphabet.)
Guide practice Read the instructions for the Vocabulary Practice It! activity.
Read the six words and then guide children to find the first word in
alphabetical order.
To alphabetize these words, I look at the first letter in each word and then
think about the letters of the alphabet. I know that b comes before the other
first letters so I’ll begin to alphabetize this list with bus.
On their own Have pairs continue to take turns identifying the next word in
alphabetical order.
Corrective Feedback
Circulate around the room and notice how children alphabetize the words.
Provide assistance as needed.
96
Exploration
LD2 M1 W1.indb 96
8/17/18 7:44 PM
40-45 mins
Go Digital: Journal Word Bank
Fluency
Whole
Appropriate Rate
Group!
Teach Read and discuss the Fluency instructions.
Read words in context Give children a moment to look at the sentences. Then
have them read each sentence three or four times until they can read each
sentence at an appropriate rate.
Listening and Speaking
Why We Speak and
Why We Listen
Differentiated
Instruction
S
I
Strategic Intervention
GR3
Teach Call attention to the Listening and Speaking lesson on page 39 of the
Student Edition. Together with children, read and discuss the reasons why we
speak and why we listen. Remind children that a complete sentence tells a
complete thought and that good speakers use complete sentences.
Introduce prompt Read the Practice It! prompt with the class. Remind children
to use complete sentences and to speak clearly and slowly to tell what they
like about a family member. Point out that good listeners listen carefully when
others speak about their family members.
Team Talk Have pairs take turns listening to and speaking about what they
like about a family member. Tell children that good speakers speak clearly
and slowly, and that good listeners should be able to repeat details they
heard about their partner’s family member.
Tactile Learning Style To support
the vocabulary skill of alphabetize,
some children might fi nd it helpful
to feel the first letter of each word.
Have children write the words from
the Vocabulary Practice It! in large
print on cards. Have them cover the
first letter with glue. Have children
put yarn over the glue, trace
the letter with a finger, and then
alphabetize the words.
GR3
Why We Speak and
Why We Listen
In addition to understanding that
we speak and listen to share ideas
and information, children at Grade
3 should also understand that
we speak and listen to give and
to follow 3-step and 4-step oral
directions.
E
L
L
English Language
Learners
Alphabetize Provide letter cards
and have partners work together
to alphabetize the cards. Have
children name the letters as they
alphabetize. Then, depending on
children’s language profifificiency
level, give them three or four word
cards to alphabetize by the first
letter.
Module 1
LD2 M1 W1.indb 97
97
8/17/18 7:44 PM
W1
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Describe main characters in a
story.
• Review high-frequency and story
words.
• Analyze rhyme, rhythm, and
repetition.
Text-Based Comprehension
Character and Setting
Review Character and setting Remember that characters are the people or
animals in a story. Authors tell what characters are like, how they feel, and
why they say and do things. What is the time and place of a story called?
(the setting)
Check understanding Read aloud the following story and have children
answer the questions that follow.
One Saturday, Greg and his brother, Mike, went to the city zoo. Both were
excited to see their favorite animals. Greg headed straight for the reptile
house. But Mike had other plans. He wanted to see the polar bears first.
“Let’s flip a coin,” suggested Greg, and Mike willingly agreed. Then the
brothers waited for the coin to land.
1. Who are the characters, and how do they feel about the day? (The
characters are Greg and Mike. They are excited.)
2. What is the setting? (at the city zoo on a Saturday)
Vocabulary
High-Frequency and Story Words
Review High-frequency words Review this week’s high-frequency words:
someone, somewhere, friend, country, beautiful, and front. Provide an
example of a word with opposite meaning for one of the words, such as
nowhere. (somewhere)
Team Talk Have children orally give antonyms, or words with opposite
meanings, for the remaining five words.
Review Story words Write the words cousins, promise, parents, and
meadow. Read them aloud together. Then have children tell what good
parents might do. Have them name a word that means about the same as
meadow. Ask children why they might make a promise. Ask them if cousins
are more like classmates or family members.
Corrective Feedback
If… children cannot tell what the story words mean,
then… review the definitions on page 43.
98
Exploration
LD2 M1 W1.indb 98
8/17/18 7:44 PM
Go Digital: Vocabulary Activities
Literary Text
Rhyme, Rhythm, and Repetition
Review Genre Review with children that poetry often uses rhyme, rhythm,
and repetition to create images or pictures in the reader’s mind.
Teach In the poem “School’s Here,” the poet uses repetition. She repeats the
words up, summer, first, honk, beep. In my mind, I can feel the excitement of
the first day of school after the summer ends. I also hear a beat or rhythm as
I read the poem. I can clap along with the words. Let’s see what else we can
discover about the way the poet helps us create images in our mind.
Model
I notice words that rhyme at the end of lines. For example,
school and cool First day of school. It’s always cool. In my mind, I see the first
day as fun because we are catching up with friends, making new friends,
and feeling excited about the year ahead.
Guide practice Ask the following questions to guide children to notice that the
rhyme, rhythm, and repetition of a poem work together to create images in a
reader’s mind.
• In "School's Here!" why do you think the poet repeated the words: up,
summer, first, honk, beep? (Possible response: She wanted to paint a
picture in our minds of the sounds and feelings experienced on the first day
of school after the summer vacations.)
• Do you think "School's Here!" could be a song? Why or why not? (Possible
response: Yes, because it has a good beat or rhythm.)
On their own Have children discuss the following questions with a partner.
Why do you think the poet used words like summer, bloom, sun, kite, and
fun in “Summer’s Here!”? (Possible response: She wanted us to think about
what summer means, such as the change in the weather and the change in
activities it brings.) How do these words work with the rhyme and rhythm
of the poem to paint pictures in your mind? (Possible response: The words,
rhyme, and rhythm help readers see what the last day of school looks and
feels like, and all the excitement students feel on this day.)
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Rhythm If children have difficulty
answering the questions about
rhythm, have them clap, snap, or
tap as you read both poems aloud.
Then have volunteers sing one of
the poems like it sounds in their
mind.
A
Advanced
Rhyme, Rhythm, Repetition Discuss
with children special days during
the school year that they remember
from first grade, such as a book
fair, an outdoor day, or a field trip.
Have them write a poem about
how they felt or what they saw on
the day. Have children use rhyme,
rhythm, and repetition to create
images in the reader’s mind.
Module 1
LD2 M1 W1.indb 99
99
8/17/18 7:44 PM
W1
WEEK
D5
DAY
Wrap Up
your Week!
Assess
Words with Short Vowels and
Consonants
• High-Frequency Words
• Fluency: WCPM
Character and Setting
Fluency Goals
Set individual fluency goals for children
to enable them to reach the end-of-theyear goal.
• Current Goal: 40–50 WCPM
• End-of-Year Goal: 90 WCPM
Assessment
Monitor Progress
For a written assessment of short vowels, consonants, high-frequency words,
and character and setting, use Weekly Test 1, pp. 1–6.
Assess words in context Sentence reading Use the following reproducible
page to assess children’s ability to read words in context. Call on children to
read two sentences aloud. Start over with sentence one if necessary.
Monitor Progress
Sentence Reading
If… a child cannot read all the high-frequency words,
then… mark the missed words on a high-frequency word list and have
the child practice reading the words with a fluent reader.
Assess Fluency Take a one-minute sample of children’s oral reading. Have
children read the fluency passage on p. 102.
Comprehension Have the child read the entire passage. (If the child has
difficulty with the passage, you may read it aloud.) Then have the child
describe the character and his feelings.
Monitor Progress
Fluency and Comprehension
If… a child does not achieve the fluency goal on the timed reading,
then… copy the passage and send it home with the child for additional
fluency practice, or have the child practice with a fluent reader.
100
Exploration
LD2 M1 W1.indb 100
8/17/18 7:44 PM
Go Digital: Concept Talk Video
Name
Read the Sentences
1. Sad Sam Willis had bad luck up in the country.
2. Our friend Hank got sick yet did not zip up.
3. Nick was up in front, but Justin sat in back.
4. Will that beautiful duck get wet muck on its head?
5. Somewhere Tess got ink in her hot pink jacket pocket.
6. Did someone pack ham in the big red picnic basket?
Monitor Progress
• Fluency
• Short vowels and consonants
• High-frequency words
Module 1
LD2 M1 W1.indb 101
101
8/17/18 7:44 PM
Name
Read the Story
The New Friend
Jack walked slowly home from school.
“Why did we have to move here?”
he grumbled.
Jack’s third day at his new school had been
the same as the other days. No one said
anything to Jack. Everyone else had friends.
Jack did not. He wished for a friend to eat
lunch with. On his way home, the lonely boy
stared at his feet as he walked. A girl yelled
when Jack almost ran into her.
The girl looked at him. “My name is Ming. I
saw you in school. Do you live on this block?”
Jack was surprised that she had talked to
him. “Yes,” he said. “My house is around the
corner.”
The girl nodded her head. “I live on the next
street. I’m meeting some friends to play soccer.
Want to come?”
“Sure!” Jack said. Maybe he’d make some
friends after all.
6
13
15
24
33
40
50
59
69
75
85
95
103
112
113
123
131
134
141
144
Monitor Progress
• Check Fluency
• Character and Setting
102
Exploration
LD2 M1 W1.indb 102
8/17/18 7:44 PM
40-45 mins
Go Digital: Concept
Grammar Talk
Jammer
Video
Whole
Conventions
Group!
Sentences
Objectives
Review Remind children that a sentence is a group of words that tells a
complete idea. Sentences begin with a capital letter and often end with a
period. Have children give several examples of complete sentences.
• Identify and use complete
sentences.
Guide practice Write the following phrases on the board. Have children add
to the phrases to make complete sentences. Remind them to capitalize the
sentences and use appropriate punctuation.
1. went to the store
begins with a capital letter and
often ends with a period.
Daily Fix-It
2. my friend Clark
9. We helped clean up the mes
We helped clean up the mess.
3. had dinner
10. picked up she the pieces
She picked up the pieces.
Connect to oral language Display and read the following sentence frame.
Have children work in pairs to make as many complete sentences as they
can. Then have children share their responses with the class.
My friend and I
• Understand that a sentence
Discuss the Daily Fix It corrections
with children. Review sentence
capitalization and punctuation, and
the correct spelling of mess.
.
On their own Use Let’s Practice It! p. 8 on the Web site.
The Twin Club
Name
Sentences
Find the sentence. Circle the sentence.
1. I have two cousins.
two cousins
2. went swimming
The boys went swimming.
3. the fair
We went to the fair.
Write each sentence on the line.
Begin and end the sentence correctly.
4. we ate strawberries
The boys built a clubhouse.
6. the goose chased Juan Ram—n
The goose chased Juan Ramón.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
We ate strawberries.
5. the boys built a clubhouse
Home Activity Your child reviewed sentences. Offer a sentence starter, such as Our neighborhood, Your
grandmother, or This story, and have your child use it in a complete sentence.
%7%t
Conventions Sentences
Let’s Practice It! Digital W1 D5
Module 1
LD2 M1 W1.indb 103
103
8/17/18 7:44 PM
W1
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
• Edit a draft for spelling,
punctuation, and capitalization.
• Create a final draft and present.
Writing—
Personal
Narrative
Writing Trait:
Conventions
Review Revising Remind children that
yesterday they revised their personal
narratives. They may have deleted
words to make their sentences clearer.
Today they will proofread their stories.
Writing Transparency 1C
Digital W1 D5
Mini-
Lesson
Proofread for Sentences
■ Teach When we proofread, we check our writing for mistakes. As
we proofread, we check that our sentences are correct. We can ask
ourselves: Do all our sentences begin with capital letters? Are periods
used correctly in the sentences?
We also check our spelling so readers will know what we mean. We
can always check a word’s spelling by looking it up in a dictionary or
in our word lists.
■ Model Let us look at my personal narrative
about my walk in a cave. Display Writing
Transparency 1C. Explain that you will
check each sentence to make sure it begins with a capital letter and
has correct end punctuation. Model changing the lowercase t in then
to a capital letter at the beginning of the third sentence in paragraph
2. Show how you would add a period or other end punctuation if it
were missing or if it were in the wrong place. Then show how you
change misspellings ( jab for job). Quickly show how to check a
word’s spelling in a classroom dictionary or word list.
104
Exploration
LD2 M1 W1.indb 104
8/17/18 7:44 PM
30-35 mins
Go Digital: Concept Talk Video
Proofread Display the Proofreading Tips. Have children proofread their
stories to correct any misspellings, missing capital letters, or errors with
periods. Circulate to assist children with other grammar skills.
Proofreading Tips
Whole
Group!!
✔ Do my sentences begin with a capital letter?
Teacher Note
✔ Did I use periods correctly?
Self-Evaluation Make copies of the
Self-Evaluation form from the Web
site, and hand them out to children.
✔ Are descriptive words such as slippery spelled correctly?
✔ Did I correctly spell words I often use, like the and what?
Present Have children make a final draft of their personal narratives, with
their revisions and proofreading corrections. Help as appropriate. Choose an
option for children to present their stories.
They might take turns reading
their personal narratives aloud to
a small group.
They might draw a picture of the
place they visited to accompany
the story in a
wall display.
When they have finished, help them complete a Self-Evaluation form.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to ask each other a question about
the place described in their personal narratives.
Academic Vocabulary
proofread to read and mark errors
to be corrected
E
L
L
English Language
Learners
Support Editing For children to
whom the structure of English
sentences including punctuation
and capitalization is unfamiliar,
have children write each sentence
or complete thought on a separate
line. Then focus the editing on a
single skill, such as capitalizing the
first word in each sentence.
2 Write Each child writes a complete sentence answering the
partner’s question.
3 Share Partners trade sentences and read them aloud.
Module 1
LD2 M1 W1.indb 105
105
8/17/18 7:44 PM
W1
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
• Review concepts: exploring
different communities.
• Organize information.
• Create a numbered list.
• Present results of an inquiry
project.
Research and Inquiry
Communicate
Teach Tell children that today they will organize the information they
gathered about different communities and create a list that names the places
to have fun. Then they will share their lists with a group of younger students.
Model
Display the places to have fun that children identified. One way
I can organize information is in a numbered list. I will look at the places
to have fun in rural communities that we identified. The first place I see is
ponds. I’ll start my list by writing the number 1 with the word ponds beside
it. The next place to have fun in rural communities is a corn field. I’ll write the
number 2 and the words corn fields next in my list.
Guide practice Have children return to their small groups. Review their lists
of fun places in their community and help them organize those places into
numbered lists.
On their own Have groups create a poster that lists the places to have fun
in their community. Tell them to illustrate each place. Have children practice
sharing their posters with another group before presenting them to younger
students. Remind them how to be good speakers and listeners:
• Good speakers speak clearly and at a pace that is slow enough for
everyone to understand, but is not so slow that it is boring.
• Good listeners listen attentively. They sit quietly in their seats and look
directly at the speaker.
Topic: Places to Have Fun in Each Community
Rural
Communities
Urban
Communities
Suburban
Communities
1. ponds
1. community pools
1. backyard swimming
swimming pools
2. corn fields
2. basketball courts
2. soccer fields
3. movie theaters
3. movie theaters
3. movie theaters
Exploration
LD2 M1 W1.indb 106
8/17/18 7:44 PM
40-45 mins
Go Digital: Concept Talk Video
Wrap Up Your Week!
BQ
BIG QUESTION
Question of the Week
What can we learn by exploring
different communities?
This week we have read about what we can learn by exploring different
communities. In the story The Twin Club, we read about what Jorge and Juan
Ramón did in their grandmother’s small town, what Juan Ramón did at his
home in the country, and what Jorge did in his neighborhood in the city.
We learned what is the same and different in urban, rural, and suburban
communities. In The Tale of Pale Male, we learned how animals adapt when
they move from the country to the city.
Have children work with partners to talk about their Amazing Ideas about
exploring communities. Then have children use these ideas to help them
demonstrate their understanding of the Question of the Week, What can we
learn by exploring different communities?
Whole
Group!
Amazing Words
You’ve learned
0 0 8
words this week!
You’ll learned
0 0 8
words this year!
E
L
L
English Language
Learners
Poster Preview Prepare children
for next week by using Week 2,
ELL Poster 2. Read the Poster TalkThrough to introduce the concept
and vocabulary. Ask children to
identify and describe objects and
actions in the art.
Selection Summary
Send home the summary of
Exploring Space, in English and the
child’s home language if available.
Children can read the summary
with family members.
Preview
Next
Week
Tell children that next week they
will read about what astronauts
experience when they explore
space.
Module 1
LD2 M1 W1.indb 107
107
8/17/18 7:44 PM
W1
WEEK
D5
DAY
Assessment
Checkpoints
for the Week
Weekly
Assessment
Use Weekly Tests to check:
Phonics Short Vowels and Consonants
Comprehension Skill Character and
Setting
High-Frequency Words
A
Advanced
O L
On-Level
S
I
Strategic
Intervention
beautiful
front
country
someone
friend
somewhere
Weekly Tests
Digital W1 D5
Differentiated
Assessment
Use Fresh Reads for Fluency and
Comprehension to check:
Comprehension Skill Character and
Setting
Review Comprehension Skill Plot and
Theme
Fluency Words Correct Per Minute
Fresh Reads for Fluency and
Comprehension
Digital W1 D5
Exploration
LD2 M1 W1.indb 108
8/17/18 7:44 PM
Let's Learn
Amazing Words
Oral
Vocabulary
Definitions, examples, and
applications to use with the Oral
Vocabulary in each lesson.
For the Twin Club
Oral Vocabulary Routine
D1
rural
1 Introduce Rural means “in the country.” People
who live in the country live in a rural place.
2 Demonstrate My aunt lives on a farm in a rural
part of the state. There are no big cities in a
rural area.
responsibility
1
Introduce Urban means “in a city or
town.” People who live in a city live in an
urban place.
2
Demonstrate There is a lot of traffic with cars,
trucks, and buses in an urban place. If you live
in a big apartment building, you probably live
in an urban area.
3
Apply Raise your hand when I name something
found in an urban place: a field of wheat, a
traffic light, a pigpen, streets with many stores,
crowds of people, a herd of sheep.
3 Apply Which would you find in a rural place, a
barn or a tall office building? Why?
D2
D3
D4
Instruction for this day can be found in the Oral Vocabulary lesson.
Instruction for this day can be found in the Oral Vocabulary lesson.
muttered
unanimous
1 Introduce Someone who muttered did not
speak clearly.
1
Introduce When a decision is unanimous,
everyone agrees with it.
2 Demonstrate I could not understand what my
brother said because he muttered. The girl’s lips
were partly closed when she muttered.
2
Demonstrate The team members chose
Hawks as their name by a unanimous vote.
The family’s decision to go on a picnic
was unanimous.
3
Apply Could a person be elected president
without a unanimous vote? Explain.
3 Apply If you muttered your name, do you think
your friends would understand you? Let me hear
you mutter your name.
Module 1
LD2 M1 W1.indb 109
109
8/17/18 7:44 PM
MODULE 1 MY PLANNING GUIDE
Week
This
BQ
What can we learn by exploring space?
BIG QUESTION
Exploration
Daily Plan
Monitor Progress
Whole Group
Check Word Read
Long Vowels VCe
Day 1
Check
Word
Reading
Main Idea and Details
• Fluency
• Vocabulary
Day 2
Check High
Frequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check Oral
Vocabulary
Small Group
TEACHER-LEAD
Customize Literacy More support for a Balanced Literacy
approach, see pp. CL•1–CL•53
• Reading Support
• Skill Support
• Fluency Practice
PRACTICE
STATIONS
INDEPENDENT
ACTIVITIES
Customize Writing More support for a customized writing
approach, see pp. 551–560
Whole Group
Assessment
• Writing: Expository Nonfiction
• Conventions: Subjects
• New Literacies
• Weekly Tests
• Day 5 Assessment
• Fresh Reads
This Week’s Reading Selections
Expository Text
Expository Text
Space Exploration
A Trip to Space Camp
by Nagchielli Rico
By Ann Weil
There are all sorts of space camps that you could
What does it feel like to go into space?
try. Some are for adults. Some are for teens. There
Would you like to find out? Then maybe
is even a space camp for children as young as seven
space camp is for you!
years old. It is called Parent-Child Space Camp.
Parent-Child Space Camp takes place over a long
weekend. Families can go to Space Camp together.
GN
GENRE
Expository Text tells facts about a topic. Next you
will read facts about what life is like for astronauts
traveling in space.
BQ
B I G Q U E ST I O N
Question of the Week
What can we learn by
exploring space?
59
•
Expository text explains an object or
idea.
•
An article with graphic features may be
expository text.
•
Expository text gives facts and details.
•
Read “A Trip to Space Camp.” Look
for elements that make this article
expository text.
Let´s
Think!
•
How old do you have to be to go to
Parent-Child Space Camp?
76
58
Main Selection
Genre: Expository Text
110
Paired Selection
Decodable
Practice Readers
Leveled Readers
ELL and ELD
Readers
Exploration • Module 1 • Week 2
LD2 TCH M1 W2.indb 110
8/17/18 7:49 PM
W2
Print and Digital Resources
PHONEMIC
AWARENESS
AND
PHONICS
BUILD
CONCEPTS
W2
VOCABULARY COMPREHENSION
Phonemic Awareness
Expository Text
Space Exploration
Oral Vocabulary
Dave and Grace live close together. They
Talk!
like the game Space Home. It is a fun game
Space Exploration
for Dave and Grace. Space Home can work
•
Share information about
how astronauts explore
space.
•
Share ideas about what
equipment is required.
•
How have people explored
space? Write two sentences
and share ideas.
Let´s
Expository Nonfiction
Key
Features
Different
of a Expository
Communities
facts about a topic. The
Write!
write!
by Nagchielli Rico
Let´s
CONVENTIONS
AND WRITING
FLUENCY
xxx
•Nonfiction
gives
• topic
xxx information about a
•
xxx
• tells
about real people,
•
places, and events
like this. It must take place in another time.
•
Machines move people from everywhere in
RESOURCES ONLINE
XXXXXX
• Blending practice
the game will race to make new friends. It
• Reread for fluency
is a nice game. Dave and Grace …invite a
student model on the next
page is an example of
expository nonfiction.
Genre:
Expository
Nonfiction
Astronauts in Space
•
tells about real people, places,
or events.
The astronauts who travel in
•
Each sentence has a subject.
Underline the subject in the
first sentence.
space have different jobs. Some
fly the space craft, and others
Writing Prompt
Think about what scientists
do experiments.
Sentences
•
have learned from exploring
They have to fix problems.
space. Now write a paragraph
They study life without gravity.
telling something you have
learned about space.
classmate to use this game with them.
Student Model
Expository Nonfiction tells
uses facts and details
RO
• Practice phonics skills
the world into space. A man or a woman in
The writer uses different kinds
of
Being an astronaut is hard
work! Would you like to be an
astronaut?
Writer’s Checklist
Remember, you should . . .
Sounds to Know
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
They have
.
2.
They have
.
52
Let´s
Listen!
53
54
Sounds
•
•
•
•
Find five things that contain a long vowel sound.
Find the plane. Change the long a sound in plane to a short a sound. Say the new word.
RO
You´ve
RESOURCES ONLINE
SOUND-SPELLING CARDS
Find something that rhymes with like. Say the sound in the middle of that word.
Find the rose. Say the sound in the middle of rose.
55
Learned
GN
Long Vowels VCe
GENRE
High-Frequency Words
everywhere
live
machines
move
woman
work
Expository Text tells facts about a topic. Next you
will read facts about what life is like for astronauts
traveling in space.
BQ
B I G Q U E ST I O N
RO
Question of the Week
What can we learn by
exploring space?
†
tell about real people,
†
use different kinds of
†
make sure every sentence
places, or events.
58
59
Conventions
sentences.
has a subject.
RESOURCES ONLINE
GRAMMAR JAMMER
world
Subjects
A sentence’s subject tells who or
what does something.
An astronaut goes into space.
74
75
57
WHOLE
GROUP
Student Edition
pp. 52–53
Student Edition
pp. 54–57
Student Edition
p. 57
Student Edition
p. 58–71
Decodable
Practice
Readers
Student Edition
pp. 74–75
• Vocabulary
Activities
• Journal
Word Bank
• Envision It!
Animations
• eSelections
• eSelections
• eReaders
• Grammar
Jammer
• Leveled
Readers
• Student
Edition
Practice
• eReaders
• Grammar
Jammer
Scott Foresman
GO DIGITAL
CUSTOMIZE
LITERACY
GO DIGITAL
Sing With Me
Sound Spelling Cards
• Concept
Talk Video
• Sing
with Me
Animations
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Leveled
Readers
• Decodable
Practice
Readers
• HighFrequency
Word Cards
• Envision It!
Skills and
Strategies
Handbooks
• Leveled
Readers
• Concept
Talk Video
• Big
Question
Video
• eReaders
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Sing
with Me
Animations
• Vocabulary
Activities
• Envision It!
Animations
• eReaders
SCIENCE RESOURCES ONLINE
• Untamed Science
• The Big Question
• Science Songs
• Vocabulary Smart Cards
• Vocabulary Memory
Match
• Investigate It! Simulation
• My Planet Diary
• Explore It! Animation
• Got It? 60-Second Video
• Got It? Quiz
• My Science Coach
• Chapter Review
Space Exploration
LD2 TCH M1 W2.indb 111
111
8/17/18 7:49 PM
MODULE 1 MY PLANNING GUIDE
My 5-Day
BQ
Planner
What can we learn by exploring space?
BIG QUESTION
Monitor
Progress
GET READY
TO READ
Check Word Reading
Check High-Frequency Words
Day 1 pages 116–133
Day 2 pages 134–155
Content Knowledge, 116–117
Content Knowledge, 134–135
Build Oral Vocabulary, 118–119
ascend, descend, orbit
Build Oral Vocabulary, 135
universe
Phonemic Awareness, 120
Distinguish Medial Phonemes
Review Phonics, 136
Short Vowels
Long Vowels VCe
Phonics, 121–123
Long Vowels VCe
READ Decodable Practice Reader 2A,
124–125
Spelling, 126 Pretest
Spelling, 137
Practice
High-Frequency Words, 127
Introduce everywhere, live, machines,
move, woman, work, world
High-Frequency Words, 138 Build
Fluency everywhere, live, machines,
move, woman, work, world
Listening Comprehension, 128–129
Main Idea and Details
Story Words, 139 Introduce astronaut,
experiment, gravity, shuttle, telescope
Vocabulary, 139 Position Words
READ AND
COMPREHEND
Build Background, 140
READ Main Selection —First Read,
141–149 Space Exploration
Literary Text, 150 Expository Text
LANGUAGE
ARTS
112
Conventions, 130 Subjects
Conventions, 151 Subjects
Writing, 131–132
Expository Nonfiction
Writing, 152–153 Expository Nonfiction
Writer’s Craft: Supporting Main Idea
Research and Inquiry, 133
Identify and Focus Topic
Handwriting, 154
Manuscript g, G, c, C: Letter Form
Research and Inquiry, 155
Research Skill: Reference Sources
Exploration • Module 1 • Week 2
LD2 TCH M1 W2.indb 112
8/17/18 7:49 PM
W2
Check Retelling
Check Fluency
Check Oral Vocabulary
Day 3 pages 156–169
Day 4 pages 170–185
Day 5 pages 186–201
Content Knowledge, 156–157
Content Knowledge, 170–171
Oral Vocabulary, 157
enormous, journey
Oral Vocabulary, 171
launch, meteorite
Content Knowledge
Wrap Up, 186
Phonics, 158
Build Words
Review Phonics, 172
Short Vowels and Consonants
Review Phonics, 188
Long Vowels VCe
READ Decodable Practice
Passage 2B, 159
ReviewFluent Word Reading,
173
Spelling, 189 Test
Spelling, 160
Dictation
READ Decodable Practice
Reader 2C, 174–175
Review Oral Vocabulary, 187
Spelling, 176 Partner Review
Fluency, 161
Accuracy
High-Frequency Words, 162
beautiful, country, friend, front,
someone, somewhere
Poetry in Reading, 177
Vocabulary, 190 Position Words
READ Paired Selection, 178–179
“A Trip to Space Camp”
Fluency, 191 Accuracy
Fluency, 180
Accuracy
Story Words, 162
astronaut, experiment, gravity,
shuttle, telescope
Listening and Speaking, 191
Be a Good Speaker
Review Comprehension, 192
Main Idea and Details
Review Vocabulary, 192
High-Frequency and Story Words
READ Main Selection —Second
Read, 142–148, 163–165
Informational Text, 193 Text
Features
Assessment, 194–196
Monitor Progress
Conventions, 166 Subjects
Conventions, 181 Subjects
Writing, 167–168
Expository Nonfiction
Writing, 182–183
Expository Nonfiction
Research and Inquiry, 169
Gather and Record Information
Listening and Speaking, 184
Be a Good Speaker and Listener
Research and Inquiry, 185
Review and Revise Topic
Review Conventions, 197
Subjects
Writing, 198–199
Expository Nonfiction
Research and Inquiry, 200
Communicate
Wrap Up Your Week, 201
What can we learn by
exploring space?
Space Exploration
LD2 TCH M1 W2.indb 113
113
8/17/18 7:49 PM
MODULE 1 MY PLANNING GUIDE
Practice
Stations for Everyone
LISTEN UP!
WORD WORK
Identify consonant and short-vowel
sounds.
Identify words with consonant and
short-vowel sounds.
Objectives
• Identify consonant and
short-vowel sounds.
Objectives
• Identify, read, and sort words
with shortvowel sounds.
• Identify and sort words by
consonant sounds.
Objectives
• Alphabetize vocabulary words
by first letter.
Materials
• Listen Up! Flip Chart
• Sound-Spelling Cards 1, 6, 11,
12, 17, 20, 24, 27, 36, 44, 45
Materials
• Word Work Flip Chart
• Teacher-made word cards with shortvowel sounds and words with m
Materials
• Words to Know Flip Chart
• High-Frequency/Tested Word
Cards, Unit 1 Week 1
• sorting baskets
• paper
Differentiated Activities
Differentiated Activities
Differentiated Activities
Look at the pictures on the cards
and say the names of the things
you see. Listen for consonant and
short-vowel sounds as you quietly
repeat each name.
Read the words on the word
cards. Sort cards by placing
words with short e in one
basket and words with m in
another basket.
Look at the pictures on the cards
and say the names of the things
you see. Listen for consonant
and short-vowel sounds as you
quietly read each name. Think of
other words that have the sounds
/t/ and /u/. Say them quietly
to yourself.
Read the words on the word cards.
Sort cards by placing words with
short e in one basket, words with
m in another basket, and words
with short u in a third basket
Look at the pictures on the cards
and say the names of things you
see. Listen for consonant and shortvowel sounds as you quietly say
each name. Think of other words
that have the sounds /k/, /j/, and
the short-vowel sounds a, e, i, o,
and u. Say them quietly to yourself.
Technology
• Modeled Pronunciation Digital
114
Read the words on the word
cards. Sort cards by short-vowel
sounds a, e, i, o, u, so that each
short-vowel sound has its own
pile of words. Use one word from
each pile in a sentence and tell it
to a partner.
Technology
• Interactive Sound-Spelling Cards
WORDS TO KNOW
Alphabetize words.
• pencils
Choose four cards. Arrange
them in alphabetical order.
Think of a new word that can fit
alphabetically between the third
and fourth word cards. Write
that word.
Choose five cards. Arrange them
in alphabetical order. Think of
and write new words that can
fit alphabetically between three
of your word cards. Think of
another two to go elsewhere in
the list.
Use all six cards. Arrange them
in alphabetical order. Think
of and write new words to fit
between five of your word cards.
Technology
• Letter Tile Drag and Drop
• Online Tested Vocabulary
Activities
Exploration • Module 1 • Week 2
LD2 TCH M1 W2.indb 114
8/17/18 7:49 PM
W2
Key
Below-Level Activities
On-Level Activities
Advanced Activities
LET’S WRITE!
READ FOR MEANING
GET FLUENT
Write a personal narrative.
Compare and contrast characters.
Read at an appropriate rate.
Objectives
• Write a personal narrative.
• Write complete sentences,
using capital letters and end
punctuation.
Objectives
• Identify a story’s setting.
• Compare and contrast settings
of different stories.
Objectives
• Read aloud at an
appropriate rate.
Materials
• Let’s Write! Flip Chart
• paper
• pencils
Materials
• Read for Meaning Flip Chart
• 2.1.1 Leveled Readers
• paper • pencil • crayons
Materials
• Get Fluent Flip Chart
• 2.1.1 Leveled Readers
Differentiated Activities
Differentiated Activities
Differentiated Activities
• A personal narrative is a true
story from the writer’s life.
• The setting of a story tells where
and when a story takes place.
Write a short personal narrative
about a place you discovered. Tell
what makes this place interesting.
Write two complete sentences that
start with capital letters and end
with punctuation.
Write a personal narrative about
a place you discovered. Use
details to describe what makes
this place interesting. Write at
least three complete sentences
and use capital letters and
end punctuation.
Write a personal narrative
about a place you discovered.
Choose clear details and words
to describe it. Tell how you first
felt there. Write four or more
complete sentences with a capital
letter and end punctuation.
Read Country Mouse and City
Mouse. Draw a picture that
shows the setting of the story.
Read The New Kid in Bali. Write
a sentence that describes the
setting of the story. Then write
a sentence that compares this
setting to the one of last week’s
main selection.
Read Country Friends, City
Friends. Write a short paragraph
that describes the setting of
the story. Then write a short
paragraph that compares this
setting to the one of last week’s
main selection.
Technology
• Main Selection eText
• Leveled eReaders
Work with a partner. Take turns
reading pages from Country
Mouse and City Mouse. Think
about what you’re reading about.
Be sure to read at an appropriate
rate. Give your partner feedback.
Work with a partner. Take turns
reading pages from The New Kid
in Bali. Think about what you’re
reading about. Be sure to read at
an appropriate rate. Give your
partner feedback.
Work with a partner. Take turns
reading pages from Country
Friends, City Friends. Think about
what you’re reading about. Be
sure to read at an appropriate
rate. Give your partner feedback.
Technology
• Reading Street Readers Digital
Space Exploration
LD2 TCH M1 W2.indb 115
115
8/17/18 7:49 PM
W2
WEEK
D1
DAY
Let´s
Read!
Objectives
• Introduce concept: exploring
space.
• Share information and ideas
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring space?
about the concept.
Today at a Glance
Oral Vocabulary
ascend, descend, orbit
Phonemic Awareness
Distinguish Medial Phonemes
Phonics and Spelling
Long Vowels VCe
Fluency
Oral Rereading
High-Frequency Words
everywhere, live, machines, move,
woman, work, world
Comprehension
Main Idea and Details
Conventions
Subjects
Writing
Expository Nonfiction: Introduce
Research and Inquiry
Identify and Focus Topic
Street Rhymes!
Let’s go blasting up into space
And travel to some distant place
Like planet Mars in the Milky Way.
Safe in our space suits, we will go
And watch the Earth so far below,
Spinning from dark night into light day.
• To introduce this week’s concept, read aloud the poem several times and
ask children to join you.
Exploring Space
Concept talk To help children gain knowledge and understanding, tell them
that this week they will talk, sing, read, and write about exploring space.
Write the Question of the Week, What can we learn by exploring space? on
the board.
Build Oral Language
Talk about exploring space Have children turn to pages 52–53 in their
Student Edition. Read the title and look at the photos. Use these questions
to guide discussion and create a “What can we learn by exploring space?”
K-W-L chart.
• Look at the picture of outer space. What are some new places that we can
explore? (Possible response: We can explore the planets and stars.) We can
explore the planets and stars, so we’ll add this to the K section of the map.
• How did astronauts ascend, or go up, into space? (Possible response: They
ascend into space in a space shuttle.) Let’s add Astronauts go into space in a
space shuttle under K too.
• Although the skydiver can’t go where a space shuttle goes, the skydiver is
exploring too. What could a skydiver be exploring? (Possible response: A
skydiver could be exploring the sky.)
Exploration
LD2 TCH M1 W2.indb 116
8/17/18 8:03 PM
Go Digital: Concept
Concept Talk
Video
Talk
Video
40-45 mins
W2
Whole
Oral Vocabulary
Let´s
Group!
Talk!
Space Exploration
•
Share information about
how astronauts explore
space.
•
Share ideas about what
equipment is required.
•
How have people explored
space? Write two sentences
and share ideas.
Amazing Words
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
They have
.
2.
They have
.
52
You’ve learned
0 0 8
words so far.
You’ll learn
0 0 8
words this week!
ascend
descend
orbit
universe
53
Differentiated
Instruction
Student Edition pp. 52–53
Let’s Talk About Use the question to guide discussion. Then have children
complete the sentences on their own and share ideas with their peers.
Connect to reading Explain that this week, children will read about
an astronaut’s life in space. Let’s add What is life like in space? to our
KWL chart.
A
Advanced
Extend the Concept Have children
find out about space shuttle missions.
E
Topic
What can we learn by exploring space?
What We K now
What We W ant to Know
We can learn about
the planets and stars.
Astronauts go into
space in a space
shuttle.
What is life like in space?
E
enormous
journey
launch
meteorite
L
What We L earned
L Preteach Concepts Use the Day 1 instruction on ELL Poster 2.
L
L
English Language
Learners
Extra Support for ELL Additional
support and modified instruction is
provided in the ELL Handbook.
E
L
L PPoster
t 2
Module 1
LD2 TCH M1 W2.indb 117
117
8/17/18 8:03 PM
W2
D1
WEEK
DAY
Build Oral Vocabulary (Optional)
Let´s
Amazing Words
Read!
Introduce Amazing Words Display page 2 of the Sing with Me Big Book.
Tell children they are going to sing about astronauts exploring space. Ask
children to listen for the Amazing Words ascend, descend, and orbit as you
sing. Sing the song again and have children join you.
Objectives
• Build oral vocabulary.
• Discuss the concept to develop
oral language.
Sing with Me Big Book Audio
• Share information and ideas
Oral Vocabulary Routine
about the concept.
Teach Amazing Words
1 Introduce the Word Relate the word ascend to the song: The song says
astronauts ascend to outer space. Supply a child-friendly definition: If
something can ascend, it can go up. Have children say the word.
2 Demonstrate Provide examples to show meaning: Jo saw the plane
ascend quickly. It took the climbers a long time to ascend the highest
mountain. Some balloons will ascend when you let go.
3 Apply Have children demonstrate their understanding: Have children
show how they ascend stairs.
See p. 203 to teach descend and orbit.
Astronauts in Orbit
Daring astronauts
Ascend to outer space.
While in orbit, they explore
That strange new place.
They learn new things every day.
Oh, our Earth looks far away.
When they descend,
Each one has a happy face.
Sing to the tune of
She’ll Be Comin’ ’Round the Mountain
Sing with Me Big Book Audio
2
Unit 1
Exploration
Week 2
Exploring Space
Oral Vocabulary
ascend
orbit
descend
Singg with
Sin
with Me Big Bo
Book
ok
p. 2
118
Exploration
LD2 TCH M1 W2.indb 118
8/17/18 8:03 PM
40-45 mins
Go Digital: Sing with Me Animations
Check understanding of Amazing Words Have children look at the picture
on page 2. It looks like the object at the top of the poster is our planet Earth
and that there is a picture of the space shuttle at the bottom. What do you
see in the poster that would have an orbit around it? Remember that an orbit
is a path around something in space. Use orbit in your answer. (Possible
response: The space shuttle follows an orbit around Earth.)
How do astronauts get to outer space? Use ascend in your answer. (Possible
response: Astronauts ascend to outer space in a space shuttle.)
Whole
Group!
Amazing Words
ascend
enormous
How do you think the space shuttle descends? Use descends in your answer.
(Possible response: The space shuttle descends like a plane.)
descend
journey
Apply Amazing Words Have children demonstrate their understanding of the
Amazing Words by completing these sentences orally.
orbit
launch
universe
meteorite
We watched the _____ ascend.
The astronauts descend from ____________.
Differentiated
Instruction
The _____ makes an orbit around the ________.
S
Corrective Feedback
If… children have difficulty using the Amazing Words,
then… remind them of the definitions. Then provide opportunities for children
to use the words in sentences.
Preteach Academic Vocabulary
Write the following on the board:
• expository text
• main idea and details
• the subject of a sentence
Have children share what they know about this week’s Academic Vocabulary.
Use children’s responses to assess their prior knowledge. Preteach the
Academic Vocabulary by providing a child-friendly description, explanation,
or example that clarifies the meaning of each term. Then ask children to
restate the meaning of the Academic Vocabulary in their own words.
I
Strategic Intervention
Build Oral Vocabulary In the
song, children learned that
daring astronauts explore space.
Explain that if you are daring,
you are brave and take risks. Say:
The daring lifeguard saved the
swimmer’s life. The gymnast did
a daring trick. Have children tell
about something a daring firefighter
might do.
Professional
Development
Oral Vocabulary Children learn
new vocabulary best when they
are active in using the words.
Give children opportunities to
associate the word with contexts,
by discussing, comparing and
contrasting words, and using words
throughout the day.
E
L
L
English Language
Learners
Cognates Spanish speakers may
recognize the cognates ascender (to
ascend) and descender (to descend).
Module 1
LD2 TCH M1 W2.indb 119
119
8/17/18 8:03 PM
W2
WEEK
D1
DAY
Phonemic Awareness
Let´s
Read!
Objectives
• Identify and isolate short- and
long-vowel sounds in medial
position.
• Distinguish short- and longvowel
sounds in the medial position.
Associate long-vowel sounds with
their VCe spellings.
Let´s
Sounds
Listen!
Skills Trace
54
•
•
•
•
Find five things that contain a long vowel sound.
Find the plane. Change the long a sound in plane to a short a sound. Say the new word.
RO
RESOURCES ONLINE
SOUND-SPELLING CARDS
Find something that rhymes with like. Say the sound in the middle of that word.
Find the rose. Say the sound in the middle of rose.
55
Long Vowels VCe
Student Edition pp. 54–55
Introduce
M1W2D1
Practice
M1W2D2; M1W2D3; M1W2D4
Reteach/Review
M1W2D5; M1W2D5
Assess/Test
Weekly Test M1W2
Benchmark Test M1
Key:
M=Module W=Week
D=Day
Phonemic Awareness
Distinguish Medial Phonemes
Introduce Read together the first two bulleted points on pp. 54–55 of the
Student Edition. I see a mouse reading a plan in this picture. Listen for the
middle sound in plan—/p/ / l / /a / /n/. What sound do you hear in the
middle of plan? (/a/) Another mouse is playing with a plane. Now listen for
the middle sound in plane—/p/ /l/ /ā/ /n/. The middle sound in plane is
/ā/. Have children look at the picture to identify other items or actions that
have the medial sound /a/ or / aˉ/. (game, tail, cat, vase)
Model In the picture I see mice who hop and float. The sound I hear in the
middle of hop is /o/. Listen for the middle sound in float—/f/ /l/ /ō/ /t/.
What is the middle sound in float? (/ō/) Have children find more items with
the medial sound /ō/. (smoke, rope, rose) Then have children find items in
the picture to match other long-vowel medial sounds: /eˉ/ in speed (wheel,
teeth, feet), /ī/ in mice (bike, pipes, dive), and /ū/ in huge (moon, food).
Guide practice Guide children as they identify and isolate the medial sounds
in these words from the picture: read, spacesuit, cat, plane, drive, net,
and rocket.
Corrective Feedback
If… children make an error,
then… model by contrasting long-and short vowel sounds, such as
hug/huge. Have children say the words and isolate their medial sounds.
120
Exploration
LD2 TCH M1 W2.indb 120
8/17/18 8:03 PM
Go Digital: Interactive Sound-Spelling Cards
Phonics–Teach/Model
Whole
Long Vowels VCe
Blending Strategy
1 Connect Write the words cap, not, and cut. Ask children what they know
about the vowel sounds in these words. (The vowel sounds are short:
/a/, /o/, and /u/.) Explain that today they will learn how to spell and
read words with long vowel sounds /aˉ/, /eˉ/, /ı̄/, /ō/, and /ū/.
2 Use Sound-Spelling Card Display Card 74. Point to a_e. The long a
sound, /aˉ/, you hear in rake can be spelled a_e. Have children say
/aˉ/ several times as you point to a_e. The letter e gives the a its long
sound, and the blank shows where a consonant goes. Follow this
procedure with Card 75 for /eˉ/ spelled e_e, Card 80 for /ı̄/ spelled i_e,
Card 82 for /ō/ spelled o_e, and Card 85 for /ū/ spelled u_e.
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Blend Long-Vowel Words If children
have difficulty blending vowelconsonant-silent e words, use vowelfirst blending for practice.
Vocabulary Support
3 Model Write a final e to change cap to cape. In this new word, the
vowels a_e (point to them) stand for the sound /aˉ/. Segment and blend
cape; then have children blend with you: /k/ /aˉ / /p/. Follow this
procedure to model note and cute. Then write invite. Modeling dividing
the syllables: in / vite. Segment and blend the syllables.
You may wish to explain the
meaning of this word.
4 Guide Practice Continue the process in step 3. This time have children
blend with you. Remind children that the letter e gives a vowel its long
sound. Also call attention to /s/ spelled c, /j/ spelled g, and /z/
spelled s.
English Language
Learners
face
age
Pete
dime
mice
nose
fuse
cube
escape empire
vote
dispose
5 Review What do you know about reading these words? (When you see
the spelling pattern vowel-consonant-silent e, try the long vowel sound.)
dispose to throw away; to get rid of
E
L
L
Pronunciation Assist children with
the articulation of /aˉ/, /eˉ/, and
/ō/ as they blend sounds. Call
attention to tensed facial muscles
and lip shaping as children repeat
long vowel words such as cape,
note, and invite.
Language Transfer Some longvowel sounds in English are
similar to the sounds represented
by different vowels in Spanish.
Spanish speakers may pronounce
/aˉ/ like the a in father, or /ī/ like
the i in ski. Have them practice
rhyming words such as lake, shake
and dime, time.
Module 1
LD2 TCH M1 W2.indb 121
121
8/17/18 8:03 PM
W2
WEEK
D1
DAY
Phonics
Long Vowels VCe
rake
Let´s
Words I Can Blend
m
Read!
long a_e
lime
Objectives
a
k
e
m
i
s
t
a
k
i
n
v
i
t
e
G
e
n
e
c
a
p
e
e
Sentences I Can Read
• Associate the long vowel sounds
long i_e
with their VCe spellings.
e
cret
con
• Blend and read words with long
1.
Do not make a mistake.
2.
3.
Invite Gene to Jane’s next picnic.
Mike can place his cape on his back.
rope
mule
Phonics—Build
Fluency
Long Vowels VCe
Model
Have children turn to page 56 in their
Student Editions.
vowels spelled VCe.
long
• Decode words in context and
independent of context.
RO
long o_e
long u_e
Look at the pictures on this page. I see a
rake, a lime, and concrete. The word rake
has the long vowel sound /aˉ/ in it. When I
Student Edition p. 56 say rake, I hear
/aˉ/ in the middle. In rake, the long a sound is spelled a_e. The blank shows
where the consonant goes. The word concrete has the long e sound /eˉ/
spelled e_e. What sound do you hear in the middle of lime? (/ı̄/) The long i
sound /ı̄/ in lime is spelled i_e. Continue with the other Envision It! pictures
rope (o_e), and mule (u_e), stressing the long vowel sound in each word.
RESOURCES ONLINE
SOUND-SPELLING CARDS
56
e_e
Sounds to Know
Guide practice For each word in Words I Can Blend, ask for the sound of
each letter or group of letters. Make sure that children identify the correct
sound for each long vowel spelled VCe. Then have children blend the
whole word.
Corrective Feedback
If... children have difficulty blending a word,
then... model blending the word, and then ask children to blend it with you.
SP
SUCCESS PREDICTOR
CHECK WORD READING
122
Exploration
LD2 TCH M1 W2.indb 122
8/17/18 8:03 PM
Space Exploration
Blend and Read
face
Decode words independent of context After
children can successfully segment and blend
the words on page 56 of their Student
Editions, point to words in random order and
ask children to read them naturally.
On their own Use Student Edition
Practice p. 82.
nose
1.
c
2.
a
ge
5.
r
3.
o
se
6.
te
pas
r
i
ce
7.
ice
lace
cute
t
u
be
sl
i
ce
h
o
se
cute
H+S
82
Phonics Long Vowels VCe
Student Edition
Practice p. 82
Check
Word
Reading
Check
HighFrequency
Words
Check
Retelling
Differentiated
Instruction
se
Your child wrote words that end with silent e and have long vowel sounds in the
middle. Give your child practice with words that rhyme with face, cube, mice, and
nose. Take turns writing and reading rhyming words.
HOME AND SCHOOL
A
Advanced
Extend Blending Write these
consonants: b, c, g, k, n, p, s,
and t. Challenge children to build
long-vowel words with a_e, i_e,
o_e, and u_e such as cute, bike,
and cage. Have children write their
words and then blend and read
them aloud.
S
escape
game
invite
Day 4
Check
Fluency
I
Strategic Intervention
Row 2 contrasts
the two sounds
spelled by c, g,
and s.
If… children cannot blend words with long vowels spelled VCe at
this point,
then… use the Small Group Time Strategic Intervention lesson, p.
DI•22, to reteach long vowels spelled VCe. Continue to monitor
children’s progress using other instructional opportunities during the
week. See the Skills Trace on p. 120.
Day 3
a
Home Activity
Corrective Feedback
Day 2
v
bell
Row 3 contrasts
short and
long vowels.
Day 1
ce
Find the word that has the same middle sound as the picture.
Mark the space to show your answer.
9.
cup
10.
bone
cape
bite
Long Vowels VCe
eke
wage
Gene
a
th
Too
Spiral Review
cute
case
reptile
sp
8.
Write the following words and have the class read them. Notice which
words children miss during the group reading. Call on individuals to
read some of the words.
zone
rose
until
Group!
4.
Monitor Progress
Check Word Reading
Whole
cube
Write a, i, o, or u to finish each word.
Decode words in context Have children read
each of the sentences on page 56. Have
them identify words in the sentences that
have long vowels spelled a_e, e_e, i_e, o_e,
and u_e.
Team Talk Pair children and have them take
turns reading each of the sentences aloud.
mice
Say the word for each picture.
Multisyllabic Words Write these
words: reptile and invite. Say each
word and have children identify
the vowel sounds. Model using the
VC/CV pattern to divide reptile into
syllables. Have children blend and
read the word with you. Repeat for
invite.
Spelling Patterns
VCe Long-vowel sounds are often
spelled vowel + consonant + e.
c/s/ The sound /s/ may be spelled
c when c is followed by e, i, or y.
g/j/ The sound /j/ may be spelled
g when g is followed by e or i.
s/z/ The sound /z/ may be spelled
s.
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W2.indb 123
123
8/17/18 8:03 PM
W2
WEEK
D1
DAY
Decodable Practice Reader 2A
Let´s
Long Vowels VCe
Read!
Decode words independent of context Have children turn to the first page
and decode each word.
Objectives
Read high-frequency words Have children identify and read the highfrequency words it, at, her, age, make, every, small, home, and good on the
first page.
• Apply knowledge of sound-
spellings to decode unknown
words when reading.
Preview Decodable Reader Have children read the
title and preview the story. Tell them they will decode
words with long vowels spelled vowel-consonantsilent e.
• Decode and read words in
context and independent of
context.
• Practice fluency with oral
rereading.
Decodable
Practice
Reader
Ike and Ace
Written by Harry Doyle
2A
Long Vowels Spelled Vowel_e
Decode words in context Pair children for reading
and listen carefully as they decode. One child begins.
Children read the entire story, switching readers after
each page. Partners reread the story. This time the
other child begins.
Tess has pet mice.
It is nice at her age.
The mice make a home in
a nice, safe cage.
Tess will add a fine mice bed for
Ike and Ace.
Tess has a lid.
Tess is quite wise.
20
Tess can see her big mice.
Ike can poke up his nose.
Ace can make a fun game.
Ace will act like a reptile.
21
22
25
Ike and Ace have a fine life.
What luck for mice!
Tess has made a safe
home for Ike and Ace.
26
mice
cage
poke
bite
age
fine
nose
cute
make
Ike
game
race
home
Ace
reptile
face
nice
quite
rose
life
safe
wise
ate
made
/s/c, /j/g, /z/s
has
cage
rose
mice
Ace
race
is
wise
face
nice
his
age
nose
High-Frequency Words
it
good at
her age
make every small home
19
Decodable Practice
Reader 2A
Tess will put fine pellets
in their red pan.
Ike and Ace rose up
and ate every bite.
23
Decodable Practice
Reader 1A
Ike is big and can not sit up.
Ace is small and cute.
Ace is quick.
Ace can run in a race.
Ike can sit still
and make a face.
24
* These materials can be found online.
124
Exploration
LD2 TCH M1 W2.indb 124
8/17/18 8:03 PM
40-45 mins
Go Digital: Concept
eReaders Talk Video
Corrective Feedback
If… children have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words in the story
with long vowels VCe. For each word, have children say its long vowel sound
and spelling. Children should supply mice, age, make, home, nice, safe,
cage, fine, Ike, Ace, quite, wise, poke, nose, game, reptile, rose, ate, bite,
cute, race, face, life, made. Then have children find words with c/s/, g/j/,
and s/z/. Have children read each word and name the letter that stands for
/s/, /j/, or /z/. Children should supply: has, mice, is, nice, age, cage, Ace,
wise, his, nose, rose, race, face.
Teach print awareness On the last page of the story, point out the period
at the end of the first sentence. Remind children that we use a period at the
end of statements and commands. Then point to the exclamation mark at the
end of the second sentence. Explain that we end an exclamation with an
exclamation mark. The exclamation mark tells us to read the sentence with
excitement, surprise, or another strong feeling. Chorally read the first two
sentences on the page.
Reread for Fluency
Have children reread Decodable Practice Reader 2A to develop automaticity
decoding words with long vowels VCe.
Oral Rereading
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Whole
Group!
E
L
L
English Language
Learners
Long Vowels VCe
Beginning Preview Ike and Ace with
a picture walk. Write VCe words
from each page, such as Ike, Ace,
mice, cage from the first page.
Read the word and then point to it
in the picture. Have children point
to the item in the picture and then
segment and blend the word with
you.
Intermediate Have children read a
sentence from the story. Say: Point
to the word that has the long vowel
sound ___. Have children read the
word aloud and then show they
know what it means by pointing to
its picture or using pantomime.
Advanced/Advanced High Create a
four-column chart with headings for
long a, i, o, and u. Have pairs of
children categorize VCe words from
the first three pages of Ike and Ace
and write each under its correct
heading.
Language Transfer Children
literate in Spanish may be used
to an introductory (upside-down)
exclamation mark before an
exclamation. Point out that in
English, the exclamation mark
appears only at the end.
Module 1
LD2 TCH M1 W2.indb 125
125
8/17/18 8:03 PM
W2
D1
WEEK
DAY
Spelling Pretest
Let´s
Long Vowels VCe
Read!
Objectives
• Segment and spell words with
long vowels VCe.
• Read high-frequency words.
Dictate spelling words Dictate the words. Read the sentences. Have children
write the words. If needed, segment the words, clarify pronunciations,
and give word meanings. Have children check their pretests and correct
misspelled words.
1. page
One page in the book is torn.
2. nose
My black cat has a white nose.
3. space*
The rocket blasted off into space.
4. size
What size shoe do you wear?
5. fine
I felt sick, but now I feel fine.
6. mice
Three mice ran across the field.
7. late
Mia hurried because she didn’t want to be late.
8. huge
That dump truck can carry a huge load.
9. blaze
The firefighters poured water on the blaze.
10. race
Who had the fastest time in the race?
11. rice
I like to eat chicken and brown rice.
12. vote
You must be eighteen to vote in the election.
* Words marked with asterisks come from the selection Exploring Space.
On their own Use Let’s Practice It! p. 15 on the Web site.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
6SDFH([SORUDWLRQ
Name
Strategic
Intervention
Long Vowels VCe
Generalization Long vowels are often spelled VCe: page, fine, nose, huge.
Sort the list words by the long vowel spelling.
a
o
3.
4.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
5.
page
space
late
race
blaze
10.
11.
nose
vote
u
12.
huge
7.
8.
2. nose
3. space
4. size
5. fine
6. huge
7. mice
8. late
9. race
i
6.
1. page
10. blaze
size
fine
mice
rice
11. vote
12. rice
Words to Read
13. move
move
14.
On-Level
I
Teacher-Led Page
DI•22
• Phonemic Awareness
and Phonics
Read Decodable
Practice Reader 2A
Home Activity Your child is learning to spell words with long vowel sounds (Vowel-consonant-e.) To
practice at home, have your child look at the word, say it, spell it, and point to the long vowel sound.
Spelling Long Vowels VCe
%7%t
Let’s Practice It! Digital W2 D1
126
Advanced
A
Teacher-Led Page
DI•30
• Phonics and
Comprehension
Read Advanced
Selection 2
Place English language learners in the groups that
correspond to their reading abilities in English.
• Listen Up
• Word Work
live
O L
Teacher-Led Page
DI•27
• Phonics and spelling
Read Decodable
Practice Reader 2A
Practice Stations
14. live
9.
Words to Read
13.
Teacher-Led
1.
2.
Spelling Words
S
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
* These materials can be found online.
Exploration
LD2 TCH M1 W2.indb 126
8/17/18 8:03 PM
High-Frequency Words
Whole
Group!
Introduce
Nondecodable Words
Differentiated
Instruction
1 Say and Spell Look at page 57. Some words we have to learn by
remembering the letters rather than saying the sounds. We will say and
spell the words to help learn them. Point to the first word in the HighFrequency Words list. This word is everywhere. The letters in everywhere
are e-v-e-r-y-w-h-e-r-e, everywhere. Have children say and spell each
word, first with you, and then without you.
S
Strategic Intervention
Check Spelling Give children letter
tiles for a spelling word. Have
children use the tiles to spell the
word.
2 Identify Familiar Letter-Sounds Point to the first letter in everywhere. This
letter stands for a sound. What is the letter and what is its sound? (e/e/)
Point to the letter v. What is the letter and what is its sound? (v/v/)
A
3 Demonstrate Meaning Tell me a sentence using the word everywhere.
Repeat this routine with the other High-Frequency Words.
Advanced
Extend Spelling Challenge children
who spell words correctly to spell
more difficult words such as: erase,
confuse, spice, quite, chase, lonely.
Read words independent of context Have children read the high-frequency
words on page 57 aloud. Add the words to the Word Wall.
Read words in contex Chorally read the I
Can Read! passage along with the children.
Then have them read the passage aloud
to themselves. When they are finished, ask
children to reread the high-frequency words.
Phonics/Spelling
Generalization
I Can Read
Each spelling word has a
long vowel sound spelled
vowel+consonant_e.
Dave and Grace live close together. They
like the game Space Home. It is a fun game
for Dave and Grace. Space Home can work
like this. It must take place in another time.
On their own Use Student Edition
Practice p. 83.
Machines move people from everywhere in
Some spelling words have the sounds
/s/ spelled c when followed by e, i,
or y; /j/ spelled g when followed by
e or i; and /z/ spelled s.
the world into space. A man or a woman in
the game will race to make new friends. It
is a nice game. Dave and Grace …invite a
classmate to use this game with them.
E
Space Exploration
Write the word on the line.
You´ve
Learned
I want to be the first
to the moon.
2.
I will fly
3.
My shuttle will
space.
4.
I will
5.
I will use
6.
I want to
planet someday.
7.
The
space.
woman
everywhere
move
to fly
Long Vowels VCe
everywhere
Student Edition p. 57
in my space.
very fast in
work (or live)
machines
live (or work)
L
High-Frequency Words
live
machines
move
woman
work
world
57
1.
L
English Language
Learners
Pick a word from the box to finish each sentence.
everywhere live machines move woman work world
I
Spelling Clarify the meaning of
each spelling word with examples,
such as pointing to your nose for
nose, showing a picture for mice,
and stretching your arms out wide
for huge.
on the moon.
world
to walk in space.
on another
looks very small from
Home Activity
Your child learned to read the words everywhere, live, machines, move, woman,
work, and world. Select books or magazine articles about working women. Tell
your child to look for these words in the selections you read.
H+S
HOME AND SCHOOL
High-Frequency Words
Student Edition
Practice p. 83.
Frontload Listening To prepare for the
listening comprehension Read Aloud,
ask children what they already know
about space travel. Use ELL Poster 2
to help children connect to the words
space, astronaut, space shuttle,
floating, and gravity.
Module 1
LD2 TCH M1 W2.indb 127
127
8/17/18 8:03 PM
W2
D1
WEEK
DAY
Listening
Comprehension
Main Idea and Details
Read and
Comprehend!
Main Idea
What is the selection all about?
Main Idea and
Details
Objectives
• Identify the main idea of an
Introduce The topic is what a
selection is about. The main idea is
the most important idea about the
topic. Small pieces of information
that tell more about the main idea
are called details. Good readers
look for main ideas to help them
understand the selection.
expository text/article.
Skills Trace
Details
Main Idea and Details
Introduce
M1W2D1; M1W4D1; M5W5D1
Practice
M1W2D2; M1W2D3; M1W2D4;
M1W4D2; M1W4D3; M1W4D4;
M5W5D2; M5W5D3; M5W5D4
Reteach/Review
M1W2D5; M1W3D3; M4W5D3;
M1W4D5; M6W4D3; M5W5D5
Assess/Test
Weekly Tests M1W2;
M1W4; M5W5
Benchmark Tests M1; M5
Ei•5
Student Edition EI•5
Have children turn to page EI•5 in their
Student Editions. These pictures show an example of main idea and details.
Discuss these questions using the pictures:
• Who are the topic of this selection? (forest animals)
• What is the most important idea, or main idea, about the topic? (Forest
animals are busy.)
• What details show more about the main idea? (A bird sings in the forest; a
Key:
M=Module, W=Week, D=Day
Space Exploration
Read each story. Follow the directions.
We know a lot about the moon. It orbits Earth. It reflects the light
of the sun. It has craters on its surface. Wouldn’t it be fun to hop on a
shuttle and go to the moon?
1.
Write the sentence that tells the main idea.
We know a lot about the moon.
2.
Write one detail that tells more about the main idea.
Possible responses: orbits Earth, reflects the light of the
sun, has craters
We know that Mars is red. We also know there was once water on
the planet. Mars is a place we want to learn more about.
3.
Write the sentence that tells the main idea.
4.
Write one detail that tells more about the main idea.
Mars is a place we want to learn more about.
Possible responses: is red, once had water
H+S
HOME AND SCHOOL
84
rabbit hops in the forest; ants work in the forest.)
Model Today we will read a selection
about how astronauts eat in space.
Read “Eating in Space.” Use Graphic
Organizer 16 to record the main idea
and details.
Main Idea
Supporting Details
First, I ask myself what the topic of
Graphic Organizer 16 Digital W2 D1
the selection is. This selection is about
eating in space. The main idea about this
topic is: Eating in space is more difficult than eating on Earth. Add the main
idea in the main idea box.
Guide practice After reading the story, have children identify details from the
selection that tell more about the main idea. Add their responses to the detail
boxes on Graphic Organizer 16. (Possible responses: food floats around,
food has to be held in place, some foods have to have water added)
On their own Use Student Edition Practice p. 84.
Home Activity
Your child described the main idea and supporting details in two selections. Tell your
child about your childhood. Ask your child to tell you the important parts. Together,
brainstorm a good title.
Comprehension Main Idea and Details
Student Edition
Practice p. 84
128
Exploration
LD2 TCH M1 W2.indb 128
8/17/18 8:03 PM
d Alo
ea
ud
R
Go Digital: Envision It! Animations
Eating in Space
Life in space can be very different from life on Earth.
For example, once you ascend into space where there is no gravity,
eating food is a bit trickier. Without gravity, things float around.
Eating in orbit is no picnic.
Food in space has to be held so that it does not spill. If food were
floating around in the space shuttle, it could be difficult to clean
up. If food got into computers or equipment, it could cause a lot
of damage. So when it’s dinnertime, astronauts strap a food tray to
their legs. That way the food is held in place and there is no mess to
clean.
30-35 mins
Whole
Group!
Academic Vocabulary
topic what a paragraph, passage,
or article is about. A topic can
usually be stated in a word or two.
main idea the most important idea
about the topic. A main idea can
usually be stated in one sentence.
details small pieces of information
that tell more about the main idea.
Astronauts have plenty of kinds of food to choose from when
they are in space. The best foods are sticky, so they don’t crumble.
Astronauts enjoy fruit and hot meals like pasta.
On the space shuttle, many foods need to be mixed with water.
The foods have been dehydrated, which means the water has been
removed. This makes them easier to store and keeps them safe to
eat. Once the astronauts add water, they can enjoy anything from
macaroni and cheese to freeze-dried ice cream!
Module 1
LD2 TCH M1 W2.indb 129
129
8/17/18 8:03 PM
W2
D1
WEEK
DAY
Languge
Arts!
Objectives
• Identify the subjects of sentences.
• Use complete sentences with
subjects in reading, writing, and
speaking.
• Understand and recognize the
features of expository nonfiction.
• Identify a topic.
• Identity facts and details in
expository nonfiction.
Mini-
Lesson
5 Day Planner
Guide to Mini-Lessons
DAY 1
DAY 2
Read Like a Writer
Main Idea and Details
Conventions
Subjects
Model Explain that the subject of a sentence tells who or what does
something in that sentence.
Display Grammar Transparency 2. Read the definition aloud. Model
identifying the subject of the sentence in each example.
• The first sentence tells us that Neil Armstrong walked on the moon. Neil
Armstrong is the subject of the sentence because he is the one who
did something.
• The moon does something in the second sentence. It goes around the earth.
The moon is the subject in the second sentence.
Explain that a subject can be more than one person or thing. In the sentence,
Neil Armstrong and Buzz Aldrin went into space, the subject is Neil
Armstrong and Buzz Aldrin.
Guide practice Read the directions and
continue with items 2–6, having children
identify the subject in each sentence.
Subjects
The subject of a sentence tells who or what does something.
Neil Armstrong walked on the moon.
Connect to oral language Write the words
Earth, The sun and Olivia on the board.
Have children use the words as subjects to
complete the sentence frames orally.
The moon goes around the Earth.
Circle the subject of each sentence.
1. The girl will be an astronaut.
2. Astronauts study space.
3. She and I dream about spaceships.
1. _____ orbits the sun. (Earth)
DAY 3
DAY 4
DAY 5
2. _____ lights up the Earth.
(The sun)
Revising Strategy:
Changing Sentences
3. ______ wants to be an astronaut.
(Olivia)
Proofread for Subjects
ũE\3HDUVRQ(GXFDFLĂQGH0Ü[LFR6$GH&9
4. My father is a zoologist.
Sentence Variety
5. Zoologists study animals.
6. My uncle explores the rain forest.
0RGXOH 1 6SDFH([SORUDWLRQ
Grammar
2
Grammar Transparency 2
Digital W1 D1
On their own Team Talk Pair children and have them write complete
sentences that tell about people who do interesting work. Have them identify
the subject of each sentence. For example, Scientists study rocks from other
planets. The subject is scientists.
Exploration
LD2 TCH M1 W2.indb 130
8/17/18 8:03 PM
20-25 mins
Go Digital: Grammar Jammer
Space Exploration
Writing • Expository Nonfiction
Writing—
Expository
Nonfiction
Whole
Fixing the Space Shuttle
Sometimes things break on the space shuttle and
astronauts have to fix them. Astronauts need to
fix things that break inside the space station. This
is tricky. Why? The astronaut and the astronaut’s
tools float around. Sometimes astronauts must fix
things on the outside of the space shuttle. They
put on big space suits. They tie their tools to their
suits. Then the tools won’t float away and get lost
in space. They tie themselves to the space station.
They don’t want to float away either!
Introduce
Group!
Academic Vocabulary
paragraph a group of sentences
about one main idea
Key Features
Mini-
Expository Nonfiction
• Expository nonfiction gives information about
a topic.
Lesson:
subject the word or group of words
that tells whom or what a sentence
is about
• Expository nonfiction tells about real people, places,
and events.
• Expository nonfiction uses facts and details.
Home Activity
Your child read and answered questions about the structure of a expository
nonfiction text. Together, plan and draft an expository text on a topic you are both
interested in. Encourage your child to use new vocabulary they learned this week.
H+S
HOME AND SCHOOL
85
Daily Fix-It
Student Edition Practice p. 85
Read Like a Writer
■ Introduce This week you will write expository nonfiction. Expository
nonfiction tells about real people, places, or events. It includes facts
and details about a topic.
Prompt
Think about what scientists have learned from exploring
space. Now write a paragraph telling something you
have learned about space.
Trait
Sentences
Mode
Expository
■ Examine Model Text Let’s listen to an expository nonfiction paragraph.
Track the print as you read aloud “Fixing the Space Station” on
Student Edition Practice p. 85. Have children follow along.
■ Key Features Expository nonfiction gives information about a topic.
What topic is this paragraph all about? (Astronauts fix things that
break on the Space Station.) That’s right. Draw a box around the
sentence that tells you the topic. Help children draw a box around the
first sentence.
1. we will fly into spac.
We will fly into space.
2. it will be lots of fun
It will be lots of fun.
Discuss the Daily Fix-It
corrections with children. Review
sentence capitalization and
punctuationpunctuation, and the
a_e spelling of long a.
E
L
L
English Language
Learners
Options for Conventions
Support To provide children with
practice with subjects, use the
modified conventions lessons on
pp. 357 DI•33–DI•42 in the ELL
Support lessons.
What real people does the paragraph tell about? Have children circle
the words astronaut and astronauts.
This expository nonfiction paragraph includes facts and details about
how astronauts fix the Space Station. What are some facts and details
that are in this paragraph? Help children underline facts and details
such as: tools float around and They put on big space suits.
Module 1
LD2 TCH M1 W2.indb 131
131
8/17/18 8:03 PM
W2
WEEK
D1
DAY
Language
Arts!
Objectives
• Understand and recognize the
Writing—Expository Nonfiction
Introduce, continued
Review key features Review key features of expository nonfiction with
children. You may want to post these key features in the classroom to allow
children to refer to them as they work on their paragraphs.
features of expository nonfiction.
• Identify and focus topic.
• Develop questions about what
can be learned by exploring
space.
Key Features of Story
• gives information about a topic
• tells about real people, places, and events
• uses facts and details
Connect to familiar texts Use examples from the Read Aloud “Eating in
Space” or another expository nonfiction text familiar to children. “Eating
in Space” provides information about what astronauts eat and the
problems associated with eating in space. It gives information about real
people (astronauts), a real place (space), and about real events (astronaut
mealtimes). It also provides facts and details about eating in space, such as:
astronauts strap their food trays on their legs so the trays won’t float away;
and most of the astronauts’ food is dehydrated.
Look ahead Tell children that tomorrow they will plan their own expository
nonfiction paragraphs on a topic about space that interests them.
Quick Write for Fluency
Team Talk
1 Talk Read these questions aloud, and have children respond with
complete sentences.
• What did you learn about space from “Eating in Space”?
• What is it like to live and work in space?
2 Write Have children write short sentences to answer the questions. Make
sure their sentences include a subject and a verb.
3 Share Partners can read their answers to one another.
132
Exploration
LD2 TCH M1 W2.indb 132
8/17/18 8:03 PM
Go Digital: Concept Talk Video
Space Exploration
Look at the picture. Circle or write the answers.
1. What source would you use to find facts about
Research and
Inquiry
the moon?
2.
Identify and Focus Topic
What source would you use to tell about the moon’s
phase today?
Teach Display and review the concept web
that explores this week’s question: What
can we learn by exploring space? What
would you like to learn about space? Have
children share their interests. Help them
identify objects in space, such as planets,
to investigate.
3.
Academic Vocabulary
List two more topics that would be of interest to you and
your classmates.
Possible responses:
dinosaurs, inventors
+
Home Activity
H S
Model
One way I find answers to my
questions is to look in reference sources. To
find out what a planet is, I could look up its
Student Edition p. 90
meaning in a dictionary. To learn about Mars, I could look in an encyclopedia.
HOME AND SCHOOL
90
Group!
What source would you use to find the meaning
of crater?
4.
Whole
Your child learned about choosing reference sources. Discuss resources you use
when you need information. Ask your child what two resources he or she could use
to find out about space exploration.
Research Reference Sources
Guide practice Give children time to ask questions that, when answered, will
help them learn more about space. Record their questions in a chart.
On their own Use Student Edition Practice, p. 90.
dictionary a book tha t explains the
words of a language; it is arranged
alphabetically
encyclopedia a collection of
reference articles that gives
information on all branches of
knowledge; its articles are arranged
alphabetically
reference source a book or other
material such as a dictionary
or encyclopedia that is used for
information or help
Topic: Exploring Space
Question
Answer
Wrap Up Your Day
Phonics: Long Vowels VCe Write race, nice, and cage. What kind of
vowel sound does each word have? (long)
What is Mars
like?
Spelling: Have children name the letter(s) that spell each sound in nose.
Write the word. Continue with huge, page, and fine.
Build Concepts Ask children to recall the Read Aloud “Eating in Space.”
Why is eating in space so challenging? (Possible responses: Food floats
around. Food is dehydrated.)
Homework Send home this week’s Family Times Newsletter from Let’s Practice
It! pp. 11–12 on the Web site.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
'4027 5>A C74 ">>=
Materials
coin and buttons
Game Directions
1. Players take turns flipping a coin and moving
one space for heads and two spaces for tails.
2. When a player lands on a word, he or she reads
the word and says as many words as possible
that rhyme with the word.
3. Play continues until all players reach “Finish”
or until all the words on the shuttle have been
read.
Finish
space
nice
hide
nose
same
dune
page
lake
Start
Let’s Practice It!
Digital W2 D2
Preview
Day 2
Tell children that tomorrow the class
will read about how astronauts
explore space.
Module 1
LD2 TCH M1 W2.indb 133
133
8/17/18 8:03 PM
W2
D2
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
• Build oral vocabulary.
Today at a Glance
Oral Vocabulary
universe
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring space?
Exploring Space
Phonics and Spelling
Short Vowels; Long Vowels CVCe
High-Frequency Words
everywhere, live, machines, move,
woman, work, world
Story Words
astronaut, experiment, gravity,
shuttle, telescope
Vocabulary
Position Words
Comprehension
Text Structure
Main Idea and Details
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Astronauts in Orbit” from the Sing with Me Big Book. In
the song we hear about people who go into orbit. Who are these daring
men and women? (Daring astronauts go into orbit.)
Build Oral Language
Introduce amazing words Explain that today you will read about a girl
who meets an astronaut in “Gloria Rising” by Ann Cameron. Explain that in
the story, the author uses some Amazing Words. Read the story and have
children listen for the word universe.
Fluency
Paired Reading
Talk about sentences and words Reread this sentence from the story.
We got our jobs done and floated in our space suits, staring into
the universe.
Conventions
Subjects
• Have children repeat the sentence with you. What does staring into the
Writing
Expository Nonfiction
Handwriting
Letter Form
universe mean? (The astronauts were looking out into space.)
• Team Talk What other words could we use in place of staring? Have
children share their suggestions.
Research and Inquiry
Reference Sources
• After children have tried other words, ask: Why do you think the author
chose the word staring? (It’s interesting. It means “to look for a long time.”)
• Point to the word universe. What does universe mean? (“everything in
space”)
• Team Talk Turn to your partner and pretend to stare into space and tell
what you are staring at in the universe.
Read Aloud Anthology
“Gloria Rising”
Exploration
LD2 TCH M1 W2.indb 134
8/17/18 8:03 PM
30-35 mins
Go Digital: Sing with Me Animations
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word universe to the story. Dr. Street
stared out into the universe and saw zillions of stars. Supply a
childfriendly definition. The universe is made up of Earth, the sun, the
moon, and all the other planets and stars in space. Have children say
the word.
2 Demonstrate Provide examples to show meaning. Our Earth is only a
small part of the universe. When we look at all the stars in the night sky,
we realize how huge our universe is.
3 Apply Have children demonstrate their understanding. Name some
things that are in the universe.
Anchored Talk
Add to the KWL chart Discuss what we learn by exploring space.
• Gloria just happens to meet an astronaut in “Gloria Rising.” Gloria asks
Dr. Street what it was like to be in space and how she could become an
astronaut. What other questions might Gloria ask Dr. Street? (Possible
response: What jobs do astronauts do in space?) Let’s add the question:
What jobs do astronauts do in space? We’ll put it under What We Want to
Know section of our chart.
ascend
descend
orbit
universe
E
L
enormous
journey
launch
meteorite
L
English Language
Learners
Amazing Words Teach the
word universe by asking simple
questions and having children
respond in complete sentences.
Remind them to use the word
universe in the answer. Is the sun
in the universe? (The sun is in
the universe.) Are the stars in the
universe? Your school? The planet
Mars? You?
• In yesterday’s Read Aloud “Eating in Space,” what was different about
eating in orbit from eating on Earth? (Possible response: Astronauts must
add water to dried food.) Astronauts must add water to dried food is an
answer to our question: What is life like in space? We can add it to the
What We Learned part of our chart.
E
L
L
Reinforce Vocabulary Use the Day 2 instruction on ELL Poster 2.
E
L
L PPoster
t 2
Module 1
LD2 TCH M1 W2.indb 135
135
8/17/18 8:03 PM
W2
WEEK
D2
DAY
Let´s
Read!
Objectives
• Apply knowledge of letter-sound
correspondences and syllable
patterns to decode words in
context and independent of
context.
• Spell words with long-vowel
pattern VCe.
Phonics
Short Vowels; Long Vowels VCe
Review the short-vowel spelling patterns a, e, i, o, u using Sound-Spelling
Cards 1, 6, 11, 17, and 24. Review the long-vowel patterns a_e, e_e, i_e,
o_e, and u_e using Sound-Spelling Cards 74, 76, 80, 84, and 85.
Decode words independent of text Display these words. Have the class blend
the words. Then point to the words in random order and ask children to
decode them quickly.
cent
invite
picnic
hose
cape
fuzz
page
excuse
magnet
Corrective Feedback
If…
then… Model blending decodable words and then ask children to blend
them with you.
Decode words in context Display these sentences. Have the class read
the sentences.
Team Talk Then have pairs take turns reading the sentences naturally.
Will you invite Kate to your picnic?
Mike rode into a rut on his bike.
I suppose Jane can fix that huge dent.
136
Exploration
LD2 TCH M1 W2.indb 136
8/17/18 8:03 PM
Go Digital: Interactive Sound-Spelling Cards
Space Exploration
Long Vowels VCe
Spelling
Write the list word that makes sense in both phrases.
1. the human ___
Spelling Words
___ against time
page
nose
race
Long Vowels VCe
Guide practice Tell children that you will
segment the sounds in each spelling word.
They should repeat the sounds in each word
as they write them. Remind children that the
letter c stands for /k/ if it is followed by
a, o, or u and that c stands for /s/ if it is
followed by e, i, or y. Also remind children
that g stands for /g/ when followed by a,
o, or u and that it can stand for /j/ when
followed by e or i. Check the spelling of
each word before saying the next word.
2.
___ ten shirt
___ it to fit
size
3.
turn the ___
get a ___
page
late
4.
coming ___
a ___ news bulletin
5.
paid a ___
looks ___
6.
outer ___
___ for one more
space
fine
7.
9.
11.
note
late
race
blaze
vote
rice
maze
rose
H+S
HOME AND SCHOOL
86
8.
slice
Answers will vary.
10.
nice
Answers will vary.
12.
huge
huge
Home Activity
Your child spelled words that contain long vowels. Ask your child how all the
spelling words are alike. (All have a long vowel sound and end with vowelconsonant-e.)
Spelling Long Vowels VCe
Student Edition Practice p. 86
2. /h/ /ū/ /j/ huge
8. /m/ / ı̄/ /s/ mice
3. /l/ /aˉ/ /t/ late
9. /p/ /aˉ/ /j/ page
4. /n/ /ō/ /z/ nose
10. /f/ / ı̄/ /n/ fine
5. /v/ /ō/ /t/ vote
11. /r/ /aˉ/ /s/ race
6. /s/ /p/ /aˉ/ /s/ space
12. /b/ /l/ /aˉ/ /z/ blaze
Break into small groups after spelling and
before the comprehension lesson.
O L
Teacher-Led
Teacher-Led Page
Teacher-Led Page
DI•27
DI•23
• High-Frequency
• High-Frequency
Words
Words
• Reread Decodable
• Read How Do We
Explorecan
Space?
* These materials
be found online.Practice Reader 2A
Advanced
Practice Stations
• Words to Know
• Get Fluent
A
Teacher-Led Page
DI•30
• Comprehension
• Read Exploring
Space
Place English language learners in the groups that
correspond to their reading abilities in English.
Writing Sound-Spellings When
children write the sounds they
hear as you segment them in
a word, they think about the
sounds, their order in the word,
and the letters that stand for
those sounds. Make sure you say
each sound distinctly and slowly
enough for children to process
and record the sounds they hear.
L
L
English Language
Learners
Small Group Time
On-Level
Group!
E
On their own Use Student Edition Practice p. 86.
I
Whole
Professional
Development
fine
space
vote
blaze
nose
7. /s/ / ı̄/ /z/ size
S
huge
mice
Write a list word that rhymes.
1. /r/ /ı̄/ /s/ rice
Strategic
Intervention
size
E
L
Language Transfer The Spanish
language has no sound
equivalent to /j/. Support
children who speak Spanish
by providing practice with this
sound. Point to an object in the
room and name it with a short
phrase such as a huge map or a
book page. Have children repeat
the phrase. Continue with other
phrases that include the soundspelling g/j/.
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Audio Text of Main Selection
Module 1
LD2 TCH M1 W2.indb 137
8/17/18 8:03 PM
W2
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Learn story words: astronaut,
shuttle, experiment, telescope,
gravity.
• Review high-frequency words.
High-Frequency Words
Read words independent of context Point to the words live, work, woman,
machines, move, everywhere, and world on the Word Wall. Remind children
that there are some words we learn by remembering the letters, rather
than saying the sounds. Then have them read each of the high-frequency
words aloud.
Team Talk Have children choose two high-frequency words and give them
time to create a sentence in which both words are used properly. Then have
them share their sentence with a partner.
• Use position words correctly.
Monitor Progress
Check High-Frequency Words
Point to these words on the Word Wall and have the class read them.
Listen for children who miss words during the reading. Call on those
children to read some of the words individually.
work
everywhere
somewhere
beautiful
machines
woman
someone
front
world
live
friend
Spiral Review
move
country
Row 3 and 4
review previously
taught highfrequency words..
Corrective feedback
If… children cannot read these words,
then… use the Small Group Time Strategic Intervention lesson, p.
DI•23, to reteach the words. Monitor children’s fluency with these
words during reading, and provide additional practice.
Day 1
Check
Word
Reading
Day 2
Check
HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
138
Exploration
LD2 TCH M1 W2.indb 138
8/17/18 8:03 PM
40-45 mins
Space Exploration
Story Words
Space Exploration
Introduce story words Use Vocabulary
Transparency 2 to introduce this week’s story
words. Read each sentence as you track
the print. Frame each underlined word and
explain its meaning.
astronaut a person who goes into
space
gravity the natural force that
makes everything on Earth move
toward it
Look at the picture.
Whole
Pick a word from the box that
tells about the picture.
Write the word on the line.
behind around outside over
Group!
behind the table.
around the table to get
1.
The boy is
2.
You have to walk
3.
The tree is
to the front.
4.
outside
The bird is flying over
Academic Vocabulary
of the room.
the tree.
position words words that tell the
location of something
Read these directions. Draw the objects in the picture.
5. Draw a ball below the table.
6. Draw a cat beside the chair.
7. Draw a hat inside the box.
8. Draw a clock above the boy.
Home Activity
Your child practiced using position words. Play “Simon Says” with your child. Use
the same words on this page in your directions. For example: Simon Says, “Put your
hands above your head.” Simon Says, “Stand beside the chair.”
E
L
English Language
Learners
H+S
HOME AND SCHOOL
Vocabulary Skill
L
87
Visual Support Demonstrate to
children the meanings of such
position words as in, out, up,
down, and on using classroom
objects. Ask them to use each word
as you demonstrate it.
Student Edition Practice p. 87
telescope an instrument that makes
things far away appear to be
close
experiment to try something using
a careful method to find out about
it
shuttle a vehicle that carries
astronauts into space
Have children read each sentence
with you.
Vocabulary
Position Words
inside
inside my desk
behind
behind the shelf
outside
outside the box
around
around the room
over
over my head
Graphic Organizer 25 Digital W2 D2
Model using position words Explain that position words tell where something
is. Draw a T-chart or display Graphic Organizer 25. List these words in the
left column: inside, behind, outside, around, and over. Explain that each
word in the left column is a position word.
The position word inside helps me know where
something is. I have pencils inside my desk. I’ll write
inside my desk in the right column.
On their own Have children demonstrate the meaning
of these position words: above, below, beside. Then
have them write a sentence using each of the words. Use
Student Edition Practice, p. 87.
I]ZHeVXZ8ZciZg
2. It would be fun to float without gravity like she
does.
3. We looked through a telescope to see some stars.
4. We saw pictures of an experiment in space with
plants and rocks.
5. There was a huge space shuttle parked there too.
ũE\3HDUVRQ(GXFDFLĂQGH0Ü[LFR6$GH&9
Guide practice Have a volunteer suggest a phrase for
behind to tell where to find something in the classroom.
Write the phrase in the right column. Repeat for the
remaining words.
Story
Words
1. At the Space Center we saw an astronaut
in her spacesuit.
0RGXOH 1 6SDFH([SORUDWLRQ
Vocabulary
Transparency 2
Digital W2 D2
Vocabulary
2
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W2.indb 139
139
8/17/18 8:03 PM
W2
WEEK
D2
DAY
Space Exploration
Read and
by Nagchielli Rico
Comprehend!
Objectives
• Build background on space
missions.
• Preview and predict. • Use key
features of expository text/article
to improve understanding of text.
• Set a purpose for reading text.
GN
GENRE
Expository Text tells facts about a topic. Next you
BQ
will read facts about what life is like for astronauts
traveling in space.
B I G Q U E ST I O N
Question of the Week
What can we learn by
exploring space?
58
59
Build Background
Student Edition pp. 58–59
Space Exploration
Background Building Audio Have children listen to the CD. Tell them to listen
for ways the Apollo and the space shuttle missions are alike and how they
are different.
Background Building Audio
Apollo
Missions
went to the
moon
wanted to win the
space race
wanted to be the
first to land on the
moon
Both
explored
space
Space
Shuttle
Missions
just went into
space
wanted to
find out about
weightlessness
wanted to find
out more about
space
Graphic Organizer 27 Digital W2 D2
Discuss space missions Team
Talk Have children turn
to a partner and discuss
these questions:
•
What did both the
Apollo and the space shuttle
missions explore?
•
Where did the Apollo
missions go? Where did the
space shuttle missions go?
• What was the Apollo mission trying to do? What was the space
shuttlemission trying to do?
Organize information in a diagram Draw a Venn diagram or display
Graphic Organizer 17. Have children recall how the missions are alike and
different. Record their responses.
Connect to selection We learned about two different space missions. In the
selection we are about to read, Space Exploration we’ll find out what it is like
to travel inside a space shuttle. We’ll learn facts about what astronauts do
and use as they explore space.
Use text features Have children turn to page 4 in the Student Edition and use
the table of contents to find the page number for Space Exploration.
140
Exploration
LD2 TCH M1 W2.indb 140
8/17/18 8:03 PM
Go Digital: Envision It! Animations
Visual Strategies Handbook
Main Selection—
First Read
Text Structure
DDR
We use text structure with nonfiction to describe
how information is organized, for example, by
cause and effect or sequence. Notice text structure
before, during, and after reading.
Double
day Read!
Space Exploration
Practice the skill Main Idea and Details
Review that the topic is what a selection is
about and that the main idea is the most
important idea about the topic. Remind
children that details are small pieces of
information that tell more about the main
idea. For additional practice, use Let’s
Practice It! p. 19 on the website.
Let´s
Think
When I identify text structure, I ask myself
•
about Reading! •
How is the text organized? Cause and effect? Sequence? Others?
Whole
Group!
Background Knowledge Before
reading, have children imagine
they are astronauts and use p.
RR8 in their Practice Notebook to
draw a picture of themselves inside
a spacecraft. Have them write a
sentence to describe their clothing
or equipment.
How does structure help me describe the order of the text?
Ei•14
Academic Vocabulary
Introduce the strategy Text Structure
Student Edition p. EI •14
Explain that when readers want to
understand or remember what they read, they use the organization of the
text. Have children turn to page EI•14 in their Student Edition.
text structure the organization of a
piece of writing
E
What do you think this picture shows? (how a bean grows) The picture
shows a sequence. As I read Space Exploration, I will look for patterns, such
as sequence, and I will pay attention to the text structure, or the organization
of the information.
Introduce genre Let’s Read An expository text gives facts and details about
real people, things, and events. As they read Space Exploration, ask children
to look for facts about exploring space.
Preview and predict Have children identify the title of the selection. Read
aloud the name of the author. Help children activate prior knowledge by
having them look through the selection and use the headings to predict what
they will read about.
L
L
English Language
Learners
Build Background Before children
listen to the CD, build background.
Talk about the Apollo missions
to the moon. Have children
countdown to lift off and act out
stepping on the moon.
Frontload Main Selection Ask
children what they already know
about astronauts, using the picture
on pp. 58–59. Then do a picture
walk so children can talk about and
see astronauts in action.
Set a purpose Good readers read for a purpose. Setting a purpose helps us
to think and understand more as we read.
6SDFH([SORUDWLRQ
Name
Read
the
story.
Answer
the
questions.
Guide children to set a purpose for reading
the selection.
Today our class will take its first field trip. We wonÕt go far. We
will get to the moon at noon. We will eat lunch. Then we will play a
game of Space Catch. A trip into space will be a lot of fun!
1. Write a sentence from the paragraph that tells the main idea.
Today our class will take its first field trip.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
Tell children that today they will read
Space Exploration for the first time. Use
the Day 2 Guide Comprehension notes to
help children develop comprehension of
the selection.
2. Write a detail from the paragraph that tells more about the
main idea.
Possible responses: not far, arrive at noon, eat lunch, play
Space Catch
3. Write a title for the story.
Title should include the words Space, Trip, or Class.
4. Write a sentence about what you would do in space.
Answers will vary but should include what the child would do on
a trip to space.
Home Activity Your child described the main idea and supporting details of a story. Gather materials about
outer space and encourage your child to select one planet to read about. Then look for two interesting facts
about the planet.
Comprehension Main Idea and Details
Let’s Practice It!
Digital W2 D2
%7%t
Continue to
Day 2
For the First Read, use
Guide Comprehension
across the top of pages 142–148.
Module 1
LD2 TCH M1 W2.indb 141
141
8/17/18 8:03 PM
W2
WEEK
D2&3
DAYS
Read and
Comprehend!
Guide Comprehension
Objectives
Skills and Strategies
Recognize text structure in
expository text/article.
Connect to Concept
D2
Exploration Look at the pictures
on pages 58 and 59. What
do you think it would be like
to explore space? (Possible
response: It might be scary
sometimes. It would be amazing.
You would learn about new
places and things.)
Amazing Words Have
children continue discussing
the concept using the
Amazing Words, ascend,
descend, orbit, and universe
as they read.
Space Exploration
by Nagchielli Rico
GN
GENRE
BQ
Expository Text tells facts about a topic. Next you
B I G Q U E ST I O N
will read facts about what life is like for astronauts
Question of the Week
What can we learn by
exploring space?
traveling in space.
59
Student Edition pp. 58–59
Extend Thinking
Think Critically
Higher-Order Thinking Skills
D3
142
Analysis Photographs often give
readers important information
about the topic of a selection.
What is one interesting fact you
learn about exploring space
from looking at the photograph
on these two pages?
If... children cannot generate an
interesting fact,
then... discuss specific parts of
the photograph. For example, have
children look at the astronaut’s
clothing, which may lead to
the fact: An astronaut wears
special gloves.
Exploration
LD2 TCH M1 W2.indb 142
8/17/18 8:03 PM
Go Digital: Main eSelections
Whole
Group!
Vocabulary
Word Reading
Position Words Position words tell where
Decoding Have children check
their reading of new words using
these questions:
something is. I know that the position
word into on page 60 tells me where
the space shuttle climbs: into the sky.
Which position word on page 60 tells
where the astronauts are? (inside) Yes,
the astronauts are inside the shuttle.
• Did I blend the sounds to read the
word?
• Did I put the new word in the
sentence to make sure it made sense?
• Did I look for word parts to help me
understand the word?
Earth
We live on planet Earth, which is part of the Milky
Way galaxy. Our planet is the only one where life exists.
You can see the moon, other planets, and stars from our
planet using a telescope.
Telescope
Space
Do you look at the stars and wonder what’s there?
Astronauts go out to space, inside a shuttle, and
investigate what’s out there. The word “astronaut”
comes from Greek and means “star sailor.” Let’s sail the
skies and see what we find.
61
60
Student Edition pp. 60–61
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Synthesis What would be another
good heading for page 60?
Remember the new heading should
let readers know what they will be
reading about in the paragraph.
Evaluation How is a space shuttle like an
airplane? How is it different? (Possible
response: The space shuttle lands like an
airplane. The shuttle goes into space,
but an airplane just goes high in the sky.
Only astronauts or trained people can
travel on a space shuttle, but anybody
can travel on an airplane.)
Module 1
LD2 TCH M1 W2.indb 143
143
8/17/18 8:03 PM
W2
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Identify the main idea and details
of an expository text/ article.
D2
Strategies
Vocabulary
Text Structure Remind children
that authors often use headings
to help readers know the topic,
or what they are going to read
about next. Have children read
the heading on page 62. Then
ask: What do you expect to
read about in the box? The first
astronauts to go into space.
Story Words Have children
locate the story word suit on
page 63. Have them reread
the page. How would you
describe a space suit? (It has
air conditioning, heating,
air to breathe, and water to
drink!)
Helmet
Gloves
Famous Astronauts
Did you know that the first man to reach space was the
Russian Yuri Gagarin in 1961? Two years later, Valentina
Tereshkova became the first woman to orbit space.
But it was on July 20, 1969 when the American astronaut
Neil Armstrong landed and stepped on the moon for the
first time in history.
Spacesuits
Astronauts wear a suit that protects their body
when they leave the spacecraft. It has air conditioning,
heating, air to breathe, and water to drink! Astronauts
move slowly because the suits are heavy, but they must
use them everywhere they go outside the spaceship.
62
63
Student Edition pp. 62–63
Think Critically, continued
D3
144
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Synthesis If Neil Armstrong
visited our classroom, what
question would you ask him?
Evaluation Each section of
this selection begins with a
heading. How does this feature
help you think about the topic
as you read? (The heading lets
me know what to expect in
the paragraph. It lets me know
what topic I’ll be reading about
before I begin.)
Exploration
LD2 TCH M1 W2.indb 144
8/17/18 8:04 PM
Go Digital: Main eSelections
Whole
Group!
Word Reading
Skills
High-Frequency Words Point out the
words live, work and world on page
64. Have children practice reading
these words.
Main Idea and Details Reread the
first paragraph on page 64. Is the
fact that astronauts live in zerogravity the main idea or a detail?
Explain. (It is a detail that tells more
about the main idea. The main idea
is: Astronauts learn how to live in a
place that is different from Earth.)
Dehydrated space food
Daily Routine
Astronauts live, work, and do all their activities in
zero-gravity. They wash their hair with special shampoo,
and brush their teeth. The sink functions like a vacuum
Food
Astronauts eat three balanced meals a day which
cleaner and sucks out the air and waste. Astronauts have
contain vitamins and minerals to keep them healthy
to get used to living in an environment which is very
during their mission. Space food comes in packages and
different from our world on Earth.
is dry so astronauts must add water to it.
64
65
Student Edition pp. 64–65
Higher-Order Thinking Skills
Synthesis How do you think most
astronauts feel about their job? Tell why
you think this?
If... children are unable to give
reasons for their generalization,
then... model how to use the text,
photographs, and prior learning to
confirm ideas.
Module 1
LD2 TCH M1 W2.indb 145
8/17/18 8:04 PM
W2
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Determine word meaning and use
newly acquired vocabulary.
Skills
D2
Main Idea and Details Which
statement is the main idea of
the paragraph on page 66.
Astronauts live in zero-gravity.
How astronauts keep fit on long
missions. (How astronauts keep
fit on long missions.)
If... children have difficulty
identifying the main idea,
then... work with children
to list details from the text,
and then model how to use
the details to figure out the
main idea.
Treadmill
Astronaut training for
life in zero gravity.
Exercise
Sleep and Relaxation
During missions, space shuttles can stay in space for
When they want to sleep, they attach themselves to a
months or even years. That is why astronauts exercise
cabin so they don’t float around. In their free time, they
two hours a day, to keep themselves fit. They usually
enjoy looking out the window at the universe. They can
run on a special treadmill. Can you imagine exercising
also read a book, play music, watch a movie, or talk to
in zero gravity?
their families.
66
67
Student Edition pp. 66–67
Think Critically, continued
D3
146
Higher-Order Thinking Skills
Connect to Science
Analysis Why does the author
use labels on parts of the
photograph? (She uses labels
so that readers will know what
things are.) Look for other labels
on the photographs as you
continue to read this selection.
The labels will give you more
information about the text.
Space Walk On June 3, 1965,
Edward J. White II became
the first U.S. astronaut to
move around in space outside
a spacecraft.
Team Talk Have children
discuss with a partner how
they think he felt while he was
out there.
Exploration
LD2 TCH M1 W2.indb 146
8/17/18 8:04 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Strategies
Main Idea and Details The main
idea is: Astronauts do a variety of jobs
in space. What are details that tell more
about this main idea? (Astronauts work
on science and medical experiments
while living in space. They also clean
the spacecraft filters and machines,
update computer equipment, and
observe satellites.)
Text Structure How are the
headings at the top of the
paragraphs helpful to readers? (The
headings tell readers what they are
going to read about next.)
Cord
Work
Special Tools
Astronauts work on science and medical experiments
Astronauts use a cord to tie up their bodies
while living in space. They also clean the spacecraft
every time they descend from the spacecraft or do a
filters and machines, update computer equipment, and
spacewalk, this is so they don’t get lost in outer space!
observe satellites.
They use advanced technology tools to fix things.
69
68
Student Edition pp. 68–69
Review Author’s Purpose
Analysis What may have been
Nagchielli Rico's purpose in writing this
selection? (She wanted to give readers
information about the way astronauts
explore space.)
If... children have difficulty
identifying the author’s purpose,
then... have children tell whether
the author wanted to make them
laugh or give them facts. Then have
them talk about the facts the author
presented in the selection.
Module 1
LD2 TCH M1 W2.indb 147
8/17/18 8:04 PM
W2
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Discuss ideas related to, but not
expressed in the literature.
Continue to
Day 2
D2
Comprehension Check
p. 149
Strategies
Strategy Self-Check
Text Structure Have children
answer the question in the
paragraph and use details
in the photograph to explain
their reasons.
To check their reading, have
children ask:
Do I look at headings or details
in photographs so I know what
I will read about?
The View
Astronauts say that our world looks small from space
and very beautiful. They say that taking care of our
planet is very important because we live here. Would
you like to fly in space someday?
70
71
Student Edition pp. 70–71
Think Critically, continued
D3
148
Higher-Order Thinking Skills
Higher-Order thinking Skills
Evaluation How is an astronaut’s
job different from other kinds
of jobs? How is it the same?
(Possible response: Unlike other
people, astronauts go into space
to work. Like other people,
astronauts have to work hard at
their jobs and do many things.)
Analysis What do you think
astronauts have to do or learn
before they go into space?
(Astronauts have to go to
college. They go through training
to learn how to do experiments
or how to fly a shuttle. They
need to be healthy and strong
before they go into space.)
Exploration
LD2 TCH M1 W2.indb 148
8/17/18 8:04 PM
Go Digital: Main eSelections
Comprehension Check
Have children discuss each question with a partner.
Ask several pairs to share their responses.
✓ Expository text/article How can you tell that Space Exploration is not a
made-up story? (Possible response: It gives facts and information about
real astronauts and what they do. The photographs show real people and
things.)
✓ Confirm predictions How did you use the headings to predict what you
would learn about in the selection? (Possible response: I used the heading
“What tools do astronauts use?” to predict that I would read about tools
that astronauts use.)
✓ Make judgments Do you think this selection does a good job of explaining
what it is like for an astronaut to explore space? Why or why not? (Possible
response: Yes, because there are a lot of facts and photos. No, because
there aren’t enough facts and photos.)
✓ Compare and contrast How is life in space different from life on Earth?
Whole
Group!
E
L
L
English Language
Learners
Selection Summary After reading,
have children dictate what they
remember from Space Exploration
Have children illustrate their
summaries. Then help them label
their drawings with vocabulary
from the selection. Have children
use their drawings to answer
appropriate comprehension check
questions.
(Possible response: In space, people and things fl oat everywhere if they
aren’t tied down. There is no up and down. There is no air. The sun always
shines.)
✓ Connect text to self Do you like science and math? Do you like to visit new
places? Do you like fast roller coasters? You read that astronauts like these
things. Would you like to become an astronaut someday? Explain. (Possible
response: Yes, because it would be exciting, and I would learn a lot about
space that I could share with other people. No, I don’t like math and
science, and I’m afraid to go too fast.)
Whole
Group
Continue to
Day 3
Think Critically
pp. 164–165
Module 1
LD2 TCH M1 W2.indb 149
149
8/17/18 8:04 PM
W2
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Identify features of expository text.
• Read aloud fluently with
accuracy.
• Identify and use subjects in
complete sentences in writing and
speaking.
Informational Text
Features of Expository Text
Identify features of expository text Use the main selection Space
Exploration to have children identify features of expository text.
• The selection Space Exploration is expository text. It tells about real
people, things, and events. What does this selection explain? (It explains
what life is like for astronauts in space.)
• Expository text gives facts and details. What is one fact or detail you
learned? (Possible response: Astronauts have many jobs to do in space.)
• Expository text can be an article that uses special features to help
readers understand the selection. How did the special feature of photos
help you? (Possible response: They helped me see what life was like for
real astronauts.)
Guide practice Display Graphic Organizer 26. Explain that the class
will list some features
of expository text that
What is
What are
What are
are included in Space
explained?
some special
some facts
Exploration. Together, fill
text features? and details?
in the first two columns on
the chart.
On their own Have children
work in small groups to
identify facts and details they
learned in Space Exploration.
Have them share their ideas
with the class. Add the facts
and details to the third column
on the chart.
Graphic Organizer 26
Digital W2 D2
Reread for Fluency
Have children reread pp. 68–69 of Space Exploration.
Oral Rereading
1 Reread To achieve optimal fluency, have partners reread the text three
or four times.
2 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
150
Exploration
LD2 TCH M1 W2.indb 150
8/17/18 8:04 PM
Go Digital: Grammar Jammer
Whole
Conventions
Subjects
Model subjects Write The astronaut looked through the telescope and Earth
and Mars go around the sun on the board. The subject of a sentence tells
who or what did something. In the first sentence, The astronaut is the subject
because it tells who looked through the telescope. What is the subject of the
second sentence? (Earth and Mars)
Guide practice Write the following sentences on the board. Have children
read the sentences and identify the subject in each sentence.
1. The Earth moves around the sun.
(The Earth)
2. The astronaut flew in space.
(The astronaut)
3. The moon is not full.
(The moon)
Connect to oral language Have the class complete these sentence
frames orally.
1. travels very fast. (Possible response: A rocket)
2. lights up the Earth. (Possible response: The sun)
3. wear space suits in space. (Possible response: Astronauts)
On their own Use Student Edition Practice p. 88.
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Sentences Write sentences on slips
of paper and cut the subject from
the rest of the sentence. Mix up the
sentence parts and have children
practice making complete sentences
from the strips.
A
Advanced
Subjects On slips of paper write
sentence fragments that are without
subjects. Place all the strips in box
and have children choose a slip.
Ask children to add a subject to
form a complete sentence.
Daily Fix-It
3. was hom.
The astronaut was home.
Space Exploration
Subjects
The subject of a sentence tells who or what does something.
The astronaut went to the moon.
Mike talks to the astronaut.
Mike and the astronaut learn about space.
Write the subject of each sentence.
1.
The astronauts used a telescope.
2.
Space shuttles circle the Earth.
3.
Men flew in a Space.
4.
The moon shines at night.
The astronauts
Spaceships
Men
A space shuttle lands like an airplane.
A space shuttle
H+S
HOME AND SCHOOL
Coventions Subjects
Student Edition
Practice p. 88
Discuss the Daily Fix It corrections
with children. Review sentence
capitalization and punctuation, and
the VCe long vowel spelling pattern.
E
The moon
5.
4. she was gone a long time?
She was gone a long time.
Home Activity
Your child learned about the subjects of sentences. Read a story together. Point to
simple sentences in the story. Ask your child to tell you the subject of each sentence.
L
L
English Language
Learners
Word Order If children have
difficulty with word order write
sentences on the board with the
subject first. Read each sentence
together, and then underline the
subject. Write additional sentences
and ask volunteers to underline the
subject in each sentence.
Module 1
LD2 TCH M1 W2.indb 151
151
8/17/18 8:04 PM
W2
WEEK
D2
DAY
Language
Arts!
Objectives
• Identify main idea and details in
a paragraph.
• Generate ideas for an expository
nonfiction paragraph.
• Recognize features of expository
nonfiction.
• Use main ideas and details in
writing.
Writing—Expository Nonfiction
Writer’s Craft: Supporting Main Idea
and Details
Introduce the prompt Review with children the key features of expository
nonfiction. Point out that Space Exploration is expository nonfiction.
Explain that today children will plan an expository nonfiction paragraph
about a topic that is of interest to them. Their paragraph will include a
main idea and facts and details they know about the topic. Read aloud the
writing prompt.
Writing Prompt
Think about what scientists have learned from exploring space.
Now write a paragraph telling something you have learned
about space.
Sharing the Writing
Help children generate ideas
To help you choose a topic that interests
you, let’s create a word web. I’m going to make a web about what
scientists are learning about space. Display a word web. I’ll write Learning
About Space in the center of the web.
learning about
studying planets
Earth’s weather
Yesterday in “Eating in Space” we
read that gravity makes eating in
Learning
About Space
space tricky. I’ll write how to eat in
space in one oval. What else do we
how to eat
know about space? Guide children
in space
in identifying information they
Graphic Organizer 26
know about space. Possible ideas
Digital W2 D2
are shown. Record the responses,
and keep the web so that children can refer to it as they plan and draft
their paragraphs.
Have each child choose a topic for his or her paragraph. Circulate to
guide them. Have them look in books and magazines to help them.
152
Exploration
LD2 TCH M1 W2.indb 152
8/17/18 8:04 PM
Go Digital: Concept Talk Video
20-25 mins
Space Exploration
Mini-
Whole
Main Idea
Lesson
Scientists use pictures from
space to study Earth’s weather.
Group!
Supporting Details
Scientists
use special
cameras to
take pictures
of Earth from
space.
Pictures from
space show
how the wind
blows the
clouds.
Differentiated
Instruction
Scientists can
use pictures
from space
to tell when
storms are
coming.
S
I
Strategic Intervention
Home Activity
Your child is learning to write stories, poems, brief reports, nonfiction paragraphs,
letters, and other products this year. Ask what your child is writing this week.
H+S
HOME AND SCHOOL
Writing Plan
Student Edition Practice p. 89
89
Focus/Ideas If children cannot
identify a topic, have partners
look in books and magazines to
brainstorm ideas.
E
Main Idea and Details
■ Introduce Use Student Edition Practice p. 89 to model writing
the main idea and details of a topic for an expository nonfiction
paragraph. I am interested in weather, so I’ll write about what
scientists learn about weather from space. I’ll use this main idea and
details chart to plan my expository nonfiction paragraph.
■ Model The most important idea I want to include is that scientists use
pictures from space to study Earth’s weather. I’ll write my main idea
sentence in my chart. One detail sentence I’ll add is that scientists use
special cameras to take pictures of Earth from space.
Another detail sentence will be about pictures from space showing the
wind blowing the clouds. The last detail sentence in my chart will tell
how scientists use pictures from space to tell when storms are coming.
Now plan your expository nonfiction paragraphs. Circulate to guide
and assist children.
L
L
English Language
Learners
Support Prewriting
Beginning Have children dictate
their ideas and then echo read the
ideas as you track the print.
Intermediate Have children write
words or phrases in their charts
and use them to share their ideas.
Guide them in writing their ideas in
sentences.
Advanced/Advanced High Ask
questions about the ideas in
children’s charts to help them
develop more details.
Quick Write for Fluency
Team Talk
1 Talk Have children take one minute to explain their main idea to
a partner.
2 Write Children briefly write sentences that include a few details about
their main idea for their expository paragraphs.
3 Share Each child reads their main idea and a few details to their partner.
Module 1
LD2 TCH M1 W2.indb 153
153
8/17/18 8:04 PM
W2
WEEK
D2
DAY
Language
Arts!
Objectives
• Recognize and write correct letter
forms.
• Use proper size when writing
descender letters.
• Use reference sources to locate
information.
• Apply knowledge of reference
sources to inquiry project.
Handwriting
Letters Gg and Cc/Letter Form
Model letter formation Display upper- and lower-case letters: Gg and Cc.
Use the stroke instructions pictured below to model proper letter formation.
Have children write each letter several times and circle their best ones.
G gg 6
G
D’Nealian™
Ball and Stick
C cc 2
C
D’Nealian™
Ball and Stick
Model letter size Explain that it is important to use correct letter formation
when writing. Forming letters correctly makes it easier for others to read
my writing. Part of forming letters correctly is making each part of a letter
the correct size. Write this sentence on the board to model correct letter
formation, including correct sizing of descender letters.
The girls go at a good pace.
Guide practice Write the following sentences. Have children copy them using
correct letter formation and sizing and their best penmanship.
1. She can go with you.
2. Grace got a big crate for her dog.
Team Talk Have children work in pairs to discuss what is wrong with the
letters. Have volunteers rewrite the sentence, demonstrating correct letter size
to the class.
Exploration
LD2 TCH M1 W2.indb 154
8/17/18 8:04 PM
Go Digital: Concept Talk Video
Research and Inquiry
Research Skill: Media Center/Library
Teach Remind children that a reference source is a book or other
material that we use to find information or help, such as a dictionary or
an encyclopedia. Ask children what reference source they use to find
someone’s telephone number. (a telephone book) You often use reference
sources in the library or media center.
Whole
Group!
If available, display a picture dictionary or a children’s
Model
encyclopedia. One useful reference source is a picture dictionary. It lists
many words. Each word has a picture of the person, place, or thing and a
few words that tell about it. As in dictionaries and encyclopedias, picture
dictionaries organize information in alphabetical order, or the order of
the letters of the alphabet. For example, I’ll find Mars in the list of words
beginning with the letter m. I may look at a picture of Mars as I read
about it.
Guide practice Have children explain how to use reference sources to
learn about craters, planets, and astronauts. If possible, have them find the
information in a picture dictionary or other reference source.
Wrap Up Your Day
High-Frequency Words Write this sentence: Everywhere in the world
women work with machines. Have children read the sentence. Then
point to the high-frequency words everywhere, world, women, work,
and machines, and have children read them.
Build Concepts Monitor children’s use of oral vocabulary as they
respond. Recall the main selection, Space Exploration Ask: How do
astronauts ascend into space? ( They ascend in a space shuttle.) What
makes up the universe? (Possible responses: everything, the planets, the
sun, stars, galaxies, our world)
Preview
Day 3
Tell children that tomorrow
they will reread Space Exploration.
Module 1
LD2 TCH M1 W2.indb 155
155
8/17/18 8:04 PM
W2
D3
WEEK
DAY
Let´s
Read!
Objectives
• Build oral vocabulary.
• Identify details in text.
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by exploring
space?
• Share information and ideas
about the concept.
Today at a Glance
Exploring Space
Phonics and Spelling
Long Vowels VCe
Expand the concept TWrite the question of the week, What can we learn by
exploring space? on the board. To reinforce concepts and to focus children’s
attention, have children sing “Astronauts in Orbit” from the Sing with Me Big
Book. While they are in orbit, how does our Earth look to the astronauts?
(Our Earth looks far away to the astronauts.)
Fluency
Accuracy
Build Oral Language
Oral Vocabulary
enormous, journey
High-Frequency Words
everywhere, live, machines, move,
woman, work, world
Story Words
astronaut, experiment, gravity,
shuttle, telescope
Listen for amazing words Read the story “Gloria Rising” by Ann Cameron.
Read the story and have children listen for the Amazing Word enormous.
Have them also think about what Dr. Street is like.
• How do you know that Dr. Street is a brave person? (Dr. Street went into
space even though it was scary.)
Comprehension
Author’s Purpose
• Dr. Street took time to talk with Gloria about becoming an astronaut. What
Conventions
Subjects
Writing
Expository Nonfiction: Sentences
Research and Inquiry
Gather and Record Information
does this tell you about Dr. Street? (Dr. Street is kind and likes to help
others.)
Talk about sentences and words Write the following sentence from “Gloria
Rising” on sentence strips or on the board. “We saw enormous swirls of
clouds and the glow of snowfields at the poles.”
• Ask children to read it with you as you track the print.
• Point to and read We saw enormous swirls of clouds. What does this
mean? (They saw large clouds.) Why did the author use the word
enormous rather than big? (It’s more interesting; it means really, really big.)
• Now point to and read … and the glow of snowfields at the poles. What
does glow mean? (shine) Why do you think the author uses this word? (It’s
interesting; it has a long o as do the words snowfields and poles.)
• Team Talk Have children work with a partner to replace key words in the
sentence with simpler words or synonyms without changing the meaning.
Use the following sentence frame. We saw swirls of clouds and the of
snowfields at the poles.
Read
R
d Aloud
Al d Anthology
A th l
“Gloria Rising”
156
Exploration
LD2 TCH M1 W2.indb 156
8/17/18 8:04 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video
Video
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word enormous to the book. Dr. Street
and her team saw enormous swirls of clouds. Supply a child-friendly
definition. Something that is enormous is very, very, large. Have children
say the word.
2 Demonstrate Provide examples to show meaning. Some dinosaurs were
enormous creatures. The man felt too full because he ate an enormous
dinner.
3 Apply Have children demonstrate their understanding. Name a word
that means about the same as enormous. Name a word that means the
opposite of enormous.
See p. 203 to teach journey.
Anchored Talk
Add to the KWL chart Discuss what we learn by exploring space.
• In Exploring Space, what did you learn about how astronauts live in
the space shuttle? (Possible response: Astronauts float everywhere.) That
answers the question: What is life like in space? Where should we add:
Astronauts float everywhere? (We should add it under What We Learned)
• Look at our map. We want to know what jobs astronauts do in space.
ascend
descend
orbit
universe
enormous
journey
launch
meteorite
Differentiated
Instruction
A
Advanced
Amazing Words Have children write
a fictional story about something
enormous that astronauts discover
while exploring space.
E
L
L
English Language
Learners
Vocabulary Have children draw a
picture of enormous animal.
What did we learn about astronauts’ jobs? (Possible response: Astronauts
do experiments.) Let’s add Astronauts do experiments under What
We Learned.
E
L
L Expand Vocabulary Use the Day 3 instruction on ELL Poster 2.
E
L
L PPoster
t 2
Module 1
LD2 TCH M1 W2.indb 157
157
8/17/18 8:04 PM
W2
WEEK
D3
DAY
Let´s
Read!
Objectives
Blend and read words with short
vowels.
• Decode words in context and
independent of context.
Phonics
Build Words
a
c
e
i
l
m
o
p
Model word building Now we are going to build words with long vowels
spelled vowel-consonant-silent e. Write page and blend it. Watch me change
the g in page to l. Model blending the new word, pale.
Guide practice Have children spell pale with letter tiles. Monitor
children’s work.
• Change the a in pale to i.
Say the new word together.
• Change the p in pile to m.
Say the new word together.
• Change the i in mile to o.
Say the new word together.
• Change the l in mole to p.
Say the new word together.
• Change the m in mope to c.
Say the new word together.
• Change the o in cope to a.
Say the new word together.
p
i
l
e
m
i
l
e
m
o
l
e
m
o
p
e
c
o
p
e
c
a
p
e
Corrective Feedback
For corrective feedback, model the correct spelling and have children correct
their tiles.
158
Exploration
LD2 TCH M1 W2.indb 158
8/17/18 8:04 PM
Go Digital: Letter Tile Drag and Drop
Fluent Word Reading
Model Write tadpole. I will divide this word into syllables: tad/ pole. I know
the sounds in these syllables: /t/ /a/ /d/- /p/ / ō/ /l/. I will blend the
sounds and read the word: tad-pole, tadpole.
Guide practice Write the words below. Say the sounds in your head for each
spelling you see. When I point to the word, we’ll read it together. Allow one
second per sound previewing time for the first reading.
nice
cape
cage
invite
upset
Decodable
Practice
Passage
It will get a cake,
It will set a cake in the wide box.
Then it will tape up the wide box.
His machine can save Pete work.
2B
Long Vowels VCe
Pete
wide
lime
nose
bake
tape
cute
mistake
nice
save
face
yikes
Pete made a nice lime cake.
His lime cake had a cute face on it.
It had a huge nose.
Pete made his lime cake fun!
cake
made
huge
Then his machine had to work.
But it made a mistake!
It did not get a wide box.
But it did get the nice lime cake.
It did tape the nice lime cake.
The cute face had tape on it.
The huge nose had tape on it.
High-Frequency Words
make
face
machine
huge
it
Pete Can Bake
Pete can bake.
Pete can bake a nice cake.
Pete can sell a nice cake.
Yikes! Pete had a lime cake mess!
Pete has a box machine.
His machine will get a wide box.
27
Differentiated
Instruction
I
Strategic Intervention
Blend and Read
Pete Can Bake
Group!
S
suppose
On their own Have children read the list above three or four times, until they
can read one word per second.
Decode words independent of
context Have children turn to
page 27 in Decodable Practice
Readers 2.1 and find the first list
of words. Each word in this list
has a long vowel sound spelled
vowelconsonant- silent e. Let’s
blend and read these words.
Be sure that children identify
the correct long vowel sound in
each word.
Whole
28
Decodable Practice
Readers 2.1, pp. 27–28
Next, have children read the
high-frequency words.
Decode words in context Chorally read the story along with children. Have
children identify words in the story that have long vowels spelled vowelconsonant-silent e.
Team Talk Pair children and have them take turns reading the story aloud to
each other. Monitor children as they read to check for proper pronunciation
and appropriate pacing.
Build More Words Write the word
mole and have children segment
and blend the sounds with you.
Then have them use their letter tiles
to build the word. Say: male. Ask
children to name the vowel sound
they hear. (long a) Then have
children change the tiles in mole
so they spell the new word male.
Continue with lame/lime and pale/
pole.
A
Advanced
VCe Hike Have children write these
words on cards: cake, cape, bike,
dime, note, mole, cube, mule. Have
children place the cards in a pile.
One child says: I am going on a
hike, and I’m going to bring a ___.
The child picks a card and reads it
to complete the sentence. Children
continue the game, each time
picking another card and reading
the word on that card as well as all
the previous cards.
*These materials can be found online.
Module 1
LD2 TCH M1 W2.indb 159
159
8/17/18 8:04 PM
W2
WEEK
D3
DAY
Space Exploration
Long Vowels VCe
Let´s
Read!
Objectives
• Spell words with long vowels
Read the note Jeff wrote about his pets.
Spelling Words
Circle three spelling mistakes. Write the words
correctly. Then write the last sentence and
page
nose
space
size
add the missing subject.
two pet mice. One has a black knows. The
other mouse is huje. Think mice make fine pets.
Long Vowels VCe
huge
mice
late
race
blaze
vote
rice
Spell high-frequency words Write move and
live and point them out on the Word Wall.
Have children say and spell the words with
you and then without you.
Frequently
Misspelled
Words
nice
like
Circle the word that is spelled correctly. Write it.
1.
VCe.
blaze
blaiz
3.
• Read aloud fluently with
accuracy.
fine
Some people do not lik mice, but I do. I have
Spelling
race
5.
blaze
raice
race
vote
Dictation Have children write these
sentences. Say each sentence. Then repeat it
slowly, one word at a time.
page
paje
6.
rice
voat
vote
4.
ryce
rice
2.
baseball
page
space
spase
Home Activity
Your child has been learning to spell words with long vowels. Have your child write
a paragraph using some of the spelling words.
space
H+S
1. Will we be late for the race?
HOME AND SCHOOL
Spelling Long Vowels VCe
2. Look at the huge size of the mice!
91
Student Edition Practice p. 91
3. If you move, where will you live?
Proofread and correct Write each sentence, spelling words one at a time.
Have children circle and rewrite any misspelled words.
On their own Use Student Edition Practice
p. 91.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•24
Read All About
Astronauts
On-Level
I
O L
Teacher-Led Page
DI•28
Read An Astronaut
Space Walk
Advanced
Teacher-Led Page
DI•31
Read Look at Our
Galaxy
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Read for Meaning
• Let’s Write
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Main Selection
* These materials can be found online.
160
Exploration
LD2 TCH M1 W2.indb 160
8/17/18 8:04 PM
Model Fluency
Accuracy
Model fluent reading Have children turn to Student Edition page 62.
Follow along as I read this page. Since this is a selection with a lot of
facts, I’ll read slowly and try not to make mistakes. I’ll need to be careful
and pay attention to each word.
Guide practice Have children read the page with you. Then have them
reread the page as a group without you until they read with no mistakes.
Continue in the same way with page 63.
Corrective Feedback
If… children have difficulty reading with accuracy,
then… prompt:
• Which word is a problem? Let’s read it together.
• Read the sentence again to be sure you understand it.
• Tell me the sentence. Now read it as if you are speaking it to me.
Reread for Fluency
Choral Reading
Whole
Group!
A
Advanced
Spelling Have children assist
classmates who are having
difficulty making corrections to their
sentences.
S
I
Strategic Intervention
Comprehension If children tend to
read one word at a time without
putting multiple words together
for meaning, then help children
practice reading meaningful groups
of words to better understand the
selection.
Spelling Words
1 Select a Passage For Space Exploration use page 64.
Short Vowels
1. page
2. nose
2 Model First, have children track the print as you read.
3. space
4. size
5. fine
6. huge
7. mice
8. late
9. race
10. blaze
11. vote
12. rice
3 Guide Practice Then have children read along with you.
4 Corrective Feedback Have the class read aloud without you. Monitor
progress and provide feedback. For optimal fluency, children should
reread three to four times.
High-Frequency Words
13. move
14. live
Check comprehension Have children retell the main ideas from the selection.
Optional for Oral
Rereading
Use Space Exploration or the Day 1
Decodable Practice Reader
Module 1
LD2 TCH M1 W2.indb 161
161
8/17/18 8:04 PM
W2
WEEK
D3
DAY
Space Exploration
Pick a word from the box to match each clue.
Write the words in the puzzle.
Read and
astronaut experiment everywhere gravity live machines
move telescope woman work world
Comprehend!
1.
2.
m a c h i n
s
3.
4.
t e l e s
r
x
o
p
n
e
7.
a
g r a
u
i
9.
t
m o
e
10.
w o m a n
t
Objectives
• Read high-frequency words.
• Establish purpose for reading text.
• Review key features of expository
e s
Across
text/article.
Down
2. a space shuttle rider
4. to test something
1.
3.
things with moving parts
a lens to see things far away
7.
the pull of Earth
5.
all around
8.
9.
a job
go from place to place
6.
to be alive
10.
11 .
a lady
the Earth
H+S
HOME AND SCHOOL
92
5.
c o p e
v
e
6.
l
r
v i t y
8.
v
w o r k
v e
h
e
11.
w o r l d
e
Home Activity
Your child completed a crossword puzzle using high-frequency and selection words
learned this week. Find other simple crossword puzzles for your child to do. Or create
your own word puzzles using your child’s high-frequency and selection words.
High-Frequency Words/Story Words
High-Frequency
and Story Words
Read words independent of
context Display and review this
week’s high-frequency words and
story words. Have children read the
words aloud.
Read words in context Display the
following sentence frames. Have
children complete the sentences using
high-frequency and story words. Have
the children read each completed
sentence with you.
Student Edition Practice p. 92
1. That woman in the space suit is an ________. (astronaut)
2. She will do a science ________ on the space shuttle.
(experiment)
3. It is hard to live in space because there is no ________. (gravity)
4. In space, a tiny push can _______ huge machines. (move)
5. ________ you look, someone is busy at work. (Everywhere)
6. With a ________, we can look far beyond our world.
(telescope)
On their own Use Student Edition Practice, p. 92.
162
Exploration
LD2 TCH M1 W2.indb 162
8/17/18 8:04 PM
40-45 mins
Go Digital: Vocabulary Activities
Main Selection—Second Read
Space Exploration
Whole
Group!
6SDFH([SORUDWLRQ
Name
Read the text below. Follow the directions.
A
How to Make a Space Suit
by Jeff Star
Advanced
It is easy to make a space suit. First, get
an old pair of pants and a jacket from your mom
or dad. Put on the jacket and pants and wrap
some thick tape around your pant legs and
sleeves. That will keep you warm. Next, put
on your bike helmet to keep your head safe.
Wear some snow boots if you have them.
Now you are all set to go to space!
1. Circle the name of the author.
2. Underline the things you need to make a space suit.
3. Circle the part of the suit that you put on first.
4. Circle the words below that tell what the text is about.
space suit
bike helmet
thick tape
5. Tell why you think the author wrote this text.
Possible response: to inform
Review Genre: expository text/article Let’s
Read Remind children that an expository text
gives facts and details about real people,
Let’s Practice It!
things, and events. Have children recall facts
Digital W2 D3
about the astronauts from Space Exploration
that show that this selection is about real people. (Possible response:
Astronauts fly on a space shuttle. Astronauts float everywhere. Astronauts do
experiments.)
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Review Author’s purpose Recall this week’s
main selection, Space Exploration. Tell
children that today they will read the
selection again. Remind children that the
author’s purpose is why the author writes.
Figuring out the author’s purpose can
help us better understand what the author
is saying and why certain information is
included in the selection. What are some
reasons why authors write? For additional
practice with author’s purpose, use Let’s
Practice It! p. 14 on the Web site.
DDR
Double
day Read!
Vocabulary Have children use
the story words to write a news
article about an astronaut. Remind
them to answer the questions who,
what, when, where, why, and how
and to add a headline that tells
the main idea of the article. Have
children compile their articles in an
Exploring Space newsletter.
Story Words
Home Activity Your child identified the author’s purpose for writing informational text. Work with your child
to write directions for an activity he or she is familiar with, such as planting a garden or making a sandwich.
Set a purpose Remind children that good readers read for a purpose. Guide
children to set a new purpose for reading Space Exploration today, perhaps
to consider why the author wrote about astronauts.
Extend thinking Tell children they will read Space Exploration for the second
time. Use the Day 3 Extend Thinking notes to encourage children to use
higher-order thinking skills to go beyond the details of the selection.
astronaut a person who goes into
space
shuttle a vehicle that carries
astronauts into space
experiment to try something using a
careful method to find out about it
telescope an instrument that makes
things far away appear to be close
gravity the natural force that makes
everything on Earth move toward it
Academic Vocabulary
author’s purpose the reason or
reasons an author writes
E
L
L
English Language
Learners
Visual Support Have children
review the story before reading by
using the Retelling Cards.
Continue to
Day 3
For the Second Read, use Extend
Thinking across the bottom of pages
142–148.
Module 1
LD2 TCH M1 W2.indb 163
163
8/17/18 8:04 PM
W2
WEEK
D3
DAY
Think Critically
Answer How is being an astronaut different from other
Answer Find a heading on one of the pages and write it below.
What does the heading say?
Text Structure
kinds of jobs? It’s different because
Read and
.
How is it the same?
Comprehend!
Look Back and Write Look back at pages 68–69. Do all
astronauts do the same jobs? Provide evidence to support your
answer.
.
It’s the same because
TEST PRACTICE Extended Response
.
Objectives
Text to World
Discuss Why do you think the author asks whether you would like
• Summarize a nonfiction selection.
to fly in space someday?
Discuss What is the most important thing the author wanted
Identify main idea and details in
expository text. o
you to know? How can you tell it apart from the topic?
Main Idea and Detail
Use headings to understand the
text.
• Write clear, coherent sentences.
Number the pictures in order and retell the story.
Retell
72
73
Student Edition pp. 72–73
Retelling
Have children look at the story scenes and number them in order.
Have children work in pairs, retelling the selection to one another. Remind
children that their partners should include the topics, main ideas, and what
they learned from reading. Children should use the retelling strip in the
Student Edition as they retell. Monitor children’s retelling.
Scoring rubric
Top-Score Response A top-score response makes connections beyond
the text, elaborates on the author’s purpose, and includes details that
support the main ideas.
Monitor Progress
Check Retelling
If… children have difficulty retelling,
then… use the pictures and work with the group to scaffold their
retelling.
Day 1
SP
SUCCESS PREDICTOR
CHECK WORD READING
164
Check
Word
Reading
Day 2
Check
Word
Reading
Day 3
Check HighFrequency
Words/
Retelling
Day 4
Check
Fluency
Day 5
Check
Vocabulary
Exploration
LD2 TCH M1 W2.indb 164
8/17/18 8:04 PM
Go Digital: Story Sort
Think Critically
Text to World 1. Possible response: An astronaut’s job is different from
other kinds of jobs because astronauts go into space to work. It is the same
because astronauts have to work hard at their job to do it correctly.
Author’s Purpose 2. Possible response: After giving us information about how
astronauts explore space, the author wants us to think about what it would be
like to be an astronaut.
Main Idea and Details 3. Possible response: The author wanted us to
know what life is like for astronauts exploring space. The topic is what the
selection is about. The topic of this selection is astronauts in space.
Text Structure 4. Possible response: On page 67, the heading asks,
"Sleep and Relaxation" The headings help us know what we are going to
read about next.
5. Look Back and Write For writing fluency, assign a five-minute time limit. As
children finish, encourage them to reread their response and proofread for
errors.
Scoring rubric
Top-Score Response A top-score response uses main ideas and details
from the text to tell about different jobs astronauts do. For example:
Astronauts do different jobs. Some astronauts fly the space shuttle.
Others do experiments with plants.
Whole
Group!
Differentiated
Instruction
A
Advanced
Look Back and Write Ask children
who show proficiency with the
writing prompt to answer the
question: What can you find out
about space from an astronaut?
Text Structure After reading,
have children use p. RR8 in their
Practice Notebook to write another
heading that asks a question about
astronauts, such as What might
astronauts do when there is time to
rest? Then have children use the text
to write an answer. For example:
Astronauts look out their window.
They see Earth!
Plan to Assess
Retelling
Meet the authors Have children turn to page 58. What’s the name of the
author? Ask children what an author does. (writes the selection).
Independent Reading After children enter their independent reading into
their Reading Logs, have them paraphrase a portion of the text they have
just read. Tell children that when we paraphrase, we express the meaning of what
we have read using our own words.
Week 1: Strategic Intervention.
✓ This week assess Advanced
children.
Week 3: Strategic Intervention
Week 4: On-Level
Week 5: Strategic Intervention
Week 6: Assess any children
you have not yet checked during
this unit.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W2.indb 165
165
8/17/18 8:04 PM
W2
WEEK
D3
DAY
r
amma
Gr
Language
Arts!
Objectives
• Identify the subjects of sentences.
• Use subjects in complete
sentences.
• Write a draft of an expository
paragraph.
Conventions
Subjects
Review Sentences Remind children that a complete sentence has a subject
that tells who or what does something: The bird sang up in the tree.
Sometimes the subject can be more than one word. The robin and the
bluebird sang up in the tree.
Guide practice Write this sentence on the board and have children read
it aloud.
The children played in the sun.
What other subjects could we use in place of the children to change
the sentence?
Team Talk Ask volunteers to come to the board and erase the subject of the
sentence. Then have them take turns making new sentences by changing the
subject of the sentence.
Connect to oral language Have children complete these sentence frames
orally by supplying subjects.
1.
shine. (Stars)
2.
is a planet. (Earth)
3.
go into space. (Rockets)
On their own Use Let’s Practice It! p. 17 on the Web site.
6SDFH([SORUDWLRQ
Name
Subjects
Write four sentences about the planets or space travel.
Use words from the box or words of your own.
Circle the subject in each sentence.
Jupiter
sun
rocket ship
astronauts
Mars
moon
shuttle
Earth
Possible answer: Our planet
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
is Earth. Astronauts go into
space. The sun is hot. Jupiter
is far away.
Home Activity Your child learned how to use the subjects of sentences in writing. Have your child write two
sentences about astronauts and underline the subjects of the sentences.
Conventions Subjects
%7%t
Let’s Practice It!
Digital W2 D3
166
Exploration
LD2 TCH M1 W2.indb 166
8/17/18 8:04 PM
Go Digital:
Grammar
Go Digital:
Concept
Talk Jammer
Video
20-25 mins
Expository Text
Let´s
Write!
write!
Key
Features
Different
of
a Expository
Communities
xxx
•Nonfiction
•
xxx information about a
• gives
topic
xxx
• tells
about real people,
•
Expository Nonfiction
facts about a topic. The
student model on the next
page is an example of
expository nonfiction.
RESOURCES ONLINE
XXXXXX
Astronauts in Space
•
tells about real people, places,
or events.
The astronauts who travel in
•
Each sentence has a subject.
Underline the subject in the
first sentence.
fly the space craft, and others
uses facts and details
RO
Genre:
Expository
Nonfiction
space have different jobs. Some
places, and events
•
Student Model
Expository Nonfiction tells
Writing Prompt
Think about what scientists
do experiments.
have learned from exploring
They have to fix problems.
space. Now write a paragraph
They study life without gravity.
telling something you have
learned about space.
Sentences
•
The writer uses different kinds
of
Being an astronaut is hard
astronaut?
Remember, you should . . .
†
RO
†
tell about real people,
places, or events.
use different kinds of
sentences.
make sure every sentence
has a subject.
RESOURCES ONLINE
GRAMMAR JAMMER
Daily Fix-It
6. are in the sky no clouds
No clouds are in the sky.
Writer’s Checklist
†
Group!
5. it is a fine day to fly into space
It is a fine day to fly into space.
work! Would you like to be an
Sounds to Know
Whole
Discuss the Daily Fix-It
corrections with children. Review
capitalization, punctuation, and
word order in sentences.
Conventions
Subjects
A sentence’s subject tells who or
what does something.
An astronaut goes into space.
75
74
Student Edition pp. 74–75
Let’s Write!
Teach Use pp. 74–75 in the Student Edition. Read aloud the Key Features
of Expository Nonfiction and the definition of expository nonfiction. Help
children better understand the Writing Prompt by reading it aloud and
discussing the Writer’s Checklist with children.
Review the student model Read “Astronauts in Space” on page 75. Point out
that this is expository nonfiction. Ask children what real people, place, or
events this tells about (astronauts in space). Then ask them to identify the main
idea. (Astronauts who travel in space have different jobs.) Have children
identify facts and details about astronauts’ jobs. Read aloud the side notes
and have children follow along to complete the activities.
Scoring rubric
Top-Score Response Help children understand that a top-score
response is a paragraph that tells about real people, places, and
events, has a main idea and details, and uses different kinds of
sentences. For a complete rubric see Writing Rubric 2 from the Web
site.
r
amma
Gr
Connect to conventions Read the Conventions note about Subjects. Point
out the subjects in the sentences in the model.
Module 1
LD2 TCH M1 W2.indb 167
8/17/18 8:04 PM
W2
WEEK
D3
DAY
Language
Arts!
Objectives
• Write a draft of an expository
nonfiction paragraph.
Writing—
Expository
Nonfiction
Writing Trait:
Sentences
• Recognize and use main idea and
details in writing.
• Apply knowledge of main
idea and details to expository
nonfiction writing.
• Gather information about
Mini-
Lesson
exploring space.
Writing Transparency 2A Digital W2 D3
Sentence Variety
■ Introduce Use your main idea chart from yesterday and Writing
Transparency 2A to model writing sentences of different kinds and
lengths. When I write, I want my writing to sound natural and
interesting. That’s why I use different kinds of sentences. I mix long
and short sentences. I also try to vary the subjects at the beginnings
of my sentences. Read aloud the draft on the Transparency and
discuss the sentences.
■ Explain how children can use their main idea charts to help write
about the topic that interests them. Tell them that the main idea is
often the first sentence in a paragraph. The other sentences add
details about it. Remind children to write sentences of different kinds
and lengths. Tell them that they will revise and edit their work later.
Guide expository nonfiction writing Now it is time to write your expository
nonfiction paragraphs. Tell about your main idea and support it with facts
and details. Have children use their main idea charts. Then guide children as
they draft their paragraphs.
Quick Write for Fluency
Team Talk
1 Talk Have partners take two minutes to talk about what they would like
about being in space.
2 Write Each child writes one short and one longer sentence about being
in space.
3 Share Partners read each others’ sentences and check that the sentence
has a subject.
168
Exploration
LD2 TCH M1 W2.indb 168
8/17/18 8:04 PM
Go Digital: Concept Talk Video
Research and Inquiry
Gather and Record Information
Teach Tell children that today they will find answers to their questions about
exploring space. They will use what they know, what they have read, and
reference sources to find the answers.
Model
Display the list of questions that the class created on Day 1. We
have many questions about exploring space. I have a new question: What
can we see from space? I’ll add my question to the chart. Where might I
find the answer to my question? (Possible responses: in the selection; in an
encyclopedia) One answer is in the selection. I see a picture of Earth that
the astronauts took from space, so I know that we can see Earth from space.
Record the answer next to the question in the chart.
Guide practice Have pairs decide what source of information is likely to provide
the information they need and use it to answer one of the questions. Explain that
tomorrow they will review their topic and make sure they have answered all their
questions.
Topic: Exploring Space
Questions
Answers
What is Mars like?
Mars has huge craters.
What can we see from space?
Astronauts can see Earth.
Wrap Up Your Day
Main Idea and Details What is Space Exploration all about? (We can do
anything if we put our minds to it; we can even be astronauts.)
Text Structure How can the headings help you find information in the
selection? (The heading tells what the next part of the text is all about.)
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Reference Sources Some children
may have difficulty locating
information in a reference source
such as a picture dictionary or
children’s encyclopedia. Have them
use an alphabet strip to help them fi
nd the appropriate part of the book.
Then guide them in locating the entry
on the page.
A
Advanced
Create a Space Glossary Have
partners make a list of words
related to exploring space. Tell
them to create a glossary of spacerelated words. Ask them to write
each word and its definition and to
draw a picture to illustrate it.
E
L
L
English Language
Learners
Produce Oral Language Use the Day
4 instruction on ELL Poster 2.
Preview
Day 4
Tell children that tomorrow they will
read about a camp that teaches
children and families about space.
Module 1
LD2 TCH M1 W2.indb 169
8/17/18 8:04 PM
W2
D4
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
Content Knowledge
BQ
BIG QUESTION
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
launch, meteorite
Phonics and Spelling
Review Short Vowels and
Consonants
High-Frequency Words
Review
Comprehension
Text Structure
Fluency
Accuracy
Question of the Week
What can we learn by
exploring space?
Exploring Space
Expand the concept To reinforce the concept and to focus children’s attention,
have children sing “Astronauts in Orbit” from the Sing with Me Big Book.
What do astronauts learn by exploring space? (They learn new things about
strange new places.)
Build Oral Language
Review Genre: Expository Text Discuss the key features of expository text, or
literary nonfiction: it tells true events and includes some facts. Explain that
today you will hear more about exploring space in “Mission to Mars” by
Franklyn Branley.
Monitor Listening Comprehension Recall that astronauts explore space. Have
children listen to “Mission to Mars.”
Conventions
Subjects
Writing
Expository Nonfiction: Revising
Strategy
Listening and Speaking
Be a Good Speaker and Listener
Research and Inquiry
Review and Revise Topic
Team Talk Talk about exploring space Read aloud the first paragraph on
page 15 of “Mission to Mars” Display it on the whiteboard if possible, and
track the print as you read.
• Have pairs of children generate questions for each other about what they
think exploring Mars would be like when they hear this paragraph.
• Add words generated in discussion to the K-W-L chart.
Read
R
d Aloud
Al d Anthology
A h l
“Mission to Mars”
170
Exploration
LD2 TCH M1 W2.indb 170
8/17/18 8:04 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video,
Video
Sing with Me Animations
Oral Vocabulary (Optional)
Amazing Words
Whole
Group!
Oral Vocabulary Routine
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word meteorite to the story. On Mars, you
might find a big bowl-shaped hole called a crater that was made when
a meteorite crashed into the planet. Supply a childfriendly definition. A
meteorite is a piece of stone or metal that hits something in space. Have
children say the word.
2 Demonstrate Provide examples to show meaning. Some meteorites that
hit Earth leave dents in the ground. Astronauts might see a crater on the
moon that was made by a meteorite.
3 Apply Have children demonstrate their understanding. Quickly draw a
picture that shows what happens when a meteorite hits Mars.
See page 203 to teach launch.
Anchored Talk
Add to the KWL chart Discuss what we learn by exploring space.
• What did you learn about exploring Mars after listening to “Mission to
Mars?” (Possible response: Mars is cold— 70 degrees below zero.) Where
should we add this information to our chart? (What We Learned)
ascend
enormous
descend
journey
orbit
launch
universe
meteorite
E
L
L
English Language
Learners
Frontload Comprehension Display a
picture of our solar system and point
out Mars. Explain to children that
Mars is a planet that follows an orbit
around the sun the way Earth does.
Use a circular motion around the sun
to demonstrate orbit. Before reading
“Mission to Mars,” be sure children
understand that the story is about
what might happen in the future.
• When the astronauts of the future explore Mars, what kinds of samples
might they gather to take to a lab? (They might gather rock samples.) Let’s
add Astronauts might gather rock samples from Mars to our chart.
E
L
L Produce Oral Vocabulary Use the Day 4 instruction on ELL Poster 2.
E
L
L PPoster 2
Module 1
LD2 TCH M1 W2.indb 171
171
8/17/18 8:04 PM
W2
WEEK
D4
DAY
Let´s
Read!
Objectives
• Read and identify words with
short vowels.
• Read words fluently in context
and independent of context.
Phonics Review
Short Vowels and Consonants
Review Sound spellings To review last week’s phonics skill, write pet and
rabbit. You studied words like these last week. What do you know about the
sound you hear when a single vowel is at the beginning or in the middle of
a word or syllable? (The vowel sound is often short.) What letter spells the
sound /e/ in pet? (The letter e spells the sound /e/.) What letter spells the
sound /a/ in the first syllable of rabbit? (The letter a spells the sound /a/.)
What letter spells the sound /i/ in the last syllable of rabbit? (The letter i
spells the sound /i/.)
Corrective Feedback
If children are unable to answer the questions about short e, a, and i, refer
them to Sound-Spelling Cards 6, 1, and 11.
Guide practice Draw a T-chart. When I say a word, hold up one hand if the
word has one syllable or two hands if it has two syllables: muffin, badge,
peck, sing, locket, rabbit, box, picnic, hunk, pencil, dead. Write each word
in the appropriate column. Then have children read the one-syllable words.
One Syllable
Two Syllables
badge
muffin
peck
locket
sing
rabbit
box
picnic
hunk
pencil
dead
Point to each word in the second column. Have children tell you where to
draw a line to divide the syllables and then read the word.
On their own Use Let’s Practice It! p. 13 on
the Web site.
6SDFH([SORUDWLRQ
Name
cat
leg
fig
top
pup
ring
sock
bank
Say the word for each picture. Pick a word from the box to match
each picture. Write the word on the line.
king
sink
napkin
duck
picnic
pant
lock
bed
Write a, e, i , o, or u to finish each word.
2.
1.
s
i
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
k
i
ng
6.
5.
n
nk
3.
a
pkin p
l
4.
o
ck
7.
a
nt
b
p
i
cnic
8.
e
d
d
u
ck
Circle a word to finish each sentence.
9. Al _____ his dish.
drags
drops
10. What a _____ Al makes.
mess
must
Home Activity Your child read words that have the short vowel sounds in cat, leg, fig, top, and pup. Say
one of these words. Have your child name words that rhyme with it. Then have your child use one of the
rhyming words in a sentence.
Let’s Practice It!
Digital W2 D4
172
Exploration
LD2 TCH M1 W2.indb 172
8/17/18 8:04 PM
Go Digital: Interactive Sound-Spelling Cards
Fluent Word Reading Spiral Review
Read words independent of context Display these words. Tell children that
they can blend some words on this list and others are Word Wall words.
Have children read the list three or four times until they can read at the rate
of two to three seconds per word.
huge
friend
rode
Gene
reptile
has
his
sun
beautiful
somewhere
someone
nice
front
pocket
escape
hole
set
cage
country
lake
Whole
Group!
Spiral Review
These activities review
• previously taught highfrequency
words beautiful, country, friend,
front, someone, somewhere.
• long vowels VCe. • long and
short vowels.
Word Reading
Corrective Feedback
If… children have difficulty reading whole words,
then… have them use sound-by-sound blending for decodable words or have
them say and spell high-frequency words.
If… children cannot read fluently at a rate of two to three seconds per word,
then… have pairs practice the list until they can read it fluently.
Read words in context Display these sentences. Call on individuals to read a
sentence. Then randomly point to review words and have children read them.
To help you monitor word reading, high-frequency words are underlined and
decodable words are italicized.
Someone said Gene has a hole in his front pocket.
Her friend rode somewhere up in the country.
• c/s/, g/j/, s/z/.
• syllable patterns VC/CV, VCC/V.
Differentiated
Instruction
S
I
Strategic Intervention
High-Frequency Words Write
these words: some, one, where,
someone, and somewhere. Remind
children that these words look like
they must have long vowels, but
they don’t. Children must remember
these high-frequency words. Have
children read each word as you
point to it.
The sun was beautiful as it set over the lake.
Did that huge reptile escape its nice big cage?
Sentence Reading
Corrective Feedback
If… children are unable to read an underlined high-frequency word,
then… read the word for them and spell it, having them echo you.
If… children have difficulty reading an italicized decodable word,
then… guide them in using sound-by-sound blending.
A
Advanced
Vowel Sort Have children sort
words from the sentences according
to whether they have the short or
long sounds of a, e, i, o, and u. Tell
children to read and compare their
partners’ sorts.
E
L
L
English Language
Learners
Fluent Word Reading Have children
listen to a more fluent reader model
the words or have pairs read the
words together.
Module 1
LD2 TCH M1 W2.indb 173
173
8/17/18 8:04 PM
W2
WEEK
D4
DAY
Decodable Practice Reader 2C
Let´s
Read!
Objectives
• Apply knowledge of sound-
spellings to decode unknown
words when reading.
• Decode and read words in
context and independent of
context.
• Practice fluency with oral
rereading.
Long Vowels VCe
Decode words independent of context Have children turn to the first page
and read each word.
Read high-frequency words Have children identify and read the highfrequency words huge, rock, work, machine, draw,
We Can Do a
Lot
color, and face on the first page.
Decodable
Practice
Reader
2C
Written by Victor Ramirez
Preview Have children read the title and preview
the story. Tell them they will decode words with long
vowels spelled vowel-consonant-silent e.
Long Vowels Spelled Vowel_e
Decode words in context Pair children for reading
and listen as they decode. One child begins. Children
read the entire story, switching readers after each
page. Partners reread the story. This time the other
child begins.
Tom can work
on his big machine.
Tom can make a home.
Tom can pick up that huge rock.
Jane will draw his face.
Jane will use a nice color.
Jane can fill a page with
his face.
30
Dad will bake a fine cake.
Dad will sell it.
Dad made a huge
cake for Miss Rose.
34
31
Mike can take a long hike.
Mike can hike up the big hill.
Then Mike can hike back.
Mike will hike on rocks.
Dave and Kate like that game.
Dave can tell us the rule.
Kate can help us get on base.
We can win!
32
make
page
invite
cake
home
Dave
race
made
huge
Kate
ride
Rose
Jane
like
bike
Mike
face
game
quite
take
face
race
use
Rose
nice
age
use
rule
bake
hike
nice
base
fine
age
/s/c, /j/g, /z/s
his
page
huge
is
High-Frequency Words
huge rock
draw face
work
color
machine
29
Decodable Practice
Reader 2C
Dave will invite Peg to race him.
Peg will ride on a bike.
Peg is quite quick.
Peg will win the race.
33
I like to sing.
I can sing well
at my age.
Can I sing a nice song?
35
36
* These materials can be found online.
174
Exploration
LD2 TCH M1 W2.indb 174
8/17/18 8:04 PM
Go Digital: eReaders
Corrective Feedback
If… children have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words in the story
with long vowels spelled vowel-consonant-silent e. Children should supply
make, home, huge, Jane, face, use, nice, page, Dave, Kate, like, game, rule,
base, invite, ride, bike, quite, race, bake, fine, cake, made, Rose, Mike,
take, hike, age, tune. Then have children find and read words with c/s/,
g/j/, and s/z/. Children should supply: his, huge, face, use, nice, page, is,
race, Rose, and age.
Review print awareness Point out the period at the end of the first sentence on
the first page of the story. Review that we use a period at the end of a sentence
that makes a statement. Model reading the sentence. Then have children read it
aloud. Continue the process as you point out the exclamation mark on the third
page of the story and question mark on the last page of the story.
Reread for Fluency
Have children reread Decodable Practice Reader 2C to develop automaticity
decoding words with short vowels and consonants.
Oral Rereading
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Whole
Group!
E
L
L
English Language
Learners
Decodable Reader
Beginning Have children open to the
first page of We Can Do a Lot. Say
the VCe word huge and segment its
sounds: /h/ /ū/ /j/. Tell children
to find the word on the page and
point to it. Then have them point to
the huge item in the illustration or act
out its meaning as they say the word
aloud.
Intermediate After reading, have
children find words with long vowels
spelled vowel-consonant- silent e
and say them aloud. Then have
them use the words as they make up
one sentence about each character:
Kate, Rose, and Mike.
Advanced/Advanced High After
reading, have children find in the
story one word for each long vowel
spelling: a_e, i_e, o_e, and u_e. Tell
partners to read each word aloud.
Then have one partner use the word
in a question, such as: Is the rock
huge? The other partner then uses
the word in answering the question.
For example: Yes, the rock is huge.
Module 1
LD2 TCH M1 W2.indb 175
175
8/17/18 8:04 PM
WEEK
D4
DAY
Let´s
Read!
Objectives
• Spell words with long vowels
VCe.
• Spell high-frequency words.
• Recognize structure and elements
of expository text.
• Relate prior knowledge to new
Spelling
6SDFH([SORUDWLRQ
Name
-POH7PXFMT7$F
Long Vowels VCe
Draw a path through the maze. Follow
the words with long a. Write each word.
Review Partner Supply pairs of children
with index cards on which the spelling
words have been written. Have one child
read a word while the other writes it. Then
have children switch roles. Have them use
the cards to check their spelling and correct
any misspelled words.
On their own Use Let’s Practice It! p. 16 on
the Web site.
cab
sack
page
past
blaze
hand
tune
black
mice
page
late
nose
race
space
blaze
size
fine
vote
huge
rice
late
ran
1.
4QFMMJOH8PSET
page
space
2.
blaze
3.
late
4.
space
Cross out the letters p and a. Write a list word by copying the
letters that are left.
6. a a h u g p e p
5. p r i a c e p
rice
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
W2
huge
8. a f p i p n e
7. a v a o t p e
vote
fine
9. s a p i z p e a
10. p a n o s a e p
size
nose
Home Activity Your child has been learning to spell words with long vowels. Take turns with your child
thinking of and spelling similar words with long vowels.
text.
Let's Practice it!
Digital W2 D4
• Set purpose for reading.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•25
• High-Frequency
Words
• Read Decodable
Practice Reader 2C
On-Level
O L
Teacher-Led Page
DI•29
• Conventions
• Read Leveled Reader
Advanced
• Word Work
• Get Fluent
A
Teacher-Led Page
DI•32
• Comprehension
• Read A Trip to Space
Camp
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
176
I
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Paired Selection
Exploration
LD2 TCH M1 W2.indb 176
8/17/18 8:04 PM
Go Digital: Paired eSelections
Science in Reading
Preview and predict Read the title, the author’s name, and the sentences
under the title of the selection “A Trip to Space Camp” on pages 76–77
of the Student Edition. Then have children look through the selection and
predict what they might learn. (Possible response: They might learn about
what it feels like to be like astronauts and go into space.) Have children tell
what clues helped them make their predictions. (Children and grownups are
wearing space suits and helmets and using astronauts’ tools.)
Whole
Group!
Academic Vocabulary
expository text gives facts and
details about real people, things, or
events
Let’s Think!
Genre Expository Text Tell children that they will read expository text.
Review the key features of expository text: it is about real people, things,
or events; it explains an object or idea; it gives facts and details; and it has
special features, or graphic features, such as headings and captions that
help readers understand the text. Point out that a magazine, newspaper, or
Internet article with graphic features may be expository text.
Activate prior knowledge Ask children to recall what life in space was like
for astronauts. (Possible response: They floated everywhere. They used special
tools and equipment. They ate special foods. They had many jobs.)
During reading, review the strategies of using prior knowledge to connect
what children already know with what they read and monitoring and
clarifying to help them make sense of words and ideas.
Set a purpose As children read “A Trip to Space Camp”, use Let’s Think About
in the Student Edition to help them focus on the features and structure of
expository text.
Module 1
LD2 TCH M1 W2.indb 177
177
8/17/18 8:04 PM
W2
WEEK
D4
DAY
Expository Text
Expository Text
A Trip to Space Camp
Read and
By Ann Weil
What does it feel like to go into space?
Comprehend!
There are all sorts of space camps that you could
Would you like to find out? Then maybe
try. Some are for adults. Some are for teens. There
space camp is for you!
is even a space camp for children as young as seven
years old. It is called Parent-Child Space Camp.
Objectives
Parent-Child Space Camp takes place over a long
weekend. Families can go to Space Camp together.
Identify text structure.
Identify the main idea and details
of expository text.
•
Expository text explains an object or
idea.
•
An article with graphic features may be
expository text.
•
Expository text gives facts and details.
•
Read “A Trip to Space Camp.” Look
for elements that make this article
expository text.
Let´s
Think!
•
How old do you have to be to go to
Parent-Child Space Camp?
76
Student Edition pp. 76–77
Guide Comprehension
Text Structure
Guide practice
Good readers look for text features to be better able
to understand and remember important ideas in the selection. When I read
Space Exploration, I used the photos and the headings to help me understand
the selection. In “A Trip to Space Camp,” I notice special text features like
photos and captions. I will use these to help me understand.
When I read, I think about what the selection
Main idea and details
or part of the selection is all about. For example, I think about the main idea
on page 77 of “A Trip to Space Camp.” At first, I think it may be some space
camps are for adults and some are for teens, but then I know that these are just
details. What do you think is the main idea of this page? (There are all sorts of
space camps.)
Let’s Think!
Expository Text Possible response: Children have to be at least 7 years old to
go to Parent-Child Space Camp.
178
Exploration
LD2 TCH M1 W2.indb 178
8/17/18 8:04 PM
Go Digital:
Paired
eSelections
Go Digital:
Concept
Talk
Video
40-45 mins
Expository Text
Expository Text
Space Camp uses some of the same
Whole
Y6 Gravity Chair
machines used to train real astronauts.
Group!
There’s a special chair that makes you
feel like you are walking on the moon.
Another chair is like the kind that
astronauts use when they go outside
their rocket ship to fix something. A
Science Vocabulary
third kind of chair makes you feel
like you’re floating in space. Still
Working in Space
another machine spins you in circles
gravity force that causes objects
on Earth to move toward the center
of Earth; it causes objects to have
weight
A Multi-Axis Giro
and flips you head over heels. Then there’s the
Space Shot. The Space Shot shoots you straight into
Everyone at Space Camp works
the air at about forty-five to fifty miles per hour. You
fall back down just as fast. Then you bump up and
together on special missions. On
down a few times before it’s over.
these missions you’ll do work like real
astronauts do in space. You might get
to fly a rocket ship. It’s only pretend, of
course. You won’t really fly
into space. But it looks and feels like the
Moon Gravity Chair
•
This page tells about machines used
in Space Camp. Name one of the
machines and tell what it does.
Let´s
Think!
real thing. And that’s really fun!
Across Texts Both
• Reading
selections talk about astronauts.
What do you learn about
astronauts in the selections?
Across Texts How is
• Writing
going to Space Camp like being
an astronaut? How is it different?
Write a sentence telling about one
similarity. Write a sentence telling
about one difference.
78
79
Student Edition pp. 78–79
Guide Comprehension
continued
Main Idea and Details On page 78, is the fact that a third kind of
chair makes you feel like you’re floating in space the main idea or a
detail? Explain. (It is a detail. It tells more about the main idea that Space
Camp uses machines that are used to train real astronauts.)
Let’s Think!
Expository Text Children might name one of the special chairs, the Multi-Axis
Giro, or the Space Shot and tell what each does.
Reading Across Texts Have children look back in Space Exploration and “A
Trip to Space Camp” to find out about astronauts’ jobs and tools they use.
Writing Across Texts Children might write that going to space camp is like
being an astronaut because people work together on missions, and that it is
different because it is not in outer space. Be sure they support their answers
with evidence from the text.
Module 1
LD2 TCH M1 W2.indb 179
179
8/17/18 8:04 PM
W2
WEEK
D4
DAY
Read and
Comprehend!
Objectives
• Read aloud fluently with accuracy.
• Identify the subject of complete
sentence.
• Use a subject to form a complete
sentence.
Fluency
Accuracy
Guide practice
•
Have children turn to page 67 in Space Exploration
•
Have children follow along as you read the page with accuracy.
•
Have the class read the page with you and then reread the page
as agroup until they read with no mistakes. To provide additional
fluencypractice, pair nonfluent readers with fluent readers.
Paired Reading
1 Select a Passage For Space Exploration, use pages 68–69.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 On Their Own For optimal fluency, have partners reread three or
four times.
Monitor Progress
Check Fluency WCPM
As children reread, monitor their progress toward their individual
fluency goals. Current Goal: 40–50 words correct per minute. Mid-Year
Goal: 65 words correct per minute.
If… children cannot read fluently at a rate of 40–50 words correct per
minute,
then… have children practice with text at their independent level.
Day 1
Check
Word
Reading
180
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
Exploration
LD2 TCH M1 W2.indb 180
8/17/18 8:04 PM
Go Digital: Concept Talk Video
Space Exploration
Subjects
Whole
Mark the letter of the subject that completes each sentence.
1.
Conventions
___ is an astronaut.
A Seeing
4.
___ is a planet.
A Jack
B Paula
C Fun
Subjects
Test practice Use the Student Edition Practice
p. 93 to help children identify subjects
in sentences in test items. Recall that the
subject of a sentence tells who or what does
something: Tatiana likes to read. Model
identifying the subject in a sentence by
writing this sentence on the board, reading it
aloud, and underlining the subject.
B Mars
C Play
2.
___ have hard jobs.
A Astronauts
B And
C Watch
5.
___ is our home.
A The chair
B Tell
C The Earth
3.
___ is a big star.
A Chair
6.
___ sees the stars.
A Maya
B Leaves
B Sit
C The sun
C Have
Group!
Differentiated
Instruction
A
Advanced
Home Activity
Your child prepared for taking tests on the subjects of sentences. Say simple
sentences such as The moon is full. The sun is hot. The Earth is round. Then ask your
child to tell you the subjects of the sentences.
WCPM If children already read at
90 words correct per minute, allow
them to read independently.
H+S
HOME AND SCHOOL
Conventions Subjects
The car was going at a fast pace.
Student Edition Practice p. 93
Then read the Student Edition Practice p. 93
directions. Guide children as they mark the answer for number 1.
On their own Use Student Edition Practice, p. 93.
Connect to oral language After children mark the answers to numbers 1–6,
review the correct choices aloud, and have children read each sentence,
emphasizing the subject.
93
S
I
Strategic Intervention
Sentence Production If children have
trouble identifying the subject, write
three subjects on the board, such as
I, Maria, or The boy. Have children
choose a subject and say what
the subject does. Write children’s
sentences and have them underline
the subject of their sentence.
Fluency Assessment
Plan
Do a formal fluency assessment
with 8 to 10 children every week.
Assess 4 to 5 children on Day 4,
and 4 to 5 children on Day 5. Use
the reproducible fluency passage,
Teacher’s Edition, page 196.
Options for Oral
Rereading
Use Exploring Space or one of this
week’s Decodable Practice Readers.
Daily Fix-It
7. was late for the soccer game
He was late for the soccer game.
8. they missed the first goal
They missed the first goal.
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation and
sentence subjects.
Module 1
LD2 TCH M1 W2.indb 181
181
8/17/18 8:05 PM
W2
WEEK
D4
DAY
Language
Arts!
Objectives
• Revise a draft by changing
sentences.
Writing—
Expository
Nonfiction
Revising Strategy
Mini-
Lesson
Writing Transparency 2B
Digital W2 D4
Revising Strategy: Changing Sentences
■ Yesterday we wrote drafts of our expository nonfiction paragraphs.
Today we’ll revise our drafts by changing sentences to make them
different so they will be interesting to read.
■ Display the Revising Tips. Explain that this is a time for making
revisions to sentences to make sure that all the sentences do not sound
the same. Tomorrow children will proofread to correct any errors such
as misspellings, missing capital letters, or misplaced sentence periods.
Revising Tips
✓ Make sure your sentences are different kinds and different lengths.
✓ Make sure each sentence has a different beginning.
■ Use Writing Transparency 2B to model changing sentences. Three
sentences in “Pictures from Space” start with the words Scientists
use. I’ll change sentence 2 so its subject is Special cameras. And I’ll
change sentence 4, so that the subject is Some pictures. Make the
changes on the transparency and read the revised paragraph aloud.
Now my paragraph sounds interesting.
Peer conferencing Peer Revision Have one partner read the other partner’s
paragraph. Have the writer note any places where the reader seemed
confused. Then have partners spend one or two minutes discussing whether
the sentences in the paragraph were interesting to read and if some could be
improved by changing their length, kind, or beginning. Have partners trade
roles. Circulate to assist children in revising their paragraphs.
182
Exploration
LD2 TCH M1 W2.indb 182
8/17/18 8:05 PM
Go Digital: Concept Talk Video
Guide practice Have children revise their paragraphs. For those not sure
how to revise, have children refer to the Revising Tips or the Key Features of
Expository nonfiction.
Corrective Feedback
Circulate to monitor and conference with children as they write. Remind
them that they will have time to proofread and edit tomorrow. Today they
can make changes in their sentences to make sure all the sentences are not
the same. Help them understand the benefits of beginning their sentences
in different ways. Encourage them to make their sentences interesting and
enjoyable for readers.
Quick Write for Fluency
Team Talk
1 Talk Read these sentences aloud, and have children change the
sentences so that one has a different beginning.
20-25 mins
Whole
Group!
Differentiated
Instruction
A
Advanced
Revise with a Partner Have partners
read each other’s paragraphs and
suggest additional revisions that
would improve the sentences in
their paragraphs.
Astronauts at the Space Station have many hard jobs to do.
Astronauts at the Space Station may live there many months.
2 Write Have children write two different sentences about astronauts.
3 Share Partners can read the sentences to one another and discuss how
the sentences are different or how they can make them different.
Module 1
LD2 TCH M1 W2.indb 183
183
8/17/18 8:05 PM
W2
WEEK
D4
DAY
Let´s
Read!
Objectives
• Identify how to be a good
speaker.
• Listen attentively.
• Review and revise topic.
Listening and Speaking
Be a Good Speaker and Listener
Teach how to be a good speaker and listener Tell children that good speakers
do several things.
• Good speakers speak slowly and clearly.
• They have proper posture; they sit or stand tall.
• They raise their hand to speak; they speak when called on.
• They speak loudly enough to be heard.
• They make eye contact with their audience.
Then explain that good listeners do several things.
• Good listeners pay attention to the speaker.
• They sit quietly and are polite.
• They face the speaker.
• They take turns.
Model
When I’m teaching, I try to be a good speaker. I stand up tall
and look directly at you. When I talk, I speak slowly and clearly so that all of
you can understand me. As I listen to you speak, I sit quietly and face you to
show that I’m paying attention to what you’re saying. I know that sometimes
it’s hard to wait your turn to speak. But good listeners wait politely and then
add what they want to say.
Guide practice Have children follow good speaking traits as they talk about
what they have learned about exploring space. Afterward, have them point
out traits.
Tell children about the first moon landing as they practice listening attentively.
After listening, have children tell which traits they demonstrated.
On July 20, 1969, the first United States spacecraft landed on the moon.
Three astronauts were on the spacecraft. Neil Armstrong was the first man
to walk on the moon. When he stepped onto the moon’s surface, he said,
“That’s one small step for man, one giant leap for mankind.”
On their own Have pairs of children take turns discussing answers to
the question below, using good speaking and listening traits. After one
child speaks, have the listener point out the good speaker traits that were
demonstrated. Have the speaker do the same for the listener.
• What kinds of things do astronauts do on a space shuttle?
184
Exploration
LD2 TCH M1 W2.indb 184
8/17/18 8:05 PM
Go Digital: Concept Talk Video
Research and Inquiry
Review and Revise Topic
Teach Tell children that the next step in our inquiry project is to review our
topic to see if we have the information we set out to find. Or, did our answers
lead to a different topic?
Model We began our inquiry by asking the question: What can we learn by
exploring space? To find that answer we asked more questions. Display the
chart from day 3. We answered many questions and found out many new
things about exploring space. My first question was: What is Mars like? At
first we answered that it had huge craters. Now that we have heard “Mission
to Mars,” we can add that Mars is extremely cold. Asking and answering
questions like these have helped us discover many things we can learn by
exploring space, so we don’t need to revise our inquiry question.
Guide practice Read the remaining inquiry questions and answers. After
reading each one, have partners decide if it tells about something we can
learn by exploring space. Note any new questions children have and revise the
original topic, if necessary. Finally, tell children that tomorrow they will organize
all the information in order to share it with others.
Wrap Up Your Day
Phonics Write on the board: like, poke, June, and save. Have children
read each word and identify its vowel sound.
Fluency Display: Luke hopes to take a cage of five mice into space. Have
children read the sentence three or four times until they can do so fluently.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Restating Answers To check that
children understand the answers
to the inquiry questions, read each
question and its answer. Then
ask: What does this tell you about
exploring space? Have children
restate the answers in their own
words.
A
Advanced
Refocus Inquiry Have students
take one aspect of the inquiry
and explore it more in depth. For
example, have children answer the
question: What can we learn by
exploring Mars?
Preview
Day 5
Tell children that tomorrow they will
hear more about a space mission to
an unexplored planet.
Module 1
LD2 TCH M1 W2.indb 185
185
8/17/18 8:05 PM
W2
D5
WEEK
DAY
Wrap Up
your Week!
Objectives
Content Knowledge
BQ
BIG QUESTION
• Review the concept: exploring
Question of the Week
What can we learn by
exploring space?
space.
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
Review
Phonics
Review Long Vowels VCe
Comprehension
Main Idea and Details
High-Frequency Words
Review
Story Words
Review
Conventions
Subjects
Exploring Space
Review concept This week we have read and listened to selections about
what we learn by exploring space. Today you will listen to a selection about
exploring Mars. Read the selections.
• How might the astronauts explore the parts of Mars that are far away from
the Station? (They might use a Mars Rover to travel around Mars.)
Build Oral Language
Review amazing words Orally review the meaning of this week’s Amazing
Words. Then display this week’s K-W-L chart. Have children use Amazing
Words such as orbit and journey, as well as the chart to answer the question,
What can we learn by exploring space?
Writing
Expository Nonfiction: Subjects in
Sentences
Research and Inquiry
Communicate
What can we learn by
exploring space?
What We Know
We can explore the
planets and stars.
Astronauts ascend
into space in a
space shuttle.
What We Want
to Know
What is life like in
space? What jobs do
astronauts do
in space?
What We Learned
Astronauts must
add water to dried
food. Astronauts do
experiments. Astronauts
float everywhere.
Mars is cold--70
degrees below zero.
Astronauts might gather
rock samples.
Read Aloud Anthology
“Mission to Mars”
186
Exploration
LD2 TCH M1 W2.indb 186
8/17/18 8:05 PM
20-25 mins
Go Digital: Concept Talk Video
Build Oral Vocabulary (Optional)
Amazing Ideas
Connect to the Big Question Team Talk Pair children and have them discuss
how the Question of the Week connects to this unit’s Big Question, “What
can we learn from exploring new places and things?” Tell children to use the
concept map and what they’ve learned from this week’s Anchored Talks and
reading selections to form an Amazing Idea—a realization or “big idea”
about exploration. Then ask each pair to share their Amazing Idea with
the class.
Whole
Group!
Amazing Words
ascend
enormous
descend
journey
Amazing Ideas might include these key concepts:
orbit
launch
• Astronauts explore space in a space shuttle.
universe
meteorite
• Astronauts must eat and move in different ways in space.
E
L
L
English Language
Learners
Monitor Progress
Check Oral Vocabulary
Call on individuals to use this week’s Amazing Words to talk about
what pets need. Prompt discussion with the questions below. Monitor
children’s ability to use the Amazing Words and note which words
children are unable to use.
• When scientists launch a space shuttle, how does it ascend?
How does a space shuttle descend?
• Why do some people want to take a journey into space?
• Where might you see an enormous meteorite crater?
• When astronauts are in orbit, how does the universe look?
Extend Language Rephrase the
questions so children can answer
yes or no and then repeat with an
affirmative or negative statement.
Can scientists launch a space
shuttle? Yes, scientists can launch
a shuttle. Does the universe look
small? No, the universe does not
look small.
If… children have difficulty using the Amazing Words,
then… reteach the unknown words using the Oral Vocabulary Routines,
pp. 118, 135, 157, 171.
Day 1
Day 2
Check
Word
Reading
Check
Word
Reading
E
L
Day 3
Check HighFrequency
Words/
Retelling
Day 4
Check
Fluency
Day 5
Check
Vocabulary
L Check Concepts and Language Use the Day 5 instruction on ELL
Poster 2.
E
L
L Poster 2
Module 1
LD2 TCH M1 W2.indb 187
187
8/17/18 8:05 PM
W2
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Review words with long vowels
VCe.
Assess
• Spell words with long vowels VCe.
Phonics
Long Vowels VCe
Review Target phonics skills Write the following sentences on the board.
Have children read each one, first quietly to themselves and then aloud as
you track the print.
1. Did Kate invite you for a huge bit of cake?
2. This cage will make a nice home for the mice.
3. The mule can escape out the hole in the gate.
4. Mike made a note of the cute joke on that page.
• Spell high-frequency words.
Team Talk Have children discuss with a partner which words have long vowel
sounds spelled with vowel-consonant-silent e. Then call on individuals to share
with the class.
188
Exploration
LD2 TCH M1 W2.indb 188
8/17/18 8:05 PM
Spelling Test
Dictate spelling words Say each word, read the sentence, repeat the word,
and allow time for children to write the word.
Whole
Group!
1. race
Keisha ran fast and won the race.
2. nose
My nose is red.
3. page
Are you on the last page?
4. blaze
The blaze is hot.
5. fine
Dad said it was fine with him.
Strategic Intervention
6. huge
The stove came in a huge box.
7. size
Look at the size of that cat!
8. rice
I like to eat rice and beans.
9. mice
Sal has two black mice.
Check Spelling Write each
word on the board with the
letters scrambled. Have children
unscramble the letters to spell each
word correctly.
Differentiated
Instruction
S
I
10. vote
Mom went to vote.
11. space
The rocket will go into space.
Advanced
12. late
I do not want to be late.
Extend Spelling Give children graph
paper. Challenge them to make up
crossword puzzles using at least four
spelling words in each puzzle. Tell
them to write clues for each word.
Direct them to exchange puzzles with
a partner and solve the puzzle.
A
High-Frequency Words
13. move
I heard that you are going to move.
14. live
Where would you like to live?
Professional
Development
Small Group Time
Break into small groups after spelling and before
the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
On-Level
I
Teacher-Led Page
DI•26
• Phonics Review and
Comprehension
Review
Read Exploring
Space
O L
Teacher-Led Page
DI•29
• Phonics and Review
Reread Walking in
Space
Advanced
Teacher-Led Page
DI•11
• Fluency and
Comprehension
Reread Advanced
Selection 2
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Words to Know
• Read for Meaning
* These materials can be found online.
A
E
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
Spelling Tips for Troublesome Words
If children have problems spelling
this week’s words, try having them:
• spell the word aloud as they write
the letters.
• compare their problematic word
with one they can spell.
• use the word in a simple sentence
and spell the word as they say it.
For example: I will move—m, o,
v, e—the box.
E
L
L
L
English Language
Learners
Spelling VCe Remind children to check
their work after spelling each word.
One way they can self-monitor is to
whisper read the sound-spellings they
wrote and match the word they say
with the word in the sentence you
said.
Module 1
LD2 TCH M1 W2.indb 189
189
8/17/18 8:05 PM
W2
WEEK
D5
DAY
Practice
Wrap Up
your Week!
Let´s
Learn!
Speak clearly. Be sure others can hear you.
GR3
Position words tell where something is.
Listening and Speaking
in the sky
RO
•
Vocabulary
RESOURCES ONLINE
VOCABULARY ACTIVITIES
on the desk
GET READY FOR GRADE 3
Be a Good Speaker
When speaking to others, speak slowly and
carefully. Stand or sit up straight. Speak
loudly enough so others can hear. Be sure
to listen carefully when others speak.
Objectives
• Understand and use position
Practice it!
Practice it!
Read these words and use them in a
Tell the class which picture you like the most
sentence.
above around over under
from Space Exploration. Explain why you like
that picture. Take turns and speak clearly.
Listen carefully when others speak.
words.
Fluency
• Read aloud fluently with
Read with Accuracy
accuracy.
When you read, blend each word you see.
Check new words in the sentence to make
sure they make sense. Look for word parts to
• Identify how to be a good
help you understand new words.
speaker.
Practice it!
1.
2.
3.
• Speak clearly at an appropriate
rate.
The sun is a big star.
Astronauts work in space.
Sometimes the moon looks like a
big ball.
80
Tips
Listening …
• Listen to each speaker.
Speaking …
• Share information and your
ideas about the topic.
Teamwork …
• Take turns speaking.
81
• Listen attentively.
Student Edition pp. 80–81
Vocabulary
Position Words
Teach Have children turn to the Vocabulary lesson on page 80 of the Student
Edition. Use the model to explain that position words tell where something is.
Model Point to the picture of the airplane. Where is the airplane? (The
airplane is in the sky.) The word in is a position word that tells where the
airplane is. The word on is a position word. Look at the picture. What is on
the desk? (a book) The word on tells where the book is.
Guide practice Read the instructions for the Vocabulary Practice It! activity.
Read the four words and then demonstrate above by holding a book above
your head. Say: The book is above my head.
On their own Provide small groups with common classroom objects. Have
children take turns showing an object in one of the positions listed and then
using the word in a sentence.
Corrective Feedback
Circulate around the room and notice how children show the position of an
object and then use the word in a sentence. Provide assistance as needed.
190
Exploration
LD2 TCH M1 W2.indb 190
8/17/18 8:05 PM
40-45 mins
Go Digital: Journal Word Bank
Fluency
Whole
Accuracy
Group!
Teach Read and discuss the Fluency instructions.
Read words in context Give children a moment to look at the sentences. Then
have them read each sentence three or four times until they can read each
sentence with accuracy.
Listening and Speaking
Be a Good Speaker
Differentiated
Instruction
S
I
Strategic Intervention
GR3
Teach Call attention to the Listening and Speaking lesson on page 81 of the
Student Edition. Read and discuss what good speakers should do. Remind
children that good speakers use complete sentences that tell who or what
does something.
Introduce prompt Read the Practice It! prompt with the class. Remind children
that when they speak about the photo, they should speak clearly and use
complete sentences that tell who or what does something. Remind them that
good listeners listen carefully when others speak.
Team Talk Have small groups of children take turns listening to and speaking
about why they like a photo from Space Exploration. Tell children that good
speakers speak loudly enough so others can hear, and good listeners should
be able to tell why the speaker likes the photo. Remind children that everyone
in the group should contribute to the discussion.
Kinesthetic Learning Style To
support the vocabulary skill of
position words, some children might
fi nd it helpful to use their bodies
to demonstrate the position words
above, around, over, under. For
example, children may reach above
a shelf or put their legs under a
table.
GR3
Be a Good Speaker
In addition to understanding that
good speakers speak clearly so that
others can hear them, children at
Grade 3 should also understand
that good speakers employ eye
contact.
E
L
L
English Language
Learners
Be a Good Speaker Point to a photo
from Space Exploration. Model how
to speak slowly as you tell why you
like the photo in simple sentences:
I like this picture. The space shuttle
goes into space. Demonstrate how
to stand or sit up straight. Repeat
the sentences in a quiet voice and
then in a voice loudly enough so
that children can hear. Then guide
children to select a photo and talk
about it in a clear voice while using
proper posture.
Module 1
LD2 TCH M1 W2.indb 191
191
8/17/18 8:05 PM
W2
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Identify the main idea and details
of a selection.
• Review high-frequency and story
words.
• Use text features to locate
information.
Text–Based Comprehension
Review Main Idea and Details Remember that the topic is what a selection is
all about and the main idea is the most important idea about the topic. What
are the small pieces of information that tell more about the main idea called?
(details)
Check understanding Read aloud the following selection and have children
answer the questions that follow.
From Earth, the moon looks smooth, but it is really quite rough. There are
mountains and valleys on the moon. The surface is covered with big and
small holes called craters. The moon is a rocky, dusty place in space.
1. What is the topic of this selection? (the moon)
2. What is the main idea? (The moon is a very rough place.)
3. What are some details that tell more about the main idea?
(The moon has mountains and valleys. The moon is covered with holes. The
moon is rocky and dusty.)
Vocabulary
High-Frequency and Story Words
Review High-frequency words Review this week’s high-frequency words: live,
work, woman, machines, move, everywhere, and world. Provide an example
of a riddle for one of the words for the class to solve, such as: I am a word
that is made up of two smaller words. I mean “all places.” What word am I?
Team Talk Have children orally give riddles for the remaining six words to a
partner to solve.
Review Story words Write the words astronaut, shuttle, experiment,
telescope, and gravity. Read them aloud together. Then ask children: If
you were an astronaut, would you rather do experiments to find out about
gravity, use a powerful telescope to study other planets, or be the one to fly
the shuttle? Have them explain their reasoning.
Corrective Feedback
If… children cannot tell what the story words mean,
then… review the definitions on page 139.
192
Exploration
LD2 TCH M1 W2.indb 192
8/17/18 8:05 PM
Go Digital: Vocabulary Activities
Expository Text
Text Features
Review Genre Review with children that expository text often uses text
features to help readers locate specific information in the selection.
Teach I can find out information about the selection by reading the title,
Space Exploration: and then browsing through the illustrations or photos.
These text features let me know what the selection will be about even before I
begin reading. I notice that the photos have captions and are printed in bold
type. The captions describe the photos. Let’s see what else we can discover
by paying attention to text features.
I notice there are boxes in Space Exploration. There is a
Model
heading above each box. These headings let me know what I can expect to
read about in the box. In “A Trip to Space Camp” a topic sentence in each
paragraph helps me know what I will be reading about in that paragraph.
Guide practice Ask the following questions to guide children to use text
features to locate specific information in the selection.
• In Space Exploration how might you find information about tools astronauts
use? (Possible response: Look for a heading that mentions tools or find
photos of tools and read the captions.)
• In “A Trip to Space Camp,” what do you notice about the print in the
captions? (The print stands out because it is in a white box.) What
information can you find out about Space Camp activities by reading these
captions and examining the photos? (Possible response: You can find out
about the machines campers use and the work campers do.)
On their own Have children use text features in Space Exploration and “A
Trip to Space Camp” to find the following information: Where can you find
information about astronaut, Eileen Collins? (under the heading Meet Eileen
Collins) What do parents and children wear at Space Camp? (astronaut suits
and helmets) What is the name of the chair that makes you feel like you are
walking on the moon? (moon gravity chair)
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Text Features: Photos and Captions
If children have difficulty answering
the questions about photos and
captions, describe the photos and
captions in simple sentences and
have children repeat as they point
to the photo: The child sits in a
machine. The machine spins. The
machine is a multi-axis giro.
A
Advanced
Text Features: Headings Have
children determine text breaks
and write headings for each new
section of “A Trip to Space Camp.”
Have them share the article with
the new text features in place.
They can discuss which is easier to
understand, the original version or
the one with headings.
Module 1
LD2 TCH M1 W2.indb 193
193
8/17/18 8:05 PM
W2
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Words with Long Vowels (VCe)
• High-Frequency Words
• Fluency: WCPM
Main Idea and Details
Assessment
Monitor Progress
For a written assessment of long vowels (VCe), high-frequency words, and
main ideas and details, use Weekly Test 2, pp. 7–12.
Assess words in context Sentence reading Use the following reproducible
page to assess children’s ability to read words in context. Call on children to
read two sentences aloud. Start over with sentence one if necessary.
Monitor Progress
Sentence Reading
Fluency Goals
Set individual fluency goals for
children to enable them to reach the
end-of-the-year goal.
If… a child cannot read all the high-frequency words,
then… mark the missed words on a high-frequency word list and have
the child practice reading the words with a fluent reader.
• Current Goal: 40–50 WCPM
• End-of-Year Goal: 90 WCPM
Assess Fluency Take a one-minute sample of children’s oral reading. Have
children read the fluency passage on p. 196.
Comprehension Have the child read the entire passage. (If the child had
difficulty with the passage, you may read it aloud.) Then have the child
identify the main idea of the passage.
Monitor Progress
Fluency and Comprehension
If… a child does not achieve the fluency goal on the timed reading,
then… copy the passage and send it home with the child for additional
fluency practice, or have the child practice with a fluent reader.
194
Exploration
LD2 TCH M1 W2.indb 194
8/17/18 8:05 PM
Go Digital: Concept Talk Video
Name
Read the Sentences
1. Can the nice woman escape in time?
2. Six fat mice live in a fuzz pile at his gate.
3. Miss Ring will work at home until it is quite late.
4. Did Mom invite Jane to move back home?
5. Dustin will ride everywhere on his bike in his cape.
6. Pete can run five huge machines on his job.
7. Jake will use red pencil to make his world map.
Monitor Progress
• Fluency
• Long Vowels VCe
• High-frequency words
Module 1
LD2 TCH M1 W2.indb 195
195
8/17/18 8:05 PM
Name
Read the Story
Going into Space
Do you want to go to new places? Do you
like fast rides? If you said yes to all these
things, then you can go into space. Some
people who went into space began planning
for it when they were your age. You can too.
You must go to school for a long time. You
will need to know math. You will learn about
our Sun. You will learn about other stars too.
What else must you know before going into
space? You will need to know how machines
in space work. What if something breaks? You
must know what to do. Maybe you will take
some mice with you. Then you can see how
they do in space.
Who knows? One day you might even take
a space walk. What a trip that would be!
10
20
28
35
45
55
64
73
81
89
97
106
115
119
127
136
Monitor Progress
• Check Fluency
• Main Idea and Details
196
Exploration
LD2 TCH M1 W2.indb 196
8/17/18 8:05 PM
Go Digital: Concept
Grammar Talk
Jammer
Video
Whole
Conventions
Group!
Subjects
Review Remind children that the subject of a sentence tells who or what does
something. Have them give several examples of sentence subjects.
Guide practice Write the following sentence parts. Have children make
sentences with the subjects and sentence parts that make sense.
1. My dad
loves apple pie.
2. The doctor
plays ball with me.
3. My dog
gave me a bandage.
Objectives
• Identify subjects of sentences.
• Understand and use subjects.
Daily Fix-It
9. That space suit is not my siz
That space suit is not my size.
10. my friend it will fit
It will fit my friend.
Connect to oral language Display and read the following sentence frame.
Have children work in pairs to name as many sentence subjects as they can
that could be used to complete the sentence. Then have children share their
responses with the class.
plays with me.
Discuss the Daily Fix It corrections
with children. Review sentence
capitalization and punctuation,
sentence word order, and the
correct spelling of long-vowel VCe
words.
On their own Use Let’s Practice It!
p. 18 from the Web site.
6SDFH([SORUDWLRQ
Name
Subjects
Underline the subject in each sentence.
1. The planets are far away.
2. The sun is a ball of gas.
3. Astronauts wear space suits.
Write a subject to complete each sentence.
Use a subject from the box.
An astronaut
Spaceships
4.
Spaceships
are faster than airplanes.
5.
The moon
looks like a face.
6.
An astronaut
walks on the moon.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
The moon
Home Activity Your child reviewed the subjects of sentences. Give your child a phrase such as A cat or
The door and have your child use it as the subject of a sentence.
Let’s Practice It! Digital W2 D5
Module 1
LD2 TCH M1 W2.indb 197
197
8/17/18 8:05 PM
W2
WEEK
D5
DAY
Proofreading Marks
Objectives
• Edit a draft for spelling,
punctuation, and capitalization.
• Create final draft and present.
Writing—
Expository
Nonfiction
Writing Trait:
Sentences
Review Revising Remind children that
yesterday they revised their expository
nonfiction paragraphs. They may
have changed sentences to make
their paragraphs more interesting for
readers. Today they will proofread
their paragraphs.
Uppercase letter
^
.
Add
Period
Check spelling
New paragraph
¦
Insert apostrophe
Lowercase letter
Pictures from Space
scientists use pictures from space to study
take
the Earth’s weather. special cameras tak the
pictures. Why do they do that? some pictures
2 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Wrap Up
your Week!
Take Out
show how the wind blows clouds above the
They help
Earth. scientists by showing them when big
^
storms are coming
.
^
Unit 1 Exploring Space with an Astronaut
Writing: Edit
2C
Writing Transparency 2C
Digital W2 D5
Mini-
Lesson
Proofread for Subjects
■ Teach Before our writing is finished, we must check it for any mistakes
in spelling, capitalization, and punctuation. We must also check it to
make sure we use complete sentences. When I edit, I make sure I’ve
fixed all mistakes in my sentences. I make sure my words are spelled
correctly. I also make sure I have capitalized words, used correct
punctuation, and I make sure that my sentences have a subject.
■ Model Let’s look at my paragraph about how scientists use pictures
from space. Display Writing Transparency 2C. Explain that you will
look at the
sentences carefully to check for one type of error at a time. First,
I’ll check my sentences for subjects. My last sentence is missing its
subject and an action word that tells what the subject does. I’ll add
the subject They and the verb help to make my sentence complete.
Model making the correction on the transparency. Then model
checking for spelling and changing the misspelled word tak to take.
Next, model checking for punctuation and adding a period at the
end of the last sentence. Finally, model checking for capitalization
errors and capitalizing the first word in a sentence—Scientists,
Special, and Some.
198
Exploration
LD2 TCH M1 W2.indb 198
8/17/18 8:05 PM
30-35 mins
Go Digital: Concept Talk Video
Proofread Display the Proofreading Tips. Have children proofread their
paragraphs to correct any misspellings, missing capital letters, or errors with
periods. Circulate to assist children with missing subjects or other words.
Proofreading Tips
✔ Does each sentence have a subject?
✔ Are all my words spelled correctly?
✔ Do my sentences begin with a capital letter?
✔ Did I use periods correctly?
Group!!
Teacher Note
Self-Evaluation Make copies of the
Self-Evaluation form from the Web
site. and hand them out to children.
E
Present Have children make a final draft of their paragraphs, with their
revisions and proofreading corrections. Help as appropriate.
Choose an option for children to present their paragraphs.
They might read aloud their
paragraphs to a partner.
Whole
They might draw a picture to
illustrate facts or details in their
paragraphs and then compile
their paragraphs and drawings
into a class book about space.
When they have finished, help them complete a Self-Evaluation form.
L
L
English Language
Learners
Support Editing Language
Transfer For speakers of Spanish
and other languages that use a
Verb-Subject-Object sentence order,
ask children who or what the
sentence is about. Point out that in
English, the subject usually comes
first in the sentence. Model writing
a sentence in the proper order and
have children track the print as they
echo read it.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to find a subject in one of
their sentences.
2 Write Each child writes a new short sentence using the subject.
3 Share Partners trade sentences and read them aloud.
Module 1
LD2 TCH M1 W2.indb 199
199
8/17/18 8:05 PM
W2
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
• Review concept: exploring space.
• Organize information.
• Create a visual display.
• Present results of an inquiry
project.
Research and Inquiry
Communicate
Teach Tell children that today they will organize the information they
gathered as they answered the inquiry questions. Then children will use
that information in a poster about space that they will display and share
with others.
Model
Display the list of inquiry questions and their answers. I
am going to read through the inquiry questions and answers to find the
information I want to include in my poster to share with others. For example,
I was very interested in learning about the planet Mars. I asked, “What is
Mars like?” One of my answers is: Mars has huge craters. I will circle that
answer so that I will remember to include the craters on Mars in my poster.
Guide practice Review the inquiry questions and answers with children, and
have them prompt you to circle the ones to include in their posters about
exploring space.
On their own Have children choose the information about space that they
want to share and then have them create their posters. Tell children that they
can add labels or captions to their posters to help viewers learn about the
objects they drew. Have children share their posters in small groups. Remind
them how to be good speakers and listeners:
• Good speakers speak slowly and distinctly. They stand up straight and
make eye contact with the audience.
• Good listeners show that they are paying attention to the speaker by sitting
quietly and facing the speaker. They are polite and take turns.
Topic: Exploring Space
Questions
What is Mars like?
Answers
Mars has huge craters.
Mars is extremely cold.
Long ago, Mars had water on it.
What can we see from space?
Astronauts can see Earth.
Telescopes in space can see distant
stars.
What can we see in space?
planets, stars, meteorites
Exploration
LD2 TCH M1 W2.indb 200
8/17/18 8:05 PM
Go Digital: Concept Talk Video
Wrap Up Your Week!
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring space?
This week we discovered what we can learn by exploring space. In the
selection, Space Exploration, we read about what life is like for astronauts
on a space shuttle. In the selection “A Trip to Space Camp,” we read about
children who went to a special Space Camp where they learned what it is
like to be an astronaut.
Team Talk Have children work with partners to talk about their Amazing
Ideas about exploring space. Then have children use these ideas to help them
demonstrate their understanding of the Question of the Week.
Whole
Group!
Amazing Words
You’ve learned
0 0 8
words this week!
You’ll learned
0 1 6
words this year!
E
L
L
English Language
Learners
Poster Preview Prepare children
for next week by using Week 3,
ELL Poster 3. Read the Poster TalkThrough to introduce the concept
and vocabulary. Ask children to
identify and describe objects and
actions in the art.
Selection Summary
Send home the summary of The
Great Bear, in English and the
child’s home language if available.
Children can read the summary
with family members
Preview
Next
Week
Tell children that next week they
will read about things people learn
when they explore nature.
Module 1
LD2 TCH M1 W2.indb 201
201
8/17/18 8:05 PM
W2
WEEK
D5
DAY
Assessment
Checkpoints
for the Week
Weekly
Assessment
Use pp. 7–12 of Weekly Tests to check:
Phonics Long Vowels VCe
Comprehension Skill Main Idea and
Details
High-Frequency Words
everywhere
woman
live
work
machines
world
Weekly Tests
move
A
Advanced
O L
On-Level
S
I
Strategic
Intervention
Differentiated
Assessment
Use pp. 7–12 of Fresh Reads for Fluency
and Comprehension to check:
Comprehension Skill Main Idea and
Details
Review Comprehension Skill Author’s
Purpose
Fluency Words Correct Per Minute
Fresh Reads for Fluency and
Comprehension
202
Exploration
LD2 TCH M1 W2.indb 202
8/17/18 8:05 PM
Go Digital: Concept Talk Video
Let's Learn
Amazing Words
Oral
Vocabulary
for Space Exploration
Definitions, examples, and
applications to use with the Oral
Vocabulary in each lesson.
Oral Vocabulary Routine
D1
descend
orbit
1 Introduce When you descend, you go down.
1
2 Demonstrate Astronauts descend when they
come down in their space shuttle. You descend
when you walk downstairs.
Introduce An orbit is a path one thing makes
around another thing in space.
2
Demonstrate Earth makes an orbit around the
sun, and the moon makes an orbit around
Earth. A spacecraft has made an orbit around
the moon.
3
Apply Imagine you and a partner are a planet
and the sun. Show me how the planet makes
an orbit and tell me about it.
3 Apply Show me how an airplane would descend
in landing.
D2
D3
Instruction for this day can be found in the Oral Vocabulary lesson.
journey
1 Introduce A journey is a long trip.
2 Demonstrate When a family drives for several days to go somewhere, they are on a journey. An astronaut
goes on a journey into space.
3 Apply Tell me about a journey you made with your family or about a journey someone else made. Use the
word journey when you tell about it.
D4
launch
1 Introduce You launch something when you get it started or set it going.
2 Demonstrate We launch a boat when we move out onto the lake with it. When scientists launch a space
shuttle, it starts up and travels into space.
3 Apply What else could someone launch into the water or air?
Module 1
LD2 TCH M1 W2.indb 203
203
8/17/18 8:05 PM
MODULE 1 MY PLANNING GUIDE
Week
This
BQ
What can we discover by exploring nature?
BIG QUESTION
Exploration
Daily Plan
Monitor Progress
Whole Group
Check Word Read
Consonant Blends
Day 1
Check
Word
Reading
Character and Setting
• Fluency
• Vocabulary
Day 2
Check High
Frequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check Oral
Vocabulary
Small Group
TEACHER-LEAD
Customize Literacy More support for a Balanced Literacy
approach, see pp. CL•1–CL•53
• Reading Support
• Skill Support
• Fluency Practice
PRACTICE
STATIONS
INDEPENDENT
ACTIVITIES
Customize Writing More support for a customized writing
approach, see pp. 551–560
Whole Group
Assessment
• Writing for Tests: Realistic Fiction
• Conventions: Predicates
• New Literacies
• Weekly Tests
• Day 5 Assessment
• Fresh Reads
This Week’s Reading Selections
Procedural
Poetry Text
The Great Bear
Procedural text
How to Make a Compass
Written by Keila Ochoa
Illustrated by Miguel Angel Chávez
Step 1
Cut the bottom of the Styrofoam cup
into a disc.
Many people use a compass when they are in nature.
A compass is a very useful tool outdoors. So, let’s make
our own compass!
You need:
• a large plastic lid
• a needle
Step 2
Rub the end of the magnet on the needle several times.
Be careful to do it only in one direction.
• a bar magnet
• a Styrofoam cup
• a pair of scissors
If you are using a small magnet you need to rub the
needle at least twenty times or more. If it’s a strong
magnet rub it five or seven times.
• a glass of water
Contents
Settling in
Hiking in the Forest
Strange Noises in the Forest
GN
GENRE
Realistic fiction tells about made-up events that
could happen in real life. Next read about Harry
and his camping trip.
BQ
B I G Q U E ST I O N
p. 102
p. 107
p. 112
Question of the Week
What can we discover by
exploring nature?
•
Procedural text gives directions on how to do
something one step at a time.
•
Procedural text usually has graphic features that help
tell how to do something.
•
Read “How to Make a Compass.” Look for elements of
procedural text.
Let´s
•
Think! •
How do the captions and illustrations
on page 120 assist you with what you
need?
How do the captions and illustrations
help you follow the steps?
100
121
Main Selection
Genre: Realistic Fiction
204
Paired Selection
Decodable
Practice Readers
Leveled Readers
ELL and ELD
Readers
Exploration • Module 1 • Week 3
LD2 TCH M1 W3.indb 204
8/17/18 8:06 PM
W3
Print and Digital Resources
PHONEMIC
AWARENESS
AND
PHONICS
BUILD
CONCEPTS
VOCABULARY COMPREHENSION
W3
Procedural
Poetry Text
Share information about
exploring nature.
Share ideas about what is
explored in nature.
What things do you enjoy
watching in nature? Write
two sentences and share
ideas.
has a black stripe on his back. That pup can
build a big mess. Mother and Father had a
splendid plant. Once an ant from that plant
splendid plant. Once an ant from that plant
went straight on that pup’s nose. Bear struck
went straight on that pup’s nose. Bear struck
our own compass!
You need:
• Practice phonics skills
• a large plastic lid
at that ant, but he couldn’t get it. He struck
• Blending practice
• a needle
his nose instead. Bear fell on the plant and
his nose instead. Bear fell on the plant and
• Reread for fluency
that plant went everywhere. What a mess!
that plant went everywhere. What a mess!
at that ant, but he couldn’t get it. He struck
into a disc.
A compass is a very useful tool outdoors. So, let’s make
Ann and Dan love that pup. Bear is tan and
has a black stripe on his back. That pup can
build a big mess. Mother and Father had a
Cut the bottom of the Styrofoam cup
Many people use a compass when they are in nature.
I just had to go North.
Ann and Dan got a pup. Bear is the pup.
Ann and Dan love that pup. Bear is tan and
Exploring Nature
•
How to Make a Compass
I remembered the compass.
Ann and Dan got a pup. Bear is the pup.
Talk!
•
Procedural text
Step 1
Oral Vocabulary
Let´s
•
CONVENTIONS
AND WRITING
FLUENCY
Step 2
• a bar magnet
• a Styrofoam cup
Rub the end of the magnet on the needle several times.
Be careful to do it only in one direction.
• a pair of scissors
If you are using a small magnet you need to rub the
• a glass of water
needle at least twenty times or more. If it’s a strong
magnet rub it five or seven times.
But where was he? And where was I?
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
I enjoy watching
.
2.
I enjoy watching
.
94
I couldn’t see the tent.
You´ve
95
Learned
You´ve
Consonant Blends
Learned
High-Frequency Words
bear
build
couldn’t
father
love
mother
straight
Consonant Blends
High-Frequency Words
bear
build
couldn’t
father
Student Edition
pp. 94–95
Student Edition
pp. 99
•
Procedural text gives directions on how to do
something one step at a time.
•
Procedural text usually has graphic features that help
tell how to do something.
or flashlight!
love
mother
•
Read “How to Make a Compass.” Look for elements of
procedural text.
Let´s
•
Think! •
How do the captions and illustrations
on page 120 assist you with what you
need?
How do the captions and illustrations
help you follow the steps?
straight
99
WHOLE
GROUP
I couldn’t smell the smoke of the campfire.
I was lost! It was getting dark and I had no lantern
110
120
111
121
99
Student Edition
pp. 99
Student Edition
pp. 110–115
Decodable
Practice
Readers
Student Edition
pp. 118–119
• Vocabulary
Activities
• Journal
Word Bank
• Envision It!
Animations
• eSelections
• eSelections
• eReaders
• Grammar
Jammer
• Leveled
Readers
• Student
Edition
Practice
• eReaders
• Grammar
Jammer
Scott Foresman
GO DIGITAL
CUSTOMIZE
LITERACY
GO DIGITAL
Sing With Me
Sound Spelling Cards
• Concept
Talk Video
• Sing
with Me
Animations
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Leveled
Readers
• Decodable
Practice
Readers
• HighFrequency
Word Cards
• Envision It!
Skills and
Strategies
Handbooks
• Leveled
Readers
• Concept
Talk Video
• Big
Question
Video
• eReaders
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Sing
with Me
Animations
• Vocabulary
Activities
• Envision It!
Animations
• eReaders
SCIENCE RESOURCES ONLINE
• Untamed Science
• The Big Question
• Science Songs
• Vocabulary Smart Cards
• Vocabulary Memory
Match
• Investigate It! Simulation
• My Planet Diary
• Explore It! Animation
• Got It? 60-Second Video
• Got It? Quiz
• My Science Coach
• Chapter Review
The Great Bear
LD2 TCH M1 W3.indb 205
205
8/17/18 8:06 PM
MODULE 1 MY PLANNING GUIDE
My 5-Day
BQ
Planner
What can we discover by exploring nature?
BIG QUESTION
Monitor
Progress
GET READY
TO READ
Check Word Reading
Check High-Frequency Words
Day 1 pages 210–227
Day 2 pages 228–249
Content Knowledge, 210–211
Content Knowledge, 228–229
Build Oral Vocabulary, 212–213
galaxy, tranquil, wildlife
Build Oral Vocabulary, 229
fledglings
Phonemic Awareness, 214
Blend and Segment Phonemes
Review Phonics, 230
Long Vowels VCe
Consonant Blends
Phonics, 215–217
Consonant Blends
READ Decodable Practice Reader 3A,
218–219
Spelling, 220 Pretest
Spelling, 231
Practice
High-Frequency Words, 221 Introduce
bear, build, couldn’t, father, love, mother,
straight
High-Frequency Words, 232 Build
Fluency bear, build, couldn’t, father, love,
mother, straight
Listening Comprehension, 222–223
Character and Setting
Story Words, 233 Introduce drooled,
boasted, lanterns, shivered, snuggled,
hugged
READ AND
COMPREHEND
Vocabulary, 233 Synonyms
Build Background, 234
READ Main Selection —First Read,
235–243 The Great Bear
Literary Text, 244 Plot, Setting, and
Character
LANGUAGE
ARTS
206
Conventions, 224 Predicates
Conventions, 245 Predicates
Writing, 225–226
Realistic Fiction
Writing for tests, 246–247 Realistic
Fiction Planning Story Events
Research and Inquiry, 227
Identify and Focus Topic
Handwriting, 248
Manuscript e, E, s, S: Letter Slant
Research and Inquiry, 249
Research Skill: Personal Sources
Exploration • Module 1 • Week 3
LD2 TCH M1 W3.indb 206
8/17/18 8:06 PM
W3
Check Retelling
Check Fluency
Check Oral Vocabulary
Day 3 pages 250–263
Day 4 pages 264–279
Day 5 pages 280–295
Content Knowledge, 250–251
Content Knowledge, 264–265
Oral Vocabulary, 251 secure
Oral Vocabulary, 265
detective, fascinating, slimy
Content Knowledge
Wrap Up, 280
Phonics, 252
Consonant Blends
READ Decodable Practice
Passage 3B, 253
Spelling, 254
Dictation
Review Oral Vocabulary, 281
Review Phonics, 266
Long Vowels VCe
Review Phonics, 282
Consonant Blends
Review Fluent Word Reading,
267
Spelling, 283 Test
READ Decodable Practice
Reader 3C, 268–269
Spelling, 270 Partner Review
Fluency, 255
Accuracy and Appropriate Rate
Review High-Frequency
Words, 256 bear, build,
couldn’t father, love, mother,
straight
Science in Reading, 271
Vocabulary, 284 Synonyms
READ Paired Selection, 272–273
“How to Make a Compass”
Media Literacy, 285
Fluency, 274
Accuracy and Appropriate Rate
Review Comprehension, 286
Character and Setting
Fluency, 285 Accuracy
Review Vocabulary, 286
High-Frequency and Story Words
Story Words, 256
drooled, lanterns, shivered,
snuggled
Informational Text, 287
Procedural Text
READ Main Selection —Second
Read, 236–243, 257–259
Assessment, 288–290
Monitor Progress
Review Conventions, 291
Predicates
Conventions, 260 Predicates
Conventions, 275 Predicates
Writing for Tests, 167–168
261-262 Realistic Fiction
Evaluation
Writing for Tests, 276–277
Writer’s Craft: Time-Order Words
Media Literacy, 278
Writing for Tests, 292–293
Revising Strategy: Adding Words
Research and Inquiry, 263
Gather and Record Information
Research and Inquiry, 279
Review and Revise Topic
Research and Inquiry, 294
Communicate
Wrap Up Your Week, 295
What can we discover by
exploring nature?
The Great Bear
LD2 TCH M1 W3.indb 207
207
8/17/18 8:06 PM
MODULE 1 MY PLANNING GUIDE
Practice
Stations for Everyone
LISTEN UP!
WORD WORK
WORDS TO KNOW
Identify long-vowel sounds.
Recognize the long-vowel VCe pattern.
Use position words.
Objectives
• Identify words with
long-vowel sounds.
Objectives
• Build words with the long-vowel
VCe pattern.
• Read words with the long-vowel
VCe pattern.
Objectives
• Identify and use position words
in sentences.
Materials
• Listen Up! Flip Chart
• Sound-Spelling Cards 74, 76,
80, 84, 85
Differentiated Activities
Look at the pictures on the cards
and say the names of the things
you see. Listen for the long-vowel
sounds as you quietly say each
word aloud.
Look at the pictures on the cards
and say the names of the things
you see. Listen for the long-vowel
sounds as you quietly say each
word aloud. Think of other words
that have the long-vowel sounds a
and i. Say them quietly to yourself.
Look at the pictures on the cards
and say the names of things you
see. Listen for the long-vowel
sounds as you quietly say each
word aloud. Think of other words
that have the long-vowel sounds
a, e, i, o, and u. Say them quietly
to yourself.
Technology
• Modeled Pronunciation Digital
208
•
•
•
•
Materials
Word Work Flip Chart
Letter Tiles
paper
pencils
Differentiated Activities
Use Letter Tiles to build the words
kite, hope, tape, concrete, and
muse. Say each word quietly.
Name the long-vowel sound you
hear in each word. What is the
pattern they all follow?
Use Letter Tiles to build the words
kite, hope, tape, concrete, and
muse. Say each word quietly.
Name the long-vowel sound
you hear in each word. Think of
two new silent e words with a
long-vowel. Then write them on
your paper.
Think of words that contain a
long-vowel sound ending in silent
e. Use Letter Tiles to make two
silent e words with each vowel.
Then write them on your paper.
Materials
• Words to Know Flip Chart
• Teacher-made word cards: front,
above, behind, under, over, around
• paper • pencils • crayons
Differentiated Activities
Choose three position-word
cards. Draw a picture that shows
the meaning of each word.
Choose five position-word cards.
Draw a picture that shows
the meaning of each word.
Write a sentence about each
picture. Use the position word in
your sentence.
Write a paragraph using all
six position words. When you
finish, go back and circle the
position words.
Technology
• Online Journals
• Online Tested Vocabulary
Activities
Technology
• Interactive Sound-Spelling Cards
Exploration • Module 1 • Week 3
LD2 TCH M1 W3.indb 208
8/17/18 8:06 PM
W3
Key
Below-Level Activities
On-Level Activities
Advanced Activities
LET’S WRITE!
Write a piece of expository nonfiction.
Objectives
• Write a piece of expository
nonfiction.
• Use complete sentences.
READ FOR MEANING
Identify the main idea and supporting
details in a text passage.
GET FLUENT
Practice fluent reading.
Objectives
• Read aloud with accuracy.
• Use a variety of sentences.
Objectives
• Identify the main idea in a
text passage.
• Identify the details that help
support the main idea.
Materials
• Let’s Write! Flip Chart
• paper
• pencils
Materials
• Read for Meaning Flip Chart
• reproduced paragraphs from
2.1.2 Leveled Readers
Materials
• Get Fluent Flip Chart
• 2.1.2 Leveled Readers
• paper • pencil • crayons
Differentiated Activities
• Expository nonfiction tells about
real people, places, and events.
Write expository nonfiction telling
something about outer space.
Give facts and details. Write two
complete sentences. Use different
kinds of sentences, too.
Write expository nonfiction telling
something you learned about
outer space. Include interesting
facts and details. Write at least
three complete sentences, and
vary your sentences, too.
Write expository nonfiction
offering information you learned
about outer space. Cite interesting
facts and details. Write four or
more complete sentences, varying
their structure and length.
Differentiated Activities
Read the paragraphs from All
About Astronauts. Draw a picture
to tell what it is about. Label the
picture with words.
Read the paragraphs from An
Astronaut Space Walk. Use
crayon to underline the main
idea in each paragraph. Circle
the supporting details with a
different crayon.
Read the paragraphs from Look
at Our Galaxy. Write a third
paragraph with the next main
idea and two details. You can
write from memory or create a
new main idea.
Technology
• Online Student Edition
Differentiated Activities
Work with a partner. Take turns
reading pages from All About
Astronauts. Read as accurately as
you can. Use punctuation clues
to help you read with accuracy.
Give your partner feedback.
Work with a partner. Take
turns reading pages from An
Astronaut Space Walk. Read
as accurately as you can. Use
punctuation clues to help you
read with accuracy. Give your
partner feedback.
Work with a partner. Take turns
reading pages from Look at Our
Galaxy. Read as accurately as
you can. Use punctuation clues
to help you read with accuracy.
Give your partner feedback.
Technology
• Reading Street Readers Digital
The Great Bear
LD2 TCH M1 W3.indb 209
209
8/17/18 8:06 PM
W3
WEEK
D1
DAY
Let´s
Read!
Objectives
• Introduce concept: exploring
nature.
• Share information and ideas
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we discover by exploring
nature?
about the concept.
Today at a Glance
Oral Vocabulary
galaxy, tranquil, wildlife
Phonemic Awareness
Blend and Segment Phonemes
Phonics and Spelling
Consonant Blends
Fluency
Oral Rereading
High-Frequency Words
bear, build, couldn’t, father, love,
mother, straight
Comprehension
Character and Setting
Conventions
Predicates
Writing
Writing for Tests: Realistic Fiction
Research and Inquiry
Identify and Focus Topic
Street Rhymes!
Hurray! It’s time for a weekend of camping.
Into nature we are tramp-tramp-tramping.
Hiking in the woods, what waits for us there?
Shy deer, soft moss, and … maybe a bear!
Later, by the campfire, looking at the sky,
A million shining stars make us wonder why …
• To introduce this week’s concept, read aloud the poem several times and
ask children to join you.
Exploring Nature
Concept talk To help children gain knowledge and understanding, tell them
that this week they will talk, sing, read, and write about exploring nature.
Write the Question of the Week, What can we discover by exploring
nature?, and track the print as you read it.
Build Oral Language
Talk about Exploring Nature Have children turn to pages 82–83 in their
Student Edition. Read the title and look at the photos. Use these questions to
guide discussion and create the concept map.
• Look at the pictures of the animals. Why might they be in your
neighborhood? (Possible response: They might be looking for food.) Let’s
add We learn about animals in our neighborhood.
• Now look at the picture of the tree frog. Where do most frogs live?
(Possible response: Most frogs live near water.) Let’s add We learn about
frogs near water to the map.
• We see wildlife in our neighborhood and in forests too. Which picture shows
a flying animal that we might see in the forest? (Possible response: A bat
comes out at night in the forest.) We’ll add We learn about bats in the forest
to our map.
210
Exploration
LD2 TCH M1 W3.indb 210
8/17/18 8:15 PM
Go Digital: Concept
Concept Talk
Video
Talk
Video
40-45 mins
W3
Whole
Oral Vocabulary
Let´s
Group!
Talk!
Exploring Nature
•
Share information about
exploring nature.
•
Share ideas about what is
explored in nature.
•
What things do you enjoy
watching in nature? Write
two sentences and share
ideas.
Amazing Words
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
I enjoy watching
.
2.
I enjoy watching
.
You’ve learned
0 1 6
words so far.
You’ll learn
0 0 8
words this week!
galaxy
tranquil
wildlife
fledglings
secure
detective
fascinating
slimy
95
94
Student Edition pp. 94–95
E
L
L
Let’s Talk About Use the question to guide discussion. Then have children
complete the sentences on their own and share ideas with their peers
English Language
Learners
Connect to Reading Explain that this week they will read about how a family
explores nature by going camping. What do you think they see when they
look into the night sky? Let’s add We learn about stars to the map.
Listening Comprehension English
Language Learners will benefit
from additional visual support to
understand the key terms in the
concept map. Use the pictures
on pages 94 and 95 to scaffold
understanding. For example, when
talking about the sky, point to the
picture of the sky.
What can we learn by
exploring nature?
We learn about
raccoons in
our neighborhood.
E
L
We learn about
frogs near water.
We learn about
bats in the forest.
We learn about
stars in the sky.
L Preteach Concepts Use the Day 1 instruction on ELL Poster 3.
E
L
L Poster 3
Module 1
LD2 TCH M1 W3.indb 211
211
8/17/18 8:15 PM
W3
D1
WEEK
DAY
Build Oral Vocabulary (Optional)
Let´s
Amazing Words
Read!
Introduce Amazing Words Display page 3 of the Sing with Me Big Book. Tell
children they are going to sing about campers exploring nature. Ask children
to listen for the Amazing Words galaxy tranquil, and wildlife as you sing.
Sing the song again and have children join you.
Objectives
• Build oral vocabulary.
• Discuss the concept exploring
Sing with Me Big Book Audio
nature.
• Share information and ideas
Oral Vocabulary Routine
about the concept.
Teach Amazing Words
1 Introduce the Word Relate the word galaxy to the song: The song says at
night you can see a galaxy of stars. Supply a child-friendly definition: A
galaxy is a very large group of stars. Have children say the word
2 Demonstrate Provide examples to show meaning: Earth and the sun are
part of a big galaxy in the universe. We could see a galaxy of stars
through a telescope. Marta thinks she will someday travel in a spaceship
to a faraway galaxy.
3 Apply Have children demonstrate their understanding: Would you rather
travel through our galaxy or see a movie about our galaxy?
See p. 297 to teach tranquil and wildlife..
Tranquil Nights
Camping out is lots of fun.
We love the tranquil nights.
Gaze at a galaxy of stars
Away from city lights.
We might see wildlife like deer,
And hear spring peepers peep.
Curled up inside our sleeping bags,
We’ll get a good night’s sleep.
Sing to the tune of
Auld Lang Syne
Sing with Me Big Book Audio
Unit 1
Exploration
Week 3
Henry and Mudge
Oral Vocabulary
tranquil
galaxy
wildlife
3
Singg with
Sin
with Mee Bi
Bigg Book
Book pp.. 3
212
Exploration
LD2 TCH M1 W3.indb 212
8/17/18 8:15 PM
Go Digital: Sing with Me Animations
Check understanding of Amazing Words Have children look at the picture on
page 3. The campers see wildlife like deer. What kind of wildlife do you see
in the picture? (Possible response: I see wildlife like trees, bushes and grass)
What do you see in the picture that tells you one is a rural community? Use
rural in your answer. (Possible response: The rural community has a farm and
cows and trees.)
What do the campers see in the sky? Use galaxy in your answer. (The
campers see a galaxy of stars in the sky.)
How do you know that the night is tranquil? Use tranquil in your answer.
(Possible response: The campers say that the sound is the peep of spring
peepers so that would make the night tranquil.)
Apply Amazing Words Have children demonstrate their understanding of the
Amazing Words by completing these sentences orally.
We see wildlife like
in our neighborhood.
I told Mom that a galaxy is
The
Whole
Group!
Amazing Words
galaxy
secure
tranquil
detective
wildlife
fascinating
fledglings
slimy
Differentiated
Instruction
.
is a tranquil place.
A
Advanced
Corrective Feedback
If… children have difficulty using the Amazing Words,
then… remind them of the definitions. Then provide opportunities for children
to use the words in sentences.
Preteach Academic Vocabulary
Rhyme Have children write a twoline rhyme about the picture on the
song poster. Have them use the
words galaxy, tranquil, or wildlife
in their rhyme:
Deer are as tranquil as can be, I
see them. Do they see me?
Write the following on the board:
• character and setting
• realistic fiction
• predicates
Have children share what they know about this week’s Academic Vocabulary.
Use children’s responses to assess their prior knowledge. Preteach the
Academic Vocabulary by providing a child-friendly description, explanation,
or example that clarifies the meaning of each term. Then ask children to
restate the meaning of the Academic Vocabulary in their own words.
Module 1
LD2 TCH M1 W3.indb 213
213
8/17/18 8:15 PM
W3
WEEK
D1
DAY
Phonemic Awareness
Let´s
Read!
Objectives
Blend and segment phonemes of
one- and two-syllable words.
Associate blended multiple
consonant sounds with two- and
three-letter consonant spelling
patterns.
Blend, read, and spell words with
consonant blends.
Skills Trace
Let´s
Sounds
Listen!
•
•
•
Find two words that rhyme with pant.
Find two things that begin with the /th/ /r/ blend. Say each word.
RO
RESOURCES ONLINE
SOUND-SPELLING CARDS
A skunk has a white stripe. Say each sound in the word stripe.
96
97
Consonant Blends
Student Edition pp. 96–97
Introduce
M1W3D1
Phonemic Awareness
Practice
M1W3D2; M1W3D3; M1W3D4
Reteach/Review
M1W3D5; M1W4D4
Assess/Test
Weekly Test M1W3
Benchmark Test M2
Key:
M=Module W=Week
D=Day
Blend and Segment Phonemes
Introduce Read together the first two bulleted points on pp. 96–97 of the
Student Edition. I see a dog in this picture. Listen to the sounds of a word that
tells what the dog can do—/p/ /a/ /n/ /t/. Now I’ll blend, or put together
quickly, those four sounds to say the word: /p/ /a/ /n/ /t/, pant. What can
the dog do? (pant) I can also segment, or break up, the sounds in a word.
Which animal in the picture is black with a white stripe? (a skunk) I hear five
sounds in skunk. Listen as I segment those four sounds—/s/ /k/ /u/ /ngk/.
Have children segment skunk with you.
Model I see something in the picture. It has three sounds—/t/ /r/ /ē /.
Let’s blend those sounds to make a word—/t/ /r/ / ē /, tree. In the picture,
I see frogs splash. How many sounds do you hear in splash? (five) Listen as I
segment the five sounds in splash—/s/ /p/ /l/ /a/ /sh/.
Guide practice Guide children as they segment and blend the sounds from
these words from the picture: smile, throat, stripe, frog, and squirrel.
Corrective Feedback
If… children make an error,
then… model by segmenting the word, and have them repeat the segmenting
and then blend the word.
214
Exploration
LD2 TCH M1 W3.indb 214
8/17/18 8:15 PM
Go Digital: Interactive Sound-Spelling Cards
Phonics —Teach/Model
Consonant Blends
Blending Strategy
1 Connect Write the word pal. Ask children which letters in the word
Whole
Group!
Differentiated
Instruction
are consonants. (p, l) Point out that each single consonant spells its
sound. Explain that today children will learn how to spell and read
words that have two or three consonants together whose sounds are
blended.
2 Use Sound-Spelling Card Cards Display Card 18. Point to p. The letter
p stands for the sound /p/. Display Card 14. The letter l stands for the
sound /l/. Have children say /p/ several times as you point to p and /l/
several times as you point to l.
3 Model Write plan. This word begins with the consonants p and l.
Segment and blend plan; then have children blend with you: /p/ /l/
/a/ /n/. Now model reading the word using onset and rime. I read this
word by saying the consonant sounds before the vowel together and then
saying the rest of the sounds together. I blend the two chunks together: pl,
-an, plan.
Write plant. This word also has a consonant blend at the end. I blend the
consonant sounds before the vowel together closely, /p/ /l/, and then
say the rest of the sounds together, /a/ /n/ /t/. I blend the two chunks
together: pl, -ant, plant.
Write split. This word begins with three consonants. We blend the sounds
of all three consonants together before the vowel, /s/ /p/ /l/, and then
say the rest of the sounds together, /i/ /t/. I blend the chunks together,
spl, -it, split.
4 Guide Practice Continue the process in step 3. Now have children blend
with you. Remind children to blend consonant sounds together closely to
say the word.
black
skate
pond
left
stamp
grant
stripe
scrub
hundred
include
pumpkin splendid
5 Review What do you know about reading these words? (When two
or more consonants come together in a word or syllable, blend them
together closely to read the word.)
S
I
Strategic Intervention
Syllabication with Blends Remind
children that they can break longer
words into syllables to make them
easier to read. Point out the blend
in the middle of include. Explain
that the sounds of a consonant
blend stay together in one syllable.
Model syllabicating include. (in /
clude) Have children segment and
blend the word. Continue with
pump/kin and hun/dred.
Vocabulary Support
You may wish to explain the
meaning of this word.
splendid wonderful
E
L
L
English Language
Learners
Pronunciation Children may be
challenged to hear or pronounce
/l/, /r/, and /s/ within consonant
blends bl, pl, sl, spl; br, dr, gr, tr;
sk, sp, sn, and st. Practice blending
and then segmenting more words
with one problematic sound at a
time. Tell children to listen for the
focus sound, model, and have them
repeat.
Language Transfer These initial
blends exist in Spanish: bl, cl, fl,
gl, pl; br, cr, dr, fr, gr, pr, tr. Help
children compare beginning sounds
in cognates such as planta/plant
and precio/price.
Module 1
LD2 TCH M1 W3.indb 215
215
8/17/18 8:15 PM
W3
WEEK
D1
DAY
Phonics
Consonants Blends
Let´s
Read!
Objectives
splash
Phonics—Build
Fluency
Words I Can Blend
p
l
a
n
t
s
t
r
i
p
e
s
p
r
a
n
g
s
t
r
u
c
k
s
p
l
e
n
d
Consonant Blends
spl
strawb
st
berry
i
d
Sentences I Can Read
Associate blended multiple
consonant sounds with twoand
three-letter consonant spelling
patterns.
str
Blend and read words with
consonant blends.
• Decode words in context and
independent of context
RO
His plant has a wide stripe.
2.
Nick sprang up when Lin struck the bell.
3.
Our class has a splendid rule.
Model
Have children turn to page 98 in their
Student Edition.
Have children turn to page 98 in their
Student Editions. Look at the pictures on
this page. I see a picture of a splash and a
Student Edition p. 98 strawberry. The words splash and strawberry
both begin with consonant blends. Consonant blends consist of two or more
letters whose sounds are blended together when pronouncing a word. The
word splash begins with the three-letter blend spl. Point to spl. Listen as I
blend all the sounds in splash: /s/ /p/ /l/ /a/ /sh/, splash. The word
strawberry also begins with a consonant blend. Point to str. Listen as I blend
the sounds in the consonant blend str: /s/ /t/ /r/ str. Blend all the sounds in
strawberry and then say the word again.
RESOURCES ONLINE
SOUND-SPELLING CARDS
98
1.
Sounds to Know
Guide practice For each word in Words I Can Blend, ask for the sound of
each letter or group of letters. Make sure that children identify the correct
sounds for each consonant blend. Then have children blend the whole word
Corrective Feedback
If... children have difficulty blending a word,
then... model blending the word, and then ask children to blend it with you.
SP
SUCCESS PREDICTOR
CHECK WORD READING
216
Exploration
LD2 TCH M1 W3.indb 216
8/17/18 8:15 PM
The Great Bear
Say the word for each picture.
Blend and Read
bl
nt
cl
nd
sk
st
str
fr
2.
bl imp
spl
3.
ca
st
4.
ma
sk
cl ip
Read each sentence. Add the missing letters to the word or
words. Use the box above for help.
5.
Decode words in context Have children read
each of the sentences on page 86. Have
them identify words in the sentences that
have consonant blends.
On their own Use Student Edition
Practice p. 126.
sl
1.
Decode words independent of context After
children can successfully segment and blend
the words on page 98 in their Student
Editions, point to words in random order and
ask children to read them naturally
Team Talk Pair children and have them take
turns reading each of the sentences aloud.
Whole
Pick the letters from the box that finish each word.
6.
7.
8.
9.
fr iend Sam and I put up a tent .
sl eeping bags were on the ground.
They seemed to be on a sl ant.
We str etched out on our backs.
Isplashed water on my face to st ay awake.
My
Differentiated
Instruction
Our
H+S
Home Activity
Your child wrote words that started or ended with consonant blends, such as stop,
hand, and strap. Work with your child to write words that start or end with the
consonant blends shown in the box on this page. On a separate sheet of paper,
have your child illustrate each word.
HOME AND SCHOOL
126
Group!
Phonics Consonant Blends
Student Edition
Practice p. 126
A
Advanced
Final Blend Families Write -ant,
-and, -est, and -ump. Have children
build word families for these
phonograms and then read and
compare their lists.
S
Strategic Intervention
Monitor Progress
Check Word Reading
Consonant Blends
Write the following words and have the class read them. Notice which
words children miss during the group reading. Call on individuals to
read some of the words.
stem
grant
stink
plug
scrape
string
mask
stride
flex
jump
splint
track
expect
instead
trinket
Spiral Review
Review Row 3
reviews ck, ng,
nk, x.
Corrective Feedback
If… children cannot blend words with short vowels at this point,
then… use the Small Group Time Strategic Intervention lesson,
p. DI•43, to reteach consonant blends. Continue to monitor children’s
progress using other instructional opportunities during the week. See
the Skills Trace on p. 214.
Day 1
Check
Word
Reading
Day 2
Check
HighFrequency
Words
Day 3
Check
Retelling
I
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
Blend Words with Consonant Blends
If children have diffi culty blending
words with consonant blends, use
additional consonant blend words
for practice.
Spelling Patterns
Consonant Blends Consonant
blends consist of two or more letters
whose sounds are blended together
when pronouncing a word.
Multisyllablic Words In some VC/
CV words such as plastic, the final
consonant in one syllable and the
initial consonant in the following
syllable appear to form a consonant
blend but they do not (plas/tic).
E
L
L
English Language
Learners
Pronunciation Have students begin
with one challenging blend at a time.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W3.indb 217
217
8/17/18 8:15 PM
W3
WEEK
D1
DAY
Decodable Practice Reader 3A
Let´s
Read!
Objectives
• Apply knowledge of
soundspellings to decode
unknown words when reading.
• Decode and read words in
context and independent of
context.
• Practice fluency with oral
rereading.
Consonant Blends
Decode words independent of context Have children turn to the first page
and decode each word.
Read High-frequency words Have children identify and read the highfrequency words sun, not, out, of, hot, and front on the first page.
Preview Decodable Reader Have children decode the
title and preview the story. Tell them they will decode
words with consonant blends.
Decode words in context Pair children for reading
and listen carefully as they decode. One child begins.
Children read the entire story, switching readers after
each page. Partners reread the story. This time the
other child begins.
On Stage
Written by Amy Thornton
Decodable
Practice
Reader
3A
Consonant Blends
and
stage
black
skit
stop
strong
mask
ask
plan
plastic
strap
clap
glad
prop
act
next
High-Frequency Words
sun
hot
not
of
out
front
37
Decodable Practice
Reader 3A
The sun is not out.
It is not hot.
It is wet.
It is a sad time!
Patrick and Mel stop
and make a nice plan.
It will make
Mom and Dad glad!
38
Max can make a stage.
It is wide and strong.
Mel can make a plastic prop.
She will make the prop sit on stage.
39
40
Mel has a wig.
The wig is black.
Max has a mask.
He will strap it on.
41
Decodable Practice
Reader 1A
They will act in a fun skit.
Mel can ask Mom and Dad
to sit in front of the stage.
Max and Mel are a big hit!
Next time the sun is not out,
they will act a second time.
Mel will sing a song.
Max will tell a joke.
Mom has fun.
Dad can clap a lot.
42
43
44
* These materials can be found online.
218
Exploration
LD2 TCH M1 W3.indb 218
8/17/18 8:15 PM
Go Digital: Concept
eReaders Talk Video
Corrective Feedback
If… children have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words with consonant
blends in the story and name them. List the words in two columns for initial
and final blends. Have children underline the sound-spellings for consonant
blends. Children should supply (initial blends) black, glad, plan, prop, skit,
stage, stop, strap, strong, plastic; (final blends) act, and, ask, mask, next.
Review print awareness Point out the capital letter at the beginning of the
first sentence in the story. Review that we use a capital letter at the beginning
of the first word of a sentence to signal that we are starting a new sentence.
Have children identify the capital letter at the beginning of other sentences on
the page and read each sentence aloud.
Reread for Fluency
Have children reread Decodable Practice Reader 3A to develop automaticity
decoding words with consonant blends.
Oral Rereading
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Whole
Group!
E
L
L
English Language
Learners
Consonant Blends
Beginning Before reading, write
stop, stage, prop, black, mask,
strap. Point to stop and use pictures,
gestures or pantomime to clarify its
meaning. Then point to stop on the
second page of the story. Show me
how you stop. Continue with the
other words, having children use
pictures, gestures, or pantomime to
connect words in the story with their
meanings.
Intermediate Point to the illustration
on the second page of the story.
Ask Is Max sad or glad? (glad)
Continue using contrasts as you ask
questions about the illustrations.
Use contrasts such as stage/page,
back/ black, prop/pop, and mat/
mask.
Advanced/Advanced High
Have children look through
Decodable Reader 3A and make a
list of three words that have initial
consonant blends and three words
that have final consonant blends.
Tell children to use the words they
chose in sentences that tell about
the story On Stage.
Module 1
LD2 TCH M1 W3.indb 219
219
8/17/18 8:15 PM
W3
D1
WEEK
DAY
Spelling Pretest
Let´s
Consonant Blends
Read!
Objectives
• Segment and spell words with
consonant blends.
• Read high-frequency words.
Dictate spelling words Dictate the words. Read the sentences. Have children
write the words. If needed, segment the words, clarify pronunciations,
and give meanings. Have children check their pretests and correct
misspelled words.
1. stop
Mom will stop the car at the red light.
2. strap*
Hold tight to the strap.
3. nest
SThe bird’s nest is made of sticks.
4. hand*
Put the glove on your hand.
5. brave
You are brave to swim in the cold water
6. ask
She can ask one more question.
7. clip
Pat will clip coupons from the newspaper.
8. stream* There is a bridge over the stream.
9. mask
Carlos wore a mask while painting.
10. twin
The twin girls dress alike.
11. breeze
The breeze blew my hair.
12. state
Please state your name.
* Words marked with asterisks come from the selection The Great Bear.
On their own Use Let’s Practice It! p. 25 on the Web site.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Strategic
Intervention
7KH*UHDW%HDU
Name
Consonant Blends
Generalization Two or three consonants that are said together are called
blends: stop, ask, strap.
Sort the list words by consonant blends.
sk
st
2.
ask
mask
8.
stop
nest
state
9.
clip
6.
7.
str
3.
4.
strap
stream
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
nd
5.
hand
1. stop
2. strap
3. nest
4. hand
5. brave
6. ask
cl
10.
7. clip
8. stream
tw
9. mask
10. twin
twin
11. breeze
br
11.
brave
12.
12. state
breeze
Words to Read
13.
build
Words to Read
13. build
14. couldnÕt
14.
couldn’t
Home Activity Your child is learning to spell words with consonant blends. To practice at home, help your
child circle the letters that make up the consonant blend. Then ask your child to say
each word.
Teacher-Led
1.
Spelling Words
S
On-Level
I
Teacher-Led Page
DI•43
• Phonemic Awareness
and Phonics
Read Decodable
Practice Reader 3A
Teacher-Led Page
DI•48
• Phonics and spelling
Read Decodable
Practice Reader 3A
220
Advanced
Practice Stations
• Listen Up
• Word Work
A
Teacher-Led Page
DI•51
• Phonics and
Comprehension
Read Advanced
Selection 3
Place English language learners in the groups that
correspond to their reading abilities in English.
Spelling Consonant Blends %7%t
Let’s Practice It! Digital W3 D1
O L
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
* These materials can be found online.
Exploration
LD2 TCH M1 W3.indb 220
8/17/18 8:15 PM
Go Digital: Vocabulary Activities
I Can Read
High-Frequency Words
Whole
Ann and Dan got a pup. Bear is the pup.
Ann and Dan love that pup. Bear is tan and
Group!
has a black stripe on his back. That pup can
Nondecodable Words
build a big mess. Mother and Father had a
splendid plant. Once an ant from that plant
went straight on that pup’s nose. Bear struck
1 Say and Spell Look at page 99. Some
words we have to learn by remembering
the letters rather than saying the sounds.
We will say and spell the words to help
learn them. Point to the first word in the
High-Frequency Words list. This word is
bear. The letters in bear are
b-e-a-r, bear. Have children say and
spell each word, first with you, and then
without you.
2 Identify Familiar Letter-Sounds Point to the
first letter in bear. This letter stands for a
sound. What is the letter and what is its
sound? ( b /b/) Point to the letter r. What
is the letter and what is its sound? (r/r/)
at that ant, but he couldn’t get it. He struck
that plant went everywhere. What a mess!
S
You´ve
Learned
High-Frequency Words
bear
build
couldn’t
father
love
mother
straight
99
Student Edition p. 99
Read words in contex Chorally read the I Can Read! passage along with the
children. Then have them read the passage aloud to themselves. When they are
finished, ask children to reread the high-frequency words.
On their own Use Student Edition Practice p. 127.
Pick a word from the box to finish each sentence.
Write the word on the line.
bear built couldn’t father love mother straight
bear family lived in a cave.
couldn’t live in a town.
The family had to
build a den in the woods.
The mother bear took care of her cubs.
The cubs’ father hunted for food for his family.
When it got cold, they went straight into
They
3.
4.
5.
6.
The bear family has a lot of
love
Home Activity
Your child learned to read the words bear, build, couldn’t, father, love, mother, and
straight. Write each word on an index card or slip of paper. Then have your child
pick a card, read the word, and use it in a sentence.
Advanced
Extend Spelling Challenge children
who spell words correctly to spell
more difficult words such as:
browse, skeleton, brink, straight,
shrimp, and throng.
Phonics/Spelling
Generalization
Each spelling word has an initial or
final consonant blend, two or more
letters whose sounds are blended
together when pronouncing a word.
E
L
L
English Language
Learners
Frontload for Read Aloud
To prepare for the listening
comprehension Read Aloud, use
the modified Read Aloud in the ELL
Support Lessons.
their den.
7.
A
Spelling Clarify the meaning of
each spelling word with examples,
such as holding up your palm for
stop and pointing to your hand to
illustrate hand.
The Great Bear
The
Check Spelling Have children
choose the correct spelling of each
word from three random spellings.
Consonant Blends
Read words independent of context Have children read the high-frequency
words on page 99 aloud. Add the words to the Word Wall.
2.
I
Strategic Intervention
3 Demonstrate Meaning Tell me a sentence
using the word bear.
Repeat this routine with the other HighFrequency Words.
1.
Differentiated
Instruction
his nose instead. Bear fell on the plant and
.
H+S
HOME AND SCHOOL
High-Frequency Words
127
Student Edition
Practice p. 127
Module 1
LD2 TCH M1 W3.indb 221
221
8/17/18 8:15 PM
W3
D1
WEEK
DAY
Visual Skills Handbook
Listening
Comprehension
Literary Elements
Read and
Characters
Comprehend!
Character and
Setting
Objectives
Describe main characters
and the setting in realistic fiction.
Introduce
Plot
Skills Trace
Character and Setting
Introduce
M1W1D1; M1W3D1; M5W4D1
Practice
M1W1D2; M1W1D3; M1W1D4;
M1W3D2; M1W3D3; M1W3D4;
M5W4D2; M5W4D3; M5W4D4
Reteach/Review
M1W1D5; M1W5D3; M4W1D3;
M1W3D5; M5W5D3; M5W4D5
Assess/Test
Weekly tests M1W1; M1W3;
M5W4 M5W4
Benchmark Tests M1; M5
Key:
M=Module, W=Week, D=Day
Beginning
Middle
End
What happens in the beginning, middle, and end
of the story?
Ei•6
Student Edition EI•6–EI•7
Characters are the people or animals in
the story. Authors describe characters. They
tell about characters’ traits, motivations, and
feelings. The setting is the place and time of a
story. A story can have more than one setting.
The setting can be a real place or an imaginary
one. Good readers look for clues that tell about
characters and setting because it helps them
understand what happens in the story
Have children turn to pages EI•6–EI•7 in their Student Editions. Discuss these
questions using the pictures:
• What are the characters in this story doing? (fishing from a boat)
• How do you know that this setting is a real place? (It shows a boat on a
lake just like you would see in real life)
Model Today we will read a story about
a girl and her father exploring wildlife in
different places. Read “Just a Little Patience.”
Use Graphic Organizer 10 to record the
characters and setting.
Title
This story is about
(name the characters)
This story takes place
(where and when)
The action begins when
The Great Bear
Read the story. Write your answer to each question on the line.
Max and his parents were sleeping in a tent in the forest. During
the night, Max heard a sound and woke up. He woke up his parents.
Max thought a bear was scratching the top of the tent! Dad pointed
to a tree branch rubbing against the tent. He told Max that the wind
was making the sound. There was no bear.
1.
Who are the characters in the story?
2.
Underline the sentence in the story that tells you Max
Max and his parents
was afraid.
3.
What is the setting of the story?
4.
How do you think Max felt after his dad told him about
the wind?
5.
How would you describe Max’s dad?
a tent in the forest
Max felt safe.
Possible response: Max’s dad is loving, kind, and
thoughtful.
H+S
HOME AND SCHOOL
128
Home Activity
Your child identified the characters and setting of a story. Together, write a sentence
that tells about the setting of a place you would like to visit. Then list events that
might happen in this setting. Help your child make up a story using the information.
Comprehension Character and Setting
Student Edition
Practice p. 128
222
Let’s Think!
Then
Next
When I read, I ask myself, “Who is this story
After that,
about?” The story is about Angie and her
The story ends when
father so they are the characters. To find the
setting, I look for clues that tell where and
Theme:
when the story happens. This story happens
Graphic Organizer 10
in more than one place. They hike in the forest Digital W3 D1
before lunch and then after lunch they hike
near the sea. Add Angie and Angie’s father to finish the first sentence and
during the day, in the forest, and by the sea to complete the second sentence.
Guide practice After reading the story, have children tell which character
is patient (Angie’s father) and which character is impatient (Angie). Have
children pantomime to show how Angie feels when she sees the otter.
On their own Use Student Edition Practice p. 128.
Exploration
LD2 TCH M1 W3.indb 222
8/17/18 8:15 PM
d Alo
ea
ud
R
Go Digital: Envision It! Animations
Just a Little
Patience
“Look, Angie!” her father said. “There’s a beaver pond!”
Angie asked, “But where are the beavers? We’ve been hiking for
hours and haven’t seen any wildlife except other people’s dogs.”
“Just be patient, Angie,” her father said. “I’m sure we’ll see some
animals today.”
30-35 mins
Whole
Group!
Academic Vocabulary
character a person or animal who
takes part in the events of a story
setting the time and place in which
a story occurs
They kept walking and climbed a forest path. The forest was
tranquil and still. They reached the top of a hill, and then they
heard a haunting sound. “Whooo—leee–ah!”
“What’s that?” Angie asked.
Her father smiled. “That’s a loon. A loon is a bird that has a sweet
song.”
“But where is it? I want to see it,” Angie said impatiently.
“Loons stay near the water,” her father said. “Like beavers, they are
hard to spot. But just wait and be patient. We’re bound to see some
kind of animal soon.”
Angie and her father ate a quick lunch. Then they returned to
their car and drove near the sea to hike. After twenty minutes,
they reached the water. The surf crashed on the rocks below. They
looked down into the water. That’s when they saw it.
A sleek, wet otter lay on the rocks.
“An otter!” Angie cried. “I can’t believe it! I’m seeing an otter with
my own eyes!”
They watched the otter as it quickly slipped back into the water
and swam out into the ocean, diving under the water and out of
sight. A large black bird swooped down and landed almost where
the otter had been.
“That is so cool!” Angie cried. “We’ve seen two animals in one
minute!”
“All it takes is patience,” her father said, “and a little cooperation
from nature.”
Module 1
LD2 TCH M1 W3.indb 223
223
8/17/18 8:15 PM
W3
D1
WEEK
DAY
Languge
Arts!
Objectives
• Identify predicates in sentences.
• Understand and recognize the
features of a realistic story
• Develop an understanding of
sequence of events in a realistic
story..
Conventions
Predicates
Model Explain that a complete sentence has two parts: a subject and a
predicate. The predicate of a sentence tells what the subject does or is.
Display Grammar Transparency 3. Read the definition aloud. Model
identifying the predicate in each example.
• In the first sentence, My family goes on hikes, the predicate is goes on
hikes. The predicate tells what the subject—my family—does.
• The predicate is fun in the second sentence tells what the subject—hiking—
is. Hiking is fun.
Mini-
Lesson
5 Day Planner
Guide to Mini-Lessons
DAY 1
DAY 2
DAY 3
DAY 4
Read Like a Writer
Explain that sentence can have a compound predicate. In the sentence
Hiking is fun and is good exercise, the predicate has two parts: is fun and is
good exercise.
Guide practice Read the directions and continue with items 2–6, having
children identify the predicate in each sentence.
Connect to oral language Have the class
supply predicates to complete these
sentence frames orally.
Predicates
The predicate tells what the subject of a sentence does or is.
My family goes on hikes.
Planning Story Events
Hiking is fun.
1. Two bear cubs
Evaluation
Time-Order Words
.
Underline the predicate in each sentence.
1. We hiked up a mountain.
2. The trees
3. A small brown bird
.
2. The trail was hard.
.
3. It climbed up and up.
DAY 5
224
Revising Strategy:
Adding Words
On their own Team Talk Working in pairs,
have children take turns writing a subject
while their partners add a predicate to
make a complete sentence. Have the
children share their complete sentences
with the class.
ũE\3HDUVRQ(GXFDFLĂQGH0Ü[LFR6$GH&9
4. My dad helped me a little.
5. The view at the top was great.
6. I enjoyed that hike.
0RGXOH 1 +DUU\ DQGWKH6WDUU\1LJKW
Grammar
3
Grammar Transparency 3
Digital W3 D1
Exploration
LD2 TCH M1 W3.indb 224
8/17/18 8:15 PM
20-25 mins
Go Digital: Grammar Jammer
The Great Bear
Writing for Tests
Realistic Fiction
Mini-
Lesson
Writing • Realistic Story
Home Activity
Your child wrote a realistic fiction. Work with your child to write another realistic
fiction account based on an experience you both shared in nature or connected
to nature. Help your child plan their writing by recalling the events and think of
descriptive language they can include in their narrative.
Read Like a Writer
■ Introduce This week you will practice writing realistic fiction for a
test. Realistic fiction is a made-up story, but it seems like real life. The
characters and setting seem real, and the events seem like they could
really happen.
Trait
Organization
Mode
Narrative
Daily Fix-It
1. we saw a bird’s nesst in a tree.
We saw a bird’s nest in a tree.
2. went on a camping trip
We went on a camping trip
HOME AND SCHOOL
Student Edition
Practice p. 129
Realistic Fiction
Group!
H+S
Writing For Tests
Genre
Whole
The Storm
Writing Prompt: Write a realistic story
about a time when you or a character watched
something in nature.
Liz and Sam were playing in the park one
afternoon. First, they got on the swings and flew
high up in the air. Liz pointed at the pretty blue
sky. Big, puffy clouds floated by.
Next, they went to play on the slide. Liz
climbed up the ladder. She pointed at the sky. It
was dark. The clouds were big and gray.
Then Liz slipped down the slide. Sam slid
down after her. They ran home. They could see
the rain coming towards them.
Finally, they got to Sam’s house. They closed
the door and peeked out the window. Fat drops
of rain hit the sidewalk. The storm had arrived.
129
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation,
subjects and predicates, and the
spelling of the fifinal consonant
blend st in nest.
E
L
L
English Language
Learners
Options for Conventions
Support To provide children with
practice with predicates, use the
modified conventions lessons in the
ELL Handbook.
■ Examine Model Text Let’s listen to a realistic fiction story that was
written for a test. Track the print as you read aloud the test prompt
and response on Student Edition Practice p. 129. Have children
follow along.
■ Key Features This test asked for a realistic story. Let’s see how the
story was a good response to the test prompt. Who are the characters
in the story? (Liz, Sam) How do Liz and Sam act like real children?
Help children underline short phrases that show the characters acting
like real children, such as Liz climbed and Sam slid. What is the story’s
setting? (the park) Do real parks have swings and slides? (yes)
A realistic fiction story has a beginning, a middle, and an end. At
the beginning of this story, Liz and Sam went on the swings. What
happens in the middle of the story? (Liz and Sam went on the slide
and saw a storm coming.) How did the story end? (They ran to Sam’s
house and got in just as the storm began.) Have children circle the
ending of the story.
Module 1
LD2 TCH M1 W3.indb 225
225
8/17/18 8:15 PM
W3
WEEK
D1
DAY
Language
Arts!
Objectives
• Understand and recognize the
Writing for Tests
Realistic Fiction, continued
Review key features Review key features of realistic fiction with children. You
may want to post these key features in the classroom to allow children to refer
to them as they work on their stories.
features of a realistic story.
• Identify a topic connected to this
week’s concept.
• Narrow the focus of the topic
by formulating inquiry questions
related to the topic.
Key Features of Story
• characters and events are made up
• events in the story could really happen
• story has a beginning, middle, and end
Connect to familiar texts Use examples from the Read Aloud “Just a Little
Patience” or another realistic story familiar to children. Explain that in “Just a
Little Patience,” Angie and her dad are realistic characters—they talk and act
the way real people do. The setting, the forest they are hiking in, seems real
too. Point out realistic events in the beginning, middle, and end of the story,
such as hiking for hours and spotting very little wildlife, going to lunch, and
then quickly seeing an otter and a black bird.
Look ahead Tell children that tomorrow they will plan their own realistic
fiction stories.
Quick Write for Fluency
Team Talk
1 Talk Read these questions aloud and have children respond
with predicates.
• What can you do with nature?
• What can animals in nature do?
2 Write Have children write short sentences to answer the questions.
Make sure their sentences include a subject and a predicate.
3 Share Partners can read their answers to one another.
226
Exploration
LD2 TCH M1 W3.indb 226
8/17/18 8:15 PM
Research and Inquiry
Whole
Identify and Focus Topic
Teach Display and review the concept web that explores this week’s question:
What can we discover by exploring nature? What ideas about nature would
you like to learn more about? Ask children to share their interests. Help them
identify nature that they can explore in their own neighborhood.
Model
One way to learn something new is to use personal sources of
information. A personal source is someone I know, such as my mother, or
something I have, such as a book. For example, I want to know more about
plants in my neighborhood. My neighbor works in a lawn and garden store. I
can ask her about plants in my neighborhood. She’ll be my personal source.
Group!
Topic: Plants in Your
Neighborhood
Question
Answer
What plants
grow in your
neighborhood?
Guide practice Give children time to think about questions that, when
answered, would help them learn more about the plants that grow in their
neighborhood. Record children’s questions in a chart.
Wrap Up Your Day
Phonics: Consonant Blends Write band and strike. Ask children to read each
word aloud together. Have them name other words that begin or end with
consonant blends.
Spelling: Have children name the letter that spells each sound in nest and write
the word. Continue with clip and state
Build Concepts Ask children to recall what happened in the Read Aloud “Just a
Little Patience.” What did Angie and her father find when they explored nature?
(wildlife, birds, an otter)
Homework Send home this week’s Family Times Newsletter from Let’s Practice
It! pp. 21–22 on the Web site.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
,70C >D;3 0??4=
Materials
12 index cards,
marking pen or crayon
Preparation
Write each of the listed words
on separate index cards. You
will have six character cards
and six setting cards.
Game Directions
For two players
Match Characters
and Settings
1. One player mixes the cards
and gives each player six
cards, facedown.
2. Players look at their cards
and try to match each
character with its setting.
Players place matched pairs
face up.
3. Players take turns drawing
one card from the other
player’s hand and trying to
make a match.
4. Play continues until a player
runs out of cards. Players
then put any remaining
cards together to make
matches.
Let’s Practice It!
Digital W3 D1
Character
camper
clown
cow
dog
duck
hiker
Setting
doghouse
farm
hill
parade
pond
tent
Preview
Day 2
Tell children that tomorrow they will
read about a family that explores
nature by going camping.
Module 1
LD2 TCH M1 W3.indb 227
227
8/17/18 8:15 PM
W3
D2
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
• Build oral vocabulary.
Today at a Glance
Oral Vocabulary
fledglings
Phonics and Spelling
Consonant Blends
High-Frequency Words
bear, build, couldn’t, father, love,
mother, straight
Story Words
drooled, lanterns, shivered, snuggled
Vocabulary
Synonyms
Comprehension
Character and Setting
Story Structure
Fluency
Paired Reading
Conventions
Predicates
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we discover by exploring
nature?
Exploring Nature
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Tranquil Nights” from the Sing with Me Big Book. Why
do you think the song says that camping out is lots of fun? (Possible answer:
When you camp out, you see things such as stars and wildlife up close.)
Build Oral Language
Introduce amazing words Display the Big Book, The Tale of Pale Male.
Read the title and identify the author. Explain that in the story, the author
uses some Amazing Words. Read the story and have children listen for the
word fledglings.
Talk about sentences and words Reread this sentence from the Big Book.
When the blossoms give way to leaves, the fledglings—fuzzy chicks no
more—practice using their wings.
• Have children repeat the sentence with you. What does the fledglings
Writing
Writing for Tests: Realistic Fiction
practice using their wings mean? (The young birds are learning how to use
their wings)
• Team Talk What other words could we use in place of practice? Have
Handwriting
Letter Slant
children share their suggestions.
Research and Inquiry
Research Skill: Personal Sources
The Tale of
PA L E M A L E
• After children have tried other words, ask: Why do you think the author
chose the word practice? (It is interesting; it shows that the birds need to
learn how to fly.) Then have children pretend to be fledglings practicing
using their wings as you reread the sentence.
A TRUE STORY
• Team Talk Show children the illustrations of the fledglings and the chicks in
the Big Book. Turn to your partner and use the words fledglings and chicks
to describe how the young hawks have changed.
JEANETTE WINTER
The Tale of Pale Male Big Book
228
Exploration
LD2 TCH M1 W3.indb 228
8/17/18 8:15 PM
Go Digital: Sing with Me Animations
Go Digital: Concept Talk Video
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine Amazing Words
1 Introduce the Word Relate the word fledglings to the story. The fledglings
fly from the nest for the first time. Supply a child-friendly definition.
Fledglings are young birds that have just grown the feathers they need to
fly. Have children say the word.
2 Demonstrate Provide examples to show meaning. I watched as fledglings
tested their wings. The downy chicks grew and changed and now they
are fledglings. A father red-tailed hawk shows his fledglings how to fly.
3 Apply Have children demonstrate their understanding. What is
something fledglings might do?
30-35 mins
Whole
Group!
Amazing Words
galaxy
tranquil
wildlife
fledglings
secure
detective
fascinating
slimy
Differentiated
Instruction
A
Anchored Talk
Add to the concept map Discuss what we learn by exploring nature.
• In The Tale of Pale Male, we read about red-tailed hawks that moved into
a city neighborhood. The people in the city learned a lot about red-tail
hawks. Why were some people happy? (They wanted to watch the birds.)
Why were some people unhappy? (The birds made a mess.) Let’s add We
learn about red-tailed hawks under neighborhoods on the map.
• In yesterday’s Read Aloud “Just a Little Patience,” Angie and her father
explored nature on a hike. What kind of wildlife did they see when they
got to the ocean? What furry animal did they learn about? (They learned
about an otter.) Where should we add We learn about otters in the ocean
to the map?
E
L
Advanced
Return to the Big Book Review
the Author’s Note at the back of
The Tale of Pale Male. Have small
groups brainstorm how they might
find out what happened to Pale
Male after 2006.
E
L
L
English Language
Learners
Visual Support Use the
illustrations in The Tale of Pale
Male to reinforce the meaning of
fledglings. Have children point to
the picture of the fledglings as you
summarize the text.
L Reinforce Vocabulary Use the Day 2 instruction on ELL Poster 3.
E
L
L Poster 3
Module 1
LD2 TCH M1 W3.indb 229
229
8/17/18 8:15 PM
W3
WEEK
D2
DAY
Phonemic Awareness
Let´s
Read!
Objectives
• Apply knowledge of letter-sound
correspondences and syllable
patterns to decode words in
context and independent of
context.
• Spell words with consonant
blends.
Let´s
RO
Sounds
Listen!
•
•
•
Find two words that rhyme with pant.
RESOURCES ONLINE
SOUND-SPELLING CARDS
Find two things that begin with the /th/ /r/ blend. Say each word.
A skunk has a white stripe. Say each sound in the word stripe.
96
97
Student Edition pp. 96–97
Phonics
Long Vowels VCe; Consonant Blends
Review Review the long-vowel spelling pattern VCe using Sound-Spelling
Cards 74, 76, 80, 84, and 85 and consonant blends using Sound-Spelling
Cards 30, 38, and 41.
Decode words independent of text Display these words. Have the class blend
the words. Then point to the words in random order and ask children to
decode them quickly.
flame
scant
splendid
stale
splice
spread
explode
stress
prospect
Corrective Feedback
Model blending decodable words and then ask children to blend them
with you.
Decode words in context Display these sentences. Have the class read
the sentences.
Team Talk Have pairs take turns reading the sentences naturally.
Did you intend to ask about a pet skunk?
That twin made a cute pumpkin mask.
The princess slept on her pink blanket.
230
Exploration
LD2 TCH M1 W3.indb 230
8/17/18 8:15 PM
Go Digital: Interactive Sound-Spelling Cards
Spelling
Whole
Consonant Blends
Guide practice Tell children that you will segment the sounds in each spelling
word. They should repeat the sounds in each word as they write them. Check
the spelling of each word before saying the next word.
1. /a/ /s/ /k/ ask
7. /b/ /r/ /eˉ/ /z/ breeze
2. /s/ /t/ /r/ /a/ /p/ strap
8. /m/ /a/ /s/ /k/ mask
3. /s/ /t/ /aˉ/ /t/ state
9. /h/ /a/ /n/ /d/ hand
4. /b/ /r/ /aˉ/ /v/ brave
10. /s/ /t/ /r/ /eˉ/ /m/ stream
5. /k/ /l/ /i/ /p/ clip
11. /t/ /w/ /i/ /n/ twin
6. /n/ /e/ /s/ /t/ nest
12. /s/ /t/ /o/ /p/ stop
Small Group Time
E
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
S
On-Level
I
Teacher-Led Page
DI•44
• High-Frequency
Words
• Read Our Camping
Trip
O L
Advanced
A
Teacher-Led Page
DI•51
• Comprehension
• Read The Great
Bear
Place English language learners in the groups that
correspond to their reading abilities in English.
• Words to Know
• Get Fluent
L
L
English Language
Learners
Teacher-Led Page
DI•48
• High-Frequency
Words
• Reread Decodable
Practice Reader 3A
Practice Stations
Professional
Development
Blends and Digraphs In a
consonant blend, each consonant
stands for its own sound. For
example sp stands for /s/ /p/
and spl stands for /s/ /p/ /l/.
In a digraph, the consonants
together make a single sound: th
stands for /th/. Some consonant
blends have both a digraph and
a consonant. For example, thr
stands for /th/ /r/ as in thread.
On their own Use Student Edition Practice p. 130.
Strategic
Intervention
Group!
E
L
Language Transfer Many
consonant blends exist in both
English and Spanish. Help
Spanish-speaking children
compare the sounds of consonant
blends as they listen and say
cognates such as estado/state,
bravo/brave, and brisa/breeze.
L
The Great Bear
Consonant Blends
Independent Activities
Spelling Words
stop
clip
strap stream
• Read independently/Practice
Notebook p. RR1
• Audio Text of Main Selection
nest
twin
mask
hand
brave breeze
ask
state
Write a list word to complete each comparison.
* These materials can be found online.
stop
1.
Green means go. Red means
2.
One of three is a triplet. One of two is a
3.
A foot is on a leg. A
4.
A bee lives in a hive. A bird lives in a
5.
A mitt goes on the hand. A
hand
.
twin
.
is on an arm.
.
nest
mask goes on
the face.
6.
Statements tell things. Questions
ask
things.
Write the list word that means the same as the phrase.
7.
9.
11.
clip 8.
breeze10.
small river stream 12.
brave
strap
part of U.S.A. state
cut off
full of courage
soft wind
leather strip
H+S
Home Activity
Your child wrote words that contain consonant blends. Ask your child to circle each
blend (st, str, nd, br, sk, cl, tw) and say its sound.
HOME AND SCHOOL
130
Spelling Consonant Blends
Student Edition Practice p. 130
Module 1
LD2 TCH M1 W3.indb 231
231
8/17/18 8:15 PM
W3
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Learn story words: shivered,
drooled, lanterns, snuggled.
• Review high-frequency words.
High-Frequency Words
Read words independent of context Point to the words love, mother, father,
straight, bear, couldn’t, and build on the Word Wall. Remind children that
there are some words we learn by remembering the letters, rather than saying
the sounds. Then have them read each of the high-frequency words aloud.
Team Talk Have children choose two high-frequency words and give them
time to create a sentence in which both words are used properly. Then have
them share their sentence with a partner
• Identify and use synonyms.
Monitor Progress
Check High-Frequency Words
Point to these words on the Word Wall and have the class read them.
Listen for children who miss words during the reading. Call on those
children to read some of the words individually.
Spiral Review
mother
father
everywhere
move
straight
couldn’t
live
woman
build
bear
work
world
love
machines
woman
Row 3 and 4
review previously
taught highfrequency words.
Corrective Feedback
If… children cannot read these words,
then… use the Small Group Time Strategic Intervention lesson,
p. DI•44, to reteach the words. Monitor children’s fluency with these
words during reading, and provide additional practice.
Day 1
Check
Word
Reading
Day 2
Check
HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
232
Exploration
LD2 TCH M1 W3.indb 232
8/17/18 8:16 PM
Go Digital: Vocabulary Activities
40-45 mins
HaZZe^c\Djih^YZ
Story
Words
Story Words
1. When my friend and I slept in my backyard,
I got so cold I shivered.
Whole
The Great Bear
2. I snuggled with my dog Ben to keep warm.
Introduce story words Use Vocabulary
Transparency 3 to introduce this week’s story
words. Read each sentence as you track
the print. Frame each underlined word and
explain its meaning.
4. I was glad we both had lanterns so it wasnÕt as dark.
Differentiated
Instruction
A
ũE\3HDUVRQ(GXFDFLĂQGH0Ü[LFR6$GH&9
shivered shook with fear
snuggled cuddled together
Advanced
Dragged to move a large or heavy
object across a surface
lanterns lights inside containers
that can be carried
Group!
3. He drooled on me, but I didnÕt care.
0RGXOH 1 +DUU\ and Mudge and the Starry Night
Vocabulary
Synonyms Have children list several
synonyms for each of these words:
big, small, pretty, strange, said,
and saw.
3
Vocabulary Transparency 3
Digital W3 D2
Academic Vocabulary
boasted to talk about your
achievements but in
excessively
synonym a word that has the same
or nearly the same meaning as
another word
hugged to embrace another
person
Have children read each sentence
with you.
Vocabulary
Synonyms
E
jump
leap
fast
quick
sick
ill
hike
walk
sack
bag
The Great Bear
Have volunteers give the synonyms for the
remaining words and use them in sentences.
3.
kind
5.
place
4.
rip
6.
study
Extra Support for ELL Tell children
that you will say two words. Act
out each word in a set in the same
way, and then explain that the
words have the same meaning and
are synonyms. Say these sets of
words and help children pantomime
and then identify the synonyms:
jog/run, grin/smile, laugh/cry and
twist/turn.
tear
learn
Rewrite each sentence. Change the underlined word to its
synonym from the box.
sharp speak small
7.
Be careful of that pointy stick.
Be careful of that sharp stick.
8.
There is a tiny hole in my shoe.
There is a small hole in my shoe.
9.
On their own Use Student Edition Practice, p.
131.
nice
put
L
English Language
Learners
Model synonyms Tell children that
Graphic Organizer 25 Digital W3 D2
synonyms are words that have the
same or nearly the same meaning
as another word. Draw a T-chart or display
Pick a word from the box that is a synonym for each word below.
You will not use all of the words from the box.
Graphic Organizer 25. List these words in the
near put run tear many stop call nice learn come
left column: jump, fast, sick, hike, and sack.
1. close near
2. jog
run
Explain that each has a synonym.
One word that means
Guide practice
almost the same as jump is leap. So jump
and leap are synonyms. I’ll write leap in the
right column.
L
The teacher wants to talk to you later.
The teacher wants to speak to you
later.
Home Activity
Your child identified and used synonyms. Ask your child to think of as many
synonyms as he or she can for these words: smart (intelligent, clever, witty, bright,
brainy, sharp, quick); happy (joyful, glad, content, cheerful, cheery, delighted).
H+S
HOME AND SCHOOL
Vocabulary
Student Edition Practice p. 131
131
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W3.indb 233
233
8/17/18 8:16 PM
W3
WEEK
D2
DAY
The Great Bear
Read and
Written by Keila Ochoa
Illustrated by Miguel Angel Chávez
Comprehend!
Objectives
• Build background on camping
equipment.
• Preview and predict.
• Use key features of realistic fiction
to improve understanding of text.
Contents
Settling in
Hiking in the Forest
Strange Noises in the Forest
• Set a purpose for reading text.
GN
GENRE
Realistic fiction tells about made-up events that
could happen in real life. Next read about Harry
and his camping trip.
BQ
B I G Q U E ST I O N
p. 102
p. 107
p. 112
Question of the Week
What can we discover by
exploring nature?
100
101
Student Edition pp. 100–101
Build Background
The Great Bear
Background Building Audio Have children listen to the CD. Tell them to listen
to find out what campers need to bring on a camping trip.
Background Building Audio
sleeping bag
tent
Discuss life in different communities
Team Talk Have children turn to a
partner and use these questions
for discussion:
cooler
pots and
pans
Camping
Equipment
bug
spray
compass
backpack
flashlight
• What do campers need to bring for
shelter and for warmth at night?
Graphic Organizer 14 Digital W3 D2
• What do campers need to bring for storing and cooking food?
• What do campers need to bring to use to carry around a flashlight, a
compass, and bug spray?
Organize information in a chart Draw a web or display Graphic Organizer
14. Have children recall the kind of equipment campers need. Record their
responses
Connect to selection We learned about what campers need. In the story, we
are about to read, The Great Bear a boy named Harry goes camping with
his sister, Pam, and parents. We’ll learn what the campers take with them on
their trip to the Lake.
Use text features Have children turn to page 4 in the Student Edition and use
the table of contents to find the page number for The Great Bear.
234
Exploration
LD2 TCH M1 W3.indb 234
8/17/18 8:16 PM
Go Digital: Envision It! Animations
Main Selection—First Read
DDR
The Great Bear
Group!
Practice the skill Character and Setting
Review that characters are the people
or animals in a story and that authors
describe what characters are like, their
feelings, and motivations. Review that the
setting is the time and place of a story.
For additional practice with character and
setting, use Let’s Practice It! p. 29 on the
Web site.
Introduce the strategy Story Structure
Explain that when readers want to
understand or remember what they read in a
story, they think about what happens at the
beginning, middle, and end. Have children
turn to page EI•13 in their Student Edition.
Whole
Double
day Read!
Story Structure
Genre Before reading, have
children use p. RR9 in their
Practice Notebook to review the
characteristics of realistic fiction.
Story structure is the arrangement of a story
from beginning to end. We use the structure to
retell important events in a story.
Beginning
Strike one!
Academic Vocabulary
End
Middle
story structure the arrangement of
events in a story from beginning to
end
Strike two!
E
Let´s
Think
•
about Reading! •
•
•
What happens in the beginning?
What happens in the middle?
What happens at the end?
How can I use this to retell the story?
Ei•13
Look at this picture. What is happening at the beginning? (a girl strikes
out) What happens in the middle? (She strikes out again.) What happens in
the end? (She makes a home run.) As I read The Great Bear, I will look for the
story structure by paying attention to what happens in the beginning, middle,
and end of the story.
Introduce genre Let’s Read Realistic fiction is a made-up story that could
happen in real life. As they read The Great Bear, ask children to look for
events that indicate this could happen in real life.
Preview and predict Have children identify the title of the story. Read aloud
the names
of the author and illustrator. Help children use the illustration
to predict what the characters might do in
the story.
Name
7KH*UHDW%HDU
Read the story and look at the picture.
Circle the answer to each question.
Janet and her mom go to a store to
buy hiking boots for Janet. Ms. Green
works in the store. People like Ms.
Green. Ms. Green gives Janet lots of
different kinds of boots to try on. She
gives her thick hiking socks to put on.
She tells Janet to walk around to see how the boots feel. Soon
Janet finds the best boots for her.
Mom and Janet thank Ms. Green and pay for the boots.
Ms. Green smiles and says, ÒI hope you have a good time hiking.Ó
English Language
Learners
Frontload Main Selection Ask
children what they already know
about camping using the illustration
on pp. 100–101. Then help
children complete a concept map
by drawing pictures of things
they might see on a camping trip.
Label their drawings. Then review
the selection summary in ELL
Handbook, p. 43.
DDR
Double
day Read!
1. Which word describes Ms. Green?
nice
mean
Continue to
2. Which word describes something Ms. Green did?
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Tell children that today they will read The
Great Bear for the first time. Use the Day 2
Guide Comprehension notes to help children
develop comprehension.
L
Build Background Before students
listen to the CD, build background
on camping equipment. Use
illustrations in the Student Edition
to give visual support for the audio
vocabulary. For example: tent,
(pp. 100–101), compass (p. 105),
flashlight (p. 144), and pots, pans,
and
Student Edition p. EI•13
Set a purpose Good readers read for a purpose.
Setting a purpose helps us to think and understand
more as we read. Guide children to set a purpose
for reading the story.
L
When I identify story structure, I ask myself
hiked
smiled
3. Why do you think people like Ms. Green?
She likes to hike.
She is helpful.
4. What is the setting of the story?
a store that sells boots
Ms. GreenÕs house
5. Which event tells about the plot, or what happened, in the story?
People like Ms. Green.
Janet tries on hiking boots.
Home Activity Your child described a character, setting, and plot of a story. Work with your child to write
about a person who has helped you in some way. Make sure your child describes what makes that person
helpful and likeable.
Comprehension Character and Setting
Let’s Practice It! Digital W3 D2
%7%t
Day 2
For the First Read, use
Guide Comprehension
across the top of pages 236–243.
Module 1
LD2 TCH M1 W3.indb 235
235
8/17/18 8:17 PM
W3
WEEK
D2&3
DAYS
Read and
Comprehend!
Guide Comprehension
Objectives
Skills and Strategies
Recognize story structure
Connect to Concept
• Discuss ideas related to, but not
expressed in the literature.
D2
Exploration Look at the pictures
on pages 100 and 101. Where
are Harry and his family? What
are they exploring? (Harry and
his family are camping outdoors
by a lake. They are exploring
the night sky.)
Amazing Words Have
children continue discussing
the concept using the
Amazing Words, galaxy,
tranquil, and wildlife as
they read.
The Great Bear
Written by Keila Ochoa
Illustrated by Miguel Angel Chávez
Contents
Settling in
Hiking in the Forest
Strange Noises in the Forest
GN
GENRE
Realistic fiction tells about made-up events that
BQ
could happen in real life. Next read about Harry
and his camping trip.
B I G Q U E ST I O N
p. 102
p. 107
p. 112
Question of the Week
What can we discover by
exploring nature?
100
101
Student Edition pp. 100–101
Extend Thinking
Think Critically
Higher-Order Thinking Skills
D3
236
Analysis Do you think Harry
and and his family enjoy
camping? Explain how
you know.
If... children cannot explain
how they know that Harry
and Pam enjoy camping,
then... ask children to
describe the looks on
the characters’ faces in
the illustration.
Exploration
LD2 TCH M1 W3.indb 236
8/17/18 8:17 PM
Go Digital: Main eSelections
Whole
Group!
Strategies
Vocabulary
Story Structure Remind children
that good readers think about story
structure. They retell what happens at
the beginning, middle, and end of the
story. Look at the table of contents.
The chapter titles show where the three
parts of this story start. On what page
does the beginning start? the middle?
the end?
Synonyms When I look at the word
hike in the table of contents, I know that
the word walk has the same or almost
the same meaning. Words that have
the same or almost the same meanings
are called synonyms. What word is a
synonym for large? (big) What are other
synonyms for the words large and big?
(huge, giant, enormous)
We dragged the tent and pegs from
the car. It was July and we were camping as always.
“I hope we see a bear,” my sister said.
“But there are no bears here,” I assured her.
“I’ll find one!”
“Well, I’ll find a colony with more than 4,000 ants!” I
boasted. “I am an ant detective!”
102
103
Student Edition pp. 102–103
Higher-Order Thinking Skills
Analysis Why did the author put
a table of contents on page 102?
(Possible response: To show readers
the separate parts or chapters of the
story. To show readers where each
chapter begins.) What do the chapter
titles tell you about what will happen in
the story?
If... children are unsure of
their conclusions,
then... have them check back
and confirm or revise after they
read each chapter.
Module 1
LD2 TCH M1 W3.indb 237
237
8/17/18 8:17 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Identify characters and setting in
realistic fiction
Skills
D2
Character and Setting What
do you learn about Harry’s
mother on pages 104 and
105? (Harry’s mother is a
skilled camper.) What do you
learn about Harry? Harry is
confident that he won't get lost.
He enjoys exploring nature and
is determined to find a colony
of ants.
If... children have
difficulty recognizing a
character’s traits,
then... model how to use
the text and illustrations to
find details that tell about
a character.
I took out my compass.
Mom came close and showed me the arrow pointing
north. She used to be a Camp Fire Girl, so she knows a
My mother and father put
up the tent close to the lake.
lot about camping. “The lake is on the north. If you get
lost, just follow that direction.”
We helped build a campfire,
lit the lanterns, and cooked some
chicken and vegetable soup in
the evening. It smelled delicious!
But I wasn’t planning on being lost!
104
105
Student Edition pp. 104–105
Think Critically, continued
D3
238
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Analysis Why did being a Camp
Fire Girl help Harry’s mother
know so much about camping?
(Based on their name, the Camp
Fire Girls must have done a lot
of camping. Harry’s mother must
have gone camping with the
Camp Fire Girls.)
Synthesis If you went
camping, would you be more
like Harry’s mother or Harry?
Explain your answer.
Exploration
LD2 TCH M1 W3.indb 238
8/17/18 8:17 PM
Go Digital: Main eSelections
Whole
Group!
Strategies
Vocabulary
Story Structure When you think
about a story’s structure, you think about
the beginning, middle, and end. Retell
what happens at the beginning of this
story. (Harry and his parents pack the
car to go camping at a lake. We learn
about the characters. Harry’s mother is
a skilled camper and his father likes to
watch birds. Harry and Pam love to go
camping.)
Story Words Have children
reread the first paragraph on page
107 and then locate the story word
shivered. In this paragraph, does
the word shivered mean “shook
with cold” or “shook with fear?”
(shook with cold)
After lunch, mom said it was time for a walk. Pam
complained it was cold, and started to shiver. Mom told her she’d
soon warm up. Dad opened his bird book and said, “I’ll wait here.” I
walked and saw so many plants, insects, and birds.
106
107
Student Edition pp. 106–107
Review Main Idea and Details
Analysis What is the main idea, or
most important idea, about camping on
page 106?
(Harry loves camping.)
If... children have difficulty
determining the main idea,
then... help them find a sentence on
the page that states the main idea.
Module 1
LD2 TCH M1 W3.indb 239
8/17/18 8:17 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Determine word meaning and use
newly acquired vocabulary.
D2
Word Reading
Skills
Point out the words scout,
colony, and detective, mother,
and straight. Have children
practice reading these words.
Character and Setting
What is the setting of this part
of the story? (On a path in the
forest)
Why do you think Harry
walked and walked? (Because
he wanted to find an ant
colony and wanted to explore
nature.)
Then I found a second ant, then a third.
Then I saw hundreds of ants! Were there thousands?
And then I saw a big red ant! It was
a scout! It would lead me to a colony!
An ant hill! This was the best thing ever!
I had to tell Dad.
Time to be an ant detective.
108
109
Student Edition pp. 108–109
Think Critically, continued
D3
Higher-Order Thinking Skills
Connect to Science
Evaluation Is it a good idea Is it a
good that Harry takes a compass
with him?
Insects On the hike, Harry finds
an ant colony.
If... children have
difficulty answering,
then... have them reread and
then revisit the question.
240
Team Talk Have children
discuss with a partner other
animal and insect names
they know.
Exploration
LD2 TCH M1 W3.indb 240
8/17/18 8:17 PM
Go Digital: Main eSelections
Whole
Group!
Strategies
Word Reading
Story Structure Retell what happens
in the middle of the story. (Harry
wonders off on his own, following a
scout ant, and gets lost. But remembers
he has his compass and just has to
go north.
Decoding Have children check
their reading of new words using
these questions:
• Did I blend the sounds to read
the word?
• Did I put the new word in
the sentence to make sure it
made sense?
• Did I look for word parts to help
me understand the word?
I remembered the compass.
I just had to go North.
But where was he? And where was I?
I couldn’t see the tent.
I couldn’t smell the smoke of the campfire.
I was lost! It was getting dark and I had no lantern
or flashlight!
110
111
Student Edition pp. 110–111
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Evaluation Do you think the author of
this story wanted to to teach children
about being prepared in the outdoors?
Are the illustrations useful? Explain
your answer.
Synthesis This chapter is titled
“Lost in the Forest” What would be
another good title for this part of
the story?
Module 1
LD2 TCH M1 W3.indb 241
8/17/18 8:17 PM
W1
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Continue to
Day 2
Comprehension Check
p. 55
D2
Skills
Skills
Character and Setting
When does this part of the
story happen? (At night) How
does Harry feel? Explain. (He is
beginning to get scared because
he hears strange noises and the
forest is getting dark.)
Character and Setting Is
Harry mischievous or curious?
Explain. (Possible answer: He
wanders off alone in the forest
and that gets him in trouble.
On the camping trip, he seems
to be curious and wants to
explore and discover new
things, so I think he is curious.)
I walked straight in the direction of the needle.
Crunch, Crack. Crunch. Crack. What was that noise?
Was it a bear? No. There were no bears here.
“A bear!” Someone screamed.
A bear! I ran like crazy. Then I bumped into it. A huge
bear with a flashlight!
I growled like a bear to scare smaller animals.
“Grrrr,” I growled like a kitten.
“Grrrr!!!!!!” I growled just a little louder.
“Grrrr!!!!” Even louder still.
112
113
Student Edition pp. 112–113
Think Critically, continued
Higher-Order Thinking Skills
D3
242
Synthesis How do you know that
Harry was joking when he said
"a huge bear with a flashlight?"
If... children do not
understand the joke,
then... tell children that Harry
is referring to his father.
Exploration
LD2 TCH M1 W3.indb 242
8/17/18 8:17 PM
Go Digital:
Concept
Video
Go Digital:
MainTalk
eSelections
Whole
Group!
Strategies
Strategy Self-Check
Story Structure Retell what
happens at the end of this story.
(The family looks at the stars in
the night sky. Harry's mom points
out the two constellations, The
Great Bear and the Little Bear.
Strategy Self-Check Discuss
problems children encountered
while reading and what they
did to solve them.
Continue to
Day 2
• Did they think about the
story structure?
Comprehension Check
p. 244
• Can they retell the story in
order?
“Harry!”
It was Dad with a flashlight.
“Harry!”
Mom hugged me.
“Oh! You are not a bear!” Pam sounded disappointed.
That night, we laid out snuggled together under the stars.
“I didn’t see a bear today,” Pam complained.
“There’s one up there,” pointed Mom. “I love it! That
constellation there is the Great Bear!”
“And the other is the Little Bear!” explained Dad.
“Oh!” Pam answered. “So I did see one after all.”
115
Student Edition pp. 114–115
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Analysis How is sleeping in a tent
different from sleeping at home?
How is it the same? (Possible
response: When you are in a tent,
it is quiet and the outdoors is all
around. When you are home, there
may be noise from other people or
traffic. In both places, you are warm
and comfortable. You can sleep.)
Evaluation Would you like to
go camping like Harry? Why
or why not? (Possible response:
Yes, because it looks like fun.
No, because I wouldn’t like to
sleep outdoors in a tent.)
Continue to
Day 3
Think Critically
pp. 258–259
Module 1
LD2 TCH M1 W3.indb 243
243
8/17/18 8:17 PM
W3
WEEK
D2
DAY
Read and
Comprehension Check
Comprehend!
✓ Realistic fiction How do you know that the events in the story could happen
Objectives
• Compare and contrast plots,
settings, and characters in
realistic fiction.
Have children discuss each question with a partner and share responses.
in real life? (Real families go hiking and camping.)
✓ Confirm predictions How did you use what you knew about to predict
what he would do on the camping trip? (Possible response: I knew he was
curious so I thought he might get lost.)
• Read aloud fluently with accuracy
and at the appropriate rate.
• Identify and use predicates in
complete sentences in writing and
speaking.
Literary Text
Plot, Setting, Character
Compare and contrast Explain that readers often compare and contrast the
plots, settings, and characters of the stories they read.
• How are the characters in The Great Bear like the characters in The Twin
Club? (Both have adult and child characters.)
• How are the characters different? (The main characters in The Great Bear
are Harry and his family. The Twin Club has two boys.)
Guide practice Write the story titles in
the Topics box on Graphic Organizer
18. Compare and contrast the settings.
On their own Have children work in
small groups to identify how the plots of
the two stories are alike and different.
Add their suggestions to the chart.
Reread for Fluency
Topics
The Great Bear
The Twin Club
Alike
Adult and Children
Characters
Different
Main Characters
Harry
The Twin Club:
2 boys
Graphic Organizer 18 Digital W3 D2
Have children reread pp. 106–107 of The Great Bear.
Paired Rereading
1 Reread To achieve optimal fluency, have partners reread the text three
or four times.
2 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Exploration
LD2 TCH M1 W3.indb 244
8/17/18 8:17 PM
Go Digital: Grammar Jammer
The Great Bear
Predicates
The predicate tells what the subject of a sentence does or is.
We drive to the woods.
The family hikes.
Conventions
The family walks and walks.
Write the predicate of each sentence.
Predicates
Model complete sentences Write The Great
Bear. Point to each word as you read the
sentence aloud. Discuss why this is not a
complete sentence and identify where the
predicate should go. The words do not tell
a complete idea. There is a subject but no
predicate. The subject tells who or what did
something: The Great Bear. The predicate
should tell you what the bear did.
1.
My family makes a camp.
makes a camp
2.
Whole
Group!
Differentiated
Instruction
Dad and I set up the tent.
set up the tent
3.
The tent falls down.
4.
The rain pours.
falls down
pours
5.
I
Strategic Intervention
We sleep in the car.
sleep in the car
H+S
HOME AND SCHOOL
132
S
Home Activity
Your child learned about the predicates of sentences. Read a story together. Point
out simple sentences in the story. Ask your child to tell you the predicate of each
sentence.
Conventions Predicates
Guide practice Talk about the story The
Student Edition Practice p. 132
Great Bear. Have children suggest sentences
about the story. Write the sentences on the board. Have children read the
sentences and identify the predicate in each sentence.
Predicates If children do not
include a verb when they identify
a predicate, remind them that a
predicate includes an action word
or any form of the word that means
is: am, are, were.
A
1. We helped build a fire.
Advanced
2. Dad opened his bird book and smelled some flowers.
Support Conventions In small
groups or pairs, ask children to talk
about school and have them add
predicates to the following subjects.
The school __________.
Our class ___________.
Use the children’s sentences for a
whole class discussion.
3. Everyone went inside the tent to sleep.
Connect to oral language Have the class complete these sentence
frames orally.
1. My mom _________.
2. The three children _________.
3. Five little ducks _________.
On their own Use Student Edition Practice p. 132.
Daily Fix-It
3. A nice breeze A nice breeze
fanned our faces.
4. My dad and I
My dad and I went hiking.
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation, and
predicates of sentences.
E
L
L
English Language
Learners
Predicates Help children
understand the predicate of a
sentence by asking volunteers to act
out the action of the sentence.
Module 1
LD2 TCH M1 W3.indb 245
245
8/17/18 8:17 PM
W3
WEEK
D2
DAY
Language
Arts!
Objectives
• Use sequence in making a plan
for a realistic story.
• Use a rubric to plan writing.
• Practice writing a brief story in
Writing for Tests
Realistic Fiction
Introduce the prompt Review with children the key features of a realistic
story. Point out that The Great Bear is a realistic story. Assure them that
they can write a brief story in the future in test-taking situations. Explain
that today they will plan their own story with events that really could
happen. It will be a story with a beginning, middle, and end. Read aloud
the writing prompt. Tell children this is the kind of prompt they might get on
a test.
response to a test prompt.
Writing Prompt
Think about things that can be discovered in nature. Now write a
realistic story about a child who discovers something outdoors.
Mini-
Lesson
Planning Story Events
■ Introduce Model how to plan story events when writing in a
test situation. Explain that children should start by choosing a
topic and deciding on characters and a setting for their story.
I’m going to write about a child who discovers something
outdoors. I will name my character Tina. My setting will be Tina’s
backyard. Now I will think about what happens in the story—the
story’s events.
■ Model Model how to ask questions to plan story events. First, I
have to plan a good beginning. I’ll ask, “Why might Tina be in her
backyard?” I think she is sitting and thinking that nothing exciting
ever happens to her. Next, I’ll ask, “What might she see, hear,
smell, or feel in her yard?” Tina hears birds chirping. I wonder,
“What might Tina do next?” She gets up to investigate. “What
might she find?” Tina sees two birds flying in and out of a bush.
When she looks in the bush, she finds three baby birds in a nest.
Now I know the main events in my story. I can plan the events for
the story’s beginning, middle, and end. Now plan for your story.
Circulate to guide and assist children as they plan.
246
Exploration
LD2 TCH M1 W3.indb 246
8/17/18 8:17 PM
Go Digital: Concept Talk Video
20-25 mins
The Great Bear
Discuss rubric Display the Scoring Rubric
on Student Edition Practice p. 133. Explain
that you will be using a rubric like this one to
evaluate, or judge, the realistic fiction stories
that they will write. Look at the words in bold
type along the side of the chart. These are
writing traits. Read the traits aloud to children.
For each trait, your story might earn a score
of 4, 3, 2, or 1. The top score is 4. Review
the scoring rubric for each trait. Now you
know how your writing will be judged. You
can use the rubric to plan your writing, as you
write your draft, and when you revise and
edit your draft.
Scoring Rubric: Realistic Fiction
4
3
The characters,
setting, and
events seem
real.
Some
characters and
events seem
real. The setting
seems real.
Organization
The story
has a strong
beginning,
middle, and
end.
The story has a Some of the
good beginning, story events are
middle, and
out of order.
end.
Voice
The writing is
strong, lively,
and individual.
The writing is
The writing tries The writing
lively with some to show some
shows no sense
individuality.
personality.
of the writer.
Word Choice
The writer uses The writer
vivid, descriptive uses some
words.
descriptive
words.
The writer uses
few descriptive
words.
Sentences
The sentences
are clear and
complete.
Most sentences
are clear and
complete.
Some sentences Few sentences
are clear and
are clear and
complete.
complete.
All sentences
have a clear
subject and
predicate.
Most
sentences
have a clear
subject and
predicate.
Some
sentences
have a clear
subject and
predicate.
Focus/Ideas
Conventions
2
Home Activity
Your child is learning to write a realistic story. Ask your child to describe the kind of
story he or she is writing. Your child’s writing will be evaluated based on this fourpoint scoring rubric.
Differentiated
Instruction
The writer’s
words are dull.
S
Few sentences
have a clear
subject and
predicate.
HOME AND SCHOOL
Writing Rubric
Team Talk
1 Talk Have children take one minute to describe their place to a partner.
2 Write Each child briefly writes about something that can be discovered
in nature.
I
Strategic Intervention
H+S
Quick Write for Fluency
Share Each child reads the sentences to the partner.
Group!
The events are
not in any order.
Student Edition Practice p. 133
Sample test Explain to children that they will
write realistic stories just as they might have to do on a test. Let’s get ready
to practice writing for a test. First, get a sheet of paper and a pencil. Display
the writing prompt and read it aloud to children. Now you may begin
writing. Remember to reread your stories when you have finished your drafts.
Make any changes you need to make, such as fixing errors or making your
writing better by adding, deleting, or moving words or ideas. Give children
time to write to the prompt.
3
Whole
1
The characters The characters
or the setting
and the setting
don’t seem real. don’t seem real.
133
Planning Events If children find it
diffi cult to plan their events, have
them close their eyes and imagine
that they are the characters in the
stories. Prompt them with questions,
such as: Where are you? What in
nature do you see or hear? Where
will you go to fifi nd it? What do
you discover?
E
L
L
English Language
Learners
Support Prewriting
Beginning Children can draw story
events, label them, and share with
a partner, possibly one who speaks
the same home language.
Intermediate Have children draw
story events and write phrases
about them and then describe the
story plan to other children.
Advanced/Advanced-High Have
children write short sentences and
illustrate them. As they share story
events with partners, children can
clarify and add ideas.
Module 1
LD2 TCH M1 W3.indb 247
247
8/17/18 8:17 PM
W3
WEEK
D2
DAY
Language
Arts!
Objectives
• Recognize and use consistent
letter slant.
• Gather evidence from personal
sources.
Handwriting
Letters Ee and Ss/Letter Slant
Model letter formation Display upper- and lower-case letters: Ee and Ss. Use
the stroke instructions pictured below to model proper letter formation. Have
children write each letter several times and circle their best ones.
Ee
Ee 4 Ss
Ss ( B
D’Nealian™
Ball and Stick
D’Nealian™
Ball and Stick
Model letter slant Explain that writers slant their letters in different ways.
Some writers slant their letters to the right. Write the word slant so that the
letters slant to the right. Some slant their letters to the left. Write the word
slant so that the letters slant to the left. And some make their letters straight up
and down. Write the word slant so that the letters are straight up and down.
It’s important that you do not slant your letters in different ways.
Guide practice Write your name on the board, slanting the letters naturally.
Have children notice how your letters slant as you write.
Team Talk Have children work in pairs and talk about how their letters
slant when they write. Have each child write his or her name slanted to the
left, then slanted to the right, then straight up and down. Ask partners to help
each other decide what slant is most comfortable for them.
Exploration
LD2 TCH M1 W3.indb 248
8/17/18 8:17 PM
Go Digital: Concept Talk Video
The Great Bear
Read the words in the box below. Write each word on the line.
Research and
Inquiry
beach computer dictionary map tree
1.
Where could you find pictures of different kinds of rocks?
computer
Research Skill: Personal
Sources
2.
What source will help you find a street or a town?
3.
Where could you find a real bird’s nest?
Teach Tell children that sometimes when
they research a topic, the best person to
ask might be someone they already know.
Explain that a personal source is a person
that children know, such as a family member
or friend. A personal source can also be a
thing that they own, such as a book, that
they can use to get information.
4.
Where could you find the meaning of gather?
map
Whole
Group!
tree
Personal Sources
dictionary
5.
Learn About Plants in Your Neighborhood
Where could you find a real seashell?
beach
6.
1. □ Ask your neighbor, who works in her garden.
□ Ask your best friend, who is a good artist.
What do you use at home to find information about
topics? Write your answer.
2. □ Ask your aunt, who likes hiking in the woods.
Answers will vary.
H+S
HOME AND SCHOOL
134
□ Ask your uncle, who works in a wood shop.
Home Activity
3. □ Ask your brother, who plays ball in the park.
Your child learned about personal sources. Take a walk outside with your child.
Look up, down, and all around. Gather information about what you find in nature.
Together with your child, make a list of some of the things you see. Use sources such
as a dictionary or a computer to find out more.
□ Ask your dad, who takes care of the park.
Research Personal Sources
4. □ Ask your mom, who loves to go camping.
Student
S
d
Edition
d
Practice p. 134
34
□ Ask your friend, who loves to go to the movies.
Display Research Transparency 3. Here are some personal
Model
sources of information. I’ll see which is the better choice to learn about
plants in my neighborhood. Read aloud the first pair of personal sources. My
neighbor, who works in her garden, is the better choice because she knows
about plants. My friend is an artist. He’d be a good source of information
about drawing, not plants.
ũE\3HDUVRQ(GXFDFLĂQGH0Ü[LFR6$GH&9
5. □ Read this book.
□ Read this book.
Plants for
Kids
0RGXOH 1 +DUU\ and Mudge and the Starry Night
Research
3
Research
h Transparency 3
Digital W3 D2
Guide practice Continue reading each pair of personal source choices. Have
children tell why they chose each answer. Have children use a personal
source at home to answer an inquiry question.
On their own Use Student Edition Practice p. 134.
Wrap Up Your Day
High-Frequency Words Write Father Bear couldn’t build a straight brick
path. Ask children to read the sentence. Point to Father, Bear, couldn’t,
build, and straight, and have children read them.
Build Concepts Recall the main selection, The Great Bear. What kind of
wildlife did Harry see? (fish, doe, ant) Harry and his parents stared at the
galaxy. What did they see? (stars, the the Great Bear, the Little Bear)
Preview
Day 3
Tell children that tomorrow they will
reread The Great Bear.
Module 1
LD2 TCH M1 W3.indb 249
249
8/17/18 8:17 PM
W3
D3
WEEK
DAY
Content Knowledge
Let´s
Read!
Objectives
• Build oral vocabulary.
• Identify details in text.
BQ
BIG QUESTION
Question of the Week
What can we discover by exploring
nature?
• Share information and ideas
• about the concept.
Exploring Nature
Phonics and Spelling
Consonant Blends
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Tranquil Nights” from the Sing with Me Big Book. How is
a galaxy of stars like city lights? How is it different? (Possible response: Stars
and city lights both light up places. A galaxy of stars is in the night sky. It is
part of nature. City lights are made by people.
Fluency
Accuracy and Appropriate Rate
Build Oral Language
High-Frequency Words
bear, build, couldn’t, father, love,
mother, straight
Listen for amazing words Display the Big Book. Read the story and have
children listen for the Amazing Word secure. Have them also think about
what the fledglings did when they were ready to fly.
Today at a Glance
Oral Vocabulary
secure
Story Words
drooled, lanterns, shivered, snuggled
Comprehension
Main Idea and Details
Conventions
Predicates
Writing
Writing for Tests: Fiction
Research and Inquiry
Gather and Record Information
The Tale of
PA L E M A L E
A TRUE STORY
• First, the fledglings perch on the nest for a long time. What do they do
next? (They lift off into the air; they fly.)
• What happens after the fledglings fly? (They land on nearby buildings.)
Talk about sentences and words Write the following sentence from The Tale
of Pale Male on sentence strips or on the board.
Spikes for keeping pigeons away hold the twigs secure.
• Ask children to read it with you as you track the print.
• Point to and read the sentence again. What does this mean? (Part of the
building has sharp points that keep pigeons out and hold sticks for the nest
in place.) Why did the author use the word away rather than off? (It’s more
interesting.) What other words could the author have used?
• Now point to and read... hold the twigs secure. What does secure mean?
(“in place”) Why do you think the author chose the word secure? (It is
shorter than using two or more words. It is interesting.)
• Team Talk Have children work with a partner to replace key words
in the sentence with simpler words or synonyms. Use the following
sentence frame. Spikes for keeping pigeons ____________ hold the
twigs_______________..
JEANETTE WINTER
The Tale of Pale Male
Big Book
250
Exploration
LD2 TCH M1 W3.indb 250
8/17/18 8:17 PM
30-35 mins
Go Digital: Concept
Sing with Me
Talk
Animations,
Video
Concept Talk Video
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word secure to the book. The secure nest is
on spikes. Supply a child-friendly definition. When something is secure, it
is firmly fastened. It is steady or strong. Have children say the word.
2 Demonstrate Provide examples to show meaning. The biker put a
secure lock on his tire. Mom made sure the ladder was secure before
she climbed up. After the terrible storm, some electrical wires were not
secure.
3 Apply Have children demonstrate their understanding. How might you
make a tent secure?
Anchored Talk
Add to the concept map Use these questions to discuss what we discover
when we explore nature as you add to the concept map.
• In The Great Bear, what does Harry see in the sky at night at the lake?
(Harry sees the constellations The Big Bear and The Little Bear.) Where
should we add We learn about constellations to the map?
• A scout ant is a leader ant. Where does Harry see the scout ant? (Harry
galaxy
tranquil
wildlife
fledglings
secure
detective
fascinating
slimy
Differentiated
Instruction
E
L
L
English Language
Learners
Physical Response Teach the words
perch, fly, and land by acting them
out and having children join you.
Then revisit The Tale of Pale Male.
Reread what happens first, next,
and last when the fledglings are
ready to fly. Have children act out
these story events.
sees the scout ant in the forest.) Let’s add We learn about ants under forests
on the map.
E
L
L Expand Vocabulary Use the Day 3 instruction on ELL Poster 3.
E
L
L PPoster 3
Module 1
LD2 TCH M1 W3.indb 251
251
8/17/18 8:17 PM
W3
WEEK
D3
DAY
Let´s
Read!
Objectives
Blend and read words with
consonant blends
• Decode words in context and
independent of context.
Phonics
Build Words
a
c
f
d
l
m
k
g
n
p
r
s
t
Model word building Now we are going to build words with consonant
blends. Write craft and blend it. Watch me change the ft in craft to mp.
Model blending the new word, cramp.
Guide practice Have children spell cramp with letter tiles. Monitor
children’s work.
• Change the cr in cramp to st.
Say the new word together.
• Change the mp in stamp to nd.
Say the new word together.
• Change the st in stand to gr.
Say the new word together.
• Change the nd in grand to nt.
Say the new word together.
• Change the gr in grant to sl.
Say the new word together.
• Change the sl in slant to pl.
Say the new word together.
• Change the nt in plant to nk.
Say the new word together.
• Change the pl in plank to fr.
Say the new word together.
s
t
a
m
p
s
t
a
n
d
g
r
a
n
d
g
r
a
n
t
s
l
a
n
t
p
l
a
n
t
p
a
a
n
k
f
r
a
n
k
Corrective Feedback
For corrective feedback, model the correct spelling and have children correct
their tiles.
252
Exploration
LD2 TCH M1 W3.indb 252
8/17/18 8:17 PM
Go Digital: Letter Tile Drag and Drop
Fluent Word Reading
Model Write split. I know the sounds for s, p, l, i, and t. I blend them and
read the word split.
Guide practice Write the words below. Say the sounds in your head for each
spelling you see. When I point to the word, we’ll read it together. Allow one
second per sound previewing time for the first reading.
blame
grasp
string
sprung splendid princess
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
On their own Have children read the list above three or four times, until they
can read one word per second.
Blend and Read
Decode words independent of
context Have children turn to
page 45 in Decodable Practice
Readers 2.1 and find the first list of
words. Each word in this list has a
consonant blend at the beginning,
at the end, or at both the beginning
and the end. Let’s blend and read
these words. Be sure that children
identify the correct sounds for
the consonant blends in each word.
Next, have children read the highfrequency words.
Fran and Flip
Decodable
Practice
Passage
3B
Consonant Blends
Fran
plastic
step
drape
Flip
felt
past
snug
slept
quilt
desk
spot
left
went
jump
grin
High-Frequency Words
of
not
felt
well
fuzz fell. As Flip ran past the desk,
fuzz fell.
Flip made a jump to a sill. Fuzz
still fell. Flip hid in back of a drape.
Flip felt safe and snug.
Fran woke up. Fran did not spot
Flip, but Fran did spot fuzz. It was
on the quilt and the step. It was
next to the desk.
At the drape, Fran did spot Flip.
The fuzz mess just slept. Fran had
to grin.
Fran has a cat, Flip. Flip has a lot
of fuzz. Flip is a fuzz mess!
Fran slept. Flip left his plastic
basket and hid. Flip felt it was fun
to hide. But Flip did not hide well.
As Flip left his basket, fuzz fell on
the quilt. As Flip went on the step,
45
46
Decodable Practice
Readers 2.1, pp. 45–46
Decode words in context Chorally read the story along with children. Have
children identify words in the story that have consonant blends.
Team Talk Pair children and have them take turns reading the story aloud to
each other. Monitor children as they read to check for proper pronunciation
and appropriate pacing.
Final Consonant Blends Give
children practice blending and
reading words with final consonant
blends by having them build words
with phonograms that have fi nal
consonant blends, such as: -ant, -ast,
-elt, -ift, -ond, and -ump.
A
Advanced
Extend Building Words Have
children continue building words from
the word frank by substituting one
consonant or consonant blend with
another each time. As an additional
challenge, tell children to build words
to reach a given goal word such
as trap or ask. For example: frank,
drank, fl ank, flat, flap, trap, strap,
tap, task, mask, ask.
E
L
L
English Language
Learners
Language Transfer Final consonant
blends are challenging for speakers
of Greek, Italian, Spanish, and
other languages. Provide additional
practice for these children blending
and reading words with final
consonant blends such as jump,
cast, rent, pond, and gift.
* These materials can be found online.
Module 1
LD2 TCH M1 W3.indb 253
253
8/17/18 8:17 PM
W3
WEEK
D3
DAY
The Great Bear
Consonant Blends
Let´s
Read!
Objectives
Read the notice about the new ducklings.
Find three spelling mistakes. Write the words
correctly. Then write the sentence with
the missing end mark.
Have you seen the ducklings? Take the
• Spell words with consonant
blends.
• Read aloud fluently with accuracy
and at an appropriate rate.
clip
stream
nest
mask
hand
twin
ask
nest in the grass near the twine pine trees.
4.
stop
strap
and
stream twin
Take the path and
stop at the stream.
2.
Consonant Blends
brave breeze
path an stop at the sream You can see the
1.
Spelling
Spelling Words
3.
Spell high-frequency words Write build and
couldn’t and point them out on the Word
Wall. Have children say and spell the words
with you and then without you.
state
Frequently
Misspelled
Words
brother
and
went
Fill in the circle to show the correct spelling. Write the word.
5.
brave
brav
bave
6.
stat
state
tate
7.
strap
strape
stap
8.
klip
clipe
clip
Home Activity
Your child identified misspelled words with the consonant blends st, str, nd, br, sk, cl,
and tw. Take turns thinking of other words with these blends.
Dictation Have children write these sentences.
Say each sentence. Then repeat it slowly, one
word at a time.
brave
state
strap
clip
H+S
HOME AND SCHOOL
Spelling Consonant Blends
135
Student Edition Practice pp. 135
1. Did you stop to ask about the state?
2. The breeze couldn’t flip the nest into the stream.
3. Which twin put on the mask?
4. They will build the machines.
Proofread and correct Write each sentence, spelling words one at a time.
Have children circle and rewrite any misspelled words.
On their own Use Student Edition Practice p. 135.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•45
• Phonics
Read Camping with
Pup
On-Level
I
O L
Teacher-Led Page
DI•49
Read Camping at
Crescent Lake
Advanced
Teacher-Led Page
DI•52
Read At Home in the
Wilderness
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Read for Meaning
• Let’s Write
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Main Selection
* These materials can be found online.
254
Exploration
LD2 TCH M1 W3.indb 254
8/17/18 8:17 PM
40-45 mins
Model Fluency
Accuracy and Appropriate Rate
Model fluent reading Have children turn to Student Edition pages 103–
105. Follow along as I read these pages. I’ll try to read with no mistakes.
I want to read just the way I speak.
Guide practice Have children read the pages with you. Then have them
reread the pages as a group without you until they read at the appropriate
rate with no mistakes. Continue in the same way with pages 94–95.
Whole
Group!
Spelling Words
Consonant Blends
1. stop
2. clip
3. strap
4. stream
5. nest
6. mask
Corrective Feedback
7. hand
8. twin
If… children have difficulty reading at the appropriate rate,
then… prompt:
9. brave
10. breeze
11. ask
12. state
• Which word is a problem? Let’s read it together.
• Read the sentence again to be sure you understand it.
• Tell me the sentence. Now read it as if you are speaking it to me.
Reread for Fluency
Choral Reading
Team Talk
1 Select a Passage For The Great Bear, use pages 103–105.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 Corrective Feedback Have the class read aloud without you. Monitor
progress and provide feedback. For optimal fluency, children should
reread three to four times.
Check comprehension Have children retell the story describing how the
characters feel in each setting.
High-Frequency Words
13. build
14. couldn’t
Differentiated
Instruction
A
Advanced
Appropriate Rate Have children
read pages 108–109 at a fast
and then at a slow rate. Have
them tell how they know these
rates are inappropriate. Then
have children read the pages at
the appropriate rate.
S
I
Strategic Intervention
Accuracy If children tend to make
up words for words they don’t
know, then go back over the
sentences with problem words.
Model reading the sentences aloud
and have children read along with
you. Then have them read aloud on
their own.
Options for Oral
Rereading
Use The Great Bear or the Day 1
Decodable Practice Reader.
Module 1
LD2 TCH M1 W3.indb 255
255
8/17/18 8:17 PM
W3
WEEK
D3
DAY
The Great Bear
Pick a word from the box to match each clue.
Write the word on the line. Hint: One word will not be used.
bear
Read and
love
Comprehend!
Objectives
• Read high-frequency words.
• Establish purpose for reading text.
• Review key features of realistic
fiction.
build
mother
father
mom
3.
a forest animal
4.
in a line
5.
put together
6.
to care a lot
7.
warm, comfortable position
8.
a set of stars
9.
dad
H+S
HOME AND SCHOOL
straight
couldn’t
mother
bear
straight
build
love
snuggled
shivered
father
drooled
could not
2.
shook
High-Frequency
and Story Words
shivered
snuggled
1.
10.
136
couldn’t
constellation
Read words independent of context Display
and review this week’s high-frequency words
and story words. Have children read the
words aloud.
Home Activity
Your child matched high-frequency and selection words with clues. Challenge
your child to write a story about hiking, camping, or another outdoor experience.
Encourage your child to use the words in the word box in his or her writing.
Read words in context Display the following
sentence frames. Have children complete
the sentences using high-frequency and
story words. Have the children read each
completed sentence with you.
High-Frequency Words/Story Words
Student Edition
Practice p. 136
1. The big brown
snuggled in its den for the winter. (bear)
. (drooled)
2. My father slept with his mouth open and
3. My mother
with the cold. (shivered)
4. We couldn’t see at night, so we lit our
5. They will
6. I
. (lanterns)
a new trail straight up the mountain. (build)
to hike in the cool mountain air. (love)
On their own Use Student Edition Practice, p. 136.
Exploration
LD2 TCH M1 W3.indb 256
8/17/18 8:17 PM
40-45 mins
Go Digital: Vocabulary Activities, Main eSelections
Main Selection—Second Read
The Great Bear
DDR
Double
day Read!
Review Main idea and details Recall this week’s main selection, The Great
Bear. Tell children that today they will read the story again. Remind children
that the main idea is the most important idea in the story and details are
small pieces of information. To better understand the story, we should ask
ourselves about the main idea, “What is the story or passage all about?”
We can look for details in the story that support our answer. For additional
practice with main idea and details, use Let’s Practice It! p. 24 on the
Web site.
Review Genre: realistic fiction Let’s Read Remind children that realistic fiction
is a made-up story that could happen in real life. Have children recall events
in The Great Bear that could happen in real life. (A family goes camping. The
family hikes. They see birds, plants, and insects. The family eats and sleeps
outdoors.)
Set a purpose Remind children that good readers read for a purpose. Guide
children to set a new purpose for reading The Great Bear today, perhaps to
consider the different characters in the story and what they each enjoy doing
when they go camping.
Extend thinking Tell children they will now read The Great Bear for the
second time. Use the Day 3 Extend Thinking notes to encourage children to
use higher-order thinking skills to go beyond the details of the selection.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Genre Have children talk about the
things Harry does in the story.
Story Words
shivered shook with fear
dragged to move a large or heavy
object across a surface
boasted to talk about your
achievements but in excessively
hugged to embrace another person
lanterns lights inside containers that
can be carried
snuggled cuddled together
E
L
L
English Language
Learners
Physical Response Teach the word
shivered by acting it out. Use a
stuffed animal to act out snuggled.
Have children join you.
7KH*UHDW%HDU
Name
Read the story.
Answer the questions.
There is a lot to learn about black bears. Black bears can be
black, brown, or white. Most black bears live in forests. In the
forest, they can find nuts, fruit, and bugs to eat. Black bears run,
swim, and climb trees. Sometimes they make sounds. These
sounds are grunts.
1 . Write a sentence from the story that tells the main idea.
There is a lot to learn about black bears.
2. Write a detail about the color of some black bears.
Possible responses: nuts, fruit, or bugs
4. Which is a sound black
bears make?
5. Which is a place black
bears live?
bark
chirp
grunt
desert
forest
meadow
Home Activity Your child identified the main idea and supporting details of a story. Select a nonfiction
selection about an animal to read together. Ask your child to identify two interesting facts about the animal.
%7%t
Comprehension Main Idea and Details Review
Let’s Practice It! Digital W3 D3
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Possible responses: black, brown, or white
3. Write a detail about what black bears eat.
Continue to
Day 3
For the Second Read, use
Extend Thinking across the
bottom of pages 236–243.
Module 1
LD2 TCH M1 W3.indb 257
257
8/17/18 8:17 PM
W3
WEEK
D3
DAY
Think Critically
Answer Would you rather go camping with Harry or Pam?
Explain your answer. Text to Self
Read and
What are some things the characters see, use, and make in this
setting?
They see
.
They make
.
They use
.
I would rather go camping with
because
Comprehend!
Discuss What does the author think of camping? How do you
know?
Character and Setting
Author’s Purpose
Retell Use the pictures below to retell the story.
Objectives
Story Structure
Answer What is the setting for this story?
Look Back and Write Look back at page 115. What are the
Great Bear and the Little Bear? Provide evidence to support
your answer. TEST PRACTICE Extended Response
The story takes place in
• Retell a narrative.
near
Identify character and setting in
realistic fiction.
Use story structure to retell a
story in logical order.
• Write clear, coherent sentences.
Number the pictures in order and retell the story.
Retell
117
116
Student Edition pp. 116–117
Retelling
Have children look at the story scenes and number them in order. Have
children work in pairs, retelling the story to one another. Remind children
that their partners should include the characters, setting, and events from the
beginning, middle, and end of the story. Children should use the retelling
strip in the Student Edition as they retell. Monitor children’s retelling.
Scoring rubric
Top-Score Response A top-score response makes connections beyond
the text, elaborates on the author’s purpose, and describes in detail
the characters, setting, and plot.
Monitor Progress
Check Retelling
If… children have difficulty retelling the story,
then… use the Retelling Cards, and work with the group to scaffold
their retelling.
Day 1
SP
Check
Word
Reading
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SUCCESS PREDICTOR
CHECK WORD READING
258
Exploration
LD2 TCH M1 W3.indb 258
8/17/18 8:17 PM
Go Digital: Story Sort
Think Critically
Text to Self Possible responses: I would rather go camping with Harry’s
mother because she knows all about camping. I would rather go camping
with Harry’s father because he is interested in birds and I like learning about
different kinds of birds.
Author’s Purpose Possible response: The author thinks camping is a
great activity because she writes about all you can see and do when you
go camping.
Character and Setting The story takes place in a forest by a lake. The
family have gone camping and explore the forest. Harry finds an ant colony
and has to use his compass to find his way back. Then he thinks he sees a
bear, but it's just his dad.
Story Structure 4. Have pairs take turns using the pictures to retell
the story. Remind them to include the characters, setting, and the events in
orderfrom the beginning, middle, and end of the story
5. Look Back and Write For writing fluency, assign a five-minute time limit.
As children finish, encourage them to reread their response and proofread
for errors.
Scoring rubric
Top-Score Response A top-score response uses details from the text
and the picture to make inferences about the Big Bear and the Little
Bear. For example:
The Big Bear and the Little Dipper are stars in shapes that look like
bears. The campers are pointing to the stars in the night sky when
they talk about the Big Dipper and the Little Bear.
Meet the author and the illustrator Have children turn to page 100.
What’s the name of the author? Ask children what an author does. (writes
the selection). What’s the name of the illustrator? Then ask children what an
illustrator does. (creates the pictures for a story)
Independent Reading After children describe how the settings and characters
are alike and different in their Reading Logs, have them paraphrase what they
wrote. Tell children that when we paraphrase, we express the meaning, using our
own words.
Whole
Group!
Differentiated
Instruction
A
Advanced
Look Back and Write Ask children
who show proficiency with the
writing prompt to write examples
of how the illustrations added
information to the details they read
in the text. Have them explain how
the illustrations helped them learn
more about the characters and the
setting in The Great Bear.
Story Structure After reading, have
children draw and write about the
characters, setting, and the events
that happened in order at the
beginning, middle, and end of the
story.
Plan to Assess
Retelling
Week 1:Strategic Intervention
Week 2: Advanced
This week assess Advanced
children.
✓ Week 3: Strategic Intervention
Week 4: On-Level
Week 5: Strategic Intervention
Week 6: Assess any children
you have not yet checked during
this unit.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W3.indb 259
259
8/17/18 8:17 PM
W3
WEEK
D3
DAY
Language
Arts!
Objectives
• Use predicates correctly in
reading, writing and speaking
• Write stories with a beginning,
middle, and end.
Conventions
Predicates
Review Predicates Remind children that the predicate of a sentence tells what
the subject is or does: The sun is warm this morning. The words is warm this
morning tell what the sun—the subject—is. In the sentence The sun comes up
and warms the Earth, the predicate is comes up and warms the Earth.
Guide practice Write the following on the board and have children read
it aloud.
Bella walks in the woods every day
What other words could you use for the predicate of this sentence that would
make sense?
Team Talk Have children suggest other sentences about exploring in nature.
Write their sentences on the board and ask volunteers to underline the
predicate of each sentence.
Connect to oral language Have the class complete these sentence
frames orally.
1. My cat
2. Jenna
.
.
3. The blue car
4. Juan’s dad
.
.
On their own Use Let’s Practice It! p. 27 on the Web site.
7KH*UHDW%HDU
Name
Predicates
Tell about a time when you went on a hike or a walk.
Circle the predicates in your sentences.
Possible answer:
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
I hiked with my mom and dad.
We walked for a long time.
I was tired. We came home.
I went to sleep.
Home Activity Your child learned how to use the predicates of sentences in writing. Have your child write
you a note and ask him or her to circle the predicate in each sentence.
Conventions Predicates
%7%t
Let’s Practice It!
Digital W3 D3
260
Exploration
LD2 TCH M1 W3.indb 260
8/17/18 8:17 PM
Go Digital:
Grammar
Go Digital:
Concept
Talk Jammer
Video
20-25 mins
Realistic Fiction
Let´s
Write!
Key Features of
Realistic Fiction
•
tells about made-up people
and events
•
story events could really
happen
•
story has a beginning,
middle, and end
Realistic Fiction
Realistic fiction tells about
made-up events that could
really happen. The student
model on the next page is an
example of realistic fiction.
Student Model
A Day at the Beach
Luke went to the beach on a hot
child who discovers something
outdoors.
•
•
•
happens in a setting that
seems real.
Each sentence has a
predicate.
Underline the predicate in
all the sentences.
summer day. He splashed in the cool
water. He dug in the warm sand.
Writing Prompt
Think about things that can
be discovered in nature. Now
write a realistic story about a
Genre:
Luke discovered a small pool full of
Organization
•
The story has a beginning, a
middle, and an end.
•
Circle the end of the story.
He found a smooth rock. He took his
5. The stap on my backpack. The
strap on my backpack broke.
rock home to remind him of the day.
6. That stem of water That stream of
water was cold.
Remember, you should . . .
†
†
RO
†
tell about events that could
happen in real life.
write the beginning, middle,
and end.
make sentences complete
by including predicates.
RESOURCES ONLINE
GRAMMAR JAMMER
Group!
Daily Fix-It
starfish. He left them alone.
Writer’s Checklist
Sounds to Know
Whole
Conventions
Predicates
The predicate tells what
the subject of the sentence does or is..
Harry walked home.
118
119
Discuss the Daily Fix-It corrections
with children. Review complete
predicates and the spelling of
words with consonant blends: strap
and stream.
Student Edition pp. 118–119
Let’s Write!
Realistic Fiction
Teach Use pages 118–119 in the Student Edition. Read aloud the
Key Features of Realistic Fiction. Help children better understand the
Writing Prompt by reading it aloud and discussing the Writer’s Checklist
with children.
Review the student model Then read “A Day at the Beach” on page 119 to
children. Point out the realistic character, setting, and events. Then discuss
how the story addresses the prompt. The prompt says to write about a child
who discovers something outdoors. Is the story about a child? (yes) In the
story, is Luke outdoors? (Yes, he’s at the beach.) Does he discover something?
(Yes, he discovers a pool of starfish and a rock.) This story is a good
response to the test prompt. Read aloud and briefly discuss the side notes.
Then have children follow the instructions to complete the activities.
Connect to conventions Read to children the Conventions note about
predicates. Point out predicates in the model story (such as splashed in the
cool water and dug in the warm sand).
Module 1
LD2 TCH M1 W3.indb 261
261
8/17/18 8:17 PM
W3
WEEK
D3
DAY
Language
Arts!
Objectives
• Write a draft of a realistic story.
• Use sequence in writing.
Writing for Tests
Writing Trait: Organization
Mini-
Lesson
• Apply information gathered from
a personal source to an inquiry
project.
Evaluation
■ Evaluate Read aloud the rubric for Organization. To earn 4 for
Organization, my story needs a strong beginning, middle, and end.
The beginning introduces the character, setting, and problem. My
beginning is: Tina sat under a tree in her backyard. “I’m bored!”
she thought. The middle tells how the character tries to solve her
problem. I wrote: Just then Tina heard loud chirping. “What could
that be?” she wondered. She watched birds fly in and out of a
bush. She jumped up to look. The end tells how the character solves
the problem. I wrote: Three baby birds chirped in a nest. That was
exciting for Tina! My story has a strong beginning, middle, and
end. It earns 4 for Organization.
■ Have children use the rubric on Student Edition Practice p. 133 to
evaluate their stories. Remind them that their scores might be higher
or lower for different traits. Higher scores show where their strengths
lie. Lower scores show children what to work on.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to talk about something they have
seen happening in nature.
2 Write Each child writes a sentence about what he or she saw happening
in nature.
3 Share Partners point out the predicates in each other’s sentences.
262
Exploration
LD2 TCH M1 W3.indb 262
8/17/18 8:17 PM
Go Digital: Concept Talk Video
Research and Inquiry
Gather and Record Information
Teach Tell children that today they will gather information about plants from
personal sources. Their goal is to learn about plants in their neighborhood.
Review personal sources. Then model how to use personal sources to answer
inquiry questions.
Model
Display the chart that the class created on Day 1. Before we
ask our personal sources about plants in our neighborhoods, let’s check the
questions in our list. Read aloud the questions from the list. I’d also like to
know what kinds of trees are in our neighborhood. Who will be my personal
source of information? Choose a volunteer. Have the child answer the
question. Record the question and answer in the chart.
Guide practice Have partners act as each other’s personal sources as they ask
and answer the inquiry questions. Ask children to use personal sources at home
to find more information about neighborhood plants. Explain that tomorrow they
will review the topic and make sure that all their questions have been answered.
Plants in Your Neighborhood
Questions
Answers
What plants grow in your
neighborhood?
roses, grass, dandelions
What trees grow in your
neighborhood?
oak trees, elm trees, pine trees
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Naming Plants Some children may
recognize plants but be unaware of
their names. If children cannot name
plants in the neighborhood that they
know, have them draw or describe
the plants instead.
A
Advanced
Cataloging Plants Have children
organize the plants from the
neighborhood into a logical order
to make a catalog of neighborhood
plants. Children can illustrate the
catalog with drawings and write a
sentence telling about each plant.
Wrap Up Your Day
Character and Setting Who were the characters in Pale Male? (Pale Male,
Lola, their chicks, workers, apartment people) What is its setting? (near
Central Park in New York City over many months)
Story Structure Have children recall why it is important to think about a story’s
plot as they read a story.
Preview
Day 4
Tell children that tomorrow they
will read about interesting places
to camp.
Module 1
LD2 TCH M1 W3.indb 263
263
8/17/18 8:17 PM
W3
D4
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
Content Knowledge
BQ
BIG QUESTION
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
detective, fascinating, slimy
Phonics and Spelling
Review Long Vowels VCe
High-Frequency Words
Review
Comprehension
Text Structure
Fluency
Appropriate Rate
Grammar
Sentences
Writing
Personal Narrative: Revise
Listening and Speaking
Why We Speak, Why We Listen
Research and Inquiry
Review and Revise Topic
Question of the Week
What can we discover by exploring
nature?
Exploring Nature
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Tranquil Nights” from the Sing with Me Big Book. Why
do you think the campers will get a good night’s sleep? (Possible response:
The night is tranquil. Their sleeping bags are comfortable.)
Build Oral Language
Review Genre: Realistic fiction Have children tell the key features of realistic
fiction: it tells about made-up people and events, but the characters seem real
and the events could happen in real life. Review that the setting of a realistic
story seems real. Explain that today you will read about someone who loves
wildlife in “Insects Are My Life” by Megan McDonald.
Monitor Listening Comprehension Recall the wildlife Harry saw on his walk in
the forest. Have children listen to “Insects Are My Life.”
Team Talk Talk about exploring nature Read aloud the first five paragraphs
of “Insects Are My Life.” Display them on a whiteboard if possible and track
the print as you read.
• Have pairs of children generate questions for each other about differences
they notice in the ways Amanda and her brother feel about insects when
they hear these paragraphs.
• Add words generated in the discussion to the concept map.
Read Aloud Anthology
“Insects Are My Life”
264
Exploration
LD2 TCH M1 W3.indb 264
8/17/18 8:17 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video,
Video
Sing with Me Animations
Build Oral Vocabulary (Optional)
Amazing Words
Whole
Group!
Oral Vocabulary Routine
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word slimy to the story. Amanda’s brother
thinks that bugs are slimy. Supply a child-friendly definition. If something
is slimy, it feels slippery and sticky. Have children say the word.
2 Demonstrate Provide examples to show meaning. The rocks at the bottom
of the stream feel slimy. The snail left a slimy path on the sidewalk. A
frog is too slimy to catch easily.
3 Apply Have children demonstrate their understanding. If any of the
things I name are slimy, say slimy; if not, say nothing: a fish, spaghetti, a
puppy, a rock, a worm, some mud.
See page 297 to teach detective and fascinating.
Anchored Talk
Add to the concept map Discuss what we learn by exploring nature.
• Do you think “Insects Are My Life” is a good title for this story? Explain your
answer. (Possible response: Yes, because all Amanda wanted to do was
learn about insects.)
• Where did Amanda learn about insects? (She learned about insects in her
home, backyard and around her neighborhood.) Let’s add We learn about
insects to the map. Where should we add it?
E
L
L Produce Oral Language Use the Day 4 instruction on ELL Poster 3.
galaxy
secure
tranquil
detective
wildlife
fascinating
fledglings
slimy
Differentiated
Instruction
E
L
L
English Language
Learners
Frontload Comprehension Before
reading “Insects Are My Life,” show
children photographs of insects
mentioned in the story, such as a
dragonfly, ant, and moth. Name the
insects and have children repeat.
Then use expressions and gestures
to describe insects with words used
in the story, such as small, creepy,
crawly, and slimy.
E
L
L PPoster 3
Module 1
LD2 TCH M1 W3.indb 265
265
8/17/18 8:17 PM
W3
WEEK
D4
DAY
Let´s
Read!
Objectives
• Read and identify words with long
vowels VCe.
• Read words fluently in context
Phonics Review
Long Vowels VCe
Review Sounds-pellings To review last week’s phonics skill, write page and
tadpole. You studied words like these last week. What do you know about
the sound you hear when a word has a vowel-consonant-silent e? (The vowel
sound is usually long.) What letters spell the sound /ā/ in page? (The letters
a_e spell the sound long a.) What letters spell the sound /ō/ in tadpole? (The
letters o_e spell the sound long o.)
and independent of context.
Corrective Feedback
If children are unable to answer the questions about long a and long o, refer
them to Sound-Spelling Cards 74 and 84.
Guide practice Draw a 3-column chart as shown below. Write the list of
syllables in columns 1 and 2. Point to each syllable and have children read it
chorally. Now let’s match a syllable from each column to build words. Model
matching rep-tile and write reptile in the last column. Continue matching the
remaining syllables. (reptile, confuse, suppose, trombone, escape.) Have
children read the list of words that they built.
Syllable 1
Syllable 2
rep
con
sup
trom
es
fuse
tile
bone
cape
pose
Word
On their own Use Let’s Practice It! p. 3 on the Web site.
7KH*UHDW%HDU
Name
aste
thp
Too
face
mice
nose
tube
Read the words. Circle the word for each picture.
Write the word on the line.
1. ace
ice
ice
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
4. tame
tune
tune
2. race
rose
3. vote
rose
5. pine
vine
vine
page
6. home
hive
home
page
Find the word that rhymes with the picture.
Mark the space to show your answer.
7.
space
spice
snake
8.
rate
rice
race
$5
Home Activity Your child reviewed words that end with silent e and have a long vowel sound in the middle.
Write lace, cage, rice, hose, and tube across the top of a sheet of paper. Ask your child to change one or
two letters in each word to make new long vowel words. Write the words.
Phonics Long Vowels VCe Review
%7%t
Let’s Practice It!
Digital W3 D4
266
Exploration
LD2 TCH M1 W3.indb 266
8/17/18 8:17 PM
Go Digital: Interactive Sound-Spelling Cards
Fluent Word Reading
Spiral Review
Whole
Read words independent of context Display these words. Tell children that
they can blend some words on this list and others are Word Wall words.
Have children read the list three or four times until they can read at the rate
of two to three seconds per word.
Group!
Differentiated
Instruction
A
milk
woman
dust
wind
live
beautiful
plant
like
move
extreme
Advanced
work
problem
side
smile
block
help
splendid
drink
world
everywhere
Create Sentences Have students
create their own sentences using at
least two review words from each
row.
Word Reading
Corrective Feedback
If… children have difficulty reading whole words,
then… have them use sound-by-sound blending for decodable words or have
them say and spell high-frequency words.
If… children cannot read fluently at a rate of two to three seconds per word,
then… have pairs practice the list until they can read it fluently.
Read words in context Display these sentences. Call on individuals to read a
sentence. Then randomly point to review words and have children read them.
To help you monitor word reading, high-frequency words are underlined and
decodable words are italicized.
The Strams live and work on that side of the block.
The dust and wind were an extreme problem for the
beautiful plant.
People everywhere in the world like to drink milk.
Spiral Review
These activities review
• previously taught high-frequency
words beautiful, everywhere, live,
move, woman, work, world.
• consonant blends.
• short vowels.
• syllable VCe.
Professional
Development
Identify Problem Skills Jot down
the words that children struggle to
read. Check the list to identify skills
that are most troublesome. Choose
one skill at a time and focus
reteaching and practice on that
particular skill.
The woman with the splendid smile will help us move.
E
Sentence Reading
Corrective Feedback
If… children are unable to read an underlined high-frequency word,
then… read the word for them and spell it, having them echo you.
L
L
English Language
Learners
Fluent Word Reading Have children
listen to a more fluent reader model
the words or have pairs read the
words together.
If… children have difficulty reading an italicized decodable word,
then… guide them in using sound-by-sound blending.
Module 1
LD2 TCH M1 W3.indb 267
267
8/17/18 8:17 PM
W3
WEEK
D4
DAY
Decodable Practice Reader 3C
Let´s
Read!
Objectives
• Apply knowledge of
soundspellings to decode
unknown words when reading.
• Decode and read words in
context and independent of
context.
• Practice fluency with oral
rereading.
Consonant Blends
Decode words independent of context Have children turn to the first page
and decode each word.
Read high-frequency words Have children identify and read the highfrequency words felt, well, must, said, mother, build,
Can Ben Skate?
father, and one on the first page.
Written by Janis Lee
Decodable
Practice
Reader
3C
Preview Have children read the title and preview
the story. Tell them they will decode words that have
consonant blends.
Decode words in context Pair children for reading
and listen as they decode. One child begins. Children
read the entire story, switching readers after each
page. Partners reread the story. This time the other
child begins.
Ben felt sad.
Ben did not skate well.
“It must be fun,” Ben said.
“I will ask Mom if I can.”
Ben went to ask his mother.
“Mom, can I skate?” Ben said.
“We will ask Fred Fox,” Mom said.
“Fred can skate best.”
48
Ben and Fred got on ice
to glide and slide.
Ben fell one time
but got back up fast.
49
His father came late.
Dad gave a big wave.
Dad had a smile on his face.
52
53
Fred Fox will help!
Ben got an ice skate.
His skate had a long lace.
It had static.
50
Consonant Blends
felt
went
static
and
smile
skate
Fred
strap
skills
brave
must
best
stop
glide
pride
ask
help
fast
slide
glad
High-Frequency Words
felt
well
mother build
must said
one father
47
Decodable Practice
Reader 3C
“Strap it on,” Fred Fox said.
“You must stop fast
and use fine skills on ice.”
51
“I love to ice skate!”
brave Ben can yell with pride.
Ben is glad.
It is fun to skate well.
54
* These materials can be found online.
268
Exploration
LD2 TCH M1 W3.indb 268
8/17/18 8:17 PM
Go Digital: eReaders
Corrective Feedback
If… children have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words in the story
that have consonant blends. List the words in two columns for initial and final
blends as children name them. Have children underline the consonant blend
sound-spellings. Children should supply: (initial) brave, Fred, glad, glide,
pride, skate, skills, slide, smile, static, stop, strap; (final) and, ask, best, fast,
felt, help, must, went.
Teach print awareness On the first page of the story, point out the quotation
marks in the third sentence. Explain that quotation marks show the exact
words the speaker (Ben) says: It must be fun. Point out that one quotation
mark goes before the first word the speaker says. The other quotation mark
comes after the last word the speaker says. Model reading the sentence. Then
have children read it with you. Have children locate other sentences with
quotation marks and identify the speaker’s exact words.
Reread for Fluency
Have children reread Decodable Practice Reader 3C to develop automaticity
decoding words with consonant blends.
Oral Rereading
1 Read Have children read the entire book orally.
Whole
Group!
E
L
L
English Language
Learners
Decodable Practice Reader
Beginning Lead children through
Can Ben Skate? Model reading
each page with expression. Then
pronounce a blended sound, such
as /s/ /k/. Ask: Which word has
the sounds /s/ /k/? Reread the
sentence slowly and have children
raise their hands when they hear
the word with the target sounds.
Have children point to the word and
repeat it.
Intermediate Have children find
and read words with the consonant
blends sk, gl, and st. Monitor
children’s pronunciation of the
words.
Advanced/Advanced High After
reading, have children choose a
word with a consonant blend on
each page and use it in a new
sentence about what is happening.
For example: felt— Ben felt sad
because he couldn’t skate.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Module 1
LD2 TCH M1 W3.indb 269
269
8/17/18 8:17 PM
WEEK
D4
DAY
Let´s
Read!
Objectives
• Spell words with consonant
blends.
• Spell high-frequency words.
• Recognize structure and elements
of procedural text.
• Relate prior knowledge to new
Spelling
Consonant Blends
7KH*UHDW%HDU
Name
Consonant Blends
Review Partner Supply pairs of children
with index cards on which the spelling
words have been written. Have one child
read a word while the other writes it. Then
have children switch roles. Have them use
the cards to check their spelling and correct
any misspelled words.
Write the rhyming list word.
1. It begins like twice.
It rhymes with win.
2. It begins like stone.
It rhymes with late.
3. It begins like brown.
It rhymes with freeze.
4. It begins like street.
It rhymes with map.
5. It begins like straw.
It rhymes with beam.
clip
strap
stream
nest
mask
hand
twin
brave
breeze
ask
state
What has teeth but can never eat?
h a n d
6. below the wrist
8. come to an end
9. a face covering
10. light wind
text.
stop
Read the clues. Write the list words.
The words in the boxes will answer the riddle.
7. to trim
On their own Use Let’s Practice! p. 26 on
the Web site.
Spelling Words
twin
state
breeze
strap
stream
c
s t o
m
b
l i p
p
a s k
r e e z e
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
W3
Home Activity Your child has been learning to spell words with consonant blends. Give your child a clue
about a word and have him or her guess and spell the word.
%7%t Spelling Consonant Blends
• Set purpose for reading.
Let's Practice! Digital W3 D4
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•46
• High-Frequency
Words
• Read Decodable
Practice Reader 3C
On-Level
O L
Teacher-Led Page
DI•50
• Conventions
Read Leveled Reader
Advanced
• Word Work
• Get Fluent
A
Teacher-Led Page
DI•53
• Comprehension
Read How to Make a
Compass
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
270
I
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Paired Selection
Exploration
LD2 TCH M1 W3.indb 270
8/17/18 8:17 PM
Go Digital: Paired eSelections
Science in Reading
Sequence Tell children that when readers want to learn how something is
done or made, they read and follow a sequence, or order of steps. Point out
that a kind of text called procedural text follows a sequence. Explain that
procedural text tells how to do something one step at a time. In procedural
text, readers can often use illustrations with captions to understand
the sequence.
Preview and predict Read the title of the selection on pages 120–121 of the
Student Edition. Then have children look through the selection and predict
what they might learn how to do. (Possible response: They might learn
how to make a treat.) Have children tell what clues helped them make their
predictions. (Possible response: the numbered steps and the photos)
Whole
Group!
Academic Vocabulary
sequence the steps followed in a
procedure
procedural text tells how to do
something one step at a time
Let’s Think!
Genre Procedural Text Tell children that they will read procedural text. Review
the key features of procedural text: it tells how to do something one step at
a time and it usually has graphic features such as captions and illustrations.
Explain that the selection they will read today is procedural text because it
tells readers the steps to follow in order to make a treat.
Activate prior knowledge Ask children to recall how Harry and his parents
prepared the camp food. (Possible response: They brought cookies, crackers,
and sandwiches with them. They cooked food in pans over a campfire.)
Set a purpose As children read “How to Make a Compass,” use Let’s Think!
in the Student Edition to help them focus on the features of a Procedural Text.
Module 1
LD2 TCH M1 W3.indb 271
271
8/17/18 8:17 PM
W3
WEEK
D4
DAY
Procedural
Poetry Text
Read and
Comprehend!
Procedural text
How to Make a Compass
Step 1
Cut the bottom of the Styrofoam cup
into a disc.
Many people use a compass when they are in nature.
A compass is a very useful tool outdoors. So, let’s make
our own compass!
You need:
• a large plastic lid
Objectives
• a needle
Step 2
Rub the end of the magnet on the needle several times.
Be careful to do it only in one direction.
• a bar magnet
• a Styrofoam cup
• Use text features, such as captions
• a pair of scissors
and illustrations to understand
procedural text.
If you are using a small magnet you need to rub the
needle at least twenty times or more. If it’s a strong
magnet rub it five or seven times.
• a glass of water
•
Procedural text gives directions on how to do
something one step at a time.
•
Procedural text usually has graphic features that help
tell how to do something.
•
Read “How to Make a Compass.” Look for elements of
procedural text.
Let´s
•
Think! •
How do the captions and illustrations
on page 120 assist you with what you
need?
How do the captions and illustrations
help you follow the steps?
121
Student Edition pp. 120–121
Guide Comprehension
Guide practice
Text Structure Good readers look for text features to
better understand how to follow directions. In “How to Make a Compass,” I
will pay attention to text features. The list on page 120, the bold subheads
that list the steps, and the illustrations all help me understand what I need to
do to make a compass. They also show how to follow the steps in order.
I’ll look for the order of steps I need to follow to make a
Sequence
compass. This procedural text makes it easy to follow the sequence. The steps
are listed in bold type and numbered 1 to 7.
Let’s Think!
Procedural Text Possible responses: The captions and photos tell about and
show the equipment and ingredients you need to make a compass. They
show how to follow the steps in order.
Text Structure How do you know not to put a graham cracker on top of the
chocolate before you put it in the microwave? (The directions in step 2 say to
save the other half for the top. I can see the other half set aside in the photo.)
272
Exploration
LD2 TCH M1 W3.indb 272
8/17/18 8:17 PM
Go Digital:
Paired
eSelections
Go Digital:
Concept
Talk
Video
40-45 mins
Procedural text
Procedural text
Step 3 Put some water in the large plastic lid.
Step 4 Place the Styrofoam disc in the water.
Step 5 Put the needle on top of the disc.
Step 6 Wait for the needle to spin. It will point
north. You now have a compass.
Whole
Group!
Lid
3.
Science Vocabulary
Needled
d
Styrofoa
Styrofo
y foa
oam
oam
am disc
microwave an oven that
uses microwaves, a type of
electromagnetic wave, to cook
foods quickly
Look at this picture of a compass rose. Put
your compass on top of it. What direction
does it point in?
•
How do the labels on this page help you identify the
different parts of the compass.
•
Why is it important that an adult help you with these
steps?
Let´s
Think!
Across Texts The Great Bear
Across Texts Write a list of
• Reading
• Reading
and “How to Make a Compass” show fun
things you would like to do on a camping
things to do. Do you think Harry and his
family would make a compass to prepare
for camping?
trip.
122
123
Student Edition pp. 122–123
Guide Comprehension
continued
Monitor and Clarify Why is it a good idea to read all the steps first and
then reread each step as you follow the directions? (Possible response:
So you will understand how all the steps go together and clear up any
confusion before you start to make the compass.)
Sequence Why is it important to do step 3 before step 4? (So the
marshmallow and chocolate will melt when it is in the microwave.)
Let’s Think About Procedural Text Possible responses: It is important to have
an adult help to be sure all safety rules are followed.
Reading Across Texts Have children find examples in the text and
illustrations of The Great Bear to show why they think Harry used a compass
while camping.
Writing Across Texts Children might list hiking, sleeping in a tent, and
roasting marshmellows over a campfire.
Module 1
LD2 TCH M1 W3.indb 273
273
8/17/18 8:17 PM
W3
WEEK
D4
DAY
Read and
Comprehend!
Objectives
• Read aloud fluently at an
appropriate rate.
• Identify and use predicates in
complete sentences.
Fluency
Accuracy and Appropriate Rate
Guide practice
• Have children turn to pages 110–11 in The Great Bear.
• Have children follow along as you read the pages with accuracy and at an
appropriate rate.
• Have the class read the pages with you and then reread the pages as a
group until they read at an appropriate rate with no mistakes. To provide
additional fluency practice, pair nonfluent readers with fluent readers.
Paired Reading
1 Select a Passage The Great Bear, use pages 113–115.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 On Their Own For optimal fluency, have partners reread three or
four times.
Monitor Progress
Check Fluency WCPM
As children reread, monitor their progress toward their individual
fluency goals. Current Goal: 40–50 words correct per minute. Mid-Year
Goal: 65 words correct per minute.
If… children cannot read fluently at a rate of 40–50 words correct per
minute,
then… have children practice with text at their independent level.
Day 1
Check
Word
Reading
274
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
Exploration
LD2 TCH M1 W3.indb 274
8/17/18 8:17 PM
Go Digital: Concept Talk Video
40-45 mins
The Great Bear
Conventions
Predicates
Test practice Use Student Edition Practice p.
137 to help children identify predicates in test
items. Recall that the predicate in a sentence
tells what the subject is or does: The dog is
barking. Model identifying the predicate by
writing this sentence on the board, reading it
aloud, and underlining the predicate.
Predicates
Mark the letter of the predicate that completes each sentence.
1. We ___.
A hiked
C Mother and I
My dad and I ___.
A good food
3.
A campfire ___.
4.
A his friend
B is fun
C and loud
The stew ___.
Group!
B saw a snake
C my sister
Differentiated
Instruction
A tastes good
B cold rain
C tired
5.
The lake ___.
A cats and dogs
A
B that time
C has many fish
6.
Advanced
My father ___.
A on the trail
B catches a fish
C a hot pan
Home Activity
Terry went to Maya’s house.
Your child prepared for taking tests on predicates of sentences. Have your child
write several sentences about something your family did together. Ask your child to
underline the predicate in each sentence.
H+S
HOME AND SCHOOL
Conventions Predicates
Then read the Student Edition Practice
page 137 directions. Guide children as they
mark the answer for number 1.
Whole
B in the woods
2.
Student Edition Practice p. 137
On their own Use Student Edition Practice, p. 137.
Connect to oral language After children mark the answers to numbers 1–6,
review the correct choices aloud, and have children read each sentence,
emphasizing the changes they’ve made.
137
WCPM If children already read at
90 words correct per minute, allow
them to read independently.
Fluency Assessment
Plan
Do a formal fluency assessment
with 8 to 10 children every week.
Assess 4 to 5 children on Day 4,
and 4 to 5 children on Day 5. Use
the reproducible fluency passage,
Teacher’s Edition, p. 290.
Options for Oral
Rereading
Use The Great Beer or the one of
the Decodable Practice Readers.
Daily Fix-It
7. Jen’s bike
Jen’s bike had a flat tire.
8. She and Jim
She and Jim walked home.
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation, and
complete sentences with predicates.
Module 1
LD2 TCH M1 W3.indb 275
275
8/17/18 8:18 PM
W3
WEEK
D4
DAY
Language
Arts!
Objectives
• Write a realistic fiction story in
response to a test prompt.
• Use time-order transition words.
Writing for Tests
Writer’s Craft: Time-Order Words
Display the writing rubric on Student Edition Practice p. 133. Yesterday, we
used this rubric to evaluate the stories we wrote. Evaluating our writing helps
us think about ways to improve our writing. Today, you will write to a new
prompt. Think about the rubric as you write this new realistic fiction story.
Mini-
Lesson
Time-Order Words
■ Review the key features of realistic fiction. Realistic stories
need a clear beginning, middle, and end. One way to make
the sequence, or order, of events clear is to use clue words
such as first, next, and last. Write: First, Tom fed his hamster.
Does this tell about the beginning, middle, or end of a story?
(beginning) Clue words such as first, start, and beginning can
let the reader know which events happen in the beginning of
your story.
Clue words that can signal what happens in the story’s middle
include then, next, after, and later. For example: Then Tom carried
the hamster cage downstairs. To show story events at the end, you
can use clue words such as finally, last, and end. For example:
Finally, Tom carried the cage onto the school bus.
Explain that children can also use dates, times of day, and
seasons to show the order of events. Have children name timeorder clue words and state if they signal beginning, middle, or
end events. Record their responses in a chart.
276
Exploration
LD2 TCH M1 W3.indb 276
8/17/18 8:18 PM
Go Digital: Concept Talk Video
Write Tell children to prepare for writing for a test. Have them get out a
pencil and a sheet of paper. Then display the Writing Prompt and read
it aloud.
Writing Prompt
Write a realistic story about you or another character learning
something new about nature.
Now you may begin writing. Remember to think about the key features
of realistic fiction stories before you write. Also, remember that when you
finish writing your stories you should check them for errors or to make other
changes that will improve your writing. Give children sufficient time to write
their stories.
Quick Write for Fluency
Team Talk
1 Talk Read these sentences aloud, and have children tell which action
should be first and which second.
20-25 mins
Whole
Group!
E
L
L
English Language
Learners
Support Writing for Tests Make
sure that children understand the
prompt by asking them to restate it
in their own words.
Beginning and Intermediate Have
children illustrate the events in the
beginning, middle, and ends of
their stories and write phrases or
short sentences to show their ideas.
Advanced/Advanced-High Have
children write their stories and draw
a single illustration that shows the
main idea of the story.
Next, Tina jumped up to look.
First, the birds chirped.
2 Write Have children write two short sentences about two things that
happen one after another.
3 Share Partners can read each other’s sentences to check that the
sequence is clear. Have partners suggest time-order clue words to add,
if needed.
Module 1
LD2 TCH M1 W3.indb 277
277
8/17/18 8:18 PM
W3
WEEK
D4
DAY
Let´s
Read!
Objectives
• Understand media through
examples.
• Recognize different purposes of
media.
• Review answers to inquiry
questions.
Media Literacy
Purposes of Media
Teach purposes of media Tell children that we communicate through media.
Explain that there are many different types of media.
• newspapers
• radio
• movies
• television
• Internet
Explain that people use media for different reasons.
• People use media to get information.
• People use media to be entertained.
Model
I use media to get useful information in the morning. First, I go
on the Internet to find out what the weather will be like. Then I know what
to wear. Next, I listen to the traffic report on television. I don’t want to be
caught in a traffic jam! In the evening, I often use some type of media to be
entertained. I might listen to music on the radio, go to a movie, or watch a
detective show on television.
Guide practice Suggest a type of media and have children tell you the reason
for using it: to get information or to be entertained.
• comics in the newspaper (to be entertained)
• a Web site about dolphins on the Internet (to get information)
• the radio playing your favorite new song (to be entertained)
On their own Have children work in small groups to list the types of media
they use both in the classroom and at home. Have them talk about the reason
why they use each type of media on the list.
278
Exploration
LD2 TCH M1 W3.indb 278
8/17/18 8:18 PM
Research and Inquiry
Review and Revise Topic
Teach Tell children that the next step in our inquiry project is to review our
topic to see if we have the information we set out to find. Or, did our answers
lead to a different topic?
Model We wanted to know more about the plants that grow in our
neighborhood. Display the list of inquiry questions and the answers children
received from their personal sources of information. When we began, I
asked the question: What kinds of plants live in your neighborhood? Our
answer is a long list of plants. In our neighborhood, we have small plants like
buttercups and huge plants like oak trees. We have answered our original
question, so we do not need to change our topic.
Guide practice Read aloud the remaining places listed for each community.
Have children raise their hands if you name a place to have fun there. Circle that
place. Then discuss other places to have fun in each community and add those
responses to the chart. Finally, tell children that tomorrow they will organize all
the information in order to share it with others.
Wrap Up Your Day
Phonics Write these words: mistake, dispute, complete. Have children say
which letters make the long vowel sound in each word.
Fluency Write the following sentence and have children read it three or
four times until they can do so fluently. Gene places sticks on the huge
concrete ramp.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Provide Reference Sources If children
are unfamiliar with plants in their
neighborhoods that their personal
sources or others have named,
display pictures from a reference
book that shows what the plants look
like. Say the names of the plants and
have children repeat them.
A
Advanced
Be a Personal Source Have
children act as personal sources to
their partners. Tell them to answer
their new partners’ questions
and share what they know about
neighborhood plants.
Preview
Day 5
Tell children that tomorrow they will
hear more about girl who loves
exploring the outdoors looking for
bugs.
Module 1
LD2 TCH M1 W3.indb 279
279
8/17/18 8:18 PM
W3
D5
WEEK
DAY
Wrap Up
your Week!
Objectives
• Review the concept: exploring
nature.
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we discover by
exploring nature?
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
Review
Phonics
Review Consonant Blends
Comprehension
Character and Setting
High-Frequency Words
Review
Story Words
Review
Conventions
Predicates
Exploring Nature
Review concept This week we have read and listened to stories about
exploring nature. Today you will listen to recall how everyone knew Amanda
was crazy about insects. Read the story.
• How does Amanda show that she is crazy about insects? (Amanda
examines and collects insects. She protects insects and wants to become
an entomologist, a person who studies insects.)
Build Oral Language
Review amazing words Orally review the meaning of this week’s Amazing
Words. Then display this week’s concept map. Have children use Amazing
Words and the concept map to answer the question, What can we discover
by exploring nature?
Writing
Writing for Tests
Research and Inquiry
Communicate
What can we learn by
exploring nature?
We learn about
raccoons in our
neighborhoods
We learn about
frogs near water.
We learn about
bats in the forests.
We learn about
stars in the sky.
We learn about
redtailed hawks.
We learn
about otters in
the ocean.
We learn
about deer.
We learn
about rainbows.
We learn
about insects.
Read Aloud Anthology
“Insects Are My Life”
280
Exploration
LD2 TCH M1 W3.indb 280
8/17/18 8:18 PM
20-25 mins
Go Digital: Concept Talk Video
Build Oral Vocabulary (Optional)
Amazing Ideas
Team Talk Connect to the Big Question Pair children and have them discuss
how the Question of the Week connects to this unit’s Big Question, “What
can we learn from exploring new places and things?” Tell children to use
the concept map and what they’ve learned from this week’s Anchored Talks
and reading selection to form an Amazing Idea—a realization or “big idea”
about exploration. Then ask each pair to share their Amazing Idea with
the class.
Whole
Group!
Amazing Words
galaxy
secure
tranquil
detective
Amazing Ideas might include these key concepts:
wildlife
fascinating
• People explore nature in neighborhoods, in water, in forests, and in
fledglings
slimy
the sky.
• When people explore nature, they learn about wildlife.
Professional
Development
Monitor Progress
Check Oral Vocabulary
Call on individuals to use this week’s Amazing Words to talk about
what we can learn by exploring different communities. Prompt
discussion with the questions below. Monitor children’s ability to use the
Amazing Words and note which words children are unable to use.
• Why might someone think a slimy insect was fascinating?
• When would fledglings be tranquil?
• How would someone secure camping gear on his or her back?
• Where would you find wildlife in our galaxy? Explain.
• What would a nature detective do?
Oral Vocabulary In second grade,
children develop oral vocabulary
by listening to and discussing both
familiar and challenging selections
read aloud.
E
L
L
English Language
Learners
Amazing Words Rephrase the
questions so children have the
opportunity to produce oral
language.
If… children have difficulty using the Amazing Words,
then… reteach the unknown words using the Oral Vocabulary Routines,
pages pp. 212, 229, 251, 265.
Day 1
Check
Word
Reading
E
L
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check Oral
Vocabulary
L Check Concepts and Language Use the Day 5 instruction on ELL
Poster 3.
E
L
L PPoster 3
Module 1
LD2 TCH M1 W3.indb 281
281
8/17/18 8:18 PM
W3
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Review words with consonants
blends.
Assess
• Spell words with consonant
blends.
• Spell high-frequency words.
Phonics
Consonant Blends
Review Target phonics skill Write the following sentences on the board. Have
children read each one, first quietly to themselves and then aloud as you
track the print.
1. This is a splendid tale of Stripe the Skunk.
2. The frog will jump from the stone into the pond.
3. The princess went and gave the king a swift embrace.
4. Did you slip and slide on the slick step?
5. Fred will plant a pumpkin.
Team Talk Have children discuss with a partner which words have consonant
blends. Then call on individuals to share with the class.
282
Exploration
LD2 TCH M1 W3.indb 282
8/17/18 8:18 PM
Spelling Test
Dictate spelling words Say each word, repeat the word, and allow time for
children to write the word.
Whole
Group!
1. breeze
The breeze made waves on the lake.
2. hand
I have a cut on my hand.
3. twin
His twin brother is at my house.
4. nest
I see a nest in that tree.
5. stop
Did you stop at the school?
6. ask
I will ask Mom if you can visit.
7. strap
She will fix the strap for you.
Advanced
8. clip
Ann will clip her papers together.
9. mask
He won’t put on the mask.
Extend Spelling Have children who
have demonstrated proficiency in
spelling individual words spell each
decodable word and then write a
word that rhymes with it.
S
10. brave
The girl was very brave.
11. stream
The mountain stream is very cold.
12. state
Uncle Jim lives in another state.
I
Strategic Intervention
Check Spelling Have children
choose the correct spelling of each
word from three random spellings.
A
High-Frequency Words
13. couldn’t
I couldn’t get to sleep last night.
14. build
They will build apartments by the school.
Small Group Time
Break into small groups after spelling and before
the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•47
• Phonics and
Comprehension
Reread The Great Bear
On-Level
I
O L
Teacher-Led Page
DI•50
• Phonics Review
Reread Camping at
Crescent Lake
Advanced
Teacher-Led Page
DI•53
• Fluency and
Comprehension
Reread Advanced
Selection 3
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Words to Know
• Read for Meaning
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
* These materials can be found online.
Module 1
LD2 TCH M1 W3.indb 283
283
8/17/18 8:18 PM
W3
WEEK
D5
DAY
Practice
Wrap Up
your Week!
Let´s
Learn!
GR3
Vocabulary
A synonym is a word that has the
same or almost the same meaning as
another word.
notice how media can inform or entertain.
Media Literacy
RO
Recognize Different Purposes of Media
RESOURCES ONLINE
VOCABULARY ACTIVITIES
big
Objectives
•
GET READY FOR GRADE 3
large
The media is a way to communicate with many people
all at once. Media can give facts or news. It can entertain
us. Newspapers and the Internet are media. Television is a
media too.
Big is a
synonym of
large.
Practice it!
Practice it!
• Identify synonyms.
Name a media. Think of a fact you learned from it. Tell your
class about it. Be sure to speak clearly. Then share with the class
a media by which you were entertained and why.
Write each word and identify its synonym.
Then write sentences using the synonyms.
start little fluffy toss
• Recognize that media can give
facts or entertain.
Fluency
Read with Accuracy and Appropriate Rate
Read all the words. Do not leave any words out.
Read as though you are speaking. Do not read
too fast or too slow. Then you will understand
• Speak clearly.
• Listen attentively.
what you read.
• Read aloud fluently with accuracy
Practice it!
1.
2.
3.
and an appropriate rate.
She likes to camp.
The hiker saw animal tracks on the path.
The bears sleep inside a big cave.
124
125
Student Edition pp. 124–125
Vocabulary
Synonyms
Teach Read and discuss the Vocabulary lesson on page 124 of the Student
Edition. Use the model to explain that synonyms are words that have the
same or almost the same meaning.
Model Point to the pictures. These bears are the same size. Use the
word card to describe the first bear. (The bear is big.) The other bear is
large. Large means the same or almost the same as big. Large and big
are synonyms.
Guide practice Read the instructions for the Vocabulary Practice It! activity.
Read the first word and then model how to find its synonym.
A word that means the same or almost the same as start is begin. Start and
begin are synonyms. I’ll write the synonyms and then sentences. start-begin
The race will start in the morning. The race will begin in the morning. Do the
sentences mean the same thing? How do you know?
On their own Have pairs continue identifying synonyms and writing
sentences for the remaining words.
Corrective Feedback
Circulate around the room and notice synonyms children write. Provide
assistance as needed.
284
Exploration
LD2 TCH M1 W3.indb 284
8/17/18 8:18 PM
40-45 mins
Go Digital: Journal Word Bank
Media Literacy
Recognize Different Purposes
of Media
GR3
Teach Have children turn to page 125 of the Student Edition. Read and
discuss the different types and purposes of media together. Have children
suggest other media, such as movies, magazines, and radio.
Introduce prompt Read the Practice It! prompt with the class. Remind
children that their fact should be a complete sentence that has a subject and
a predicate.
Team Talk Have pairs take turns listening to and speaking about a fact they
learned from a specific media. Tell children that good speakers speak clearly
and slowly, and that good listeners should be able to repeat the fact they
heard and tell where the speaker learned it.
Fluency
Accuracy and Rate
Teach Read and discuss the Fluency instructions.
Read words in context Give children a moment to look at the sentences. Then
have them read each sentence three or four times until they can read each
sentence with accuracy and at an appropriate rate.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Visualize Skills Some children might
find it helpful to see additional
visual representations of the
vocabulary skill, synonyms. Have
them fifind photos in magazines or
draw pictures to illustrate synonyms,
such as happy-glad, tiny-small, and
giftpresent.
GR3
Recognize Different
Purposes of Media
In addition to recognizing that
media can inform or entertain,
children at Grade 3 should also
recognize that media sometimes
tries to persuade.
E
L
L
English Language
Learners
Synonyms Provide this sentence
frame to help children structure their
understanding of synonyms:
means the same as
.
Module 1
LD2 TCH M1 W3.indb 285
285
8/17/18 8:18 PM
W3
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Describe main characters and
setting in a story.
• Review high-frequency and story
words.
• Use captions and illustrations to
interpret text.
Text-Based Comprehension
Review Character and setting Remember that the setting is the time and
place of a story. Authors may tell about more than one setting in a story.
Authors also describe the people in a story. What do authors tell about the
characters? (Authors tell what characters are like, how they feel, and why
they say and do things.)
Check Understanding Read aloud the following story and have children
answer the questions that follow.
Bindu and Jayan went under as the big wave hit. “This is scary! I’m going to
look for shells,” said Bindu as she quickly ran out of the water. “What are you
doing?” yelled Jayan, jumping into an even bigger wave. “You’re missing the
best part of summer vacation!”
1. What is the setting? (at the beach in the summer)
2. Why does Bindu get out of the water? (She is afraid of the waves.)
3. How does Jayan feel about Bindu leaving the water? Why does he feel
this way? (Jayan is confused because he thinks the waves are fun.)
Vocabulary
High-Frequency and Selection Words
Review High-frequency words Review this week’s high-frequency words:
love, mother, father, straight, bear, couldn’t, and build. Provide an example
of a riddle for one of the words for the class to solve, such as: I rhyme with
wouldn’t. I mean “could not.” (couldn’t)
Team Talk Have children orally give riddles for the remaining six words to a
partner to solve.
Selection words Write the words shivered, dragged, lanterns, and snuggled.
Read them aloud together. Then have children name synonyms for shivered
(shook) and snuggled (cuddled). Have them tell where they might see
lanterns. (at a campsite; at a celebration) Ask: Do you drag heavy or
light things?
Corrective Feedback
If… children cannot respond with the correct selection words,
then… review the definitions on page 88f.
286
Exploration
LD2 TCH M1 W3.indb 286
8/17/18 8:18 PM
Go Digital: Vocabulary Activities
Informational Text
Procedural Text
Review Genre Review with children that procedural text tells how to do
something one step at a time.
Teach The selection "How to Make a Compass" tells how to make a
compass. To understand what to do, we can use the captions and photos and
follow the steps in order.
Model
First, I’ll read what I need. At home or here at school, I can
gather the items. Next, I’ll read all the steps just in case there is something I
don’t understand. Then I’ll reread one step at a time in order.
Guide practice Ask the following questions to guide children to follow multistep directions and to use captions and illustrations to understand the steps.
• What items do we need to make a compass?1 large plastic lid, 1 needle,
1 bar magnet, 1 Styrofoam cup, a pair of scissors, a glass of water.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Procedural Text If children have
difficulty working on their own
to order the unnumbered steps
to make a compass, have them
number the steps on the back of the
sentence strips. Then children can
stop and check when needed or
use the numbers to check their work
when the ordering is complete.
• Why is it necessary to rub the magnet at least twenty times in Step 2. (How
do you know this? The Illustrations and captions show and describe the
items.) (Possible response: Because if the magnet is small.)
If possible, together with children, make a compass following the steps in
“How to Make a Compass.”
On their own Have children copy unnumbered steps that tell how to make a
compass on sentence strips, one step per strip. Have them mix up and then
reorder the steps.
A
Advanced
Procedural Text Have children list
the steps to follow to do something,
such as play a game, make an
art project, or conduct a science
experiment. Have them illustrate
the steps they sequence and add
captions. If possible, have children
use their procedural text in a class
demonstration.
Module 1
LD2 TCH M1 W3.indb 287
287
8/17/18 8:18 PM
W3
WEEK
D5
DAY
Wrap Up
your Week!
Assess
Words with Consonant Blends
• High-Frequency Words
• Fluency: WCPM
Character and Setting
Assessment
Monitor Progress
For a written assessment of short vowels, consonants, high-frequency words,
and character and setting, use Weekly Test 3, pp. 13–18.
Assess words in context Sentence reading Use the following reproducible
page to assess children’s ability to read words in context. Call on children to
read two sentences aloud. Start over with sentence one if necessary.
Monitor Progress
Sentence Reading
Fluency Goals
Set individual fluency goals for children
to enable them to reach the end-of-theyear goal.
• Current Goal: 40–50 WCPM
• End-of-Year Goal: 90 WCPM
If… a child cannot read all the high-frequency words,
then… mark the missed words on a high-frequency word list and have
the child practice reading the words with a fluent reader.
Assess Fluency Take a one-minute sample of children’s oral reading. Have
children read the fluency passage on p. 290.
Comprehension Have the child read the entire passage. (If the child has
difficulty with the passage, you may read it aloud.) Then have the child
describe a main character and the setting.
Monitor Progress
Fluency and Comprehension
If… a child does not achieve the fluency goal on the timed reading,
then… copy the passage and send it home with the child for additional
fluency practice, or have the child practice with a fluent reader.
288
Exploration
LD2 TCH M1 W3.indb 288
8/17/18 8:18 PM
Go Digital: Concept Talk Video
Name
Read the Sentences
1. Father will set the huge crate in his pick-up truck.
2. The black bear can nap in its still, safe den.
3. Big Jon swung his ax straight at the wide trunk.
4. Mike couldn’t make himself stop.
5. Bess did love the splendid spring sun!
6. Will Dad help Nick build his big race track?
7. Mother kept us at home and inside until five.
Monitor Progress
• Fluency
• Consonant blends
• High-frequency words
Module 1
LD2 TCH M1 W3.indb 289
289
8/17/18 8:18 PM
Name
Read the Story
A World in the City
Grace and Trent were twins who lived in a
skyscraper in a big city. One day their mother’s
sister, Fran, came to visit.
“How is school going?” she asked.
“We are reading about exploring the world,”
Grace said. “We learned about stars.”
“Grace and I can’t explore the world,” Trent said.
“We live in the city! What can we explore here?”
Fran said, “Well, we have trees here. This place
has birds to watch and the sky too. Flowers grow in
the park out front, but best of all, we have a giant
lake!” She went over to a wide window. “Tell me
what you can see from here.”
“I see the sun and some small clouds. I see
birds flying above the lake too,” said Grace.
“Oh, I get it!” Trent yelled. “We can explore the
world that is right outside our window!”
9
18
23
29
36
42
51
61
70
81
93
103
109
119
127
137
144
Monitor Progress
• Check Fluency
• Character and Setting
290
Exploration
LD2 TCH M1 W3.indb 290
8/17/18 8:18 PM
40-45 mins
Go Digital: Concept
Grammar Talk
Jammer
Video
Whole
Conventions
Group!
Predicates
Review Remind children that the predicate of a sentence tells what the subject
is or does. Have them give several examples of sentences with predicates.
Guide practice Write the following words on the board. Have children use
the words as subjects in a sentence, providing a predicate to make it a
complete sentence. For example, The ball rolled into the street.
ball
my friend
house
squirrel
plant
and
• Identify predicates in sentences.
• Understand and use predicates in
complete sentences.
Daily Fix-It
Connect to oral language Display and read the following sentence frame.
Have children work in pairs to think of as many predicates as they can to
make complete sentences. Then have children share their responses with
the class.
My dog
Objectives
.
9. Harry and Pam camping went
Harry and Pam went camping.
10. the cooking does Harry’s
mother
Harry’s mother does the
cooking.
Discuss the Daily Fix It corrections
with children. Review sentence
capitalization and punctuation, and
correct word order in a sentence.
On their own Use Let’s Practice It! p. 28 on the Web site.
7KH*UHDW%HDU
Name
Predicates
Write the predicate of each sentence.
1. My family looks for butterflies.
looks for butterflies
2. I see big yellow ones.
see big yellow ones
3. Mom points to little red ones.
points to little red ones
is in second grade
4. Rosa and her dad
5. Rosa
look for rocks
look for rocks
is in second grade
.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Write a predicate to complete each sentence.
Use a predicate from the box.
.
Home Activity Your child reviewed the predicates of sentences. Read a newspaper article together. Find
simple sentences in the article. Have your child underline the predicates of the sentences.
%7%t
Conventions Predicates
Let’s Practice! Digital W3 D5
Module 1
LD2 TCH M1 W3.indb 291
291
8/17/18 8:18 PM
W3
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
• Edit writing for predicates.
• Use a rubric to evaluate writing
done in response to a test prompt.
Writing for Tests
Introduce revising Remind children that yesterday they learned more about
writing a realistic fiction story with a clear beginning, middle and end.
Review time-order clue words such as first, next, then, and last, which make
the sequence of events in a story clear. Remind children that they wrote
realistic stories to a new prompt yesterday. Today they will evaluate those
stories using the writing rubric.
Mini-
Lesson
Revising Strategy: Adding Words
■ Teach When we write, we want our ideas to be clear to our
readers. But sometimes when we rush to get our ideas on paper,
we forget to write a sentence’s subject or predicate. We can revise
our writing by adding a subject or adding a predicate to make a
complete sentence.
■ Model Let’s look at some sentences in the middle of my story
about Tina and the chirping birds. Write: She jumped up to
look. Walked quietly across the lawn. Tina carefully. Something
surprised her. The first sentence makes sense; it has a subject and
predicate. But the second sentence doesn’t make sense. I see
the predicate: Walked quietly across the lawn. I need to add the
subject Tina to show who walked across the lawn. Model writing
a caret and Tina to show how to revise the sentence by adding
a subject.
The third sentence doesn’t make sense either. This sentence has a
subject but no predicate. I need a predicate to tell what Tina did
carefully. I will add this predicate: looked inside a bush. Model
writing a caret and the predicate, looked inside a bush, to show
how to revise the sentence by adding a predicate.
Read aloud the revised sentences. Point out that adding a subject
or predicate makes their writing easier for readers to understand.
292
Exploration
LD2 TCH M1 W3.indb 292
8/17/18 8:18 PM
30-35 mins
Go Digital: Concept Talk Video
Evaluate Display the Realistic Fiction Scoring Rubric from Student Edition
Practice p. 133. Point out the Conventions rubric and read it aloud. Guide
children in using the Conventions rubric to evaluate the realistic fiction stories
they wrote for the sample test on Day 4.
When students have evaluated their writing for Conventions, guide
them in evaluating their stories using the other writing traits shown in the
scoring rubric.
Then help them complete a Self-Evaluation form.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to find a subject in each of
their stories.
2 Write Each child writes a new predicate for that subject to form a new
complete sentence.
3 Share Partners trade sentences and read them aloud.
Whole
Group!!
Teacher Note
Self-Evaluation Make copies of the
Self-Evaluation form from the Web
site and hand them out to children.
E
L
L
English Language
Learners
Support Revising Help children
who have diffi culty identifying
predicates to add to sentences by
having them name the subject and
act out the predicate. Model saying
the complete sentence and have
them repeat it after you.
Module 1
LD2 TCH M1 W3.indb 293
293
8/17/18 8:18 PM
W3
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
• Review concept: exploring nature.
• Organize information.
• Create a plant book.
• Present results of an inquiry
project.
Research and Inquiry
Communicate
Teach Tell children that today they will organize the information that they
gathered from their personal sources into a book that displays information
about the plants in their neighborhoods. Then they will share their books
with others.
Model
Display the list of inquiry questions and the answers recorded
on Day 4. will look back at the answers my personal source gave me about
plants in my neighborhood. I will circle the plants I like best or that I think
are interesting. These are the plants I want to share with others. For example,
I asked the question: What kinds of trees grow in your neighborhood? My
personal source told me about a tulip tree that grows on our street. Tulips
don’t grow on this tree, but its leaves are shaped like tulips. I think that is
interesting, so I want to share that plant with others. I will draw this tree in my
neighborhood plant book. I will make sure to show the shape of its leaves in
my drawing.
Guide practice Review the answers to the inquiry questions with children,
and have them prompt you to circle the plants that they want to include in
their books.
On their own Have children choose the plants they want to include in their
neighborhood plant books. Have them fold one or two sheets of paper to
make a book. Tell them to draw and label the plants in their books and then
have them share their books in small groups. Remind them how to be good
speakers and listeners:
• Good speakers speak loudly enough to be heard without yelling and make
sure they make eye contact with their audience.
• Good listeners make eye contact with the speaker, look at any visuals
that the speaker presents, and politely thank the speaker when the
speaker finishes.
Plants in Your Neighborhood
Questions
Answers
What plants grow in your
neighborhood?
roses, grass, dandelions,
buttercups, ferns, daisies, ivy,
tulips, daffodils, pumpkins,
tomatoes
What trees grow in your
neighborhood?
oak trees, elm trees, pine trees,
tulip trees, dogwood trees, maple
trees, ash trees
Exploration
LD2 TCH M1 W3.indb 294
8/17/18 8:18 PM
Go Digital: Concept Talk Video
Wrap Up Your Week!
BQ
BIG QUESTION
Question of the Week
What can we discover by exploring
nature?
This week we discovered what we can learn by exploring nature. In the
story, The Great Bear, we read about wildlife in forests. While camping, the
family saw nature at its best—rainbows, waterfalls, and the stars in the night
sky. In “Insects Are My Life” we learned that even creepy, crawly insects can
be fascinating.
Team Talk Have children work with partners to talk about their Amazing
Ideas about exploring nature. Then have children use these ideas to help
them demonstrate their understanding of the Question of the Week, What
can we discover by exploring nature?
Whole
Group!
Amazing Words
You’ve learned
0 0 8
words this week!
You’ll learned
0 2 4
words this year!
E
L
L
English Language
Learners
Poster Preview Prepare children
for next week by using Week 4,
ELL Poster 4. Read the Poster TalkThrough to introduce the concept
and vocabulary. Ask children to
identify and describe objects and
actions in the art.
Selection Summary
Send home the summary of A
Desert Adventure in English and the
child’s home language if available.
Children can read the summary
with family members.
Preview
Next
Week
Tell children that next week they
will read about things people learn
when they explore the desert.
Module 1
LD2 TCH M1 W3.indb 295
295
8/17/18 8:18 PM
W3
WEEK
D5
DAY
Assessment
Checkpoints
for the Week
Weekly Assessment
Use Weekly Tests to check:
Phonics Consonant Blends
Comprehension Skill Character and
Setting
High-Frequency Words
bear
built
couldn't
father
love
mother
straight
Digital W3 D5
A
Advanced
O L
On-Level
S
I
Strategic
Intervention
Differentiated
Assessment
Use pp. 13–18 of Fresh Reads for Fluency and
Comprehension to check:
Comprehension Skill Character and
Setting
Review Comprehension Skill Plot and Theme
Fluency Words Correct Per Minute
Digital W3 D5
296
Exploration
LD2 TCH M1 W3.indb 296
8/17/18 8:18 PM
Let's Learn
Amazing Words
Oral
Vocabulary
for The Great Bear
Definitions, examples, and
applications to use with the Oral
Vocabulary in each lesson.
Oral Vocabulary Routine
D1
tranquil
1 Introduce Tranquil means “very calm and
peaceful.”
2 Demonstrate Looking at the stars makes me feel
tranquil. A warm summer night seems tranquil.
wildlife
1
Introduce Animals that live wild outdoors
and plants that grow wild outdoors are
called wildlife.
2
Demonstrate There are many kinds of wildlife,
such as deer and bears, in a forest. Cactuses
are one kind of wildlife in a desert.
3
Apply If any of the things I name are wildlife,
say wildlife: tiger, eagle, dog, dirt, sunflower,
squirrel.
3 Apply Act out feeling tranquil.
D2
D3
D4
Instruction for this day can be found in the Oral Vocabulary lesson.
Instruction for this day can be found in the Oral Vocabulary lesson.
detective
fascinating
1 Introduce A detective is a person who tries to solve
a mystery or figure out a problem.
1
Introduce Something that is fascinating is
very interesting.
2 Demonstrate You are a word detective when you
figure out what a word means. A police detective
figures out who is responsible for a crime.
2
Demonstrate We read about a girl who found
insects fascinating. I read a fascinating book
about elephants.
3 Apply What is something a detective might do to
find out who robbed a bank?
3
Apply Name a word that means the opposite
of fascinating. Name some things that are
fascinating to you.
Module 1
LD2 TCH M1 W3.indb 297
297
8/17/18 8:18 PM
MODULE 1 MY PLANNING GUIDE
Week
This
BQ
What can we learn by exploring the desert?
BIG QUESTION
Exploration
Daily Plan
Monitor Progress
Whole Group
Check Word Read
Inflected Endings
Day 1
Check
Word
Reading
Main Idea and Details
• Fluency
• Vocabulary
Day 2
Check High
Frequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check Oral
Vocabulary
Small Group
TEACHER-LEAD
Customize Literacy More support for a Balanced Literacy
approach, see pp. CL•1–CL•53
• Reading Support
• Skill Support
• Fluency Practice
PRACTICE
STATIONS
INDEPENDENT
ACTIVITIES
Customize Writing More support for a customized writing
approach, see pp. 561-570
Whole Group
Assessment
• Writing: Brief Report
• Conventions: Declarative and Interrogative Sentences
• New Literacies
• Weekly Tests
• Day 5 Assessment
• Fresh Reads
This Week’s Reading Selections
Online Reference
Sources
Online Reference Sources
A Desert
Adventure
How to Find Inform
Information
ation
About the Jungle
Jungle
g
By Eloise Vivanco
When you are looking at a web page, it will sometimes have links
to other web pages with more information. This can help us to find a
lot of information about one topic. Let’s click on the map to find out
information about animals that can be found in one of the jungles.
First, type what you want to look for in the search bar at the top
Written by Eloise Vivanco
of the page. Make sure you spell the word correctly so that you get the
www.animalfactsencyclopedia.com/Jungle-animals.html
correct results. To find information about animals which live in the
jungle, you can type “jungle animals”. Press the “enter” key and a lot of
Jungles in the word
MAP
FAUNA
different results will appear. Click on the result that most interests you.
Find
FLORA
it!
COUNTRIES
CITIES
There are many different animals which live in the jungle. In
fact, it depends which jungle you are interested in as there are
different animals living in each one. The jungle and rain forest can
be found on three different continents: Africa, Asia, and America.
JUNGLE ANIMALS
List Of Jungle Animals - All About Wildlife
www.allaboutwildlife.com/list-of-jungle-animals
A list of jungle animals divided into several lists
that cover each of the world’s different jungles or
tropical rainforests.
Jungle Animals - Animal Facts Encyclopedia
www.animalfactsencyclopedia.com/Jungleanimals.html
A list of jungle animals will help your child get a
glimpse of the world’s biodiversity. Whether in the
rainforests of Central America and South America
GN
GENRE
Expository Text tells the facts about a topic. Next,
you will have an adventure through the desert and
read interesting facts about desert plants, animals,
and inhabitants.
BQ
B I G Q U E ST I O N
•
145
Main Selection
Genre: Expository Text
298
21st Century
Skills
Question of the Week
What can we learn by exploring
the desert?
144
168
Can you trust what you read on the
Internet? You should always find out
who wrote what you read. Can you
believe that person? How can you tell?
It is important to always check.
Let´s
Think!
•
You can find information quickly using
online reference sources.
•
Online reference sources may have
links to Web sites that will have more
information.
169
Paired Selection
Decodable
Practice Readers
Leveled Readers
ELL and ELD
Readers
Exploration • Module 1 • Week 4
LD2 TCH M1 W4.indb 298
8/17/18 8:20 PM
W4
Print and Digital Resources
PHONEMIC
AWARENESS
AND
PHONICS
BUILD
CONCEPTS
W4
VOCABULARY COMPREHENSION
Phonemic Awareness
Expository Text
A Desert
Adventure
Oral Vocabulary
Let´s
Kids like spotting wild animals.
Kids can set eyes on snakes, rabbits,
and foxes early and late in the day. It
is fun spotting them. Jen likes gazing
at animals. Where has she tracked
them? Animals like water. They will
rest at ponds and lakes if it is not
too warm. These places can be full
of animals. Jen has gazed at rabbits
close to a big pond. She takes notes,
naming things she spots.
Talk!
Exploring the
Desert
•
Share information about
exploring the desert.
•
Share ideas about what is
found in the desert.
•
CONVENTIONS
AND WRITING
FLUENCY
What is the desert like?
Write two sentences and
share ideas.
Let´s
Brief Report
Key
Features of a
Different
Brief Report
Communities
informational article. It uses facts
Write!
write!
•
•
•
Written by Eloise Vivanco
•
and details. The student model
on the next page is an example
of a brief report.
presents information in an
organized way
RESOURCES ONLINE
XXXXXX
• Blending practice
• Reread for fluency
Student Model
Genre:
•
A report includes facts.
A brief report is a short
xxx
is a short informational
article
xxx
gives
xxx facts and details
about a real-life topic
RO
• Practice phonics skills
Writing Prompt
Think about your neighborhood.
Now write a report about who
and
a
nd what live there.
My Neighborhood
My neighborhood has a big park and
our red-brick school, North School. People,
animals, and plants live around here.
The park has[tall and beautiful trees.
Word Choice
•
•
•
The writer uses vivid
descriptive words.
Circle two descriptive words.
The writer includes an
interrogative sentence.
Underline the interrogative
sentence.
What else lives in my neighborhood?
Squirrels live here and collect nuts.
People walk on paths. There is a soccer
field. Kids play there after school.
Sounds to Know
Conventions
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
The desert is
2.
There are
.
Kinds of Sentences
Let´s
in the desert.
138
Listen!
139
Sounds
•
•
•
Find the turtle. Say a word that tells what it does.
Say a word that tells what the tarantula is doing. Now say each sound in the word.
RO
You´ve
RESOURCES ONLINE
SOUND-SPELLING CARDS
Say a word that tells what the roadrunners have done. Now say each sound in
the word.
140
141
Learned
GN
Inflected Endings
GENRE
High-Frequency Words
animals
early
eyes
full
warm
Expository Text tells the facts about a topic. Next,
you will have an adventure through the desert and
read interesting facts about desert plants, animals,
BQ
B I G Q U E ST I O N
and inhabitants.
water
RO
Question of the Week
What can we learn by exploring
the desert?
144
RESOURCES ONLINE
GRAMMAR JAMMER
145
Declarative sentences end with
periods. An
ends with a question mark (?).
166
143
WHOLE
GROUP
Student Edition
pp. 138–139
Student Edition
pp. 140–143
Student Edition
p. 143
Student Edition
p. 144–145
Decodable
Practice
Readers
Student Edition
pp. 166–167
• Vocabulary
Activities
• Journal
Word Bank
• Envision It!
Animations
• eSelections
• eSelections
• eReaders
• Grammar
Jammer
• Leveled
Readers
• Student
Edition
Practice
• eReaders
• Grammar
Jammer
Scott Foresman
GO DIGITAL
CUSTOMIZE
LITERACY
GO DIGITAL
Sing With Me
Sound Spelling Cards
• Concept
Talk Video
• Sing
with Me
Animations
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Leveled
Readers
• Decodable
Practice
Readers
• HighFrequency
Word Cards
• Envision It!
Skills and
Strategies
Handbooks
• Leveled
Readers
• Concept
Talk Video
• Big
Question
Video
• eReaders
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Sing
with Me
Animations
• Vocabulary
Activities
• Envision It!
Animations
• eReaders
SCIENCE RESOURCES ONLINE
• Untamed Science
• The Big Question
• Science Songs
• Vocabulary Smart Cards
• Vocabulary Memory
Match
• Investigate It! Simulation
• My Planet Diary
• Explore It! Animation
• Got It? 60-Second Video
• Got It? Quiz
• My Science Coach
• Chapter Review
A Desert Adventure
LD2 TCH M1 W4.indb 299
299
8/17/18 8:20 PM
MODULE 1 MY PLANNING GUIDE
My 5-Day
BQ
Planner
What can we learn by exploring the desert?
BIG QUESTION
Monitor
Progress
GET READY
TO READ
Check Word Reading
Check High-Frequency Words
Day 1 pages 304–321
Day 2 pages 322–345
Content Knowledge, 304 –305
Content Knowledge, 322–323
Build Oral Vocabulary, 306 –307
arid, landform, precipitation
Build Oral Vocabulary, 323
dunes, ledge
Phonemic Awareness, 308
Blend and Segment Phonemes
Review Phonics, 324
Consonant Blends
Inflected Endings
Phonics, 309–311
Inflected Endings
READ Decodable Practice Reader 4A,
312–313
Spelling, 314 Pretest
Spelling, 325
Practice
High-Frequency Words, 315
Introduce animals, early, eyes, full,
warm, water
High-Frequency Words, 326 Build
Fluency animals, early, eyes, full, warm,
water
Listening Comprehension, 316–317
Main Idea and Details
Story Words, 327 Introduce cactus,
climate, coyote, desert, harsh
Vocabulary, 327 Alphabetize
READ AND
COMPREHEND
Build Background, 328
READ Main Selection —First Read,
329–339 A Desert Adventure
Literary Text, 340 Speaker/Narrator
LANGUAGE
ARTS
300
Conventions, 318
Declarative and Interrogative Sentences
Conventions, 341
Declarative and Interrogative Sentences
Writing, 319–320
Brief Report
Writing, 342–343 Brief Report Writing
Trait: Word Choice
Research and Inquiry, 321
Identify and Focus Topic
Handwriting, 344
Manuscript f, F, b, B, l, L: Letter Spacing
Research and Inquiry, 345
Parts of a Book
Exploration • Module 1 • Week 4
LD2 TCH M1 W4.indb 300
8/17/18 8:20 PM
W4
Check Retelling
Check Fluency
Check Oral Vocabulary
Day 3 pages 346–359
Day 4 pages 170–185
Day 5 pages 376–391
Content Knowledge, 346–347
Content Knowledge, 360–361
Oral Vocabulary, 347
haven
Oral Vocabulary, 361
extinct, forbidding
Content Knowledge
Wrap Up, 376
Phonics, 348
Build Words
Review Phonics, 362
Consonant Blends
Review Phonics, 378
Inflected Endings
READ Decodable Practice
Passage 4B, 349
Review Fluent Word Reading,
363
Spelling, 379 Test
Spelling, 350
Dictation
READ Decodable Practice
Reader 4C, 364–365
Review Oral Vocabulary, 377
Spelling, 366 Partner Review
Fluency, 351
Appropriate Phrasing
High-Frequency Words, 352
animals, early, eyes, full, warm,
water
Story Words, 352
cactus, climate, coyote, desert,
harsh
Online Reference Sources, 367
Vocabulary, 380 Alphabetize
READ Paired Selection, 368–369
"How to Find Information about
the Jungle"
Fluency, 381 Appropriate Phrasing
Fluency, 370
Appropriate Phrasing
Review Comprehension, 382
Main Idea and Details
Listening and Speaking, 381
Narrate in Sequence
Review Vocabulary, 382
High-Frequency and Story Words
READ Main Selection —Second
Read, 330–339, 353–355
Informational Text, 383 Graphic
Sources
Assessment, 384–386
Monitor Progress
Conventions, 356 Declarative
and Interrogative Sentences
Conventions, 371 Declarative
and Interrogative Sentences
Writing, 357–358 Brief Report
Writer’s Craft: Supporting Details
Writing, 372–373 Brief Report
Revising Strategy
Research and Inquiry, 359
Gather and Record Information
Listening and Speaking, 374
Narrate in Sequence
Research and Inquiry, 375
Review and Revise Topic
Review Conventions, 387
Declarative and Interrogative
Sentences
Writing, 388–389 Brief Report
Writer’s Craft: Sentence Variety
Research and Inquiry, 390
Communicate
Wrap Up Your Week, 391
What can we learn by exploring
the desert?
A Desert Adventure
LD2 TCH M1 W4.indb 301
301
8/17/18 8:20 PM
MODULE 1 MY PLANNING GUIDE
Practice
Stations for Everyone
WORD WISE
WORD WORK
WORDS TO KNOW
Short-vowel pattern VCCV
Short vowel-sounds in VCCV pattern
Words with suffixes
Objectives
• Blend and segment phonemes.
Objectives
• Identify read, and sort words
with two- and three-letter initialconsonant blends.
Objectives
• Identify synonyms.
• Use synonyms in sentences.
• Identify, read, and sort words with
twoletter final-consonant blends.
Materials
• Word Work Flip Chart
• Teacher-made word cards with
consonant blends
Materials
• Words to Know Flip Chart
• Teacher-made word cards: fast,
angry, leap, thin, and begin
• Letter Tiles
• paper
• note cards
Differentiated Activities
Differentiated Activities
Differentiated Activities
Look at the first card and say the
object’s name. Now say each
sound in its name separately, and
then blend the sounds together. Do
the same with the other cards.
Look at the first card and say the
object’s name. Now say each
sound in its name separately, and
then blend the sounds together.
Do the same with the other cards.
Now write each word and circle
the consonant blend.
Look at the first card and say the
object’s name. Now say each sound
in its name separately, and then blend
the sounds together. Do the same with
the other cards. Now write words that
begin with the same sounds. Say each
sound in each word separately and
blend the sounds together.
Technology
• Modeled Pronunciation Digital
Read the words on the word cards.
Sort cards by placing words with
consonant blend spl in one pile
and words with consonant blend
str in another pile.
Read the words on the word cards.
Sort cards by placing words with
consonant blend spl in one pile,
words with consonant blend str
in another pile, and words with
consonant with ck in a third pile.
Read the words on the word
cards. Sort cards into three piles by
placing words with initial-consonant
blends in one pile, words with finalconsonant blends in another pile,
and words with both initial and final
blends in the third pile. Then use the
Letter Tiles to create two new words
for each pile.
Technology
• Interactive Sound-Spelling Cards
•
•
•
•
302
Materials
Listen Up! Flip Chart
Sound-Spelling Cards 30-33
paper
pencils
• pencils
• crayons
Choose two cards. Create your
own picture card for each word.
Think of a synonym for each
word. On each card, write the
word and the synonym.
Choose three cards. Write one
sentence for each card word.
Think of a synonym for each
word. Then use each synonym to
write another sentence.
Use Think of a synonym for
all five words. Write a short
paragraph using the synonyms.
Underline each synonym.
After it, write the card word
in parentheses.
Technology
• Online Tested Vocabulary
Activities
Exploration • Module 1 • Week 4
LD2 TCH M1 W4.indb 302
8/17/18 8:20 PM
W4
Key
Below-Level Activities
On-Level Activities
Advanced Activities
LET’S WRITE!
READ FOR MEANING
GET FLUENT
Realistic fiction
Sequence of events
Practice fluent reading.
Objectives
• Write a piece of realistic fiction.
• Organize and sequence the story
so it has a beginning, middle,
and end.
Objectives
• Identify the main and secondary
characters of a story.
Objectives
• Read aloud at an
appropriate rate.
Materials
• Let’s Write! Flip Chart
• paper
• pencils
Materials
• Read for Meaning Flip Chart
• 2.1.1 Leveled Readers
• pencil • crayons
Materials
• Get Fluent Flip Chart
• 2.1.3 Leveled Readers
Differentiated Activities
Differentiated Activities
Differentiated Activities
• Realistic fiction tells a story that
isn’t true, but could happen.
• Time-order transition words
include first, next, last, before,
and after. They help organize
information and sequence events.
• The main character is who the
story is mostly about.
• The setting is the time and place
of the story.
Work with a partner. Take turns
reading pages from Camping
with Pup. Read as accurately as
you can. Use punctuation clues to
help you read with accuracy. Think
about what you’re reading about.
Be sure to read at an appropriate
rate. Give your partner feedback.
Work with a partner. Take turns
reading pages from Camping at
Crescent Lake. Read as accurately
as you can. Use punctuation clues to
help you read with accuracy. Think
about what you’re reading about.
Be sure to read at an appropriate
rate. Give your partner feedback.
Work with a partner. Take turns
reading pages from At Home in the
Wilderness. Read as accurately as
you can. Use punctuation clues to
help you read with accuracy. Think
about what you’re reading about.
Be sure to read at an appropriate
rate. Give your partner feedback.
Technology
• Reading Street Readers Digital
Write a realistic story about
a seven-year-old. Write two
sentences. Use transition words.
Write a realistic story about
a seven-year-old who finds
something amazing outside.
Write at least three sentences.
Use transition words to
sequence events.
Write a realistic story about
a seven-year-old who finds
something amazing outside.
Describe the find in detail.
Write four or more sentences.
Use transition words to
sequence events.
• Identify the setting of a story.
Read Camping with Pup. Think
about the story’s setting and its
main character. What sort of
person is the character? What
feelings does the character
experience? Draw a picture of the
character in the story’s setting.
Read Camping at Crescent Lake.
Write one sentence that tells the
setting. Write two that explain the
main character’s nature. Use story
details to support your answer.
Read At Home in the Wilderness.
Write a paragraph about the
main character’s traits and
feelings. Tell how the setting
affects the characters in the story.
Technology
• Leveled eReaders
A Desert Adventure
LD2 TCH M1 W4.indb 303
8/17/18 8:20 PM
W4
WEEK
D1
DAY
Let´s
Read!
Objectives
• Introduce concept: exploring the
desert.
• Share information and ideas
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring the desert?
about the concept.
Today at a Glance
Oral Vocabulary
arid, landform, precipitation
Phonemic Awareness
Blend and Segment Phonemes
Phonics and Spelling
Inflected Endings
Fluency
Oral Rereading
High-Frequency Words
animals, early, eyes, full,
warm, water
Comprehension
Main Idea and Details
Street Rhymes!
The desert sun climbs higher and higher.
The sand underfoot gets as hot as a fire.
The cactus skin is baked tough as wire.
Animals are sleeping in desert land.
But when the desert moon floats in the sky,
animals wake and feel hungry by and by.
In the cool of night they hunt and feed and fly.
This is life in the desert sand.
• To introduce this week’s concept, read aloud the poem several times and
ask children to join you.
Exploring the Desert
Writing
Brief Report: Introduce
Concept talk To help children gain knowledge and understanding, tell
them that this week they will talk, sing, read, and write about exploring the
desert. Write the Question of the Week, What can we learn by exploring the
desert?, and track the print as you read it.
Research and Inquiry
Identify and Focus Topic
Build Oral Language
Conventions
Declarative and Interrogative
Sentences
Talk about exploring the desert Have children turn to pages 138–139 in
their Student Edition. Read the title and look at the photos to guide discussion
and create a “What can we learn by exploring the desert?” K-W-L chart.
• How can you tell the desert is arid, or very dry? (Possible response:
There is a lot of sand and rock but not many plants.) Yes, there’s not much
precipitation, or rain, in the desert to help plants grow. We know the desert
is hot and dry, so we’ll add this to the What We Know or K section of
our chart.
• What desert plant is shown in the picture? (a cactus) Let’s add Cactus plants
grow in the desert under Know.
304
Exploration
LD2 TCH M1 W4.indb 304
8/17/18 8:47 PM
40-45 mins
Go Digital: Concept
Concept Talk
Talk
Video
Video
W4
Whole
Oral Vocabulary
Let´s
Group!
Talk!
Exploring the
Desert
•
Share information about
exploring the desert.
•
Share ideas about what is
found in the desert.
•
What is the desert like?
Write two sentences and
share ideas.
Amazing Words
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
The desert is
2.
There are
.
words so far.
You’ll learn
0 0 8
words this week!
ledge
haven
extinct
forbidding
139
Student Edition pp. 138–139
Let’s Talk About Use the question to guide discussion. Then have children
complete the sentences on their own and share ideas with their peers.
Connect to reading Explain that this week, children will read about one way
to explore the desert. Let’s add How can we explore the desert? to our chart.
Topic
What can we learn by exploring the desert?
What We K now
What We W ant to
Know
The desert is hot and dry.
What is a cactus like?
Cactus plants grow in the
desert.
How can we explore the
desert?
E
0 2 4
arid
landform
precipitation
dunes
in the desert.
138
You’ve learned
L
What We L earned
L Preteach Concepts Use the Day 1 instruction on ELL Poster 4.
Differentiated
Instruction
E
L
L
English Language
Learners
Listening Comprehension English
learners will benefit from additional
visual support to understand the key
terms. Point to the pictures of the
cactus and tortoise.
ELL Support Additional ELL support
and modified instruction is provided
in the ELL Handbook.
E
L
L PPoster
t 4
Module 1
LD2 TCH M1 W4.indb 305
305
8/17/18 8:47 PM
W4
D1
WEEK
DAY
Build Oral Vocabulary (Optional)
Let´s
Amazing Words
Read!
Introduce Amazing Words Display page 4 of the Sing with Me Big Book. Tell
children they are going to sing about the desert. Ask children to listen for the
Amazing Words arid, landform, and precipitation as you sing. Sing the song
again and have children join you.
Objectives
• Build oral vocabulary.
• Discuss the concept to develop
oral language.
Sing with Me Big Book Audio
• Share information and ideas
Oral Vocabulary Routine
about the concept.
Teach Amazing Words
1 Introduce the Word Relate the word arid to the song: The song says the
desert is an arid land. Supply a child-friendly definition: If something is
arid, it is very dry. Have children say the word.
2 Demonstrate Provide examples to show meaning: During the winter, the
air in your house might be arid. Land can be arid because very little rain
has fallen on it. Air in the mountains is often arid.
3 Apply Have children demonstrate their understanding: Name a word
that means the opposite of arid. Name a word that means about the
same as arid.
See p. 393 to teach landform and precipitation.
The Arid Desert
Oh, where do you live,
Lizard, Owl, Snake, and Hawk?
Oh, where do you live,
Mouse and Cactus?
In the arid desert land,
Where the ground is golden sand.
It’s a landform without precipitation.
Sing to the tune of
Billy Boy
Sing with Me Big Book Audio
4
Unit 1
Exploration
Week 4
A Walk in the Desert
Oral Vocabulary
arid
landform
precipitation
Sing with Me Big Book p. 4
306
Exploration
LD2 TCH M1 W4.indb 306
8/17/18 8:47 PM
Go Digital: Sing with Me Animations
Check understanding of Amazing Words Have children look at the picture
on page 4. It looks like the animals are in a special kind of land. How would
you describe this landform? Use landform in your answer. (Possible response:
This landform is a desert. The landform has rocks and sand.)
The song says the desert is a landform without precipitation. Explain what
this means. Use precipitation in your answer. (Possible response: The desert
is a landform without precipitation means that there is not much rain in the
desert.)
Whole
Group!
Amazing Words
arid
ledge
Which phrases in the song let us know the desert is arid? Use arid in your
answer. (Possible response: “Ground is golden sand” and “landform without
precipitation” let us know the desert is arid.)
landform
haven
precipitation
extinct
Apply Amazing Words Have children demonstrate their understanding of the
Amazing Words by completing these sentences orally.
dunes
forbidden
Deserts are arid because ____________.
Landforms are things like ____________.
Precipitation is any kind of ____________.
Differentiated
Instruction
S
I
Strategic Intervention
Corrective Feedback
If… children have difficulty using the Amazing Words,
then… remind them of the definitions. Then provide opportunities for children
to use the words in sentences.
Preteach Academic Vocabulary
Write the following on the board:
• main idea and details
• expository text
• declarative and interrogative sentences
Have children share what they know about this week’s Academic Vocabulary.
Use children’s responses to assess their prior knowledge. Preteach the
Academic Vocabulary by providing a child-friendly description, explanation,
or example that clarifies the meaning of each term. Then ask children to
restate the meaning of the Academic Vocabulary in their own words.
Build Oral Vocabulary Remind
children that precipitation is any
form of water that comes down
from the clouds to the ground.
Have children talk about their
experiences with different forms
of precipitation. (rain, snow, hail,
sleet)
E
L
L
English Language
Learners
Cognates The word precipitation may
have cognates in children’s home
languages. Invite Spanish speakers
to identify the cognate precipitación.
Point out how prior knowledge can
help children with learning new
words.
Module 1
LD2 TCH M1 W4.indb 307
307
8/17/18 8:47 PM
W4
WEEK
D1
DAY
Phonemic Awareness
Let´s
Read!
Objectives
• Segment and blend phonemes of
one- and two-syllable words.
Blend, read, and spell words with
inflected endings -s, -ed, and -ing.
Skills Trace
Inflected Endings
Let´s
Introduce/Teach
M1W4D1
Sounds
Listen!
•
•
•
Find the turtle. Say a word that tells what it does.
Say a word that tells what the tarantula is doing. Now say each sound in the word.
RO
RESOURCES ONLINE
SOUND-SPELLING CARDS
Say a word that tells what the roadrunners have done. Now say each sound in
the word.
140
141
Practice
M1W4D2; M1W4D3; M1W4D4
Phonemic Awareness
Reteach/Review
M1W4D5; M1W5D4
Segment and Blend Phonemes
Assess/Test
Weekly Test M1W4
Benchmark Test M1
Key:
M=Module W=Week
Student Edition pp. 140–141
D=Day
Introduce Read together the first two bulleted points on pages 140–141 of
the Student Edition. What does the turtle do with that glass of water? (drinks)
I can break the word drinks into its sounds. Listen to the sounds in the word
drinks: /d/ /r/ /i/ /ngk/ /s/, drinks. Have children segment and blend
drinks with you. Point to the tarantula. This tarantula is /k/ /l/ / ı̄/ /m/ /i/
/ng/ the cactus. I can blend the sounds together quickly and say the word:
/k/ /l/ / ı̄/ /m/ /i/ /ng/, climbing. The tarantula is climbing the cactus.
Have children segment and blend climbing with you.
Read together the third bulleted point. The road runners have packed. Listen
to the sounds in packed: /p/ /a/ /k/ /t/. There are four sounds in packed.
Let’s blend those sounds to make a word: /p/ /a/ /k/ /t/, packed. Continue
modeling with smiled and runs.
Guide practice Guide children as they segment and blend these words from
the picture: waved, posing, tugged, plays, snapping, and rides.
Corrective Feedback
If… children make an error,
then… model by segmenting the word, and have them repeat the segmenting
and blending of the word.
308
Exploration
LD2 TCH M1 W4.indb 308
8/17/18 8:47 PM
Go Digital: Interactive Sound-Spelling Cards
Phonics–Teach/Model
Whole
Inflected Endings
Group!
Word Parts Strategy
1 Connect Write fills, filled, and filling. Underline the inflected ending in
each word. Ask children what they know about these words. (All have
the base word fill and an ending.) Point out that the base word did not
change when the endings were added. Explain that today children will
learn about words whose spellings change before an ending is added.
2 Use Sound-Spelling Card Display Card 121. Point to flipped. When a
word ends in a short vowel and one consonant, we double the consonant
before adding -ed. Display Card 127. Point to swimming. When a word
ends in a short vowel and one consonant, we also double the consonant
before adding -ing. Repeat this procedure for dropping final e before
adding -ed or -ing with Cards 122 and 128.
3 Model Write flips, flipped, flipping. Blend flips and have children repeat:
/f/ /l/ /i/ /p/ /s/. Point to flipped. Cover the added consonant and
ending of flipped; read the base word; uncover and read the ending.
I read this ending: /t/. Say the parts together quickly: flip-/t/, flipped.
Model similarly for flipping.
Write bakes, baked, baking. Blend bakes and have children repeat: /b/
/aˉ/ /k/ /s/. Point to baked and baking. Model blending the words;
then have children blend with you.
4 Guide Practice Have children read the words below with you. Remind
them to look at the ending and then note if the base word had a spelling
change before the ending was added.
plans
planned
planning
likes
liked
liking
pets
petted
petting
escapes
escaped
escaping
5 Review What do you know about reading words with inflected endings?
(See if the base word had a spelling change. Read the base word and
then read the ending.)
Differentiated
Instruction
S
I
Strategic Intervention
Identify Base Words Write hop
and hope. Help children identify
each base word. Below the words
write: hops, hopped, hopping;
hopes, hoped, hoping. Contrast the
spelling changes and have children
read each word. Repeat with tap/
tape and slop/slope.
Academic Vocabulary
inflected ending a suffix that
changes the form of a word to
distinguish tense, number, gender,
or another quality
E
L
L
English Language
Learners
Pronunciation Children of various
language backgrounds may not
distinguish between -ing and -in.
Focus on the differences in tongue
placement for /n/ and /ng/ and
the nasal quality of /ng/ in words
such as win/winning and spin/
spinning.
Module 1
LD2 TCH M1 W4.indb 309
309
8/17/18 8:47 PM
W4
WEEK
D1
DAY
Phonics
Inflected Endings
Let´s
drinking
Words I Can Blend
s
Read!
-ing
pulls
l
Objectives
o
p
p
i
t
r
a
d
e
d
p
e
n
s
n
t
e
l
l
i
n
g
h
a
p
p
e
n
e
Sentences I Can Read
• Associate the letters in the
-s
inflected endings -s, -ing, and
-ed with their short vowel and
consonant sounds.
filled
-ed
• Read words with inflected
endings.
RO
142
1.
Is Will stopping at his home?
2.
3
3.
Jan traded pens with Steve.
Mom is telling Dad what happened.
twisted
g
d
Phonics—Build
Fluency
Inflected Endings
Model
Have children turn to page 142 in their
Student Editions.
-ed
Look at the pictures on this page. I see
pictures that show these actions: drinking,
pulls, filled, and twisted. Each of these
Student Edition p. 142
words has two word parts, a base word
and one of these endings: -s, -ed, or -ing. When I say drinking, I say the base
word drink and then the ending -ing. Continue with the other Envision It!
pictures, pointing out the base word and inflected ending in each word. Call
attention to the pronunciations /d/ and /ed/ for the inflected ending -ed.
RESOURCES ONLINE
SOUND-SPELLING CARDS
• Decode words in context and
independent of context.
t
Sounds to Know
Guide practice For each word in “Words I Can Blend,” ask for the sound of
each letter or group of letters. Make sure that children identify the correct
sounds in each base word and inflected ending. Then have children blend
the whole word.
Corrective Feedback
If... children have difficulty blending a word,
then... model blending the base word first, then the ending, then the two
parts together. Ask children to blend the word parts with you.
SP
SUCCESS PREDICTOR
CHECK WORD READING
310
Exploration
LD2 TCH M1 W4.indb 310
8/17/18 8:47 PM
A Desert Adventure
Word Analysis
Whole
Decode words independent of context After
children can successfully combine the word
parts to read the words on page 118 in
their Student Editions, point to words in
random order and ask children to read
them naturally.
talk talks
On their own Use Student Edition
Practice p. 174.
Check Word Reading
drop dropped
Add -s, -ed, or -ing to make a word.
Write the new word on the line.
Jen
2.
Mom
3.
Jen and Mom
4.
This is an
5.
Jen and Mom are going
Dad. (hug)
good-by. (wave)
exciting
swimming
H+S
day. (excite)
Your child wrote words that ended with -s, - ed, or -ing, such as talks, dropped,
lifting, and smiling. Create sentences for your child like those above. Ask your child
to complete each sentence by writing a word that ends with -s, -ed, or -ing.
Student Edition
Practice p. 174
Check
Word
Reading
Check
HighFrequency
Words
Extend Blending Give children who
can segment and blend all the
words correctly more challenging
words, such as upsetting, disposed,
complicated, and concentrating.
Professional
Development
Decoding Clues Some children may
find these tips helpful:
plunked
slamming
excusing
Row 1 reviews
consonant
blends and final
ck, ng, nk.
Rows 1 and
2 review
short vowels.
If… children cannot read words with inflected endings at this point,
then… use the Small-Group Time Strategic Intervention lesson, p.
DI•64, to reteach inflected endings. Continue to monitor children’s
progress using other instructional opportunities during the week. See
the Skills Trace on p. 308.
Day 2
. (swim)
Home Activity
HOME AND SCHOOL
Corrective Feedback
Day 1
Advanced
helmets. (grab)
Inflected Endings
stinks
spreads
invited
A
their bikes and
Spiral Review
stacking
spotted
wiping
Group!
Differentiated
Instruction
hugs
waves
grabbed
1.
Write the following words and have the class read them. Notice which
words children miss during the group reading. Call on individuals to
read some of the words.
bringing
skipped
traces
smile smiling
Use the word in ( ) to finish each sentence.
Read words in context Have children read
each of the sentences on page 118. Have
them identify words in the sentences that
have inflected endings.
Team Talk Pair children and have them take
turns reading each of the sentences aloud.
lift lifting
Day 3
Check
Retelling
Day 4
Check
Fluency
• Say the long vowel sound if
you see one vowel before one
consonant, e, and the ending -s.
• Say the long vowel sound if
you see one vowel before one
consonant and -ed or -ing.
E
L
L
English Language
Learners
Visual Support Help children
connect segmented sounds to
their blended words by pointing
to pictures or objects or by using
gestures or pantomime as you
model segmenting and b lending
the words. Then have children
segment the sounds, blend, and use
a visual or action to show that they
understand the word’s meaning.
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W4.indb 311
311
8/17/18 8:47 PM
W4
WEEK
D1
DAY
Decodable Practice Reader 4A
Let´s
Inflected Endings
Read!
Decode words independent of context Have children turn to the first page.
Have children decode each word.
Objectives
Read high-frequency words Have children identify and read the highfrequency words see, in, an, hole, now, and day on the first page.
• Apply knowledge of sound-
spellings and word parts to
decode and read unknown words
when reading.
Preview Decodable Reader Have children read the
title and preview the story. Tell them they will read
words with endings -s, -ed, and -ing.
• Decode and read words in
context and independent of
context.
Decode words in context Pair children for reading
and listen as they decode. One child begins. Children
read the entire story, switching readers after each
page. Partners reread the story. This time the other
child begins.
• Practice fluency with oral
rereading.
Lifting
Written by Paula Alvarez
Decodable
Practice
Reader
4A
Ending -s, -ed, -ing
dropped
grabbed
lifted
smiled
lifting
helped
wiped
added
makes
yelled
smiling
rested
High-Frequency Words
see
hole
in
day
an
now
55
Decodable Practice
Reader 4A
Cam Clam dropped in
to see Clive Crab.
Clive makes his home
in an odd hole in a nice pond.
“Cam,” said Clive,
“I am glad you came.
Can I get help
lifting this big box?”
57
56
“Help lift,” yelled Clive.
Cam and Clive lifted at the same time.
Up came his big box.
“Lifting it will not be bad,”
Cam said with pride.
“I lift my home every day.
It makes me quite strong.”
Cam helped clive set the box
on his bed.
Clive wiped his face.
“Good job,” Clive said, smiling.
60
58
Cam bent and
helped clive grab his box.
59
Cam smiled back at Clive.
“Now we can rest,” Cam added.
Clive and Cam sat and rested
in his snug hole.
61
62
* These materials can be found online.
312
Exploration
LD2 TCH M1 W4.indb 312
8/17/18 8:47 PM
Go Digital: Concept
eReaders Talk Video
Corrective Feedback
If… children have difficulty reading a word,
then… refer them to the Sound-Spelling Cards to identify the sounds and
word parts in the word. Then prompt them to read the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words in the story
with inflected endings -s, -ed, and -ing. List the words as children name
them. Review base word spelling changes to sort the words. Children should
supply: No change: makes, added, lifted, rested, yelled, lifting; Double final
consonant: dropped, grabbed; Dropped e: smiled, smiling, wiped.
Review print awareness Point out the quotation marks on the second page
of the story. Review that quotation marks show the exact words the speaker
says. Have children look through the story for more quotation marks and
read these sentences aloud.
Reread for Fluency
Have children reread Decodable Practice Reader 4A to develop automaticity
reading base words with inflected endings -s, -ed, and -ing.
Oral Rereading
Whole
Group!
E
L
L
English Language
Learners
Inflected endings
Beginning Write words with
inflected endings from the story,
such as grabbed, lifted, yelled, and
smiling. Underline and read each
base word. Use gestures to clarify
meaning. Have children point to
each word in the story.
Intermediate Create a four-column
chart with the headings: Base
Word, -s, -ed, -ing. Have children
choose three words with inflected
endings from the story and write
them in the correct columns.
Advanced/Advanced High Have
children use words with inflected
endings from the story Lifting to
write a new story about Cam and
Clive.
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Module 1
LD2 TCH M1 W4.indb 313
313
8/17/18 8:47 PM
W4
D1
WEEK
DAY
Spelling Pretest
Let´s
Inflected Endings
Read!
Objectives
• Spell words with inflected endings
-ed, -ing.
• Read high-frequency words.
Dictate spelling words Dictate the words. Read the sentences. Have children
write the words. If needed, break the words into meaningful parts, clarify
pronunciations, and give meanings. Have children check pretests and correct
misspelled words.
1. dropped
Travis dropped a hammer on his toe.
2. dropping Leaves are dropping from the tree.
3. excited
4. exciting
Are you excited about the new school?
It is exciting to see the circus.
5. lifted
She lifted her face to the light.
6. lifting
Carey is lifting weights.
7. hugged
The mom hugged her child at bedtime.
8. hugging
People were hugging at the airport.
9. smiled
Mr. Garcia smiled when he saw the baby.
10. smiling
The room was filled with smiling faces.
11. talked
Have you talked to Grandpa today?
12. talking
They are talking very loudly. One page in the
book is torn.
On their own Use Let’s Practice It! p. 35 on the Web site.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Strategic
Intervention
$'HVHUW$GYHQWXUH
Name
Inflected Endings
Generalization Some base words do not change when -ed or -ing is added:
talked, lifting. Others do change: dropped, smiling.
Spelling Words
-ed with no
base word change
1.
2.
talked
lifted
-ing with no
base word change
7.
8.
talking
lifting
-ed with
base word change
dropped
4. excited
5. hugged
6. smiled
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
3.
-ing with
base word change
dropping
10. exciting
11. hugging
12. smiling
9.
Words to Read
13.
early
1. talked
2. talking
3. dropped
4. dropping
5. excited
6. exciting
7. lifted
8. lifting
9. hugged
10. hugging
11. smiled
12. smiling
Words to Read
13. early
14.
warm
14. warm
Teacher-Led
Sort the list words by type of ending.
S
On-Level
I
Teacher-Led Page
DI•64
• Phonemic Awareness
and Phonics
Read Decodable
Practice Reader 4A
Teacher-Led Page
Page DI•69
• Phonics and spelling
Read Decodable
Practice Reader 4A
Practice Stations
• Listen Up
• Word Work
A
Teacher-Led Page
DI•72
• Phonics and
Comprehension
Read Advanced
Selection 4
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
%7%t
Let’s Practice It! Digital W4 D1
314
Advanced
Place English language learners in the groups that
correspond to their reading abilities in English.
Home Activity Your child is learning to spell words with -ed and -ing. To practice at home, have your child
study the word, noting the ending, and then spell the word with eyes closed.
Spelling Inflected Endings
O L
* These materials can be found online.
Exploration
LD2 TCH M1 W4.indb 314
8/17/18 8:47 PM
I Can Read
High-Frequency Words
Introduce
Nondecodable Words
1 Say and Spell Look at page 143. Some
words we have to learn by remembering
the letters rather than saying the sounds.
We will say and spell the words to help
learn them. Point to the first word in the
High-Frequency Words list. This word is
animals. The letters in animals are a-n-im-a-l-s, animals. Have children say and
spell each word, first with you, and then
without you.
Whole
Kids like spotting wild animals.
Kids can set eyes on snakes, rabbits,
and foxes early and late in the day. It
is fun spotting them. Jen likes gazing
at animals. Where has she tracked
them? Animals like water. They will
rest at ponds and lakes if it is not
too warm. These places can be full
of animals. Jen has gazed at rabbits
close to a big pond. She takes notes,
naming things she spots.
Group!
Differentiated
Instruction
S
Strategic Intervention
You´ve
Inflected Endings
Learned
High-Frequency Words
animals
early
eyes
full
warm
water
143
Student Edition p. 143
2 Identify Familiar Letter-Sounds Point to the
letter a in animals. This letter stands for a
sound. What is the letter and what is its
sound? (a/a/) Point to the letter n. What
is the letter and what is its sound? (n/n/)
Do the same for m/m/ and l/l/.
Read words in contex Chorally read the I
Can Read! passage along with the children.
Then have them read the passage aloud
to themselves. When they are finished, ask
children to reread the high-frequency words.
Check Spelling Have children
choose the correct spelling from
among: the correct spelling, a
misspelled base word, and a
word that doesn’t double the final
consonant or drop the final e.
A
Advanced
Extend Spelling Challenge children
who spell words correctly to
spell more difficult words such
as: dragging, danced, baking,
amazed, ruined, believing.
3 Demonstrate Meaning Tell me a
sentence using the word animals.
Repeat this routine with the other HighFrequency Words.
Read words independent of context Have
children read the high-frequency words
on page 143 aloud. Add the words to the
Word Wall.
I
Phonics/Spelling
Generalization
A Desert Adventure
Write the correct word from the box below each clue.
animals early eyes full warm water
1.
no more can fit
2.
full
3.
dolphins and birds
between hot and cold
warm
4.
at the very beginning
animals
Each spelling word has an inflected
ending -ed or -ing. One-syllable
short-vowel words that end in a
single consonant, double the final
consonant before adding -ed or
-ing. Long vowel VCe words drop
the final e before adding -ed or
-ing.
early
E
5.
used for seeing
eyes
6.
L
L
ocean or sea
water
English Language
Learners
On their own Use Student Edition
Practice p. 175.
Home Activity
Your child learned the words animals, early, eyes, full, warm, and water. Make a
“word file” box for your child out of a shoebox. Provide scraps of paper or index
cards to write and illustrate new words.
H+S
HOME AND SCHOOL
High-Frequency Words
Student Edition Practice p. 175.
175
Spelling Clarify the meaning of each
spelling word by demonstrating its
action, such as talking and hugging.
Make a chart to compare words that
show present and past actions.
Frontload Read Aloud Use the
modififi ed Read A loud in the ELL
Support Lessons to prepare children
to listen to “Saguaro Cactus” (page
317).
Module 1
LD2 TCH M1 W4.indb 315
315
8/17/18 8:47 PM
W4
D1
WEEK
DAY
Listening
Comprehension
Main Idea and Details
Read and
Main Idea
Comprehend!
What is the selection all about?
Main Idea and
Details
Objectives
Identify the main idea and details
of an expository text/ article.
Details
Skills Trace
Main Idea and Details
Introduce
M1W2D1; M1W4D1; M5W5D1
Practice
M1W2D2; M1W2D3; M1W2D4;
M1W4D2; M1W4D3; M1W4D4;
M5W5D2; M5W5D3; M5W5D4
Reteach/Review
M1W2D5; M1W3D3; M4W5D3;
M1W4D5; M6W4D3; M5W5D5
Assess/Test
Weekly Tests M1W2; M1W4;
M5W5
Benchmark Tests M1; M5
Key:
M=Module, W=Week, D=Day
Ei•5
Introduce The topic is what a selection is
about. It can usually be stated in a word or
two. The main idea is the most important
idea about the topic. Details are small pieces
of information that tell more about the main
idea. Good readers decide which ideas are
most important as they read.
Student Edition EI•5
Have children turn to page EI•5 in their Student Editions. These pictures show
an example of main idea and details. Discuss these questions:
• Look at the big picture. Tell what it is about in a word or two.
(forest animals)
• Is “a bird sings in the forest” the most important idea about forest animals?
Explain. (No, a bird sings is one detail. It’s not the most important idea.)
• What is the main idea of this picture—forest animals are busy, or ants
build an anthill? Why? (Forest animals are busy, because it is the most
important idea about forest animals. Ants build an anthill is a detail that
tells more about the main idea.
Model Today we will read a selection about a special cactus. Read “Saguaro
Cactus.” Use Graphic Organizer 16 to record the main idea and details.
A Desert Adventure
Read the story and look at the picture. Follow the
directions below.
Bottlenose dolphins are sea animals. They can swim fast and dive
deep. A dolphin can hold its breath under the water for a short time.
When out of the water, a dolphin breathes through a blowhole on the
top of its head.
blowhole
melon
Bottlenose Dolphin
beak
eye
ear
dorsal fin
flipper
fluke
1.
Write the sentence from the story that tells the main idea.
Bottlenose dolphins are sea animals.
2.
Write three details that tell about the main idea.
Possible responses: can swim fast, dive deep, hold breath
under the water, breathe through a blowhole. Each detail
should be different.
H+S
HOME AND SCHOOL
176
The topic of this selection is
the saguaro cactus. In the second
paragraph, I read that the saguaro
cactus has a waxy skin, spines, and
water inside. These are details that help
me figure out the main idea: the saguaro
cactus has several things that help it
survive in the desert.
Main Idea
Supporting Details
Graphic Organizer 16 Digital W4 D1
Guide practice Reread the last paragraph of “Saguaro Cactus.” Have
children draw pictures that show details they heard about the saguaro cactus.
Have them use the pictures to identify the main idea of the last paragraph.
(People have used and liked the saguaro cactus.)
On their own Use Student Edition Practice p. 176.
Home Activity
Your child identified the main idea and supporting details of a story and interpreted
information from a diagram. Find a Web site or book that gives facts about an
octopus and includes a diagram. Ask your child to identify details about the body of
an octopus.
Comprehension Main Idea and Details
Student Edition
Practice p. 176
316
Exploration
LD2 TCH M1 W4.indb 316
8/17/18 8:47 PM
d Alo
ea
ud
R
Go Digital: Envision It! Animations
Saguaro Cactus
If you’ve ever driven through the arid Sonoran Desert
in California, Arizona, or Mexico, you’ve probably seen a saguaro
cactus. This plant is easy to see–it stands out with a tall, thick stem
and large arms that curve upward toward the sky.
This special cactus has several things that help it survive. A waxy,
smooth skin protects it from the dry climate. Outside, spines cover
it to protect the plant from animals that might want to drink the
precious water inside. The saguaro can survive in the desert month
after month without precipitation.
The saguaro grows only about an inch a year, but it can reach up to
fifty feet! The largest saguaro plants can have more than five arms.
Some plants are believed to be about two hundred years old.
30-35 mins
Whole
Group!
Academic Vocabulary
topic what a paragraph, passage,
or article is about. A topic can
usually be stated in a word or two.
main idea the most important idea
about the topic. A main idea can
usually be stated in one sentence.
details small pieces of information
that tell more about the main idea
People have long used and liked the saguaro cactus. Native
Americans ate its juicy and tasty fruit. Today, the state of
Arizona calls the creamy-white blossom of the saguaro cactus its
state flower.
Module 1
LD2 TCH M1 W4.indb 317
317
8/17/18 8:47 PM
W4
D1
DAY
Languge
Arts!
Objectives
• Identify and use declarative and
interrogative sentences in reading,
writing, and speaking.
• Understand punctuation of
declarative and interrogative
sentences.
• Understand and recognize the
features of a brief report.
• Understand organization in a
brief report.
• Identify descriptive words in a
brief report.
Mini-
Lesson
5 Day Planner
Guide to Mini-Lessons
DAY 1
DAY 2
Read Like a Writer
Conventions
Declarative and Interrogative Sentences
Model Explain that a declarative sentence is a statement that tells something.
An interrogative sentence is a question. It asks something.
Display Grammar Transparency 4. Read the definition of a statement aloud.
Model identifying the example sentence.
• The first sentence, Some places are very dry, is a declarative sentence, or
statement, because it tells something. It ends with a period.
Read the definition of a question aloud. Model identifying the
example sentence.
• The sentence What can live in a very dry place? asks something. It is an
interrogative sentence, or question, so it ends with a question mark.
Guide practice Read the directions
and model identifying and punctuating
sentence 1. Continue with items 2–6,
having children identify each sentence as
a declarative or interrogative sentence.
Ask children to tell what punctuation mark
belongs at the end of each sentence.
Declarative and Interrogative Sentences
A statement that tells something is called a declarative
sentence. A statement ends with a period (.).
Some places are very dry.
A question is a sentence that asks something. It is called an
interrogative sentence. A question ends with a question mark (?).
What can live in a very dry place?
All statements and questions begin with capital letters.
Put a period at the end if the sentence is a statement.
Put a question mark at the end if the sentence is a question.
Connect to oral language Have the class
complete these sentence frames orally.
1. You can find the saguaro cactus
in _____.
Descriptive Words
2. Have you ever been to _____?
Supporting Details
3. Some cactus can be _____
years old.
1. Can an oak tree live in a very dry place
2. An oak tree needs plenty of water
I`7LHYZVU,K\JHJP}UKL4t_PJV:(KL*=
WEEK
3. It cannot live in a very dry place
4. Does a cactus need much water
.
.
?
5. A cactus does not need much water
6. Where does a cactus live
DAY 4
Revising Strategy:
Adding Words
DAY 5
Proofread for
Sentence Variety
318
.
?
0RGXOH$'HVHUW$GYHQWXUH
DAY 3
?
Grammar
4
Grammar Transparency 4
Digital W4 D1
On their own Team Talk Pair children and have them think of declarative and
interrogative sentences. Have each pair write their sentences on the board
and provide the appropriate punctuation.
Exploration
LD2 TCH M1 W4.indb 318
8/17/18 8:47 PM
20-25 mins
Go Digital: Grammar Jammer
A Desert Adventure
Writing—Brief
Report
Introduce
Mini-
Lesson
Writing • Brief Report
My City Neighborhood
In my neighborhood, all the houses are tall and
close together. Each house has three apartments.
The apartments are stacked on top of each other.
The apartments share the same front door. People
sit on their brick front steps. Friendly neighbors call
out to each other. Girls and boys play games. Jump
ropes slap on the sidewalk.
A narrow alley runs between the houses. What lives
here? Cats do. Why do they live here? Mice live here.
Behind each house is a tiny square yard. Kids
play there. In winter, they make snow forts. In
summer, they play catch.
Key Features
Brief Report
• The report is a short informational article
• Facts and details tell about a real-life topic.
• Information is presented in an organized way.
Home Activity
Your child read a brief report about a neighborhood. Go through the text again,
together, and circle the main ideas and underline the descriptive language. Then,
have your child write a similar text about your neighborhood. Check your child’s
report contains the information mentioned in the Key Features box.
H+S
Student Edition Practice p. 177
Read Like a Writer
■ Introduce This week you will write a brief report. A brief report is a
short article that shares facts about a topic. You can use facts you
already know or facts from books or other sources.
Think about your neighborhood. Now write a report
about who and what live there.
Trait
Word Choice
Mode
Expository
Group!
Academic Vocabulary
declarative sentence a sentence
that tells something and ends with
a period
interrogative sentence a sentence
that asks a question and ends with
a question mark
HOME AND SCHOOL
Writing Brief Report
Prompt
Whole
■ Examine Model Text Let’s listen to a brief report. Track the print as you
read aloud “My City Neighborhood” on Student Edition Practice p.
177. Have children follow along.
■ Key Features What is the main idea of this report? (In this city
neighborhood, people live in houses close together, and cats live in
the alley.) Help children find details that support the main idea. Have
them find and circle descriptive words such as narrow, tiny, and
square. Ask how the writer organized the facts in this report. (front of
the houses to back)
Daily Fix-It
1. talked about the desert
We talked about the desert.
2. when can we go
When can we go?
Discuss the Daily Fix-It corrections
with children. Review subjects,
and sentence capitalization and
punctuation.
E
L
L
English Language
Learners
Options for Conventions
Support To provide children with
practice with declarative and
interrogative sentences, use the
modififi ed conventions lessons on
p. 348 in the ELL Handbook.
This report is a short article about the writer’s city neighborhood. It
tells information about this neighborhood.
The report tells facts such as the number of apartments in each
house, people and cats living there, and details such as the alley
being narrow.
Information is organized so it is easy to follow. I start at the front of the
houses, and then I move down the alleys and around the back. This
organization makes sense.
Module 1
LD2 TCH M1 W4.indb 319
319
8/17/18 8:47 PM
W4
WEEK
D1
DAY
Language
Arts!
Objectives
• Understand and recognize the
features of a brief report.
• Develop an understanding of
main idea and details in a brief
report.
• Identify a topic connected to this
week’s concept.
• Narrow the focus of the topic by
listing on a chart what is known
about the topic.
• Discuss desert exploration.
Writing—Brief Report
Introduce, continued
Review key features Review key features of a brief report with children. You
may want to post these key features in the classroom to allow children to refer
to them as they work on their reports.
Key Features of a Brief Report
• is a short informational article
• gives facts and details about a real-life topic
• presents information in an organized way
Connect to familiar texts Use examples from the Read Aloud “Saguaro
Cactus” on p. 317 or another brief report familiar to children. Explain that
“Saguaro Cactus” is a short article that shares information about a desert
plant called the saguaro cactus. The article presents facts such as that this
plant has waxy smooth skin and spines on the outside. Details add support.
For example, the reason why the saguaro has spines on the outside is to
protect the water inside the cactus from the animals that might try to get
at it. The report also presents the information in an organized way. Each
paragraph tells about one main idea: what it looks like, features that protect
it, how it grows, and how people use it.
Look ahead Tell children that tomorrow they will plan their own brief reports
on a topic that interests them.
Quick Write for Fluency
Team Work
1 Talk Read these questions aloud, and have children respond with
declarative sentences.
• What interesting things can you see in your neighborhood?
• What lives in your neighborhood?
2 Write Have children write short sentences to answer the questions. Make
sure their sentences include a subject and a verb.
3 Share Partners can read their answers to one another.
320
Exploration
LD2 TCH M1 W4.indb 320
8/17/18 8:47 PM
Go Digital: Concept Talk Video
Research and Inquiry
Whole
Identify and Focus Topic
Teach Display and review the concept chart that explores this week’s
question: What can we learn by exploring the desert? What ideas about the
desert would you like to explore? Ask children to share their interests. Help
them identify what questions they would like to answer from the What We
Want to Know column.
I would like to answer the question, “How can we explore the
Model
desert?” I know that a desert is hot and dry. I’ll prepare for this by bringing
some sunscreen. What else should we bring? (Possible responses: sunglasses,
water) Let’s make a chart of things we know about the desert and what we’ll
bring to explore it.
Group!
Preparing to Explore a
Desert
What We
What We
Know
Need
A desert is
• sunscreen
hot and dry. • water
Guide practice Have children share what they know about exploring a desert
and how to prepare exploring it. Record children’s ideas in a chart.
Wrap Up Your Day
Phonics: Inflected Endings Write: He walks today. He walked yesterday.
He is walking now. Read each sentence aloud and underline walk. Have
children identify and circle the endings.
Spelling: Have children write the letter that spells each sound in smiling.
Write the word. Continue with dropped and lifting.
Build Concepts Ask children to recall what they learned about the desert in
the Read Aloud “Saguaro Cactus.” What can a saguaro cactus teach you
about exploring a desert? (Possible response: A desert is hot and dry, so
you must keep water and food safe from animals.)
Homework Send home this week’s Family Times Newsletter from Let’s
Practice It! pp. 31–32 on the Web site
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
(08;8=6 F8C7 =38=6B
Materials red and yellow crayons
Game Directions
For two players
1. Players take turns reading a word on the chart.
2. If the base word did not change when the
ending was added (as in talked), the player
colors the space red.
3. If the base word changed when the ending was
added (as in dropped or smiling), the player
colors the space yellow.
L ’ P
Let’s
Practice It!
I!
Digital W4 D2
needs
running
kicked
diving
worked
exciting
lifted
trading
bragged
walked
hugging
asking
riding
jumped
swimming
stops
Preview
Day 2
Tell children that tomorrow the class
will read about an adventure in the
desert.
Module 1
LD2 TCH M1 W4.indb 321
321
8/17/18 8:47 PM
W4
D2
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
• Build oral vocabulary.
Today at a Glance
Oral Vocabulary
dunes, ledge
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring the desert?
Exploring the Desert
Phonics and Spelling
Inflected Endings
High-Frequency Words
animals, early, eyes, full,
warm, water
Story Words
cactus, climate, coyote, desert,
harsh
Vocabulary
Alphabetize
Comprehension
Main Idea and Details
Important Ideas
Fluency
Paired Reading
Conventions
Declarative and Interrogative
Sentences
Writing
Brief Report: Word Choice
Handwriting
Letters f, F, b, B, l, L / Letter Spacing
Research and Inquiry
Research Skill: Part of a Book
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “The Arid Desert” from the Sing with Me Big Book. How
does Cactus live in such an arid land? (Cactus can live for months without
precipitation.)
Build Oral Language
Introduce amazing words Turn to pages 18–20 of the Read Aloud
Anthology. Read the poem’s title and the poet’s name. Explain that in the
poem, the author uses some Amazing Words. Read the poem and have
children listen for the words dunes and ledges.
Talk about sentences and words Reread these lines from the Read Aloud
Anthology.
This is the desert, wild and free,
a place of sun-baked majesty,
With shifting dunes and rocky edges
And bushes gripping ancient ledges.
• Have children repeat the lines with you. What does This is the desert, wild
and free/a place of sun-baked majesty mean? (The desert is a beautiful
part of nature.)
• Team Talk What other words could we use in place of sun-baked? Have
children share their suggestions.
• After children have tried other words, ask: Why do you think the author
chose the word sun-baked? (It’s interesting. It tells what makes the desert
hot and dry.)
• Now point to and read the last two lines. Why do you think the author
used the word ledges rather than cliffs? (It rhymes with edges.)
• Team Talk Turn to a partner and tell what can be found in the desert.
Read Aloud Anthology
“Around One Cactus”
322
Exploration
LD2 TCH M1 W4.indb 322
8/17/18 8:48 PM
30-35 mins
Go Digital: Sing with Me Animations
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word dunes to the poem. The desert is a
place with shifting dunes. Supply a child-friendly definition. Dunes are
sand hills piled up by the wind. Have children say the word.
2 Demonstrate Provide examples to show meaning. When the wind blows,
the sand dunes will shift and change. We rode over the dunes in a
beach buggy. Those big dunes weren’t there the last time we came to
the beach.
3 Apply Have children demonstrate their understanding. Are dunes more
like snowdrifts or tunnels? Explain.
Anchored Talk
Add to the concept chart Discuss what we learn by exploring the desert.
(Optional)
• In yesterday’s Read Aloud “Saguaro Cactus,” what interesting facts did we
learn about this big, tall cactus? (Possible response: It is covered with sharp
spines. It has water inside it.) A cactus is covered with sharp spines and
has water inside is an answer to our question: What is a cactus like? We
can add it to the What We Learned part of our chart.
• What does the poem “Around One Cactus” tell us about how a cactus can
help animals in the arid desert? (Possible response: A cactus is a place
where animals can build nests. It is a place where young animals can rest.
It can be a home for animals. It is a safe place where animals can hide.)
We learned that the cactus is a big help to desert animals. Let’s add The
cactus is a safe place for desert animals to the L section of our chart.
E
L
arid
landform
precipitation
dune
S
ledge
haven
extinct
forbidden
I
Strategic Intervention
Amazing Words Have children
draw a picture of the desert during
a rare rainfall. Before they begin,
tell children to include dunes and
a ledge in their drawing. Guide
children to use the words dunes,
ledge, and precipitation.
E
L
L
English Language
Learners
Visual Support Teach the word
ledge by pointing to the ledge of
the rock in the picture on pages
158–159 in the Student Edition.
Use ledge in a sentence and have
children repeat.
L Reinforce Vocabulary Use the Day 2 instruction on ELL Poster 4.
E
L
L PPoster
t 4
Module 1
LD2 TCH M1 W4.indb 323
323
8/17/18 8:48 PM
W4
WEEK
D2
DAY
Phonemic Awareness
Let´s
Read!
Objectives
• Apply knowledge of letter-sound
correspondences and syllable
patterns to decode words in
context and independent of
context.
• Spell words with inflected
endings.
RO
Sounds
Let´s
Listen!
•
•
•
Find the turtle. Say a word that tells what it does.
Say a word that tells what the tarantula is doing. Now say each sound in the word.
RESOURCES ONLINE
SOUND-SPELLING CARDS
Say a word that tells what the roadrunners have done. Now say each sound in
the word.
140
141
Student Edition pp. 140–141
Phonics
Consonant Blends; Inflected Endings
Review Review consonant blends using Sound-Spelling Cards 30, 38, and
41 and inflected endings using Sound-Spelling Cards 119, 121, 122, 127,
128, and 129.
Decode words independent of context Display these words. For each word,
have the class blend the word or combine meaningful word parts. Then point
to the words in random order and ask children to decode them quickly.
trip
mask
split
lasted
blasting
planning
spreads
striped
stripped
Corrective Feedback
Model blending words or combining word parts and then ask children to
blend or combine with you.
Decode words in context Display these sentences. Have the class read
the sentences.
Team Talk Then have pairs take turns reading the sentences naturally.
Brad went skating and slipped on the slick ice.
The excited black ape grabbed the stick and drummed on the log.
Frank clapped and danced over winning the splendid prize.
324
Exploration
LD2 TCH M1 W4.indb 324
8/17/18 8:48 PM
Go Digital: Interactive Sound-Spelling Cards
A Desert Adventure
Inflected Endings
Spelling
Spelling Words
talked
Inflected Endings
talking
excited
exciting
hugged
hugging
lifted
lifting
smiled
smiling
dropped dropping
Write the list word to finish each sentence.
Guide practice Tell children that you will
break the spelling words into meaningful
word parts. They should say the parts of
each word aloud as they write them. Check
the spelling of each word before saying the
next word.
1.
Kris is ___ her new kitten.
1.
2.
Are you very ___ about the game?
2.
3.
Dad ___ when he heard the joke.
3.
4.
You are ___ your plate.
4.
5.
She ___ the baby into the cart.
5.
6.
They ___ about the book.
6.
hugging
excited
smiled
dropping
lifted
talked
Whole
Group!
Differentiated
Instruction
S
Write the list words that fit the clues.
I
It has an -ed ending. It has a double consonant.
7.
dropped
8.
Strategic Intervention
hugged
It has an -ing ending. An e was dropped from the base word.
1. hugg-ing hugging
9.
exciting
H+S
2. excit-ed excited
10.
smiling
Home Activity
Your child wrote words that end with -ed or -ing. Say and spell a list word that has
an -ed ending. Ask your child to spell the corresponding -ing word.
HOME AND SCHOOL
3. talk-ing talking
178 Spelling Inflected Endings
4. dropp-ed dropped
Student Edition Practice p. 178
5. excit-ing exciting
6. smil-ing smiling
7. lift-ed lifted
8. hugg-ed hugged
9. smil-ed smiled
Sort Spelling Patterns Write these
base words on sticky notes: hug,
talk, drop, excite, smile, lift. Label
columns in a 3-column chart: Same,
Doubles, Drops e. Review the
spelling patterns for adding -ed and
-ing. Have children place the base
words in the correct columns and
tell how to write each word with its
inflected endings -ed and -ing.
E
10. talk-ed talked
L
L
English Language
Learners
11. lift-ing lifting
12. dropp-ing dropping
Physical Response Use a physical
response to help children
remember spelling words.
On their own Use Student Edition Practice p. 178.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Strategic
Intervention
S
I
On-Level
O L
Teacher-Led
Teacher-Led Page
Teacher-Led Page
DI•69
DI•65
• High-Frequency
• High-Frequency
* These materials can be found online.
Words
Words
• Reread Decodable
• Read In the Dry
Practice Reader 4A
Desert
Advanced
Teacher-Led Page
DI•72
• Comprehension
• Read A Desert
Adventure
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Words to Know
• Get Fluent
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Audio Text of Main Selection
Module 1
LD2 TCH M1 W4.indb 325
325
8/17/18 8:48 PM
W4
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Learn story words: cactus, climate,
coyote, harsh, desert.
• Review high-frequency words.
High-Frequency Words
Read words independent of context Point to the words early, warm, full,
water, eyes, and animals on the Word Wall. Remind children that there are
some words we learn by remembering the letters, rather than saying the
sounds. Then have them read each of the high-frequency words aloud.
Team Talk Have children choose two high-frequency words and give them
time to create a sentence in which both words are used properly. Then have
them share their sentence with a partner.
• Alphabetize to the second or third
letter.
Monitor Progress
Check High-Frequency Words
Point to these words on the Word Wall and have the class read them.
Listen for children who miss words during the reading. Call on those
children to read some of the words individually.
water
full
warm
animals
early
people
father
bear
become
love
straight
eyes
Spiral Review
build
Row 3 and 4
review previously
taught highfrequency words..
Corrective Feedback
If… children cannot read these words,
then… use the Small Group Time Strategic Intervention lesson, p.
DI•65, to reteach the words. Monitor children’s fluency with these
words during reading, and provide additional practice.
Day 1
Check
Word
Reading
Day 2
Check
HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
326
Exploration
LD2 TCH M1 W4.indb 326
8/17/18 8:48 PM
40-45 mins
Story Words
Whole
A Desert Adventure
Story
Words
Introduce story words Use Vocabulary Transparency 4
to introduce this week’s story words. Read each sentence
as you track the print. Frame each underlined word and
explain its meaning.
Group!
>ci]Z9ZhZgi
1. A desert is a hard place for animals and plants
to live.
Differentiated
Instruction
2. The climate is very hot and dry.
3. Many kinds of cactus plants grow there.
4. A coyote can live there too.
5. Life in the desert can be harsh.
A
Advanced
I`7LHYZVU,K\JHJP}UKL4t_PJV:(KL*=
desert a part of land that is sandy
and without much water
climate the kind of weather a
place has
Vocabulary
0RGXOH$'HVHUW$GYHQWXUH
cactus a plant with spines instead
of leaves that grows in hot, dry
places
4
Vocabulary Transparency 4
Digital W4 D2
S
Alphabetize Provide sets of three
words with the same fi rst letter,
each word on a separate index
card. Have children underline the
second letter and then alphabetize
the words. Use words, such as: big,
bat, bun; step, slip, swing; rude,
rode, and ride.
harsh very rough
Vocabulary
Alphabetize
clap
cactus
climate
cent
cent
clap
cactus
climate
Graphic Organizer 25
Digital W4 D2
Model how to alphabetize Review that to alphabetize means to arrange
words by the order of the letters in the alphabet. List these words in the left
column of a T-chart: clap, climate, cent, and cactus.
Academic Vocabulary
alphabetize arrange words
according to the order of the
alphabet
I want to alphabetize these words, but all the words begin with the
same letter. When this happens I look at the second letter in the words. I
know that a comes before l and e so I know cactus comes first. I see that e
comes before l so cent comes next. The other words both have an l as the
second letter. When this happens, I look at the third letter.
Guide practice Have volunteers continue to
alphabetize the words.
On their own Write sets of four words that
begin with the same letters on the board. Have
children alphabetize the words by the second and
third letter.
I
Strategic Intervention
coyote a small animal like a wolf
Have children read each sentence with you.
Alphabetize Have children work
in groups to alphabetize the last
names of their classmates.
E
A Desert Adventure
from, for, four
for, four, from
2.
best, because, better
because, best, better
3.
man, make, more
make, man, more
4.
will, with, win
5.
are, arm, ark, an
6.
go, gone, give, get
Use Student Edition Practice p. 179.
L
English Language
Learners
Write the words in alphabetical order. If the words begin with
the same letter, look at the second letters. If the first two letters
are the same, look at the third letters.
1.
L
High-Frequency Words Write the
high-frequency words in a list:
animals, early, eyes, full, warm and
water. Give clues for a word and
have children find it. For example:
My word starts with w. It has four
letters. Show me the word. Say it.
will, win, with
an, are, ark, arm
get, give, go, gone
Home Activity
Your child learned to put words in alphabetical order by looking at the second
and third letters. Have your child write the names of everyone in your family in
alphabetical order.
H+S
HOME AND SCHOOL
Vocabulary Skill
Student Edition Practice p. 179
179
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W4.indb 327
327
8/17/18 8:48 PM
W4
WEEK
D2
DAY
A Desert
Adventure
Read and
Comprehend!
Written by Eloise Vivanco
Objectives
• Build background on the climates
of different regions.
• Preview and predict.
• Use key features of expository text
to improve understanding of text.
• Set a purpose for reading text.
GN
GENRE
Expository Text tells the facts about a topic. Next,
BQ
you will have an adventure through the desert and
read interesting facts about desert plants, animals,
B I G Q U E ST I O N
and inhabitants.
Question of the Week
What can we learn by exploring
the desert?
144
145
Student Edition pp. 144-145
Build Background
A Desert Adventure
Background Building Audio Have children listen to the CD. Tell them to
listen to what the explorers say about the climate of a desert, seashore,
woods, and mountains.
Background Building Audio
Discuss climates of different regions Team Talk Have children turn to a
partner and use these questions for discussion:
• What is the climate like in each of these regions?
• What do you think is the best climate? Explain.
• What outdoor activities might children do in these climates?
Organize information in a chart Draw a chart or display Graphic Organizer 27.
Desert
Seashore
Woods
Mountains
walk
swim in the
ocean
hike on trails
rock climb
play outside all
year
build
sandcastles
camp in a tent
ski and sled in
winter
Graphic Organizer 27 Digital W4 D2
Connect to selection We learned about climates of different regions.
Use text features Have children turn to page 4-5 in the Student Edition and
use the table of contents to find the page number for A Desert Adventure.
328
Exploration
LD2 TCH M1 W4.indb 328
8/17/18 8:48 PM
Go Digital: Envision It! Animations
Visual Strategies Handbook
Main Selection—
First Read
A Desert Adventure
Important Ideas
Whole
Important ideas are essential ideas and supporting
DDR
details in a selection. Important ideas include information
and facts that provide clues to the author’s purpose.
Double
day Read!
Group!
This is important
information!
Practice the skill Main Idea and Details
Review that the main idea is the most
important idea about the topic. For more
practice, use Let’s Practice It! p. 39 on the
Web site.
Introduce the strategy Important
Ideas Explain that when readers want to
understand or remember what they read,
they think about the most important ideas.
Have children turn to page EI•10 in their
Student Edition. Read the first paragraph
together.
Let´s
Think
When I identify important ideas, I ask myself
•
about Reading! •
•
What are the important facts?
What do the illustrations and photos show?
What do diagrams and charts show that might be important?
Ei•10
Student Edition
p. EI•10
Academic Vocabulary
text structure the essential ideas,
details that support those ideas,
and facts that show the author’s
purpose
What important ideas do you think this picture illustrates? (finding fire
exits) As I read A Desert Adventure, I will look for what the selection is mostly
about to find the important ideas.
E
Introduce genre Let’s Read Expository text gives facts and details about
real people, animals, places, or events. As they read A Desert Adventure,
have children look for facts and details that show this selection is about a
real place.
Set a purpose Good readers read for a purpose because it helps us to
understand more as we read. Guide children to set a purpose.
$'HVHUW$GYHQWXUH
Name
L
L
English Language
Learners
Preview and predict Have children identify the title of the selection. Read
aloud the name of the author. Help children activate prior knowledge by
having them look through the selection and use the photographs, close-ups,
and labels to predict what they will read about.
Tell children that today they will read
A Desert Adventure for the first time. Use the Day
2 Guide Comprehension notes to help children
develop comprehension of the selection.
Background Knowledge Before
reading, have children use p. RR10
in their Practice Notebook to draw
a picture that shows how people
should dress and what they should
carry in a backpack for a walk
through a hot, dry, sunny desert.
Have them label the clothing and
equipment or write a sentence to
describe the desert.
Frontload Main Selection Ask
children what they already know
about a desert, using the picture on
pp. 144–145. Then do a picture
walk so children can talk about
and see desert plants and animals.
Review selection summary in the ELL
Handbook, p. 49. Use the Retelling
Cards to provide visual support for
the summary.
Read the story and the chart. Follow the directions below.
Some clouds are white, thin, and high in the sky. Other clouds
are gray and spread out like a blanket near the ground. One kind of
cloud is thick and looks like puffs of cotton. A thundercloud is very
tall and dark. Clouds are different colors and shapes.
Clouds and Weather
Type of Cloud
thin and white
low and gray
thick and puffy
tall and dark
Name
cirrus
stratus
cumulus
nimbus
Kind of Weather
fair
misty, foggy
fair
rainy, stormy
1. Write the sentence from the story that tells the main idea.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
DDR
Double
day Read!
Clouds are different colors and shapes.
2. Underline the sentences that tell details about the main idea.
3. Write the words that tell what kind of weather dark clouds bring.
rainy, stormy
4. Write the words that describe the type of cloud that comes
with foggy weather.
low and gray (or stratus)
5. Circle the name for puffy clouds.
cumulus
stratus
cirrus
Home Activity Your child identified the main idea and supporting details of a story and interpreted
information from a chart. Work with your child to make a chart and write a story about the day’s weather.
Have your child identify the story’s main idea and details.
Comprehension Main Idea and Details
Let’s Practice It! Digital W4 D2
Continue to
Day 2
%7%t
For the First Read, use
Guide Comprehension
across the top of pages 330–339.
Module 1
LD2 TCH M1 W4.indb 329
329
8/17/18 8:48 PM
W4
WEEK
D2&3
DAYS
Read and
Comprehend!
Guide Comprehension
Objectives
Skills and Strategies
Identify important ideas by
locating facts and details.
Connect to Concept
D2
Exploration Look at the picture
on pages 144 and 145. What
can you see if you explore a
desert? (You can see cactus
plants, bushes or shrubs, and a
sunny blue sky.)
Amazing Words Have
children continue discussing
the concept using the
Amazing Words arid,
landform, precipitation,
dunes, and ledge as
they read.
A Desert
Adventure
Written by Eloise Vivanco
GN
GENRE
Expository Text tells the facts about a topic. Next,
BQ
you will have an adventure through the desert and
read interesting facts about desert plants, animals,
B I G Q U E ST I O N
and inhabitants.
Question of the Week
What can we learn by exploring
the desert?
144
145
Student Edition pp. 144–145
Extend Thinking
Think Critically
Higher-Order Thinking Skills
D3
Synthesis Look at the picture.
What would it be like to walk in
this place?
If... children can not describe
what a walk in the desert
would be like.
then... ask children what
they would see, hear, smell,
and feel in a desert.
330
Exploration
LD2 TCH M1 W4.indb 330
8/17/18 8:48 PM
Go Digital: Main eSelections
Whole
Group!
Vocabulary
Skills
Story Words Have children locate the
Main Idea and Details What is the
main idea on page 147? Is it that not
all deserts are hot and dry, or that the
Antarctic is the biggest desert in the
world? Explain your answer. (The main
idea is that not all deserts are hot and
dry. That the Antarctic is the biggest
desert in the world is a detail telling
more about the main idea.)
story words harsh and climate on
page 146. Have them reread the
page and use context to answer the
question: Why is the desert climate
a harsh climate? (A desert has rough
weather. It is very hot and there is
little water so it is hard for plants and
animals to live there.)
Welcome to the Sonora Desert! You
But did you know that not all deserts are hot?
probably know that deserts have harsh
There are cold deserts such as The Patagonian
climates, usually dry with little rain. And
Desert in Argentina where winter temperatures are
that some of the most famous deserts are
low. In fact, the biggest desert in the world is The
The Sahara in Africa and The Gobi in Asia.
Antarctic. It is a polar desert and is covered in snow
and ice all year around!
The Gobi Desert
The Antarctic
The Sahara Desert
The Patagonian Desert
146
147
Student Edition pp. 146–147
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Analysis What do we learn from
looking at the reduced photos and
reading the labels? (We learn about
there are different kind of deserts.)
Evaluation Does each desert have
a good name? Explain why or
why not.
Module 1
LD2 TCH M1 W4.indb 331
331
8/17/18 8:48 PM
W4
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Identify the main idea in an
expository text/article.
Strategies
D2
Important Ideas The author
wrote about the desert as if she
were taking you for a walk.
How does this help you figure
out important ideas as you
read? (This makes me feel like
someone is pointing things out.
It helps me notice the important
things.)
If... children have difficulty
understanding how the text
structure is helpful,
then... point out the words
"Here in the Sonoran Desert
you can feel that temperatures
can get very warm."
Here in the Sonoran Desert in Mexico, you can feel that
temperatures get very warm. In the summer, it can be as
high as 48 degrees Celsius during the day! In the winter it can
sometimes drop to 0 degrees Celsius at night!
The Sonoran Desert has quite a high rainfall compared to
other deserts. In the summer months it is monsoon season
and there is a lot of precipitation.
148
Student Edition pp. 148–149
Think Critically, continued
Connect to Science
D3
332
Adapting to Nature Many living
things adapt to fit into their
surroundings. Plants and wildlife
that live in the desert need to
be able to survive in extreme
temperatures.
Team Talk Have children
discuss with a partner why
what characteristics you think
desert plants and animals
need in order to be able
to survive in such harsh
conditions.
Exploration
LD2 TCH M1 W4.indb 332
8/17/18 8:48 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Word Reading
Main Idea and Details The main
idea on pages 150 and 151 is that
cactus can survive long, dry periods.
(They have adapted to survive these
conditions. They store water in their
stems to survive periods of drought.)
High-Frequency Words Point
out the words full and animals.
Have children practice reading
these words.
This wet weather means that the desert
They survive the harsh conditions of the desert because they
is full of plants and animals. Of course,
are able to store a lot of water in their stem and survive periods
when we think of plants in the desert, we
of drought.
immediately think of cacti. Some cacti
But of course, cacti are not the only plants to be found in the
include saguaro, prickly pears,
and barrels.
desert. In Sonora you can also see the desert-marigold. You can
Saguaro Cactus
identify them by their bright yellow flowers.
Barrel Cactus
Desert Marigold
Prickly Pears
Saguaro
150
151
Student Edition pp. 150–151
Higher-Order Thinking Skills
Evaluation Our unit theme is
“Exploration.” Do you think this
selection belongs in this unit? Tell why
you think this. (Possible response:
Yes, because we are reading about
exploring plants and flowers in a
desert.)
If... children have difficulty making
a judgment,
then... have them summarize the
selection so far and guide them
to recognize that this selection is
about a type of exploration—an
exploration of plants of the desert.
Module 1
LD2 TCH M1 W4.indb 333
8/17/18 8:48 PM
W4
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Determine word meaning and use
Strategies
newly acquired vocabulary.
D2
Important Ideas The author
has included some enlarged
photos with labels. What do
they tell us that the author wants
us to know? (They give pictures
and names for different kinds of
animals found in the desert. The
author wants us to know names
for these desert animals and
how they look up close.)
It is quite easy for animals and plants in
If... children are unable to
generate an important idea
using the enlarged photos
and labels,
then... reread the text
and talk about each
pictured animal.
There are other animals not at risk like coyotes and
the desert to become endangered or extinct
jack rabbits. Coyotes have a light brown fur coat and
because the habitat is so hostile. In the
pointy ears. They howl to keep track of their family. Jack
Sonoran Desert, the desert tortoise and the
rabbits have very long ears to hear with and very long
kangaroo rat are endangered. Look at that
legs to jump when they hear the coyote howl.
kangaroo rat peeping out of his burrow. He
stays there during the hottest parts of the
day to avoid the heat.
Coyote
Desert Tortoise
Kangaroo Rat
Jack Rabbit
153
152
Student Edition pp. 152–153
Think Critically, continued
Higher-Order Thinking Skills
D3
334
Analysis How does the author
keep you interested in reading
this selection? (Possible
response: The author makes me
feel like someone is walking
with me through the desert and
pointing things out.)
If... children are not aware
of the text structure,
then... reread page 152
and point out examples
of language the author
uses, such as "Look at that
kangaroo rat peeping out of
his burrow."
Exploration
LD2 TCH M1 W4.indb 334
8/17/18 8:48 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Word Reading
Main Idea and Details We read
details about two birds on this page.
Which two birds do we read about?
(An elf owl and woodpecker.) What
is the main idea on page 154?
(Possible response: An elf owl and
gila woodpecker are well adapted to
live in desert conditions.)
Decoding Have children check
their reading of new words using
these questions:
• Did I blend the sounds to read
the word?
• Did I put the new word in
the sentence to make sure it
made sense?
• Did I look for word parts to help
me understand the word?
Late at night you can see elf owls. Elf owls have
yellow eyes and they can see very well in the dark. They
Early in the morning and during the
also have excellent hearing. These two things help them
day, you can see Gila Woodpeckers. They
to catch their prey at night.
have brown bodies and zebra-striped
wings. Although they are small, they are
Elf Owls
very strong. They peck holes in saguaro
cacti big enough to live in. They eat
all kinds of bugs!
Gila Woodpecker
154
155
Student Edition pp. 156–157
Review Compare and Contrast
Analysis How are the elf owl and
gila woodpecker alike? How are they
different? (They are alike because
they both live in the desert. They both
have excellent hearing and see very
well in the dark. They are different
because the gila woodpecker finds
is food during the day. The elf owl is
nocturnal and hunts for prey at night.
If... children are unable to compare
and contrast,
then... model how to use the
text and photographs to compare
and contrast.
Module 1
LD2 TCH M1 W4.indb 335
8/17/18 8:48 PM
W4
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Discuss ideas related to, but not
Strategies
expressed in the literature.
• Identify details and facts.
D2
Important Ideas The author
presents details and facts about
the desert in a sequence. This
helps us remember important
ideas. She starts by talking
about plants, then animals.
Some dangerous reptiles live here in the desert.
If... children have difficulty
identifying the text structure,
then... help them notice how
the each paragraph of the
text focuses on one specific
topic, and then moves on to
discuss another aspect of life
in the desert.
Gila Monster
There are several kinds of snake including the Western
Diamondback Rattlesnake. It has a diamond pattern on
its skin and makes a rattling noise to scare
other animals. The noise also helps
to keep predators away.
The desert is also home to
two types of poisonous lizard:
the Beaded Lizard and the Gila
Monster. The beaded lizard
is bigger and not so brightlycolored. They are the only
y
two species of lizards that
have venom!
Beaded Lizard
Diamonback Rattlesnake
156
157
Student Edition pp. 152–153
Think Critically, continued
Higher-Order Thinking Skills
D3
336
Analysis Why did the author
write about the desert tortoise
and kangaroo rat? (Possible
response: Because they are both
endangered.)
If... children have difficulty
determining author’s purpose,
then... give them choices.
For example: to convince us
that kangaroo rats are cute,
to make us aware they are an
endangered species in the
desert. Have children explain
their choice.
Exploration
LD2 TCH M1 W4.indb 336
8/17/18 8:48 PM
Go Digital: Main eSelections
Whole
Group!
Vocabulary
Alphabetize To alphabetize words
means to arrange words by the order
of the letters in the alphabet. If words
begin with the same letter, then we
have to look at the second letter. If
the second letter is the same, then we
look at the third letter. Have children
alphabetize these desert animal
names: rabbit, coyote, kangaroo rat,
woodpecker, and rattlesnake.
If... children have
difficulty alphabetizing,
then... write the words on separate
cards and underline the letter on
which children should focus.
Centipede
Bark Scorpion
Queen Butterfly
Grasshopper
Millipede
And there are others we do see in the day such as
butterflies and grasshoppers. Grasshoppers have short
Deserts have lots of tiny inhabitants that we don’t
antennae and can jump twenty times their body length!
always see like millipedes and centipedes. In the day
They have to be careful though that they don’t get eaten by
they hide under rocks waiting until it’s night to come
birds and other animals. Queen Butterflies are cousins to the
out. So too with the scorpions. I bet you didn’t know
famous Monarch Butterfly. They are distasteful to birds who
that bark scorpions here glow in the dark!
quickly spit them out when they try to eat them!
159
Student Edition pp. 158–159
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Analysis How is night in the desert
different from day? (The air is cooler.
Animals that hide or sleep during the
day come out at night to hunt or feed.
Different animals, like the coyote and
elf owl, are busy at night.)
Synthesis How do you know that
the information in this selection
is presented in a sequence? (The
author begins by talking about
deserts in general, then plants,
animals, birds, and reptiles.)
Module 1
LD2 TCH M1 W4.indb 337
8/17/18 8:48 PM
W4
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Distinguish between main ideas
Skills
and details.
D2
Main idea and Details What
is the main idea on page 160?
(Possible response: There are
cities and people in deserts
too.) How do you know this is
the main idea? (The details tell
about this main idea.)
Some deserts have no people around. Other
If... children have difficulty
explaining how they
determined the main idea,
then... help children identify
details in the text that support
the main idea.
There are also indigenous people native to some deserts.
deserts have many different people living in or
In the Sonoran desert, The Tohono O’odham people live
around them. There are some big cities in the
between the borders of the USA and Mexico. In their own
desert, such as Phoenix and Tuscon in the USA,
language the name means “People of the Desert”.
and Casablanca in Morocco.
Phoenix, Arizona, U.S.A
The Tohono O’odham people
Dubai, United
Arab Emirates
Casablanca, Morocco
Las Vegas, U.S.A.
161
Student Edition pp. 160–161
Think Critically, continued
D3
338
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Synthesis How is the ending
different from the rest of the
selection? (The ending tells
about cities in the desert and
the different types of inhabitants
in the desert. The rest of the
article is about desert wildlife.)
Would you change the ending
in any way? Explain.
Synthesis Now that you have
read the selection, what is
one thing you wonder about
the desert?
Exploration
LD2 TCH M1 W4.indb 338
8/17/18 8:48 PM
Go Digital:
Concept
Video
Go Digital:
MainTalk
eSelections
Whole
Group!
Strategies
Strategy Self-Check
Important ideas Why did the author
tell readers that we must take care of
our habitats? What important idea
did she want readers to know? (She
wants us to be responsible when we
visit different habitats and look after our
environment.)
Have children note various ways
the author presents important
ideas. (They can point to the facts
and details presented in reduced
photos, labels and captions, and
the sequence text structure.)
Continue to
Day 2
Comprehension Check
p 340.
I hope you have enjoyed this trip to the desert and
seen the many things it has to offer us. It can be a harsh
environment, but it is also a beautiful one if we take
the proper precautions to keep safe when we visit.
Remember that we have to look after all of the habitats
and leave them exactly as we find them.
162
163
Student Edition pp. 160–161
Higher-Order Thinking Skills
Analysis Look at the words next to
each photograph. The words are
called a caption. How do the captions
help you understand the photographs
and the map? (The captions give facts
and details about the photographs.)
If... children have difficulty using
captions or photographs,
then... model how the captions
give details about the photographs.
Continue to
Day 3
Think Critically
pp. 354–355
Module 1
LD2 TCH M1 W4.indb 339
339
8/17/18 8:48 PM
W4
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Identify the speaker/narrator in
expository text.
• Read aloud fluently with
appropriate phrasing
(punctuation).
• Distinguish among declarative
and interrogative sentences.
• Recognize and correctly use end
punctuation.
Comprehension Check
Have children discuss each question with a partner and share responses.
✓ Expository text How do you know this selection is about a real place? (The
photos and the map show a real place.)
✓ Confirm predictions How did you use the photos to predict what you would
learn about? (I used what I saw in the photos to predict I would learn about
desert plants and animals.) Were you correct?
Informational Text
Speaker/Narrator
Speaker/Narrator Use A Desert Adventure to point out that authors
sometimes write as if they are speaking to readers.
• How did the author teach you about desert plants and animals? (She made
it feel like we were walking together and explained or pointed them out as
if she were talking to me.)
Guide practice Together, fill in
examples of the author speaking
to readers about desert plants and
daytime desert animals on Graphic
Organizer 26.
Desert
Plants
Look up at the tall
saguaro.
Daytime Desert
Animals
What is that large
bird?
Nighttime Desert
Animals
Do you see the
small kit fox?
Graphic Organizer 26
Digital W4 D2
On their own Have children work in pairs to locate an example of the author
speaking to readers about nighttime desert animals. Record their example.
Reread for Fluency
Have children reread pp. 146–147 of A Desert Adventure.
Paired Reading
1 Reread To achieve optimal fluency, have partners reread the text three
or four times.
2 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
340
Exploration
LD2 TCH M1 W4.indb 340
8/17/18 8:48 PM
Go Digital: Grammar Jammer
A Desert Adventure
Declarative and Interrogative Sentences
A declarative sentence is a statement that tells something. A
statement ends with a period (.).
Conventions
It is a very hot day.
An interrogative sentence is a sentence that asks something. It
is a question. A question ends with a question mark (?).
Declarative and
Interrogative
Sentences
Where are we?
Whole
Group!
All statements and questions begin with capital letters.
Differentiated
Instruction
Put a period at the end if the sentence is a statement.
Put a question mark at the end if the sentence is a question.
Model declarative and interrogative
sentences Remind children that a declarative
sentence tells something and ends with
a period. An interrogative sentence is a
question. It asks something and ends with a
question mark.
?
.
1.
Do you like the desert _____
2.
It is dry in the desert _____
3.
Why is it dry in the desert _____
4.
What makes a desert hot _____
5.
The saguaro cactus is a tall plant _____
6.
Lizards like the hot sun _____
H+S
HOME AND SCHOOL
180
.
?
?
.
Home Activity
Your child learned about statements and questions. Choose one of your child’s favorite
books. Point to a sentence and ask your child whether the sentence is a statement or a
question. Ask your child to tell you why.
Conventions Declarative and Interrogative Sentences
Write on the board We are going for a
Student Edition
walk in the desert. What will we see there?
Practice p. 180
Point to each word as you read the sentences
aloud. The first sentence tells something, and
it ends in a period. Circle the period. The second sentence asks something,
and it ends with a question mark. Circle the question mark.
Guide practice Have children write an interrogative sentence about what
they would discover on a walk in the desert. Then have them suggest several
declarative sentences to answer the question.
Connect to oral language Have the class complete these sentence
frames orally.
S
I
Strategic Intervention
Sentences If children have difficulty
with declarative and interrogative
sentences, repeat the model
sentences several times using the
correct intonation for each. Then
have children identify the sentences
as questions or statements.
A
Advanced
Sentence Production In pairs,
ask one partner to think of an
interrogative sentence and write it
down. Have the other partner turn
the interrogative sentence into a
declarative sentence.
1. Have you ever seen a ________ in the desert?
2. The jack rabbit __________.
3. Does it ___________ in the desert?
On their own Use Student Edition Practice p. 180.
Daily Fix-It
3. did you enjoy the desert
Did you enjoy the desert?
4. I was really exited?
I was really excited!
E
L
L
English Language
Learners
Support Conventions In
some languages, the markers for
questions are different as well as
the word order.
Module 1
LD2 TCH M1 W4.indb 341
341
8/17/18 8:48 PM
W4
WEEK
D2
DAY
Language
Arts!
Objectives
• Generate brief report ideas.
• Recognize features of a brief
report.
• Use descriptive words in writing a
plan for a brief report.
Writing—Brief Report
Writing Trait: Word Choice
Introduce the prompt Review with children the key features of a brief
report. Point out that the writing model they read yesterday, “My City
Neighborhood,” is a brief report about the people, places, and animals
that one might find in a city neighborhood. Tell children that they already
know many facts and details they can use to write a report. Explain that
today children will plan their own brief report about a place they know well
and they think would be an interesting topic for their report. Read aloud the
writing prompt.
Writing Prompt
Think about your neighborhood. Now write a report about who
and what live there.
Sharing the Writing
Help children generate report ideas
Before we write our reports, we
need to think about who and what live in our neighborhoods. To help us
plan our writing, let’s make a list of the people and animals we might find
in our neighborhood. First, let’s close our eyes for a minute and picture our
neighborhoods. Let’s pretend we’re here for the first time. Look around. What
do you see? Now let’s open our eyes and tell who and what we saw. I see
animals in Pete’s Pet Shop.
Start a numbered list. Write animals in Pete’s Pet Shop on the list.
Guide children in identifying people and animals that live in their
neighborhoods. Possible ideas are shown. Record the responses, and keep
the list so children can refer to it as they plan and draft their reports.
Who and what live in my neighborhood:
1. animals in Pete’s Pet Shop
2. Sadie, my neighbor’s black cat
3. a family of raccoons
4. babies in carriages
5. children playing catch
Have each child choose the people and animals they will include in their
reports. Circulate to guide them. Have them think about what is special about
each person or animal that lives in the neighborhood.
342
Exploration
LD2 TCH M1 W4.indb 342
8/17/18 8:48 PM
Go Digital: Concept Talk Video
20-25 mins
A Desert Adventure
Web
Minidogs, cats,
rabbits, birds
Lesson
climbing, hopping
Whole
white bunnies
Pete’s Pet Shop
Group!
six bunnies
Differentiated
Instruction
barking
a wild place
S
I
Strategic Intervention
Home Activity
Your child is learning to write stories, poems, brief reports, nonfiction paragraphs,
letters, and other products this year. Ask what your child is writing this week.
H+S
HOME AND SCHOOL
Writing Plan
Student Edition Practice p. 181
Descriptive Words
181
Sense Words If children find it
difficult to choose descriptive
words, draw a five-column chart
on the board with the heads. See,
Hear, Touch, Smell, and Taste. Have
children brainstorm words for each
column and then choose words for
their reports.
■ Introduce Use Student Edition Practice p. 181 to model planning
descriptive words. When I write about my neighborhood, I want my
readers to feel like they are there. As I plan my writing, I’ll choose
descriptive words—words that show exactly what someone or
something is like. In my neighborhood, people live above their shops.
I’ll begin with a web for Pete’s Pet Shop. I’ll write that in the center of
a web. Then I’ll add descriptive words.
English Language
Learners
■ Model I’ll start by using my senses. What do I see, hear, feel, touch,
or taste? The animals that I see living in the pet shop are dogs, cats,
rabbits, and birds. I’ll add them to my web. I want to be exact about
what I see. I see some white bunnies. I’ll add that to the web. How
many bunnies are there? Six. I’ll add that, too. What word best
describes this place? Wild. I’ll put that in my web. Now plan your
own reports. Circulate to guide and assist children.
Intermediate Have children draw
their neighborhoods and write
phrases to describe the people or
animals that live there.
E
L
L
Support Prewriting
Beginning Children can draw
their neighborhoods and label the
people or animals that live there.
Advanced/Advanced-High Have
children draw their neighborhoods
and write sentences about the
people and animals there.
Quick Write for Fluency
Team Talk
1 Talk Have children take one minute to share their descriptive words with
a partner.
2 Write Each child writes two sentences that include descriptive words
about their neighborhoods.
3 Share Partners read each other’s sentences.
Module 1
LD2 TCH M1 W4.indb 343
343
8/17/18 8:48 PM
W4
WEEK
D2
DAY
Language
Arts!
Objectives
• Recognize and write correct letter
forms.
• Write words with proper letter
spacing.
• Apply knowledge of table of
contents and title page toinquiry
project.
Handwriting
Letters Ff, Bb, and Ll/ Letter Spacing
Model letter formation Display upper- and lower-case letters: Ff, Bb, and Ll.
Use the stroke instructions pictured below to model proper letter formation.
Have children write each letter several times and have them circle their
best ones.
F ff 5 B
BB
b 1
F
D’Nealian™
Ball and Stick
D’Nealian™
Ball and Stick
L ll ! ;
L
D’Nealian™
Ball and Stick
Model letter spacing Explain that correct spacing of letters in a word makes
handwriting easier to read. Write the word flags using correct spacing.
When I write the letters in a word, I need to pay attention to the spaces
between each letter. Write flags again, with the letters too close to each
other. The letters should not be so close together that they touch each other.
Write flag a third time, with the letters too far from each other. They should
not be so far apart that it’s hard to tell they spell out a word. Ask children
which of the three writing examples is easiest to read and have them
explain why.
Guide practice Write the following sentence, using letter spacing that is too
crowded. Brad helped put up the flags.
Team Talk Have children work in pairs to discuss what is wrong with the
sentence and how it needs to be fixed. Have them share with the class. Have
them write the sentence correctly.
Exploration
LD2 TCH M1 W4.indb 344
8/17/18 8:48 PM
Go Digital: Concept Talk Video
Research and Inquiry
Whole
Research Skill: Parts of a Book
Group!
Teach Tell children that there are many parts of a book. Explain that the
title page at the beginning of a book lists its title, author, and publisher. The
table of contents at the beginning of a book lists chapters and other parts
of the book and where to find them.
Academic Vocabulary
chapter a main part of a book that
includes a particular part of the
story or subject
Model
Display a book’s title page and table of contents. I read a title
page to see what a book is about and decide if I want to read it. I read a
table of contents to find the part of the book I want and the page number
where that part begins. For example, I want to use a picture dictionary to
learn about deserts. I’ll look for the word desert in the table of contents
and use the page number to find the part of the book about deserts. Model
using a table of contents in a fiction, nonfiction, or reference book.
table of contents list of chapters,
articles, or stories in a book. It
appears at the beginning of a
book.
title page often the first printed
page of a book that gives the title,
author, and publisher of the book
Guide practice Guide children in using a table of contents to find
information, such as what a desert is like or how to prepare for
exploring one.
On their own Use Student Edition Practice p.182
Wrap Up Your Day
High-Frequency Words Write: Animals rise early from warm dens and
drink water. Ask children to read it. Then point to the words animals,
early, warm, and water, and have children read them.
Build Concepts Recall A Desert Adventure. What is it like in the desert
at night? (It is cool.) If you explored the
desert at night, what might you see?
Look at the title page, table of contents, and picture dictionary.
Write the answer to each question.
(coyote, kangaroo rat, owl)
Table of Contents
Desert Plants
A Desert Adventure
Chapter 1
Cacti ................. 3
Chapter 2
Sagebrush........ 15
by Moe Jave
Chapter 3
Desert Lily ........ 25
illustrated by
Picture Dictionary
Cactus
Sagebrush
Desert Lily
Ben Arid
1.
In which chapter would you
find information about cacti?
2.
On what page does
Chapter 2 begin?
3.
Who drew the pictures
in this book?
4.
Look at the title page.
What is the book about?
5.
What is this?
chapter 1
15
Ben Arid
desert plants
Where did you find the picture?
cactus; picture dictionary
H+S
HOME AND SCHOOL
182
Research Parts of a Book
Student Edition
Practice p. 182
Home Activity
Your child learned about parts of a book. With your child, look at a nonfiction
book. Look at the title page and table of contents together. Ask your child to find the
author’s name and identify chapter titles. Then find a picture dictionary to find the
correct words for pictures.
Preview
Day 3
Tell children that tomorrow they will
reread A Desert Adventure.
Module 1
LD2 TCH M1 W4.indb 345
345
8/17/18 8:48 PM
W4
D3
WEEK
DAY
Let´s
Read!
Objectives
• Build oral vocabulary.
• Identify details in text.
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring desert?
• Share information and ideas
about the concept.
Today at a Glance
Oral Vocabulary
haven
Phonics and Spelling
Inflected Endings
Fluency
Appropriate Phrasing
High-Frequency Words
animals, early, eyes, full,
warm, water
Exploring the Desert
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “The Arid Desert” from the Sing with Me Big Book. What
are some animals that live on the dunes and ledges of the desert? (Lizard,
Owl, Snake, Hawk, and Mouse live on the desert dunes and ledges.)
Build Oral Language
Listen for amazing words Read the poem on pages 18–22 of the Read
Aloud Anthology and have children listen for the Amazing Word haven.
Have them also think about the desert animals.
Story Words
cactus, climate, coyote, desert,
harsh
• What facts did you learn about an owl? (An owl has good sight and
Comprehension
Compare and Contrast
• What details did the poet use to describe a rattlesnake? (deadly teeth,
Conventions
Declarative and Interrogative
Sentences
Writing
Brief Report: Supporting Details
Research and Inquiry
Gather and Record Information
sleeps during the day and hunts at night.)
slips-slides across the ground)
Talk about sentences and words Write the following lines from the poem
“Around One Cactus” on sentence strips or on the board.
Here stands a cactus, tall and grand,
A haven for creatures in a waterless land.
• Ask children to read the lines with you as you track the print.
• Point to and read Here stands a cactus, tall and grand. What does this
mean? (The tall cactus is in the desert.) Why did the author use the word
grand rather than the word large? (It’s more interesting. It rhymes with
land.)
• Now point to and read . . . A haven for creatures in a waterless land.
What does haven mean? (“a safe place”) What other words could the poet
have used?
• Team Talk Have children work with a partner to replace key words in these
lines with simpler words or synonyms. Use the following sentence frame.
Here stands a cactus, tall and ______________, A _______________ for
creatures in a waterless land.
Read
R
ead
d Aloud
Aloud
Al
dA
Anthology
nth
hology
l
“Around One Cactus”
346
Exploration
LD2 TCH M1 W4.indb 346
8/17/18 8:48 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video
Video
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word haven to the poem. The cactus was
a haven for creatures in the desert. Supply a child-friendly definition. A
haven is a safe place. Have children say the word.
2 Demonstrate Provide examples to show meaning. The warm cabin was
our haven during the blizzard. The wildlife refuge is a haven for animals.
The captain of the sinking ship searched for a haven.
3 Apply Have children demonstrate their understanding. If an animal
needed a haven, what might have happened?
See p. 203 to teach journey.
Anchored Talk
Add to the concept chart Use these questions to discuss what we learn by
exploring the desert as you add to the K-W-L chart.
• In A Desert Adventure, what desert animals did we learn about? (Possible
response: We learned about birds, lizards, rattlesnakes, tortoises, jack
rabbits, coyotes, and kangaroo rats.) A lot of animals live in the desert!
Let’s add Lizards, jack rabbits, and coyotes live in the desert under What
We Learned.
• How does the author make you feel like someone is pointing things out in
the desert? (Possible response: She writes as if she is taking us for a walk
in the desert.) That answers the question: How can we explore the desert?
Where should we add: We can explore the desert by walking. (We should
add it under What We Learned.)
E
L
L Expand Vocabulary Use the Day 3 instruction on ELL Poster 4.
arid
landform
precipitation
dunes
ledge
haven
extinct
forbidden
Differentiated
Instruction
A
Advanced
Amazing Words Have children
compare and contrast how the
big saguaro cactus is a haven for
desert creatures with how a big tree
can be a haven for forest creatures.
E
L
L
English Language
Learners
Vocabulary Have children revisit
the picture of the saguaro cactus
plants in the Student Edition on
pages 150–151.
E
L
L PPoster
t 4
Module 1
LD2 TCH M1 W4.indb 347
347
8/17/18 8:48 PM
W4
WEEK
D3
DAY
Let´s
Read!
Objectives
Read base words with inflected
endings -s, -ed, -ing.
Associate the CVC short vowel
pattern with doubling the final
consonant before endings -ed and
-ing, and associate the VCe long
vowel pattern with dropping the
final e before endings -ed and
-ing.
• Blend and read base words with
inflected endings -s, -ed, -ing.
• Read words in context and
independent of context.
Phonics
Build Words
a
d
e
g
i
m
n
o
p
t
p
Model word building Now we are going to build words with the endings -ed
and -ing. Write tame and blend it. Watch me drop the silent e before I add
the ending -ed to the end of tame. Model chunking the new word, tamed.
Then have children chunk it with you.
Guide practice Have children spell tamed with letter tiles. Have them read it
with you. Monitor children’s work.
• Change the -ed in tamed to -ing.
Say the new word together.
• Change the m in taming to p.
Say the new word together.
• Change the -ing in taping to -ed.
Say the new word together.
• Double the p in taped. Say
the new word together.
• Change the -ed in tapped to -ing..
Say the new word together.
• Change the a in tapping to o.
Say the new word together.
• Change the t in topping to m.
Say the new word together.
• Change the -ing in mopping to
-ed.Say the new word together.
t
a
m
i
n
g
t
a
p
i
n
g
t
a
p
e
d
t
a
p
p
e
d
t
a
p
p
i
n
g
t
o
p
p
i
n
g
m
o
p
p
i
n
g
m
o
p
p
e
d
Corrective Feedback
For corrective feedback, model the correct spelling and have children correct
their tiles.
348
Exploration
LD2 TCH M1 W4.indb 348
8/17/18 8:48 PM
Go Digital: Letter Tile Drag and Drop
Fluent Word Reading
Model Write hopping and hoped. I know that if there is a double consonant
before the -ing or -ed ending, the vowel is short. If there’s a single consonant
before the ending, silent e was dropped and the vowel is long. I can read the
words hopping and hoped.
Guide practice Write the words below. Look for word parts you know. When
I point to the word, we’ll read it together. Allow one second per word part
previewing time for the first reading.
piled
sliding
On their own Have children read the list above three or four times, until they
can read one word per second.
Word Analysis
Next, have children read the highfrequency words.
Stan and Bev
Decodable
Practice
Passage
4B
Inflected Endings
rested
raced
grinning
yelled
spotted
steps
dropped
picked
jumped
sitting
hopping
smiled
yelled
running
hopped
jumped
up
grinning. Bev had dropped the fake
snake on Stan’s grass.
Stan sat back on his grass. He
was glad the snake was fake. Then
Stan spotted a huge black bug
hopping at him. “That fake black
bug is from Bev,” Stan said.
The fake black bug hopped on
Stan’s leg. “That is a nice trick,
Bev,” yelled Stan.
Bev came and sat next to Stan.
Bev picked up the black bug.
High-Frequency Words
from
As Stan rested on his grass, he
spotted a red and black thing. Stan
jumped and yelled, “Snake!”
Stan raced up the steps. Then
he spotted Bev sitting on his deck.
“Stop running. It is fake,” Bev said
63
“Stan, the black bug is not fake,”
Bev said.
Stan jumped and raced up the
steps. Bev smiled. “But the black
bug is nice,” Bev yelled.
64
Decodable Practice
Readers 2.1, pp. 63–64
Decode words in context Chorally read the story along with children. Have
children identify words in the story that have inflected endings -s, -ed, and
-ing.
Team Talk Pair children and have them take turns reading the story aloud to
each other. Monitor children as they read to check for proper pronunciation
and appropriate pacing.
*These materials can be found online.
Group!
Differentiated
Instruction
S
I
Strategic Intervention
tugged placing admired swimming
Decode words independent of
context Have children turn to page
63 in Decodable Practice Readers
2.1 and find the first list of words.
Each word in this list has a base
word and an ending -s, -ed, or
-ing. Let’s read these words. Be
sure that children identify the
base word and ending in each
word.
Whole
Build Words Have children use the
letter tiles to build words using one
pattern at a time. For example, use
short vowel words and the doubling
pattern to build words with -ed
and -ing for tap, tip, dip, and nap.
Then build words that drop silent e
before -ed and -ing for tame, tape,
name, and time.
A
Advanced
Extend Building Words Have children
use the letter tiles to build more short
vowel words and long vowel VCe
words. Then have them add inflected
endings -ed and -ing to their base
words. Tell children to write their
words in a T-chart with words that
double the final consonant in one
column and words that drop silent e
in the other column.
E
L
L
English Language
Learners
Use Sentence Frames Use sentence
frames to help children make sense
of the words they build with the
letter tiles. Write a base word,
such as tame, and use gestures
or pictures to help show what the
word means. Then write sentence
frames that include base words with
inflfl ected endings -ed and -ing. For
example: She tamed the ___. He is
taming the ___. Have children read
the frames and complete them.
Module 1
LD2 TCH M1 W4.indb 349
8/17/18 8:48 PM
W4
WEEK
D3
DAY
A Desert Adventure
Inflected Endings
Let´s
Read!
Objectives
• Spell base words with inflected
endings -ed and -ing.
• Read aloud fluently with accuracy
and at an appropriate rate.
Spelling
Read about Tara’s problem. Circle three spelling mistakes.
Write the words correctly. Cross out the incorrect end mark and
rewrite the sentence.
My friend talked to me about taking swiming
Frequently
Misspelled
Words
lessons. I smileed and thought it would be
scared
exciteing, but now I am scared. Shall I quit.
1.
2.
3.
4.
talked
huged
hugged
9.
lifted
liftted
lifted
talking
lifting
dropped
hugged
dropping hugging
excited
smiled
exciting
smiling
Circle the word that is spelled correctly. Write it.
6. droping
5. smiling
dropping
smileing
7.
Spell high-frequency words Write early and
warm and point them out on the Word Wall.
Have children say and spell the words with
you and then without you.
swimming
Spelling Words
swimming
smiled
exciting
Shall I quit?
smiling
hugged
lifted
Inflected Endings
8.
10.
talking
talkking
dropped
droped
Home Activity
Your child identified misspelled words that end with -ed or -ing. Ask your child to
explain how the base word changes when -ing is added to smile or excite. (The final
e is dropped.)
Dictation Have children write these
sentences. Say each sentence. Then repeat it
slowly, one word at a time.
dropping
talking
dropped
1. I was amazed that we lifted the big log.
H+S
HOME AND SCHOOL
Spelling Inflected Endings
2. Grandma and I hugged and talked.
183
3. My dog was excited when I smiled
at him.
Student Edition Practice pp. 183
4. It was warm early in the day.
Proofread and correct Write each sentence, spelling words one at a time.
Have children circle and rewrite any misspelled words.
On their own Use Student Edition Practice
p. 183.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•66
• Phonics
Read Deserts
On-Level
I
O L
Teacher-Led Page
DI•70
Read Desert Animals
Advanced
Teacher-Led Page
DI•73
Read The
Hummingbird
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Read for Meaning
• Let’s Write
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Main Selection
* These materials can be found online.
350
Exploration
LD2 TCH M1 W4.indb 350
8/17/18 8:48 PM
Model Fluency
Read with Appropriate Phrasing
Model fluent reading Have children turn to Student Edition page 146.
Follow along as I read this page. I’ll make sure I check punctuation
marks. Periods and commas tell us to pause briefly.
Guide practice Have children read the pages with you. Then have them
reread the page as a group without you until they read with the appropriate
phrasing. Continue in the same way with pages 152–153.
Corrective Feedback
If… children have difficulty reading with the appropriate phrasing,
then… prompt:
• What does a period or comma tell you to do?
• Tell me the sentence. Now read it as if you are speaking it to me.
Reread for Fluency
Choral Reading
1 Select a Passage For A Desert Adventure, use page 154.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 Corrective Feedback Have the class read aloud without you. Monitor
progress and provide feedback. For optimal fluency, children should
reread three to four times.
Whole
Group!
S
I
Strategic Intervention
Fluency Model reading pages
154–155 of A Desert Adventure.
Point out the question mark, and
periods at the end of the sentences.
Model correct phrasing by letting
your voice go up at the end of the
question and down at the end of
the statements. After each sentence,
have children echo you.
Spelling Words
Inflected Endings
1. talked
2. talking
3. dropped
4. dropping
5. excited
6. exciting
7. lifted
8. lifting
9. hugged
10. hugging
11. smiled
12. smiling
High-Frequency Words
13. early
14. warm.
Optional for Oral
Rereading
Check comprehension Have children tell some details they learned about elf
owls and gila woodpeckers.
Use A Desert Adventure or the Day
1 Decodable Practice Reader.
Fluency Repeated reading is a
powerful instructional strategy.
Rereading nonfiction helps
students recall facts and remember
important information, such as main
ideas.
Module 1
LD2 TCH M1 W4.indb 351
351
8/17/18 8:49 PM
W4
WEEK
D3
DAY
A Desert Adventure
Write the correct word from the box to finish each sentence.
High-Frequency
and Story Words
animals harsh early eyes full warm water
Read and
1.
Some men go fishing
Comprehend!
2.
They do not need trade winds to move their boat across
early
water
the
Objectives
• Read high-frequency words.
in the morning.
.
3.
The climate is not
4.
At first, the day may be
5.
The men can spot sea
• Establish purpose for reading text.
harsh
warm
animals
.
and sunny.
resting on
large rocks.
6.
• Review key features of an
They like the seals with their cute faces and big
eyes
expository article.
7.
Later, the sky is
.
full
of dark clouds, and
the force of the wind rocks the boat.
H+S
Home Activity
Your child completed sentences using high-frequency and story words learned this
week. Go to the library and check out books about animals, weather, and jobs
pertaining to the sea. Remind your child to look for these high-frequency or story
words as he or she reads.
HOME AND SCHOOL
184
Read words independent of context Display
and review this week’s high-frequency words
and story words. Have children read the
words aloud.
Read words in context Display the following
sentence frames. Have children complete
the sentences using high-frequency and
story words. Have the children read each
completed sentence with you.
High-Frequency Words/Story Words
Student Edition Practice p. 184
1. A
does not need much water. (cactus)
2. Sheep and other animals ran when the
3. A
has a dry climate. (desert)
4. I had to squint my
5. A snake got
6. A desert is
came near. (coyote)
in the harsh sunlight. (eyes)
by resting in the early morning sun. (warm)
of insects and other animals. (full)
On their own Use Student Edition Practice, p. 184.
352
Exploration
LD2 TCH M1 W4.indb 352
8/17/18 8:49 PM
40-45 mins
Go Digital: Vocabulary Activities
Main Selection—Second Read
A Desert Adventure
DDR
Double
day Read!
Whole
Group!
Review Compare and Contrast Recall this week’s main selection, A
Desert Adventure. Tell children that today they will read the selection
again. Remind children that when we compare and contrast we better
understand the information in the selection. What do we do when
we compare and contrast? For additional practice with compare and
contrast, use Let’s Practice It! p. 34 on the Web site.
Story Words
cactus a plant with spines instead of
leaves that grows in hot, dry places
Review Genre: expository text/article Let’s Read Remind children that an
expository text/article gives facts and details about real people, animals,
places, or events. Have children recall facts and details about the desert from
A Desert Adventure that show this selection is about a real place. (Possible
response: It almost never rains in the desert. You can find deserts all over the
world. The desert air cools at night.)
Set a purpose Remind children that good readers read for a purpose. Guide
children to set a new purpose for reading A Desert Adventure today, perhaps
to consider how desert animals are alike and different.
Extend thinking Tell children they will now read A Desert Adventure for the
second time. Use the Day 3 Extend Thinking notes to encourage children to
use higher-order thinking skills to go beyond the details of the selection.
climate the kind of weather a place
has
coyote a small animal like a wolf
harsh very rough
desert a part of land that is sandy
and without much water
Academic Vocabulary
compare tell how two or more
things are alike
contrast tell only how two or more
things are different
E
L
L
English Language
Learners
$'HVHUW$GYHQWXUH
Name
Look for ways in which the cactus is not like the tree.
Write a word from the box to finish each sentence.
leaves taller
needles branches
needles .
branches .
.
3. The tree has many leaves
than the cactus.
4. The tree is taller
1. The cactus has
5. Write a sentence that tells how these two things are alike.
They are both tall plants.
They both have thick trunks.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
2. The cactus has only a few
Access Content Scaffold learning
by using graphic organizers such
as a Venn diagram to compare
and contrast. Visuals are a way to
modify the content to make complex
academic English vocabulary
more understandable. Work with
children to compare plants in your
community with plants of the desert.
Color lightly each section of the
Venn diagram to help children see
the separate parts more clearly.
Home Activity Your child described ways in which two things are alike or different. Ask your child to
describe specific differences and similarities between some plants near or in your home.
%7%t
Comprehension Compare and Contrast Review
Let’s Practice It! Digital W4 D3
Continue to
Day 3
For the Second Read, use Extend
Thinking across the bottom of
pages 330–339.
Module 1
LD2 TCH M1 W4.indb 353
353
8/17/18 8:49 PM
W4
WEEK
D3
DAY
Think Critically
Look back and distinguish the main idea from the topic.
Answer How is a desert like a forest?
Read and
The topic is
A desert is like a forest because
.
Main Idea and Details
.
Comprehend!
Text to World
Answer Locate facts and details about the coyotes and
desert animals on pages 153-154. How do the pictures help?
How is it different?
A desert is different from a forest because
Objectives
.
.
Important Ideas
Discuss Why do you think the author took us on a an adventure
through the desert?
• Summarize a nonfiction selection.
Identify the details that point to
the main idea in expository text.
Look Back and Write Look back at page 156. How does a
Author’s Purpose
Diamond Rattlesnake protect itself? Provide evidence to
Answer What is the main idea of the text?
support your answer.
TEST PRACTICE Extended Response
The main idea of the text is
Locate facts and details to
support important ideas.
.
• Write clear, coherent sentences.
Retell
Number the pictures in order and retell the story.
164
165
Student Edition pp. 164–165
Retelling
Have children look at the story scenes and number them in order. Then have
children work in pairs, retelling the selection to one another. Remind children
that their partners should include the topics, main ideas, and what they
learned from the reading. Children should use the retelling strip in the Student
Edition as they retell. Monitor children’s retelling.
Scoring rubric
Top-Score Response A top-score response makes connections beyond
the text, elaborates on the author’s purpose, and includes details that
support the main ideas.
Monitor Progress
Check Retelling
If… children have difficulty retelling,
then… use the the story scenes, and have children work in groups to
scaffold their retelling.
Day 1
SP
SUCCESS PREDICTOR
CHECK WORD READING
354
Check
Word
Reading
Day 2
Check
Word
Reading
Day 3
Check HighFrequency
Words/
Retelling
Day 4
Check
Fluency
Day 5
Check
Vocabulary
Exploration
LD2 TCH M1 W4.indb 354
8/17/18 8:49 PM
Go Digital: Story Sort
Think Critically
Text to World 1. Possible response: A desert is like a forest because it has
plants that grow there and animals that live there. A desert is different from
a forest because it has cactus plants and animals like roadrunners, desert
tortoises, jack rabbits, and coyotes.
Author’s Purpose 2. Possible response: The author took us on an “adventure”
through the desert so that she could point things out. She wanted readers to
notice the desert plants and animals.
Main Idea and Details 3. Possible response: The main idea of the
selection is people can see many kinds of plants and animals on a walk in
the desert. The topic is the desert.
Important ideas 4. 4. Possible response: The saguaro cactus is a home
to many desert animals. The pictures show a woodpecker, an owl, and a bee
in a saguaro cactus.
5. Look Back and Write For writing fluency, assign a five-minute time limit. As
children finish, encourage them to reread their response and proofread for
errors.
Scoring rubric
Top-Score Response A top-score response uses details from the text to
describe how a jack rabbit protects itself. For example:
A jack rabbit hears and smells when danger is near. It uses its long
legs to escape.
Whole
Group!
Differentiated
Instruction
A
Advanced
Look Back and Write Ask children
who show proficiency with the
writing prompt to answer the
question: What can you find out
about space from an astronaut?
Important Ideas After reading,
have children use p. RR10 in their
Practice Notebook to write two or
three facts about the desert. Have
them illustrate the facts.
Plan to Assess
Retelling
Week 1: Strategic Intervention.
Week 2: Advanced
Week 3: Strategic Intervention
Meet the authors Have children turn to page 144. What’s the name of the
author? Ask children what an author does. (writes the selection).
Independent Reading After children enter their independent reading into their
Reading Logs, have them paraphrase a portion of the text they have just read. Tell
children that when we paraphrase, we express the meaning of what we have read
using our own words.
✓ This week assess On-Level
children.
Week 5: Strategic Intervention
Week 6: Assess any children
you have not yet checked during
this module.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W4.indb 355
355
8/17/18 8:49 PM
W4
WEEK
D3
DAY
Language
Arts!
Objectives
• Recognize and use declarative
and interrogative sentences in
reading, writing, and speaking.
• Write a draft of a brief report.
• Identify and use descriptive
Conventions
Declarative and Interrogative Sentences
Review Declarative and interrogative sentences Remind children that a
declarative sentence tells something and ends with a period: A Desert
Adventure. An interrogative sentence asks something and ends with a
question mark: Do you like the desert?
Guide practice Explain that children can include interrogative sentences in
their writing to ask for information and make their writing more interesting.
Write these sentences on the board and read them aloud.
words.
We can find cactus in the desert. You might see snakes, too.
What interrogative sentence could you add to make the writing
more interesting?
Team Talk Have children work in pairs to add an interrogative sentence to the
sentences. Ask them to share their interrogative sentences with the class.
Connect to oral language Have children complete these sentence
frames orally.
1. I saw
a on a cactus.
2. Are there other
3. I found a
in the desert?
, too.
On their own Use Let’s Practice It! p. 37 on the Web site.
$'HVHUW$GYHQWXUH
Name
Declarative and Interrogative
Sentences
Write two statements and two questions about this picture.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Possible answer: The cactus
is tall. Do animals live there?
There are hills. Will the snake
get back home?
Home Activity Your child learned how to use statements and questions in writing. Tell your child to imagine
that you are going on a sailing trip. Ask your child to write a statement and a question about the trip.
Conventions Declarative and Interrogative Sentences
%7%t
Let’s Practice It! Digital W4 D3
356
Exploration
LD2 TCH M1 W4.indb 356
8/17/18 8:49 PM
Go Digital: Concept Talk Video
20-25 mins
Expository Text
Let´s
Write!
write!
Key
Features of a
Different
Brief
Report
Communities
•
•
•
xxx
is a short informational
•
presents information in an
organized way
article
xxx
gives
xxx facts and details
about a real-life topic
RO
RESOURCES ONLINE
XXXXXX
Student Model
Brief Report
A brief report is a short
informational article. It uses facts
and details. The student model
on the next page is an example
of a brief report.
My Neighborhood
My neighborhood has a big park and
our red-brick school, North School. People,
animals, and plants live around here.
Writing Prompt
Think about your neighborhood.
Now write a report about who
a
nd what live there.
and
Genre:
•
Whole
A report includes facts.
Word Choice
•
The writer uses vivid
descriptive words.
•
•
Circle two descriptive words.
The park has[tall and beautiful trees.
The writer includes an
interrogative sentence.
Underline the interrogative
sentence.
Daily Fix-It
What else lives in my neighborhood?
Squirrels live here and collect nuts.
5. smiled at the mule
He smiled at the mule.
People walk on paths. There is a soccer
field. Kids play there after school.
6. did you find some cactus jelly
Did you find some cactus jelly?
Writer’s Checklist
Wr
Remember, you should . . .
Reme
Sounds to Know
†
†
RO
RESOURCES ONLINE
GRAMMAR JAMMER
†
†
or
organize information about
yo
your topic.
include
in
facts and details in
yo
your report.
us
use descriptive words.
us
use declarative and
interrogative sentences.
in
Group!
Discuss the Daily Fix-It
corrections with children. Review
capitalization, punctuation, and
complete sentences.
Conventions
Kinds of Sentences
Declarative sentences end with
periods. An interrogative sentence
ends with a question mark (?).
166
167
Student Edition pp. 166–167
Let’s Write!
Teach Use pp. 166–167 in the Student Edition. Read aloud the Key Features
of a Brief Report and the definition of a brief report. Help children better
understand the Writing Prompt by reading it aloud and discussing the
Writer’s Checklist with children.
Review the student model Then read “My Neighborhood” on page 167
to children. Point out facts, such as the neighborhood having parks and
a school, and details, such as the school’s name. Call attention to the
descriptive words tall and beautiful that describe the trees. Read aloud and
briefly discuss the side notes. Then have children follow the instructions to
complete the activities.
Scoring rubric
Top-Score Response Help children understand that a top-score
response is well organized, has facts and details about the topic,
uses descriptive words, and includes declarative and interrogative
sentences. For a complete rubric see Writing Rubric 4 from the Web
site.
r
amma
Gr
Connect to conventions Read to children the Conventions note about
Sentences. Point out declarative and interrogative sentences in the report.
Module 1
LD2 TCH M1 W4.indb 357
357
8/17/18 8:49 PM
W4
WEEK
D3
DAY
Language
Arts!
Objectives
• Write a draft of a brief report.
• Use details in writing.
• Apply knowledge of the table of
contents of a book to an inquiry
project.
Writing—Brief
Report
Writer’s Craft:
Supporting Details
Mini-
Lesson
Writing Transparency 4A
Digital W4 D3
Supporting Details
■ Introduce Use your web from yesterday and Writing Transparency 4A
to model using supporting details in a brief report. Yesterday, I drew
a web to show descriptive words about Pete’s Pet Shop. Then when
I wrote my draft, I chose some of those words to give supporting
details about my neighborhood. I included the fact that dogs, cats,
rabbits, and birds live here. I supported that fact with a detail about
the six white bunnies in the shop’s windows. Read aloud the draft
on the Transparency to show how the information is organized
and described.
■ Explain how children can use the descriptive words they planned
yesterday to draft details in their reports. Today’s goal is to write the
report but not to rewrite each word perfectly. They can edit later to
correct the words.
Guide report writing Now it is time to write your report. Use details to tell
more about your neighborhood. Have children use their webs to organize
ideas. Guide children as they draft reports on topics of interest to them.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to share details about
their neighborhoods.
2 Write Each child writes a question about the partner’s neighborhood.
3 Share Partners write declarative sentences to answer their partners’
questions.
358
Exploration
LD2 TCH M1 W4.indb 358
8/17/18 8:49 PM
Go Digital: Concept Talk Video
Research and Inquiry
Gather and Record Information
Teach Tell children that today they will gather and record information about
deserts using reference books. Review how to use the table of contents and
title page in a book to help them find information about exploring deserts.
Model
Review the chart of ideas for exploring the desert that you began
on Day 1. Model how to find more information to add to the list. I want to
explore animals in the desert. I know that lizards, jack rabbits, and coyotes
live in the desert. I will get a book about the desert from the library. I’ll use
the table of contents to find the section about desert animals. The pictures and
text in this section will help me get ready to explore. Why might it be a good
idea to bring this book along when I explore the desert? (It might help you
identify animals that you see.) Add the information to the chart.
Guide practice Have pairs use the table of contents in a nonfiction book to find
facts about the desert. Have them discuss how to use what they found to help
them prepare to explore the desert.
Topic: Preparing to Explore a Desert
What We Know
What We Need
A desert is hot and dry.
• sunscreen
• water
Lizards, jack rabbits, and
coyotes live in the desert.
• a book about the desert
• pictures of desert animals
Wrap Up Your Day
Main Idea and Details What is the main idea of A Desert Adventure? (We
can see many special plants and animals in the desert.) Have children
name one or two details from the selection.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Using a Table of Contents Help
children locate the table of contents
in a familiar text, such as the
Student Edition. Use a sheet of
paper to hide all but three or four
selections or chapter titles. Help
children find a title. Have them
slide a finger from the title to its
beginning page number. Have them
find the corresponding page.
A
Advanced
Expand Research Provide children
with additional books for them
to use for exploring deserts. Tell
children to use the title page and
table of contents to choose the
books or parts of books to read.
Have them discuss what they
learned so they can add it to the
chart.
Important Ideas Have children recall how to identify the important ideas in
a selection.
Preview
Day 4
Tell children that tomorrow they will
hear about exploring a desert from
space.
Module 1
LD2 TCH M1 W4.indb 359
359
8/17/18 8:49 PM
W4
D4
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral language.
Content Knowledge
BQ
BIG QUESTION
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
extinct, forbidding
Phonics and Spelling
Review Consonant Blends
High-Frequency Words
Review
Comprehension
Important Ideas
Fluency
Appropriate Phrasing
Conventions
Declarative and Interrogative
Sentences
Writing
Brief Report: Revising Strategy
Listening and Speaking
Narrate a Story in Sequence
Research and Inquiry
Review and Revise Topic
Question of the Week
What can we learn by
exploring the desert?
Exploring the Desert
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “The Arid Desert” from the Sing with Me Big Book. What
is the land like in the desert? (The land is golden sand.) Where might you see
dunes and rocky ledges in the desert?
Build Oral Language
Review Genre: Expository Text Discuss the key features of expository text:
it contains facts and gives information. It explains something. Explain that
today you will read about the world’s largest desert in “Exploring the Sahara”
by Sarah Canzoneri.
Monitor Listening Comprehension Revisit the world map on pages 138–139
of the Student Edition. Point out the Sahara. Then have children listen to
“Exploring the Sahara.”
Team Talk Talk about exploring the Desert Read aloud the last paragraph on
page 23 of “Exploring the Sahara.” Display it on a whiteboard if possible,
and track the print as you read.
• Have pairs of children generate questions for each other about what they
visualize the desert is like when they hear this paragraph.
• Add words generated in discussion to the concept map.
Read Aloud Anthology
"Exploring the Sahara"
360
Exploration
LD2 TCH M1 W4.indb 360
8/17/18 8:49 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video,
Video
Sing with Me Animations
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Teach Amazing Words
1 Introduce the Word Relate the word forbidding to the selection. Long
ago, when animals lived in the Sahara, it was not a forbidding desert.
Supply a child-friendly definition. If something is forbidding, it seems
scary or dangerous. Have children say the word.
2 Demonstrate Provide examples to show meaning. At night, even our
backyard is forbidding. The alley is forbidding because it is between tall
buildings. The ocean is forbidding during a storm.
3 Apply Have children demonstrate their understanding. If any of the
things I name can seem forbidding, say forbidding; if not, say nothing: a
dark basement, a sunny beach, a cave, a garden, a narrow bridge.
See page 393 to teach extinct.
Amazing Words
arid
ledge
landform
haven
precipitation
extinct
dunes
forbidden
Differentiated
Instruction
A
Advanced
Anchored Talk
Add to the concept chart Discuss what we learn by exploring the desert.
• Before you listened to the selection, what did you already know about
the Sahara? (Possible response: The Sahara is the world’s largest desert.)
Where should we add this information to our chart? (What We Know)
• How can we explore the Sahara without going there? (We can explore the
desert by using satellites to take pictures.) Let’s add We can explore the
desert with satellites to the L section of our chart. Now look at the chart.
What question does this answer? (How can we explore the desert?)
E
L
L Produce Oral Language Use the Day 4 instruction on ELL Poster 4.
Amazing Words Have children
create a model of what the Sahara
might have looked liked when
creatures.
E
L
L
English Language
Learners
Frontload Comprehension Before
reading “Exploring the Sahara,”
display photos of the Sahara so
children can see how it differs from
the American Desert.
E
L
L PPoster
t 4
Module 1
LD2 TCH M1 W4.indb 361
361
8/17/18 8:49 PM
W4
D4
WEEK
DAY
Phonics Review
Let´s
Consonant Blends
Read!
Objectives
• Read and identify words with
consonant blends.
• Read words fluently in context
and independent of context.
Review Sound spellings To review last week’s phonics skill, write slant.
You studied words like this last week. What do you know about reading
words with consonant blends? (Blend the sounds of the consonants together
when pronouncing the word.) What sounds do you say for the blend at the
beginning of this word? (/s/ /l/) What sounds do you say for the blend at
the end of this word? (/n/ /t/) Blend the sounds and read the word: /s/ /l/
/a/ /n/ /t/, slant.
Corrective Feedback
If children are unable to answer the questions about consonant blends, refer
them to Sound-Spelling Cards 30, 38, and 41.
a
c
d
l
m
p
n
s
r
t
Guide practice Write land. Have children blend and read it. Make the word
land with your letter tiles. Then we will make more words with consonant
blends. Monitor work and provide feedback.
• Change the nd in land to st.
Say the new word together.
• Change the st in last to mp.
Say the new word together.
• Add c to the beginning of the word.
Say the new word together.
• Take away the m.
$'HVHUW$GYHQWXUH
Name
Say the word for each picture.
Pick the letters from the box that finish each word.
bl
br
nd
sk
st
sp
spr
str
mp
• Change the cl in clap to sn.
spl
Say the new word together.
Write the missing letters to finish each word.
1.
sk
et
4.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
ne
st
br
5.
bl
6.
sp
ack
ick
in
ba
nd
Read each sentence. Add the missing letters to the word or words.
Use the box above for help.
7. Did you
spl
8. I need to fix the
a
s
t
l
a
m
p
c
l
a
m
c
l
a
p
s
n
a
p
s
t
r
a
p
s
c
r
a
p
p
3.
2.
ba
Say the new word together.
l
• Change the sn in snap to str.
Say the new word together.
• Change str in strap to scr.
Say the new word together.
atter that paint on the rug?
str
ap on my pack.
mp ing.
10. The best time for me is in the spr
9. Skip and I like to go ca
ing.
Home Activity Your child wrote words that started or ended with consonant blends, such as stop, hand,
and strap. In a favorite story, have your child point to words that start or end with the consonant blends
shown in the box on this page. Have your child read each word.
Phonics Consonant Blends Review
On their own Use Let’s Practice It! p. 33 on the Web site.
%7%t
Let's Practice It!
Digital W4 D4
362
Exploration
LD2 TCH M1 W4.indb 362
8/17/18 8:49 PM
Go Digital: Interactive Sound-Spelling Cards
Fluent Word Reading
Whole
Spiral Review
Read words independent of context Display these words. Tell children
that they can blend or chunk some words on this list and others are Word
Wall words.
Have children read the list three or four times until they can read at the rate
of two to three seconds per word.
build
trace
dancing
couldn’t
waved
stage
bear
singing
scrap
sniffs
jogged
escapes
love
rose
mother
father
picked
nice
straight
running
Word Reading
Corrective Feedback
If… children have difficulty reading whole words,
then… have them use sound-by-sound blending or combine word parts for
decodable words or have them say and spell highfrequency words.
Group!
S
I
Strategic Intervention
Sort Inflected Endings Write on
cards: sniffs, picked, jumping,
jogged, running, waved, diving.
Have children sort words into
piles for those that do or do not
have spelling changes. Have
children read the words with
no spelling changes. Then have
them sort the cards by spelling
changes (doubling final consonant
or dropping silent e). Have them
identify the spelling change and
read each word.
Spiral Review
These activities review
If… children cannot read fluently at a rate of two to three seconds per word,
then… have pairs practice the list until they can read it fluently.
• previously taught high-frequency
Read words in context Display these sentences. Call on individuals to read a
sentence. Then randomly point to review words and have children read them.
To help you monitor word reading, high-frequency words are underlined and
decodable words are italicized.
• inflected endings -s, -ed, -ing
words bear, build, couldn’t, father,
love, mother, straight.
(without spelling changes,
doubling the final consonant,
dropping e before -ed, -ing).
• VCe (phonograms -ace, -age, -ice,
The bear sniffs for a trace of man before it escapes its cage.
Father picked a nice rose for Mother and jogged straight home.
The man couldn’t stand running late and waved for a cab.
I would love to build a stage for my dancing and singing.
Sentence Reading
Corrective Feedback
If… children are unable to read an underlined highfrequency word,
then… read the word for them and spell it, having them echo you.
If… children have difficulty reading an italicized decodable word,
then… guide them in blending or combining word parts.
-ose) in contrast with short vowel
sounds and spellings.
Professional
Development
Sorting Sorting activities help
children identify patterns in words.
These patterns can help them
decode unfamiliar words as they
encounter them.
E
L
L
English Language
Learners
Fluent Word Reading Have children
listen to a more fluent reader model
the words or have pairs read the
words together.
Module 1
LD2 TCH M1 W4.indb 363
363
8/17/18 8:49 PM
W4
WEEK
D4
DAY
Decodable Practice Reader 4C
Let´s
Read!
Objectives
• Apply knowledge of sound-
spellings and word parts to
decode and read unknown words
when reading.
• Decode and read words in
context and independent of
context.
• Practice fluency with oral
rereading.
Inflected Endings
Decode words independent of context Have children turn to the first page
and decode each word.
Read high-frequency words Have children identify and read the highfrequency words jumped, up, early, ran, eat, and
Showing and
Telling
from on the first page.
Decodable
Practice
Reader
Written by Terrance Saunders
4C
Preview Have children read the title and preview the
story. Tell them they will read words with endings -s,
-ed, and -ing.
Decode words in context Pair children for reading
and listen as they decode. One child begins. Children
read the entire story, switching readers after each
page. Partners reread the story. This time the other
child begins.
Len jumped up early
from his bed.
Len wiped his face
and ran to eat.
66
Len smiled at Pat.
“Did you bring it?” Pat asked, smiling.
Len nodded yes.
Pat and Len grinned.
“Stop running,” Mom said.
“You will not be late.”
Len sat and ate
eggs that Mom made.
Len dropped his stuff
in his big black bag.
Len hugged his mom.
He lifted his bag.
67
68
71
Len pets his mice.
Len kept his pets
with him in class.
72
Len got his bag.
In the bag was an odd cage.
It was filled
with five pet mice.
70
Ending -s, -ed, -ing
jumped
dropped
jogged
asked
grinned
wiped
hugged
hopped
smiling
filled
running
lifted
smiled
nodded
pets
High-Frequency Words
jumped
ran
up
eat
early
from
65
Decodable Practice
Reader 4C
Len jogged up the lane
and hopped on his bus.
His bus came to a stop.
Len ran to class.
69
* These materials can be found online.
364
Exploration
LD2 TCH M1 W4.indb 364
8/17/18 8:49 PM
Go Digital: eReaders
Corrective Feedback
If… children have difficulty reading a word,
then… refer them to the Sound-Spelling Cards to identify the sounds and
word parts in the word. Then prompt them to read the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find base words in the
story with endings -s, -ed, and -ing. List the words. Review base word spelling
changes to sort the words. Children should supply: No change: asked, filled,
jumped, lifted, pets (used as a verb); Double final consonant: dropped,
grinned, hopped, hugged, jogged, nodded, running; Dropped e: smiled,
smiling, wiped.
Review print awareness Point out the quotation marks on the second page of
the story. Remind children that quotation marks set off words a speaker says
from the rest of the words in a sentence. Model reading a sentence that has
quotation marks. Have children look for more quotation marks in the story and
read these sentences aloud.
Reread for Fluency
Have children reread Decodable Practice Reader 4C to develop automaticity
decoding base words with inflected endings -s, -ed, and -ing.
Oral Rereading
1 Read Have children read the entire book orally.
Whole
Group!
E
L
L
English Language
Learners
Decodable Reader
Beginning Preview Showing and
Telling with children. Point out and
read words with inflected endings in
the text. Repeat each present tense
verb while gesturing its meaning.
Then gesture and say past-tense
verbs, such as dropped and smiled.
Wait a minute and then say I
dropped the book. I smiled at Tim.
Intermediate Have children find
words in the story, first with ending
-ing and then with ending -ed. Have
them use each word in a sentence.
Monitor children’s use of tense in
their sentences.
Advanced/Advanced High After
reading, have children find the
following words and explain what
each word means in its sentence:
wiped, dropped, smiling, nodded,
pets.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Module 1
LD2 TCH M1 W4.indb 365
365
8/17/18 8:49 PM
WEEK
D4
DAY
Let´s
Read!
Objectives
• Spell words with inflected
endings.
• Spell high-frequency words.
• Recognize how to use a Web site.
• Relate prior knowledge to new
text.
Spelling
$'HVHUW$GYHQWXUH
Name
*OGMFDUFE&OEJOHT
Inflected Endings
4QFMMJOH8PSET
Review Partner Supply pairs of children
with index cards on which the spelling
words have been written. Have one child
read a word while the other writes it. Then
have children switch roles. Have them
use the cards to check their spelling and
correct any misspelled words.
talked
talking
dropped
dropping
excited
exciting
lifted
lifting
hugged
hugging
smiled
smiling
Write a list word that rhymes with the underlined word.
1. Mom popped in the door just as
I ___ the plate.
dropped
talking
smiling
2. We were just walking and ___.
3. Tom kept ___ while he was filing
the papers.
Read the clue. Write the list word
that means the opposite.
Across
4. was speechless
8. boring
Down
5. dropping
8.
6. picking up
7. frowned
4.
7.
s
m
e x c i
l
e
d
On their own Use Let’s Practice It! p. 36 on
the Web site.
5.
6.
t a l k e d
r
i
o
f
p
t
p
i
i
t i n g
n
g
g
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
W4
Home Activity Your child has been learning to spell words with -ed and -ing. Have your child circle the
spelling words with double consonants. (dropped, dropping, hugged, hugging)
%7%t 4QFMMJOH Inflected Endings
• Set purpose for reading.
Let's Practice it! Digital W4 D4
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
I
Teacher-Led Page
DI•67
• High-Frequency
Words
• Read Decodable
Practice Reader 4C
On-Level
O L
Teacher-Led Page
DI•71
• Conventions
• Read Leveled Reader
Advanced
Teacher-Led Page
DI•74
• Comprehension
• Read How to Find
Information about
the Jungle
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Word Work
• Get Fluent
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Paired Selection
* These materials can be found online.
366
Exploration
LD2 TCH M1 W4.indb 366
8/17/18 8:49 PM
Go Digital: Paired eSelections
Online Reference Sources
21st Century skills: Web sites Tell children that when they want to find
information about a topic, they can use the Internet. Point out that they can
find information quickly using online references sources, such as an atlas,
an almanac, a dictionary, and an encyclopedia. Explain that these online
reference sources may have links to Web sites, or locations on the Internet
that will have more information.
Preview and predict Read the title of the selection on p. 168 of the Student
Edition. Then have children look through the selection and predict what they
might learn. (Possible response: They might learn how to go online to find
information about rain forests.) Have children tell what clues helped them
make their predictions. (Possible response: headings, photos, the Web site)
Whole
Group!
Academic Vocabulary
online reference sources Web sites
where information can be found,
such as an atlas, an almanac, a
dictionary, and an encyclopedia
Web site a place on the Internet
where information and images can
be found
Genre 21st Century Skills: Web Site Tell children that they will read how to
find information quickly using online reference sources with links to Web sites
that will have more information.
Teach conventions for Web sites Explain that Web sites use various written
conventions to help readers find information. Each Web site has a url, or
address, which often begins with http://www. Explain that www stands for
“World Wide Web.” Web site addresses often end with “.com,” “.gov” (a
government site) or “.edu” (a site run by a school or university). Point out that
Web sites that end with “.gov” or “.edu” usually have reliable information.
Activate prior knowledge Ask children to recall the source of information they
used to find out about desert plants and animals. (Possible response: They
read the selection A Desert Adventure.)
Set a purpose As children read, have them look for instruction on how to use
Web sites to find information.
Module 1
LD2 TCH M1 W4.indb 367
367
8/17/18 8:49 PM
W4
WEEK
D4
DAY
Online Reference
Sources
Online Reference Sources
How
H
ow to
to FFind
ind IInformation
nformation
About
A
bout the
the Jungle
Ju n g l e
Read and
By Eloise Vivanco
Comprehend!
When you are looking at a web page, it will sometimes have links
to other web pages with more information. This can help us to find a
lot of information about one topic. Let’s click on the map to find out
information about animals that can be found in one of the jungles.
First, type what you want to look for in the search bar at the top
of the page. Make sure you spell the word correctly so that you get the
www.animalfactsencyclopedia.com/Jungle-animals.html
correct results. To find information about animals which live in the
jungle, you can type “jungle animals”. Press the “enter” key and a lot of
Objectives
Jungles in the word
MAP
different results will appear. Click on the result that most interests you.
FAUNA
Identify important ideas on
web sites.
Find
FLORA
it!
COUNTRIES
CITIES
There are many different animals which live in the jungle. In
fact, it depends which jungle you are interested in as there are
different animals living in each one. The jungle and rain forest can
be found on three different continents: Africa, Asia, and America.
JUNGLE ANIMALS
List Of Jungle Animals - All About Wildlife
www.allaboutwildlife.com/list-of-jungle-animals
A list of jungle animals divided into several lists
that cover each of the world’s different jungles or
tropical rainforests.
Jungle Animals - Animal Facts Encyclopedia
www.animalfactsencyclopedia.com/Jungleanimals.html
A list of jungle animals will help your child get a
glimpse of the world’s biodiversity. Whether in the
rainforests of Central America and South America
21st Century
Skills
•
168
Can you trust what you read on the
Internet? You should always find out
who wrote what you read. Can you
believe that person? How can you tell?
It is important to always check.
Let´s
Think!
•
You can find information quickly using
online reference sources.
•
Online reference sources may have
links to Web sites that will have more
information.
169
Student
St
d t Editi
Edition pp. 168–169
168 169
Guide Comprehension
Important Ideas
Guide practice
Good readers pay attention to the way the author
presents facts and details so that they can figure out the most important ideas.
To find the most important ideas in A Desert Adventure, I looked at the photos
and labels. I paid attention to the plants and animals the author pointed out
in the selection. When reading “How to Find Information about the Jungle,”
I’ll pay attention to the headings and facts and details in the yellow boxes to
figure out important ideas.
Author’s purpose
I wonder why the author wrote “How to Find
Information about the Jungle”? Was the reason to entertain or to inform
readers? I read a heading that gives information about search results for the
keyword forest. I think the author wants to inform readers about how to find
information on Web sites.
Important Ideas Describe the steps used to locate facts and details
about forests on the online reference Web site. (Possible response: Begin the
search by going to an online reference source, an encyclopedia, and then
typing in the keyword jungle animals. The Web site had an almanac that has
a map of major world rain forests and the animals which inhabit them.)
368
Exploration
LD2 TCH M1 W4.indb 368
8/17/18 8:49 PM
Go Digital:
Concept
Talk
Video
Go Digital:
Paired
eSelections
40-45 mins
Online Reference
Sources
Online Reference Sources
On this page, some of the animal’s names are in blue and
Remember that not all websites are reliable. If you are looking
underlined. This means that they have a hyperlink to another
for accurate information then it is a good idea to look out for
page. Let’s click on Poison Dart Frogs to find out more.
certain things. First, ask yourself if the webpage is one that you
Whole
know something about and know is a reliable source.
Group!
If you see .gov at the end of a web address, then it means it is a
government web page, so facts have been well researched and are
reliable. You can also look for the ending .edu. This means that the
webpage comes from an academic institution such as a school or
The Amazon Rainforest is
located in South America. The
climate is hot and humid all
year round. It is home to a
very diverse range of plants
and animals. Scientists have not
even discovered all the plants
which live in the Amazon. These
are some of the animals which
live in the Amazon rainforest:
jaguar, cougar, ocelot, tapir,
anaconda, spider monkey,
poison dart frog, piranha,
leaf-cutter ant
college. Which website below would you trust?
www.universityoflife.edu
The Amazon rainforest is the biggest
rainforest in the world and covers over
five and half million square kilometers.
Many natural medicines have been
found in the rain forest.
Poison Dart Frogs
Poison dart frogs live in the Amazon rainforest in
South America. Their skin is many different colors with
different designs – these bright colors and designs keep
predators away. Some male
poison arrow frogs look
after eggs and tadpoles
by carrying them on their
backs. Some types of poison
dart frogs!
21st Century
Skills
•
Log on and follow the steps for using
online reference sources to learn more
about rain forest animals.
Let´s
Think!
•
Web sites that end with .gov or .edu
usually have good information.
Academic Vocabulary
www.factsabouttherainforest.com
keyword names the main word
in the topic or question a user
searches for on the Internet
The Amazon rainforest is so big that aliens
can see it from space. If you live in the
rainforest then you will never get ill because
there are so many medicinal plants there.
•
Read “How to Find Information about the
Jungle.” Use the text and pictures to learn
about online reference sources.
170
171
Student Edition p. 170–171
Guide Comprehension
continued
Important Ideas Locate facts and details in the pictures of rain forest
animals. What important idea did the author want readers to know?
(Possible response: The author wanted readers to know that many
interesting animals live in rain forests.)
Main Idea and Details Use the details on the Web site text about poison
dart frogs to identify the main idea. (Possible response: Poison dart frogs
have many different colors and patterns and use this to defend themselves
from prey, some are even deadly.)
Digital Media Where is the Web site address found? What letters does it
usually start with? (Children should locate the url in the box at the top of
the Web sites pictured and identify http and www as typical ways that a
Web site address begins.) What would the address of a Web site of a large
university end with? (.edu)
Get Online! Begin the activity by logging on to the site listed in the Student
Edition. Have children follow the directions to search for Internet sites in a
protected environment.
Module 1
LD2 TCH M1 W4.indb 369
8/17/18 8:49 PM
W4
WEEK
D4
DAY
Read and
Comprehend!
Objectives
• Read aloud fluently with
appropriate phrasing.
• Recognize and use a period
or question mark at the end of
sentences.
Fluency
Read with Appropriate Phrasing
Guide practice
•
Have children turn to page 157 in A Desert Adventure.
•
Have children follow along as you read the page with
appropriate phrasing.
•
Have the class read the page with you and then reread the
page as a group until they read with appropriate phrasing. To
provide additional fluency practice, pair nonfluent readers with
fluent readers.
Paired Reading
1 Select a Passage For A Desert Adventure, use pages 158–159.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 On Their Own For optimal fluency, have partners reread three or
four times.
Monitor Progress
Check Fluency WCPM
As children reread, monitor their progress toward their individual
fluency goals. Current Goal: 40–50 words correct per minute. Mid-Year
Goal: 65 words correct per minute.
If… children are not on track to meet benchmark goals,
then… have children practice with text at their independent level.
Day 1
Check
Word
Reading
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
370
Exploration
LD2 TCH M1 W4.indb 370
8/17/18 8:49 PM
Go Digital: Concept Talk Video
Whole
Conventions
Declarative and Interrogative Sentences
Test practice Use Student Edition Practice p. 185 to help children understand
and use declarative and interrogative sentences in test items. Recall that
declarative sentences tell something: I am cold. Interrogative sentences ask
something: Are you cold? Model identifying declarative and interrogative
sentences by writing these sentences on the board, reading them aloud, and
providing the appropriate punctuation.
We were careful as we walked in
the desert
Did you bring water
A Desert Adventure
Declarative and Interrogative Sentences
Mark the letter of the correct sentence in each group.
1.
A The desert is hot and dry?
B the desert is hot and dry.
C The desert is hot and dry.
2.
A Some plants live in the desert?
Then read the Student Edition Practice
p. 185 directions. Guide children as
they mark the answer for number 1.
On their own Use Student Edition
Practice, p. 185.
Connect to oral language After
children mark the answers to numbers
1–6, review the correct choices
aloud, and have children read each
sentence, emphasizing the sentence
type and punctuation.
A Which animals live in the desert.
B Which animals live in the desert?
C which animals live in the desert.
4.
A How does a cactus store water.
B How does a cactus store water?
C how does a cactus store water?
6.
A A desert tortoise has a hard shell.
B A desert tortoise has a hard shell?
C a desert tortoise has a hard shell.
Home Activity
Your child prepared for taking tests on statements and questions. As you watch
television with your child, have him or her point out statements and questions that
occur in dialogue.
Advanced
WCPM If children already read at
90 words correct per minute, allow
them to read independently.
Options for Oral
Rereading
H+S
HOME AND SCHOOL
Conventions Declarative and Interrogative Sentences
Student Edition Practice p. 185
A
Do a formal fluency assessment
with 8 to 10 children every week.
Assess 4 to 5 children on Day 4,
and 4 to 5 children on Day 5. Use
the reproducible fluency passage,
Teacher’s Edition, p. 149f.
A the kangaroo rat can run fast.
B the kangaroo rat can run fast?
C The kangaroo rat can run fast.
5.
Differentiated
Instruction
Fluency Assessment
Plan
B Some plants live in the desert.
C some plants live in the desert.
3.
Group!
185
Use A Desert Adventure or one
of this week’s Decodable Practice
Readers.
Daily Fix-It
7. wear did you drop it.
Where did you drop it?
8. I lost it in the dessert?
I lost it in the desert.
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization, punctuation, and the
spelling of desert.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W4.indb 371
371
8/17/18 8:50 PM
WEEK
D4
DAY
Language
Arts!
Objectives
• Revise a draft by adding words to
clarify meaning.
• Use vivid and exact descriptive
words.
Revising Marks
Writing—Brief
Report
Take Out
Add
Move
^
Period
.
Neighborhood Shops
Revising Strategy
People live above their shops in my
neighborhood. Mr. Kim lives above his grocery
store. piles of oranges by the door give his
sweet
shop its smell.
Mini-
^
Lesson
2 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
W4
Next is a shop with dogs, cats, rabbits, and
birds. What is this wild place It is Pete’s Pet
Shop. Six white bunnies are hoping around in
wide front
the shop’s window.
^
What shop is across the street. It is Gayle’s
Cut and Run. Gayle cuts your hair. She is always
noisy
busy talking. And so is everyone else in this place.
^
Unit 1 A Walk in the Desert
Writing: Revise
4B
Writing Transparency 4B
Digital W4 D4
Revising Strategy: Adding Words
■ Yesterday we wrote brief reports about who and what lives in our
neighborhoods. Today we will revise to help people who read our
reports. We can make the reports clearer or more interesting. We can
add words that make our writing come alive and that tell exactly what
someone or something is like.
■ Display the Revising Tips. Explain that this is a time for making the
report clear for anyone who will read it. Tomorrow children will
proofread to correct any errors such as misspellings, missing capital
letters, or misplaced sentence periods.
Revising Tips
Make sure your facts and details are well organized.
Add words to clearly describe people, animals, and things.
■ Use Writing Transparency 4B to model adding vivid and exact
descriptive words. In my report “Neighborhood Shops,” I wrote about
the smell of the oranges in Mr. Kim’s store. Those oranges smell sweet.
I’ll add the word sweet to describe the shop’s smell.
Add sweet to the sentence on the transparency.
Tell children that they can add words to their reports as they revise.
Peer conferencing Peer Revision Pair up children and have children take
turns reading their reports to their partners. Allow one to two minutes. Have
the listeners use one or two minutes to tell what they thought were the most
interesting details in the report. Circulate to assist children planning to revise
their stories. As appropriate, suggest adding vivid and exact descriptive
words to make details come alive.
372
Exploration
LD2 TCH M1 W4.indb 372
8/17/18 8:50 PM
Go Digital: Concept Talk Video
Guide practice Have children revise their reports. For those not sure how
to revise, have children refer to the Revising Tips or the Key Features of a
Brief Report.
Corrective Feedback
Circulate to monitor and conference with children as they write. Remind them
that they will have time to proofread and edit tomorrow. Today they can
make changes in the way they organize information and in the descriptive
details they add. Help them understand the benefits of adding or changing
words. Encourage them to make their descriptions exact and vivid.
Quick Write for Fluency
Team Talk
1 Talk Read these sentences aloud, and have children tell why one
sentence is more exact and vivid than the other.
20-25 mins
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Descriptive Words To help children
add descriptive words to their
reports, have them think about
words that appeal to the senses:
how does something look, smell,
feel, sound?
A family of raccoons lives in the woods.
A family of five playful raccoons lives in the woods.
2 Write Have children write two short sentences about people or animals
that live in their neighborhoods.
3 Share Partners can read each other’s sentences and circle exact or
vivid descriptive words or suggest ones to add.
Module 1
LD2 TCH M1 W4.indb 373
373
8/17/18 8:50 PM
W4
WEEK
D4
DAY
Let´s
Read!
Objectives
• Review how to retell a story in
sequence.
• Speak clearly at an appropriate
pace to tell a story in sequence.
• Listen attentively to a story in
sequence and visualize what is
happening.
• Review answers to inquiry
questions.
Listening and Speaking
Narrate a Story in Sequence
Teach how to tell a story in sequence Remind children that when they retell a
story in sequence, they should include the setting, characters, plot, and the
most important details. Review that good speakers tell the story in a simple
order that makes sense.
Model
•
•
•
•
•
When good speakers retell a story, they:
tell about the characters and the setting
tell what happened at the beginning of the story.
tell what happened in the middle of the story.
tell what happened at the end of the story.
tell only the most important details of the story and leave out the
unimportant ones.
Tell children that good speakers speak clearly and at an appropriate
pace. Remind them that good speakers use words correctly and speak in
complete sentences.
Guide practice Use Graphic Organizer 8 to help children review the
characters, setting, and plot of The Great Bear.
• Who were the characters in this story?
• Where and when did the story take place?
• What happened next? Then what happened?
• What happened at the end of the story?
Have children contribute sentences to retell the story in sequence. Remind
listeners to pay close attention to speakers. Point out that good listeners try to
get a picture in their mind of what is happening in the story.
On their own Have children use a copy of Graphic Organizer 8 or paper
to plan out a retelling of a story they have read or heard. Remind children to
include characters, setting, plot, and the most important details of the story.
Then have children practice retelling their stories to a partner.
374
Exploration
LD2 TCH M1 W4.indb 374
8/17/18 8:50 PM
Go Digital: Concept Talk Video
Research and Inquiry
Review and Revise Topic
Teach Tell children that the next step in our inquiry project is to review our
topic to see if we have the information we set out to find. Or, did our answers
lead to a different topic?
Model We planned to use what we know about deserts to help prepare
for exploring a desert. Did we do that, or do we need to revise our topic?
Display the chart of facts and things needed for exploring a desert. We
started out with the fact that the desert is hot and dry. As a result, we
decided that we should bring along sunscreen, lots of water, and other things
to keep us safe and healthy. We were able to use our knowledge to prepare
for exploring a desert. We can keep our topic just as it is.
Review Guide practice each of the remaining desert facts and preparations.
Have partners discuss whether the things you listed to bring are just right or
if they need to change in some way. Add to the chart any new facts children
suggest and make changes children suggest to the list of items you need to bring
when exploring the desert. Revise your topic, if needed. Finally, tell children that
tomorrow they will organize the information in order to share it with others.
Wrap Up Your Day
Phonics List words with inflected endings -s, -ed, and -ing. Have children
read each word and identify its base word and ending.
Fluency Display: Lane spotted some animals running and she smiled. Have
children read the sentence three or four times until they can do so fluently.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Connect to Self Ask children how
they felt on the hottest day of the
summer. Remind them that a desert
is very hot and dry—possibly even
hotter than the hottest day of their
summer. Ask what they wore on
that hot summer day and what they
might wear in the desert to stay
safe from the hot sun.
A
Advanced
Expand Topic Ask children to
think about what they know about
the desert at night. Then have them
discuss what they would need if they
were going to stay overnight in a
desert.
Preview
Day 5
Tell children that tomorrow they will
hear more about one of the biggest
deserts in the world.
Module 1
LD2 TCH M1 W4.indb 375
375
8/17/18 8:50 PM
W4
D5
WEEK
DAY
Wrap Up
your Week!
Objectives
• Review the concept: exploring the
desert.
Content Knowledge
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring the desert?
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
Review
Phonics
Review Inflected Endings
Comprehension
Main Idea and Details
High-Frequency Words
Review
Story Words
Review
Conventions
Declarative and Interrogative
Sentences
Writing
Brief Report: Sentence Variety
Exploring the Desert
Review concept This week we have read and listened to selections about
what we can learn by exploring the desert. Today you will listen to a story
about how scientists are using technology. Read the selection.
• What did scientists learn about the Sahara of long ago by using satellite
pictures? (Scientists learned that dinosaurs and giant crocodiles lived in
the Sahara. Later, other animals and people lived there. They learned there
were forests and grasslands in the Sahara.)
Build Oral Language
Review amazing words Orally review the meaning of this week’s Amazing
Words. Then display this week’s concept chart. Have children use Amazing
Words such as arid and dunes, as well as the chart, to answer the question,
What can we learn by exploring the desert? Topic: What can we learn by
exploring the desert?
Research and Inquiry
Communicate
What can we learn by
exploring the desert?
What We Want
What We Know
to Know
The desert is hot and
dry. Cactus plants
grow in the desert. The
Sahara is the world’s
largest desert.
Topic
What can we learn by exploring the desert?
What We K now
The desert is
hot and dry.
Cactus plants
grow in the
desert. The
Sahara is the
world’s largest
desert.
Read Aloud Anthology
“Exploring the Sahara”
376
What is the cactus like?
How can we explore
the desert?
What We W ant to Know
What is a cactus
like? How can we
explore the desert?
What We Learned
A cactus is covered with
sharp spines and has
water inside. A cactus is
a safe place for desert
animals. Lizards, jack
rabbits, and coyotes live
in the desert. We can
explore the desert by
walking. We can explore
the desert with satellites.
What We Learned
A cactus is covered
with sharp spines
and has water inside.
A cactus is a safe
place for desert
animals. Lizards, jack
rabbits, and coyotes
live in the desert.
We can explore the
desert by walking.
We can explore the
desert with satellites.
Graphic Organizer 3 Digital W4 D5
Exploration
LD2 TCH M1 W4.indb 376
8/17/18 8:50 PM
20-25 mins
Go Digital: Concept Talk Video
Build Oral Vocabulary (Optional)
Amazing Ideas
Connect to the Big Question Team Talk Pair children and have them discuss
how the Question of the Week connects to this unit’s Big Question, “What
can we learn from exploring new places and things?” Tell children to use the
K-W-L chart and what they’ve learned from this week’s Anchored Talks and
reading selections to form an Amazing Idea—a realization or “big idea”
about exploration. Then ask each pair to share their Amazing Idea with
the class.
Whole
Group!
Amazing Words
arid
ledge
landform
haven
Amazing Ideas might include these key concepts:
precipitation
extinct
• Many different kinds of plants and animals live in the desert, like cactus
dunes
forbidding
plants and lizards.
• We can explore the arid desert by walking or by using satellites.
E
L
L
English Language
Learners
Monitor Progress
Check Oral Vocabulary
Call on individuals to use this week’s Amazing Words to talk about
what pets need. Prompt discussion with the questions below. Monitor
children’s ability to use the Amazing Words and note which words
children are unable to use.
• Would enormous desert sand dunes be forbidding at night?
• What was the Sahara like before dinosaurs became extinct?
• How would you describe the precipitation in an arid landform
like the desert?
• What desert animals might use a rocky ledge as a haven?
Amazing Words Have children build
personal picture card files that depict
Amazing Words. For example, have
them draw pictures to represent the
meanings of Amazing Words, such
as precipitation, dunes, ledge, and
haven. Have children use the cards
as support for their oral responses
when you review the Amazing
Words.
If… children have difficulty using the Amazing Words,
then… reteach the unknown words using the Oral Vocabulary Routines,
pp. 306, 323, 347, 361.
Day 1
Day 2
Check
Word
Reading
Check
Word
Reading
E
L
Day 3
Check HighFrequency
Words/
Retelling
Day 4
Check
Fluency
Day 5
Check
Vocabulary
L Check Concepts and Language Use the Day 5 instruction on ELL
Poster 4.
E
L
L PPoster
t 4
Module 1
LD2 TCH M1 W4.indb 377
377
8/17/18 8:50 PM
W4
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Review words with inflected
endings.
• Review high-frequency words.
Assess
• Spell words with inflected
endings.
• Spell high-frequency words.
Phonics
Inflected Endings
Review Target phonics skills Write the following sentences on the board.
Have children read each one, first quietly to themselves and then aloud as
you track the print.
1. Someone is baking bread that smells good!
2. They raced home and kissed and hugged Mom.
3. I grabbed a cap, slammed it on my head, and zipped out.
4. He was flipping and twisting as he skated.
Team Talk Have children discuss with a partner which words have inflected
endings. Then call on individuals to share with the class.
SP
SUCCESS PREDICTOR
CHECK WORD READING
378
Exploration
LD2 TCH M1 W4.indb 378
8/17/18 8:50 PM
Spelling Test
Dictate spelling words Say each word, read the sentence, repeat the word,
and allow time for children to write the word.
1. hugged
Mom hugged Dad.
2. dropping
Is Mom dropping me off at home?
3. lifted
We lifted the big box.
4. talked
She talked on the phone all day!
5. hugging
I like hugging my dog.
6. lifting
That man was lifting the wood.
7. talking
Dad was talking to Bob.
8. smiling
Ana was smiling at me.
9. excited
I was excited to see the cat.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
10. dropped
I dropped the bat.
11. exciting
We had an exciting time!
12. smiled
I smiled at my sister.
Check Spelling After reading the
word and its sentence, segment the
base word and its inflected ending.
Have children spell the base
word and then add the inflected
ending. Remind them to check for
any necessary spelling changes to
the base word when adding the
ending.
A
Advanced
High-Frequency Words
13. warm
Cover your legs with a warm blanket.
14. early
I arrived early to school.
Extend Spelling Have children who
have demonstrated proficiency in
spelling individual words spell each
word in a question. Later have a
partner use the word in a sentence
to answer the question.
Small Group Time
Break into small groups after spelling and before
the comprehension lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•68
• Phonics and
Comprehension
Reread A Desert
Adventure
On-Level
I
O L
Teacher-Led Page
DI•71
• Phonics Review
Reread Desert
Animals
Advanced
Teacher-Led Page
DI•74
• Fluency and
Comprehension
Reread Advanced
Selection 2
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Words to Know
• Read for Meaning
* These materials can be found online.
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W4.indb 379
379
8/17/18 8:50 PM
W4
WEEK
D5
DAY
Practice
Wrap Up
your Week!
Let´s
Learn!
GR3
Vocabulary
RESOURCES ONLINE
VOCABULARY ACTIVITIES
the first letter. If two words begin with the
same letter, look at the second letter.
Listening and Speaking
Narrate in Sequence
Practice it!
To retell a story, tell what happened to the
Read these words. Write them in
characters in order. Tell what happened
in the beginning, middle, and end. Speak
alphabetical order by second letter.
drought
Objectives
desert
dry
do
clearly. Do not talk too fast.
Practice it!
Retell the story The Great Bear. Tell what
• Alphabetize words by the second
happened in the beginning, middle, and
end of the story. Look at the pictures to
letter.
Fluency
• Read aloud fluently with
Read with Appropriate Phrasing
appropriate phrasing.
When reading, stop for a short time when
you see a question mark or period. Then
help you as you retell the story. Take turns
speaking.
Tips
Listening …
• Narrate a story in sequence.
start reading again.
•
Practice it!
Speaking …
• Speak clearly at an appropriate
1.
rate.
2.
• Listen attentively.
Put events in order as you retell a story.
To alphabetize words, put them in order of
the letters in the alphabet. Alphabetize by
RO
•
GET READY FOR GRADE 3
Who painted that picture? I painted
this one.
Do you like to camp? I like to camp.
•
Listen carefully as others speak.
Make eye contact when you speak.
Teamwork …
•
Only speak when it’s your turn.
173
172
Student Edition pp. 172–173
Vocabulary
Alphabetize
Teach Read and discuss the Vocabulary lesson on page 172 of the Student
Edition. Review that to alphabetize means to put words in order of the letters
of the alphabet. Point out that if two words begin with the same letter, look at
the second letter.
Model Write coat, cake, and cut on the board. All the words begin with the
same letter so we’ll look at the second letter of each word: o, a, u. Which
letter comes first in alphabetical order? (a) Yes, so cake comes first. Which
word comes next? (coat) Why? (o comes before u.)
Guide practice Read the instructions for the Vocabulary Practice It! activity.
Read the four words and then guide children to find the first word in
alphabetical order.
These words all begin with d so I’ll look at the second letter. I know that
e comes before u, r, and o so I’ll begin to alphabetize this list with desert.
On their own Have pairs continue to take turns identifying the next word in
alphabetical order.
Corrective Feedback
Circulate around the room and notice how children alphabetize the words.
Provide assistance as needed.
380
Exploration
LD2 TCH M1 W4.indb 380
8/17/18 8:50 PM
40-45 mins
Go Digital: Journal Word Bank
Fluency
Whole
Appropriate Phrasing
Group!
Teach Read and discuss the Fluency instructions.
Read words in context Give children a moment to look at the sentences.
Then have them read each sentence three or four times until they can read
each sentence with appropriate phrasing, paying attention to periods and
question marks.
Differentiated
Instruction
S
I
Strategic Intervention
Listening and Speaking
Narrate in Sequence
GR3
Teach Have children turn to page 173 of the Student Edition. Read and
discuss how to retell a story in sequence by telling what happened in the
beginning, middle, and end. Remind children to speak clearly and not
too fast.
Introduce prompt Read the Practice It! prompt with the class. Remind children
that good speakers use declarative sentences, or statements, to retell the story
in sequence.
Team Talk Have pairs take turns listening to and retelling The Great Bear. Tell
children that good speakers speak clearly at an appropriate pace, and that
good listeners should listen carefully so that they are able to retell the story
when it is their turn.
Auditory Skill Some children might
find it helpful to sing and listen to a
song as support for alphabetizing.
Have children write the words
dune, desert, dry, and do on
separate cards, underlining the
second letter. Have them sing the
Alphabet Song to determine which
word comes first in alphabetical
order. Have children place that
card first in a column. Have them
continue to sing the song until the
cards are in alphabetical order.
GR3
Narrate in Sequence
In addition to putting events in
order as they retell a story, children
at Grade 3 should also be able
to use facial expressions, hand
gestures, and body language to
enhance a retelling.
E
L
L
English Language
Learners
Alphabetize Use a graphic
organizer to help children
alphabetize to the second letter.
Write the words dune, desert, dry,
and do in the fi rst column of a
T-chart (Graphic Organizer 25).
Work with children to underline
the second letter of each word and
then to alphabetize the words in the
second column.
Module 1
LD2 TCH M1 W4.indb 381
381
8/17/18 8:50 PM
W4
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Identify the main idea and details
of a selection.
• Review high-frequency and story
words.
• Use graphic sources to analyze
text.
Text–Based Comprehension
Review Main Idea and Details Remember that the most important idea about
the topic is the main idea. What are details? (the small pieces of information
that help us understand the main idea)
Check understanding Read aloud the following selection and have children
answer the questions that follow.
Vocabulary
High-Frequency and Selection Words
Review High-frequency words Review this week’s high-frequency words:
early, warm, full, water, eyes, and animals. Provide an example of a riddle
for one of the words for the class to solve, such as: I am the opposite of
empty. I have four letters. (full)
Team Talk Have children orally give riddles for the remaining five words to a
partner to solve.
Review Selection words Write the words cactus, climate, coyote, harsh, and
desert. Read them aloud together. Then ask children: Is a desert climate harsh
or pleasant? Why? Is a cactus more like a pine tree or a maple tree? Why?
Where and when might you see a coyote? Explain.
The Gila monster is a large lizard that lives in the American Desert. A Gila
monster’s bite is very painful—and poisonous! First, a Gila will grab onto
its prey with its mouth. Then the Gila uses its special grooved teeth to chew
poison into its victim. But the Gila monster cannot be hurt by its own poison.
It can be bitten by another Gila monster and then slither on its way!
1. What is the topic of this selection? (the Gila monster’s bite)
2. What are some details about the Gila monster’s bite? (The Gila monster
grabs its prey with its mouth. The Gila has special grooved teeth. It
chews poison into its victim.)
3. Use the details to identify the main idea of this selection. (The Gila
monster has a poisonous bite.)
Corrective Feedback
If… children cannot answer the questions about the selection words,
then… review the definitions on page 327.
382
Exploration
LD2 TCH M1 W4.indb 382
8/17/18 8:50 PM
Go Digital: Vocabulary Activities
Informational Text
Graphic Sources
Review Genre Review with children that expository text gives facts and
details. Point out that a selection with graphic sources such as maps and
illustrations may be expository text.
Teach IThe selections A Desert Adventure and “How to Find Information
about the Jungle” give facts and details about land areas. We can use the
maps and illustrations in each selection to better understand the information
presented. In A Desert Adventure, I can use the map and illustrations on
pages 162–163 to find out about deserts around the world. Let’s see what
else we can discover by using this map and illustrations.
I notice in the captions that there is a desert in Asia. The
Model
illustration and caption give details about the desert. It is called the Gobi
desert, and it is cold and snowy in the winter.
Guide practice Ask the following questions to guide children to analyze
expository text by using graphic sources such as maps and illustrations.
• Look at the photos and text in A Desert Adventure. Where does the Gila
monster live? (in the American Desert in North America)
• Look at the map in “How to Find Information about the Jungle.” Where is
the Amazon Rain Forest? (South America)
• In “How to Find Information about the Jungle,” look at the photo of the
poison dart frog. What makes is so unusual? (It's poisonous and some are
even deadly.)
On their own Have children use the information in A Desert Adventure and
“How to Find Information about the Jungle” to compile a list of the major
deserts of the world and a list of the major rain forests of the world. Have
them list where each desert or rain forest is located.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Graphic Sources If children have
difficulty using the maps in the
selections, display a large world
map. Point out the deserts and
name the locations. Then name a
desert, and have children locate it
on the map. Repeat the activity with
rain forests.
A
Advanced
Text Features: Headings Have
children use the maps and
illustrations in A Desert Adventure
and “How to Find Information
about the Jungle” to devise
questions for a “Where in the
World?” game. Have groups create
rules and then use their questions to
play the game.
Module 1
LD2 TCH M1 W4.indb 383
383
8/17/18 8:50 PM
W4
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Words with Inflected Endings
• High-Frequency Words
• Fluency: WCPM
Main Idea and Details
Assessment
Monitor Progress
For a written assessment of words with inflected endings, high-frequency
words, and main idea and details, use Weekly Test 4, pp. 19–24.
Assess words in context Sentence reading Use the following reproducible
page to assess children’s ability to read words in context. Call on children to
read two sentences aloud. Start over with sentence one if necessary.
Monitor Progress
Sentence Reading
Fluency Goals
Set individual fluency goals for
children to enable them to reach the
end-of-the-year goal.
If… a child cannot read all the high-frequency words,
then… mark the missed words on a high-frequency word list and have
the child practice reading the words with a fluent reader.
• Current Goal: 40–50 WCPM
• End-of-Year Goal: 90 WCPM
Assess Fluency Take a one-minute sample of children’s oral reading. Have
children read the fluency passage on p. 386.
Comprehension Have the child read the entire passage. (If the child had
difficulty with the passage, you may read it aloud.) Then have the child state
the main idea of the passage.
Monitor Progress
Fluency and Comprehension
If… a child does not achieve the fluency goal on the timed reading,
then… copy the passage and send it home with the child for additional
fluency practice, or have the child practice with a fluent reader.
384
Exploration
LD2 TCH M1 W4.indb 384
8/17/18 8:50 PM
Go Digital: Concept Talk Video
Name
Read the Sentences
1. Zeke rubbed his eyes in the blazing sun and dust.
2. Spike is getting himself a full glass and drinking it.
3. Five animals jumped the fence on his land
and escaped.
4. Dad races to his bus stop early and stands in line.
5. Grace dived in the water, rose up, and winked at us.
6. Glen has invited us swimming, but it is not warm.
Monitor Progress
• Fluency
• Inflected Endings
• High-frequency words
Module 1
LD2 TCH M1 W4.indb 385
385
8/17/18 8:50 PM
Name
Read the Story
A Walk in the Woods
Take a walk in the woods and explore
nature. The woods have many kinds of trees.
Look at the bark on a tree. It might be smooth.
It might have bumps. Bark protects the tree
like your skin protects you. Branches have
many leaves. The leaves make food to help the
tree grow.
Now close your eyes and listen. Something
is moving in the trees. Look up into a tree’s
branches. Birds and other animals live in
the trees.
Squirrels live in trees. They build their nests
there. A squirrel has thick fur and a long tail. It
eats nuts, fruit, and seeds. A squirrel has sharp
teeth to help it break open nuts and seeds.
Look at the bottom of the tree. Ants, worms,
and other small animals live here. Each tree
in the woods has another world for you
to explore.
8
16
27
35
42
51
53
60
70
77
79
87
98
107
116
125
133
141
143
Monitor Progress
• Check Fluency
• Main Idea and Details
386
Animals, Tame and Wild
LD2 TCH M1 W4.indb 386
8/17/18 8:50 PM
40-45 mins
Go Digital: Concept
Grammar Talk
Jammer
Video
Whole
Conventions
Group!
Declarative and Interrogative
Sentences
Daily Fix-It
Review Remind children that declarative sentences tell something and
end with a period. Interrogative sentences ask something and end with
a question mark. Have them give several examples of declarative and
interrogative sentences.
9. The desert
The desert is hot and dry.
10. did you enjoy your walk
Did you enjoy your walk?
Guide practice Write the following sentences. Have children give the
appropriate punctuation for each.
Discuss the Daily Fix It corrections
with children. Review sentence
capitalization, punctuation, and
complete sentences.
1. Is the desert hot or cold
2. The desert is hot
3. It can be cold at night
Connect to oral language Display and read the following sentence frame.
Have children work in pairs to complete the sentence frame, and then come
up with declarative sentences that answer the question. Have children share
their responses with the class.
$'HVHUW$GYHQWXUH
Name
Can you find
in a desert?
Declarative and Interrogative
Sentences
Write each sentence correctly.
1. cactus plants grow in the desert
On their own Use Let’s Practice It!
p. 38 from the Web site.
Cactus plants grow in the desert.
2. lizards like the warm sun
Lizards like the warm sun.
3. do rattlesnakes scare people
4. jack rabbits eat plants
Jack rabbits eat plants.
5. why does a coyote howl
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Do rattlesnakes scare people?
Why does a coyote howl?
Home Activity Your child reviewed statements and questions. Choose a story to read to your child.
Say a sentence that is a statement or a question and have your child tell which it is. Continue with
other sentences.
%7%t
Conventions Declarative and Interrogative Sentences
Let’s Practice It! Digital W4 D5
Module 1
LD2 TCH M1 W4.indb 387
387
8/17/18 8:50 PM
W4
WEEK
D5
DAY
Proofreading Marks
Objectives
• Edit a draft for spelling,
punctuation, and capitalization.
• Write and correctly punctuate
interrogative and declarative
sentences.
• Create a final draft and present.
Writing—Brief
Report
Period
Check spelling
New paragraph
¦
Insert apostrophe
Lowercase letter
Neighborhood Shops
People live above their shops in my
Writer’s Craft:
Sentence Variety
Review Revising Remind children that
yesterday they revised their reports.
They may have added words to make
their details clearer. Today they will
proofread their reports.
Uppercase letter
^
.
Add
neighborhood. Mr. Kim lives above his grocery
store. piles of oranges by the door give his
shop its sweet smell.
2 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Wrap Up
your Week!
Take Out
Next is a shop with dogs, cats, rabbits, and
?
birds. What is this wild place^It is Pete’s Pet
hopping
Shop. Six white bunnies are hoping around in
the shop’s wide front window.
?
What shop is across the street. It is Gayle’s
^
Cut and Run. Gayle cuts your hair. She is always
busy talking. And so is everyone else in this
noisy place.
Mini-
Unit 1 A Walk in the Desert
Lesson:
Writing: Edit
4C
Writing Transparency Digital W4 D5
Proofread for Sentence Variety
■ Teach We want readers to understand the information in our reports.
It’s important that we spell words correctly so our meanings are clear.
We also want to make sure we use the correct words in our sentences,
that our sentences begin with capital letters, and that they end with
proper punctuation. Since we want our sentences to be interesting,
we mixed declarative and interrogative sentences in our reports. To
make our meanings clear, we must make sure that statements end with
periods and questions end with question marks.
■ Model Let us look at the report I wrote about my neighborhood.
Display Writing Transparency 4C. Explain that you will check that
each sentence ends with the correct punctuation mark. Point out the
missing question mark in the second sentence in paragraph 2. Model
adding the question mark at the end of the sentence. Then point out
the incorrect punctuation at the end of the first sentence in paragraph
3. Show how to change the period to a question mark. Next, review
for capitalization errors and show how to fix them. Then show how to
change misspellings such as hoping for.
Exploration
LD2 TCH M1 W4.indb 388
8/17/18 8:50 PM
30-35 mins
Go Digital: Concept Talk Video
Proofread Display the Proofreading Tips. Have children proofread their reports
to correct any misspellings, missing capital letters, or errors with periods and
question marks. Circulate to assist children with verbs, transition words, or
other words.
Whole
Group!!
Teacher Note
Proofreading Tips
✔ Did I use periods correctly?
✔ Did I use question marks correctly?
✔ Do my sentences begin with a capital letter?
✔ Did I spell words with endings correctly?
Present Have children make a final draft of their reports, with their revisions
and proofreading corrections. Help as appropriate.
Choose an option for children to present their brief reports.
They might take turns reading
them aloud to a partner.
They might draw a map of their
neighborhoods and label them with
details from their reports. Then they
can post their maps and reports on
a wall display.
Self-Evaluation Make copies of the
Self-Evaluation form from the Web
site, and hand them out to children.
E
L
L
English Language
Learners
Support Editing Beginning writers
of English may demonstrate little
or no awareness of English print
conventions. Focus on one aspect
of conventions, such as periods and
question marks. Model and provide
practice writing short questions and
answers.
When they have finished, help them complete a Self-Evaluation form.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to find an exact or vivid descriptive
word in each of their reports.
2 Write Each child writes a new short sentence using one of the exact or
vivid words.
3 Share Partners trade sentences and read them aloud.
Module 1
LD2 TCH M1 W4.indb 389
8/17/18 8:50 PM
W4
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
• Review concept: exploring a
desert.
• Organize information.
• Create a checklist.
• Present results of an inquiry
project.
Research and Inquiry
Communicate
Teach Tell children that today they will organize into a checklist the list of
things they need when exploring the desert. Then they will share the checklist
with others and answer questions about why the items on the list are needed.
Model
Display the revised list from Day 4 of desert facts and the items
to bring when exploring the desert. Review the information on the list. The
first fact we listed is that the desert is hot and dry. We listed many good
things to bring, but I know that when we go exploring in the desert, we will
have to carry what we need in our backpacks. I only want to include what
I really need, such as water and sunscreen. I will write a check mark beside
each thing I need to bring. Write a check mark beside water and sunscreen
in the list. Then I will make a checklist so that when I pack my backpack, I
won’t forget a thing.
Guide practice Review the facts and list of things to bring with children. Have
them prompt you to put a check mark next to the things needed for exploring
the desert.
On their own Have partners decide which things to pack in their backpacks.
Help them draw check boxes and write the items in a list. Have children
share their checklists with small groups. Have group members ask questions
about why children need certain items in their backpacks. Remind children
how to be good speakers and listeners:
• Good speakers speak loudly and clearly and use proper language skills.
They answer questions politely and completely.
• Good listeners wait until the speaker has finished before raising their
hands. They ask questions and listen to answers politely.
Exploring a Desert
I will bring in my backpack:
sunscreen
sunglasses
water
a book with pictures of desert animals
Exploration
LD2 TCH M1 W4.indb 390
8/17/18 8:50 PM
Go Digital: Concept Talk Video
Wrap Up Your Week!
BQ
BIG QUESTION
Question of the Week
What can we learn by
exploring the desert?
This week we discovered what we can learn by exploring the desert. In
the selection, A Desert Adventure, we read about plants and animals that live
in the desert. In "How to Find Information about the Jungle" we learned how
to use a computer and the Internet to find answers to questions.
Team Talk Have children work with partners to talk about their Amazing
Ideas about exploring the desert. Then have children use these ideas to help
them demonstrate their understanding of the Question of the Week, What
can we learn by exploring the desert?
Whole
Group!
Amazing Words
You’ve learned
0 0 8
words this week!
You’ll learned
0 3 2
words this year!
E
L
L
English Language
Learners
Poster Preview Prepare children
for next week by using Week 5,
ELL Poster 5. Read the Poster TalkThrough to introduce the concept
and vocabulary. Ask children to
identify and describe objects and
actions in the art.
Selection Summary
Send home the summary of The
Strongest One, in English and the
child’s home language if available.
Children can read the summary
with family members.
Preview
Next
Week
Tell children that next week they will
read about an ant that explores to
search for an answer to a question.
Module 1
LD2 TCH M1 W4.indb 391
391
8/17/18 8:50 PM
W4
WEEK
D5
DAY
Assessment
Checkpoints
for the Week
Weekly Assessment
Use pp. 19–24 of Weekly Tests to check:
Phonics Inflected Endings
Comprehension Skill Main Idea and
Details
High-Frequency Words
animals
full
early
warm
eyes
water
Weekly Tests
A
Advanced
O L
On-Level
S
I
Strategic
Intervention
Differentiated
Assessment
Use pp. 19–24 of Fresh Reads for Fluency and
Comprehension to check:
Comprehension Skill Main Idea and
Details
Review Comprehension Skill Compare and
Contrast
Fluency Words Correct Per Minute
Fresh Reads for Fluency and
Comprehension
392
Exploration
LD2 TCH M1 W4.indb 392
8/17/18 8:50 PM
Go Digital: Concept Talk Video
Let's Learn
Amazing Words
Oral
Vocabulary
for A Desert Adventure
Definitions, examples, and
applications to use with the Oral
Vocabulary in each lesson.
Oral Vocabulary Routine
D1
landform
1 Introduce A landform is a shape on the surface of
the land.
2 Demonstrate Landforms include hills, mountains,
valleys, and plains.
precipitation
1
Introduce Precipitation is rain, snow, hail, or
other form of water that comes down from the
clouds to the ground.
2
Demonstrate Many kinds of trees that
grow in forests need a lot of precipitation.
A desert area is dry because it gets very
little precipitation.
3
Apply What might you wear or use outside
when there is precipitation?
3 Apply Describe a landform that is in or near
our community.
D2
ledge
1 Introduce A ledge is a narrow shelf.
2 Demonstrate If you are in the desert, you might see a coyote up on a rock ledge.
3 Apply Which of these things could you put on a ledge: a key, a table, a bike, a candle.
D3
D4
Instruction for this day can be found in the Oral Vocabulary lesson.
extinct
1 Introduce When an animal is extinct, no animals of that kind exist any more.
2 Demonstrate Dinosaurs are extinct. We try to keep animals from becoming extinct by protecting them.
3 Apply Could you see an extinct animal in a zoo? Why or why not?
Module 1
LD2 TCH M1 W4.indb 393
393
8/17/18 8:50 PM
MODULE 1 MY PLANNING GUIDE
Week
This
BQ
How does exploration help us find answers?
BIG QUESTION
Exploration
Daily Plan
Monitor Progress
Whole Group
Check Word Read
Consonant Digraphs
Day 1
Check
Word
Reading
Facts and Details
• Fluency
• Vocabulary
Day 2
Check High
Frequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check Oral
Vocabulary
Small Group
TEACHER-LEAD
Customize Literacy More support for a Balanced Literacy
approach, see pp. CL•1–CL•53
• Reading Support
• Skill Support
• Fluency Practice
PRACTICE
STATIONS
INDEPENDENT
ACTIVITIES
Customize Writing More support for a customized writing
approach, see pp. 551–570
Whole Group
Assessment
• Writing: Play Scene
• Conventions: Imperative and Exclamatory Sentences
• New Literacies
• Weekly Tests
• Day 5 Assessment
• Fresh Reads
This Week’s Reading Selections
Expository Text
Expository Text
Expo
Central
America
South
America
By JJohn
B
h Jacobs
J
b
Have you ever heard of an
anteater? Have you ever seen one?
Let’s learn more about them.
L
Retold as a play by Joseph Bruchac
from Pushing Up the Sky
Illustrated by David Diaz
Where do they live?
Anteaters
Anteat
n a ers
nt
rs li
live mostly
sttly in So
South and
d Cen
Centr
Central
Centt Ameri
Ce
America
eric
ica where
w ee
there
here
ere
ree are
a e lots
lo
lot of grasses,
grasses sswamps,
wamps, and
n rain
rain forests.
fore
forest
rests.
These
h are
ar the
th kinds
inds o
of place
p
plac
s that
hat manyy aants
Anteaters
nteate
ters
eers
rs expl
eexplore
ploree these
the ggras
grras
assse
ses,
es,, swamps
ssw
swamps,
and
n
forests
orests
es all day looking
ooking
oking
king
ingg ffo
for
o ants
an
ntss to
o eat
eat.
ea
GN
GENRE
Drama Drama is a story written to be acted out for
others. Next you will read a drama about an ant
who sets out to learn who is the strongest one.
BQ
B I G Q U E ST I O N
Question of the Week
How does exploration help us find
answers?
192
193
Main Selection
Genre: Drama
394
•
Expository text explains an animal, place,
object, or idea.
•
•
Expository text gives facts and details.
•
Expository text often has text features, such
as headings, and graphic features such as
pictures and maps.
Read “Anteaters.” Notice how the headings
help you find information.
Let´s
Think!
•
Read the headings in the selection. Which
page would you read to learn what
anteaters look like?
214
•
What is the most important idea about
the topic of anteaters on this page? What
details support this idea?
215
Paired Selection
Decodable
Practice Readers
Leveled Readers
ELL and ELD
Readers
Exploration • Module 1 • Week 5
LD2 TCH M1 W5.indb 394
8/17/18 8:51 PM
W5
Print and Digital Resources
PHONEMIC
AWARENESS
AND
PHONICS
BUILD
CONCEPTS
W5
VOCABULARY COMPREHENSION
Phonemic Awareness
Play Scene Drama
Chad and Josh often ride to the
ranch together. Even though they like
riding bikes, that path to the ranch
has bumps and rocks. The ranch has
a pond with fish. Chad and Josh can
catch fish using pieces of pancakes.
While fishing, they check out planes
up above. When those planes have
gone, Chad and Josh check which
plants on the ranch they can name.
At that ranch, they can learn about
lots of stuff. They are thrilled. It is a
very nice time.
Talk!
Exploring for
Answers
•
Share information about
exploring new places.
Share ideas about asking
others for help.
•
Where can we look for
answers about animals and
trees? Write two sentences
and share ideas.
Let´s
Play Scene
Key
Features of a
Different
Play Scene
Communities
a story that is acted out. The
Write!
write!
Oral Vocabulary
Let´s
•
CONVENTIONS
AND WRITING
FLUENCY
•
•
•
•
Retold as a play by Joseph Bruchac
from Pushing Up the Sky
Illustrated by David Diaz
xxx
is part of a story that is
acted out
xxx
RESOURCES ONLINE
XXXXXX
• Blending practice
• Reread for fluency
Student Model
Genre:
•
A play scene is part of a play,
student model on the next page
is an example of a play scene.
has
xxx characters who speak
character’s name at
beginning of each speech
tells who says it
RO
• Practice phonics skills
Writing Prompt
Think about the questions Little
Red Ant asks the characters in
the play. Now, write a play scene
in which the ant asks another
animal or a girl or boy about
strength.
Writer’s Checklist
In a play scene the characters
act out the story. Underline the
names of the characters.
The Lion’s Strength
Little Red Ant: Lion, do you have a
Conventions
strong roar?
•
Writer capitalizes the names
of characters.
Lion: It is true. My roar is strong.
•
An imperative sentence ends
in a period.
Little Red Ant: Roar so I can hear.
•
Circle the imperative sentence.
Lion: Roar!
Little Red Ant: Wow, that was really
loud! Are you the strongest of all?
Lion: Thorn is stronger than me.
When I get Thorn in my p
paw,, I
can’t walk.
Remember, you should . . .
Sounds to Know
†
write each character’s
†
use at least one imperative
name before the words the
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
We find answers in
.
2.
We find answers in
.
186
Let´s
Listen!
187
Sounds
•
•
•
Find three things that have the sound /ch/. Say each word.
Find something that begins with the sound /th/. Say each sound in the word.
RO
You´ve
RESOURCES ONLINE
SOUND-SPELLING CARDS
Find something that begins with the sound /sh/. Say each sound in the word.
188
189
Learned
GN
Consonant Digraphs ch, tch, sh, th, wh
GENRE
High-Frequency Words
gone
learn
often
pieces
though
together
Drama Drama is a story written to be acted out for
others. Next you will read a drama about an ant
who sets out to learn who is the strongest one.
BQ
B I G Q U E ST I O N
RO
O
Question of the Week
How does exploration help us find
answers?
RESOURCES
URCES ONLINE
GRAMMAR JAMMER
character says.
sentence and one
exclamatory sentence.
very
192
Conventions
Kinds of Sentences
Most imperative sentences end with
periods. Exclamatory sentences end with
exclamation marks (!).
193
213
19
WHOLE
GROUP
Student Edition
pp. 186–187
Student Edition
pp. 188-189
Student Edition
p. 191
Student Edition
p. 192-193
Decodable
Practice
Readers
Student Edition
pp. 212–213
• Vocabulary
Activities
• Journal
Word Bank
• Envision It!
Animations
• eSelections
• eSelections
• eReaders
• Grammar
Jammer
• Leveled
Readers
• Student
Edition
Practice
• eReaders
• Grammar
Jammer
Scott Foresman
GO DIGITAL
CUSTOMIZE
LITERACY
GO DIGITAL
Sing With Me
Sound Spelling Cards
• Concept
Talk Video
• Sing
with Me
Animations
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Leveled
Readers
• Decodable
Practice
Readers
• HighFrequency
Word Cards
• Envision It!
Skills and
Strategies
Handbooks
• Leveled
Readers
• Concept
Talk Video
• Big
Question
Video
• eReaders
• Interactive
SoundSpelling
Cards
• Decodable
eReaders
• Sing
with Me
Animations
• Vocabulary
Activities
• Envision It!
Animations
• eReaders
SCIENCE RESOURCES ONLINE
• Untamed Science
• The Big Question
• Science Songs
• Vocabulary Smart Cards
• Vocabulary Memory
Match
• Investigate It! Simulation
• My Planet Diary
• Explore It! Animation
• Got It? 60-Second Video
• Got It? Quiz
• My Science Coach
• Chapter Review
The Twin Club
LD2 TCH M1 W5.indb 395
395
8/17/18 8:51 PM
MODULE 1 MY PLANNING GUIDE
My 5-Day
BQ
Planner
How does exploration help us find answers?
BIG QUESTION
Monitor
Progress
GET READY
TO READ
Check Word Reading
Check High-Frequency Words
Day 1 pages 400–417
Day 2 pages 418–441
Content Knowledge, 400–401
Content Knowledge, 418–419
Build Oral Vocabulary, 402–403
delicate, inquire, sturdy
Build Oral Vocabulary, 419
exhibit, resist
Phonemic Awareness, 404
Blend and Segment Phonemes
Review Phonics, 420
Inflected Endings
Consonant Digraphs
Phonics, 405–407
Consonant Digraphs
READ Decodable Practice Reader 5A,
408–409
Spelling, 410 Pretest
Spelling, 421
Practice
High-Frequency Words, 411
Introduce gone, learn, often, pieces,
though, together, very
High-Frequency Words, 422 Build
Fluency gone, learn, often, pieces, though,
together, very
Listening Comprehension, 412–413
Facts and Details
Story Words, 423 Introduce
dangerous, gnaws, narrator, relatives
Vocabulary, 423 Synonyms
READ AND
COMPREHEND
Build Background, 424
READ Main Selection —First Read,
425–435 The Strongest One
Literary Text, 436 Features of Drama
LANGUAGE
ARTS
396
Conventions, 414 Imperatives and
Exclamatory Sentences
Conventions, 437 Imperatives and
Exclamatory Sentences
Writing, 415–416
Play Scene
Writing, 438–439 Play Scene
Writer’s Craft: Developing Characters
Research and Inquiry, 417
Identify and Focus Topic
Handwriting, 440
Manuscript t, T, h, H, k, K: Word Spacing
Research and Inquiry, 441
Research Skill: Maps
Exploration • Module 1 • Week 5
LD2 TCH M1 W5.indb 396
8/17/18 8:51 PM
W5
Check Retelling
Check Fluency
Check Oral Vocabulary
Day 3 pages 442–455
Day 4 pages 456–471
Day 5 pages 472–487
Content Knowledge, 442–443
Content Knowledge, 456–457
Oral Vocabulary, 443
stun
Oral Vocabulary, 457
genius, satisfaction
Content Knowledge
Wrap Up, 472
Phonics, 444
Consonant Digraphs
Review Phonics, 458
Inflected Endings
Review Phonics, 474
Consonant Digraphs
READ Decodable Practice
Passage 5B, 445
Review Fluent Word Reading,
459
Spelling, 475 Test
Spelling, 446
Dictation
READ Decodable Practice
Reader 5C, 460–461
Review Oral Vocabulary, 473
Spelling, 462 Partner Review
Model Fluency, 447
Expression and Intonation
High-Frequency Words, 448
gone, learn, often, pieces,
though, together, very
Science in Reading, 463
Vocabulary, 476 Synonyms
READ Paired Selection, 464–465
“Anteaters”
Fluency, 477 Expression and
Intonation
Fluency, 466
Expression and Intonation
Listening and Speaking, 477
Present a Dramatic Interpretation
Review Story Words, 448
dangerous, gnaws, narrator,
relatives
Review Comprehension, 478
Facts and Details
Review Vocabulary, 478
High-Frequency and Story Words
READ Main Selection —Second
Read, 426–434, 449–451
Literary Text, 479 Dialogue
Assessment, 480–482
Monitor Progress
Conventions, 452 Imperative and
Exclamatory Sentences
Conventions, 467 Imperative and
Exclamatory Sentences
Writing, 453–454 Play Scene
Writing Trait: Conventions
Writing, 468–469 Play Scene
Revising Strategy
Research and Inquiry, 455
Gather and Record Information
Listening and Speaking, 470
Present a Dramatic
Interpretation: Play
Research and Inquiry, 471
Review and Revise Topic
Review Conventions, 483
Imperative and Exclamatory
Sentences
Writing, 484–485 Play Scene
Writing Trait: Conventions
Research and Inquiry, 486
Communicate
Wrap Up Your Week, 487
How does exploration help us
find answers?
One Good Turn Deserves Another
LD2 TCH M1 W5.indb 397
397
8/17/18 8:51 PM
MODULE 1 MY PLANNING GUIDE
Practice
Stations for Everyone
LISTEN UP!
WORD WORK
WORDS TO KNOW
Short-vowel pattern VCCV
Short vowel-sounds in VCCV pattern
Alphabetize words.
Objectives
• Blend and segment phonemes.
Objectives
• Identify verbs with inflected
endings (-s, -ed, -ing).
• Form words with inflected
endings (-s, -ed, -ing).
Objectives
• Alphabetize vocabulary words
by second and third letters.
Materials
• Listen Up! Flip Chart
• Sound-Spelling Cards 118–122,
126–129
Materials
• Word Work Flip Chart
• Teacher-made word cards jump,
travel, pick, twist
• Letter Tiles
• paper • pencils
Materials
• Words to Know Flip Chart
• High-Frequency/Tested Word
Cards, Unit 1 Week 4
Differentiated Activities
Differentiated Activities
• paper
• pencils
• crayons
Differentiated Activities
Look at each card and say the
word that describes what you
see. Say each sound in the word
separately and then blend the
sounds together. Write each
word and circle its ending.
Say the word that describes what
is on each card. Now say each
sound in the word separately.
Blend the sounds together. Write
three new words with the endings
-s, -ed, and -ing.
Say the word that describes what
is on each card. Now say each
sound in the word separately.
Blend the sounds together. Now
write other words with those
endings. Say each sound in each
word separately and blend the
sounds together.
Technology
• Modeled Pronunciation Digital
398
Read Look at the word cards and
say each word. Use the Letter
Tiles to add the endings -s, -ed,
and -ing. Think of and say a
sentence using each new word.
Look at the word cards and say
each word. Use the Letter Tiles to
add the endings -s, -ed, and -ing.
Write a sentence using each word,
and then read them quietly.
Write a short paragraph about
your favorite pets. Use three
action words, such as bark,
chirp, or purr. Use each of
the endings -s, -ed, and -ing in
the paragraph.
Technology
• Interactive Sound-Spelling Cards
• Letter Tiles
Choose four cards. Spell the
words with letter tiles. Leave
a little space between letters.
Look at the second or third
letter to arrange them in
alphabetical order.
Choose four cards. Spell
the words with Letter Tiles.
Arrange them in alphabetical
order. Then take the last two
cards. Insert them in the right
place alphabetically.
Arrange all six cards in alphabetical
order. Then use Letter Tiles to make
the spelling words ruined and
dragging. Slide the words into the
correct place alphabetically.
Technology
• Letter Tile Drag and Drop
• Online Tested Vocabulary
Activities
Exploration • Module 1 • Week 5
LD2 TCH M1 W5.indb 398
8/17/18 8:51 PM
W5
Key
Below-Level Activities
On-Level Activities
Advanced Activities
LET’S WRITE!
READ FOR MEANING
GET FLUENT
Realistic fiction
Compare and contrast characters.
Practice fluent reading.
Objectives
• Write a brief report.
• Use interesting word choices.
Objectives
• Identify a story’s setting.
• Compare and contrast settings
of different stories.
Objectives
• Read aloud with
appropriate phasing.
• Pause for punctuation cues to
help create fluent phrasing.
Materials
• Let’s Write! Flip Chart
• paper
• pencils
Materials
• Read for Meaning Flip Chart
• 2.1.1 Leveled Readers
• paper • pencil • crayons
Materials
• Get Fluent Flip Chart
• 2.1.4 Leveled Readers
Differentiated Activities
Differentiated Activities
Differentiated Activities
Write a short report about the
job someone in your family does.
Write two sentences. Use pictures.
Write a brief report describing
the job someone in your family
does. Make a list of the interesting
things about the job. Describe the
work and workplace.
Write a report describing the job
someone in your family does.
Make a list of the main points that
make it interesting. Use words that
help readers picture the work and
the job site.
Read Deserts. Write a sentence
that tells the main idea from the
selection. Then draw a picture
of two details. The details should
explain that main idea.
Read Desert Animals. Write
a sentence telling the main
idea of the selection. Then list
three details that help explain
that idea. Write the details in
sentence form.
Read The Hummingbird. Write a
short paragraph identifying the
selection’s main idea and three
supporting details. Underline the
main idea. Circle the details that
help explain the main idea.
Technology
• Main Selection eText
• Leveled eReaders
Work with a partner. Take turns
reading pages from Deserts. As
you read, look at how words are
grouped and read with appropriate
phrasing. Punctuation can help you
rea with appropriate phrasing. Give
your partner feedback.
Work with a partner. Take turns
reading pages from Desert Animals.
As you read, look at how words are
grouped and read with appropriate
phrasing. Punctuation can help you
read with appropriate phrasing.
Give your partner feedback.
Work with a partner. Take
turns reading pages from The
Hummingbird. As you read, look at
how words are grouped and read
with appropriate phrasing. Punctuation
can help you read with appropriate
phrasing. Give your partner feedback.
Technology
• Reading Street Readers Digital
One Good Turn Deserves Another
LD2 TCH M1 W5.indb 399
399
8/17/18 8:51 PM
W5
WEEK
D1
DAY
Let´s
Read!
Objectives
• Introduce concept: different ways
of exploring to find answers.
• Share information and ideas
Content Knowledge
BQ
BIG QUESTION
Question of the Week
How does exploration help
us find answers?
about the concept.
Today at a Glance
Oral Vocabulary
delicate, inquire, sturdy
Phonemic Awareness
Segment and Blend Phonemes
Phonics and Spelling
Consonant Digraphs
Fluency
Oral Rereading
High-Frequency Words
gone, learn, often, pieces, though,
together, very
Comprehension
Facts and Details
Conventions
Imperative and Exclamatory
Sentences
Writing
Play Scene: Introduce
Research and Inquiry
Identify and Focus Topic
Street Rhymes!
Sing a song
About who is strong.
The morning sun
Has a race to run.
The tiny ant
Can fell a plant.
The burrowing mole
Makes a mile-long hole.
Each one is as strong
As the day is long.
• To introduce this week’s concept, read aloud the poem several times and
ask children to join you.
Exploring for Answers
Concept talk To help children gain knowledge and understanding, tell them
that this week they will talk, sing, read, and write about how exploration
helps us find answers. Write the Question of the Week, How does
exploration help us find answers?, and track the print as you read it.
Build Oral Language
Talk about exploring the desert Use these questions to guide discussion and
create the concept map.
• Think about ways we can explore the world of animals. Where can we
explore for answers about them? (Possible response: We explore answers
in a book.) Let’s add We find answers in a book to our concept map.
• What might be a good way to learn more about these big sturdy trees?
(Possible response: We could explore the forest.) Let’s add We find answers
in new places to our map.
• How does discussing things help find answers? (We can share what we
know to find answers.) Let’s add We discuss questions with others to
our map.
400
Exploration
LD2 TCH M1 W5.indb 400
8/17/18 9:03 PM
40-45 mins
Go Digital: Concept
Concept Talk
Talk
Video
Video
W5
Whole
Oral Vocabulary
Let´s
Group!
Talk!
Exploring for
Answers
•
Share information about
exploring new places.
•
Share ideas about asking
others for help.
•
Where can we look for
answers about animals and
trees? Write two sentences
and share ideas.
Amazing Words
RO
RESOURCES ONLINE
CONCEPT TALK VIDEO
1.
We find answers in
.
2.
We find answers in
.
186
0 3 2
words so far.
You’ll learn
0 0 8
words this week!
delicate
inquire
sturdy
exhibit
resist
stun
genius
satisfaction
187
Student Edition pp. 186–187
Let’s Talk About Use the question to guide discussion. Then have children
complete the sentences on their own and share ideas with their peers.
Connect to reading Explain that this week children will read about an ant
that is looking for answers to questions. Let’s add We inquire about things to
our map.
How does exploration help
us find answers?
We inquire
about things.
E
You’ve learned
L
We find answers
in a book.
We find answers
in new places.
We discuss
questions
with others.
L Preteach Concepts Use the Day 1 instruction on ELL Poster 5.
Differentiated
Instruction
E
L
L
English Language
Learners
Language Production Have children
look closely at the pictures on
pages 186–187 and name several
items in English.
ELL Support Additional support and
modified instruction is provided in
the ELL Handbook.
E
L
L PPoster
t 5
Module 1
LD2 TCH M1 W5.indb 401
401
8/17/18 9:03 PM
W5
D1
WEEK
DAY
Build Oral Vocabulary (Optional)
Let´s
Amazing Words
Read!
Introduce Amazing Words Display page 5 of the Sing with Me Big Book. Tell
children they are going to sing about how to find answers to questions. Ask
children to listen for the Amazing Words sturdy, delicate, and inquire as you
sing. Sing the song again and have children join you.
Objectives
• Build oral vocabulary.
• Discuss the concept to develop
Sing with Me Big Book Audio
oral language.
• Share information and ideas
Oral Vocabulary Routine
about the concept.
Teach Amazing Words
1 Introduce Relate the word delicate to the song: The song says that
spiders spin delicate webs. Supply a child-friendly definition: Something
that is delicate is thin and easily broken. Have children say the word.
2 Demonstrate Provide examples to show meaning: Be careful not to break
the old vase because it is delicate. A butterfly’s wings can be torn easily
because they are so delicate.
3 Apply Have children demonstrate their understanding: Which of these
things are delicate: a china teacup or a gym shoe? A flower petal or
a baseball?
See p. 489 to teach inquire and sturdy.
Where to Inquire
Everybody has questions.
Some are big; some are small.
How does a sturdy oak grow so high?
Spiders spin delicate webs. How and why?
Never be afraid to inquire.
Just ask someone who might know.
Or go look it up in a book.
Watch your smart self grow.
Sing to the tune of
Take Me Out to the Ball Game
Sing with Me Big Book Audio
Unit 1
Exploration
Week 5
The Strongest One
Oral Vocabulary
sturdy
delicate
inquire
5
Sing with Me Big Book p. 5
402
Exploration
LD2 TCH M1 W5.indb 402
8/17/18 9:03 PM
Go Digital: Sing with Me Animations
Check understanding of Amazing Words This song mentions spider webs. If
you wanted to know more about spider webs, where could you look? (in a
book) How would you describe a spider web? Use delicate in your answer.
(Possible response: A spider web is made with delicate strings.) What are
some other things that might be delicate? (butterfly wings, flowers)
Have children look at the picture on the song page. What is this child doing?
(reading a book) What do you think the child is reading about? (tomatoes,
trees, turtles) How might a book like this describe a tree? Use sturdy in your
answer. (Possible response: Trees are very tall and their trunks are sturdy.)
The child in the song has a lot of questions. What are some things you’d like
to inquire about? Use inquire in your answer. (Possible response: I would like
to inquire about tigers.)
Apply Amazing Words Have children demonstrate their understanding of the
Amazing Words by completing these sentences orally.
Those ____________ look very delicate.
When I go to the museum, I like to inquire about ____________.
I need a sturdy ____________ to help me reach the books.
Corrective Feedback
If… children have difficulty using the Amazing Words,
then… remind them of the definitions. Then provide opportunities for children
to use the words in sentences.
Preteach Academic Vocabulary
Write the following on the board:
• facts and details
• drama
• imperative and exclamatory sentences
Have children share what they know about this week’s Academic Vocabulary.
Use their responses to assess their prior knowledge. Preteach Academic
Vocabulary by providing a child-friendly description, explanation, or
example that clarifies each term’s meaning. Have children restate each
meaning in their own words.
Whole
Group!
Amazing Words
delicate
resist
inquire
stun
sturdy
genius
exhibit
satisfaction
Differentiated
Instruction
S
I
Strategic Intervention
Word Maps To enhance children’s
understanding of High-Frequency
and Amazing Words, consider
using a word map to help children
connect the word with related
words. For example, write the
word sturdy in a circle. Draw and
connect smaller circles to the middle
circle and have children fill in each
circle with words such as strong,
powerful, solid, tough.
E
L
L
English Language
Learners
Cognates Spanish speakers may
recognize the cognates delicado
(delicate) and inquirir (to inquire).
Module 1
LD2 TCH M1 W5.indb 403
403
8/17/18 9:03 PM
W5
WEEK
D1
DAY
Phonemic Awareness
Let´s
Read!
Objectives
• Blend and segment phonemes of
one- and two-syllable words.
• Associate blended multiple
consonant sounds with two- and
three-letter consonant spelling
patterns.
• Blend, read, and spell words with
consonant blends.
Let´s
Sounds
Listen!
Skills Trace
•
•
•
Find three things that have the sound /ch/. Say each word.
Find something that begins with the sound /th/. Say each sound in the word.
RO
RESOURCES ONLINE
SOUND-SPELLING CARDS
Find something that begins with the sound /sh/. Say each sound in the word.
188
189
Consonant Digraphs
Introduce/Teach
M1W5D1
Phonemic Awareness
Practice
M1W5D2; M1W5D3; M1W5D4
Reteach/Review
M1W5D5; M2W1D4
Assess/Test
Weekly Test M1W5
Benchmark Test M1
Key:
M=Module W=Week
Student Edition pp. 188–189
D=Day
Segment and Blend Phonemes
Introduce Read together the three bulleted points on pages 188–189 of the
Student Edition. What is this prairie dog sitting in? (a rocking chair) The first
sound I hear in chair is /ch/. Have children look at the picture for other items
that begin or end with /ch/. (bench, watch, crutch, chalk) The prairie dog at
the bottom of page 188 is holding up something to show it’s OK. What is he
holding up? (a thumb) The first sound I hear in thumb is /th/. Have children
look in the picture for other words that begin or end with /th/. (bath, thorn,
thimble, throat) What is this prairie dog holding? (a shovel) The first sound I
hear in shovel is /sh/. Have children look for other words that begin or end
with /sh/. (sheep, brush)
Model Listen to the sounds in the word thumb: /th/ /u/ /m/. There are three
sounds in thumb. Let’s blend those sounds to make a word: /th/ /u/ /m/,
thumb. Continue modeling with chair and sheep.
Guide practice Guide children as they segment and blend these words from
the picture: bench, scratch, brush, teeth, and thimble.
Corrective Feedback
If… children make an error,
then… model by segmenting the word, and have them repeat the segmenting
and blending of the word.
404
Exploration
LD2 TCH M1 W5.indb 404
8/17/18 9:03 PM
Go Digital: Interactive Sound-Spelling Cards
Phonics–Teach/Model
Whole
Consonant Digraphs
Group!
Blending Strategy
1 Connect Write the words sled and ask. Ask children what they know
about the consonant sounds in these words. (The words have consonant
blends.) Explain that today they will learn how to spell and read words
with consonant digraphs, two or three consonants that stand for a
single sound.
2 Use Sound-Spelling Card Display Card 34. Point to ch. The consonant
digraph sound /ch/ you hear in chair may be spelled ch. Have children
say /ch/ several times as you point to ch. Display Card 49. Sometimes
the sound /ch/ is spelled tch. Have children say /ch/ several times as
you point to tch. Repeat with Cards 47, 49, 50, 51, and 52 for /sh/
spelled sh, /th/ spelled th, /†/ spelled th, and /hw/ spelled wh.
3 Model Write chip. This word begins with the consonant digraph ch.
Segment and blend chip; then have children blend with you: /ch/ /i/
/p/, chip. Next model pitch, shape, thick, and white. Point out that the
digraph tch never begins a word.
Write thread. Point to thr. Explain that when a consonant digraph
appears with another consonant, the sound of the digraph and the sound
of the consonant are blended together. Segment and blend thread; then
have children blend with you: /th/ /r/ /e/ /d/.
4 Guide Practice Have children blend the following words with you.
Remind them that two or three consonants together can spell one sound.
thin
this
math
chime
catch
while
throne
ship
dash
shamrock
children
kitchen
5 Review What do you know about reading these words? (When you see
the spellings ch, tch, sh, th, or wh in a word, try one sound.)
Differentiated
Instruction
S
I
Strategic Intervention
Digraphs If children have difficulty
blending words, then use additional
consonant digraph words for
practice, such as chase, bunch;
shade, rush; thin, bath; that, them;
when, white.
Vocabulary Support
You may wish to explain the
meanings of these words.
chime to ring out like music
shamrock a bright green leaf
divided into three parts
E
L
L
English Language
Learners
Pronunciation Children may have
diffi culty hearing or pronouncing
/ch/, /th/ or /†/. Demonstrate
how to produce these sounds,
emphasizing mouth, tongue, and
wind movements. Have children
practice the sounds.
Language Transfer The English
sounds /th/ and /ŦH/ are rare
in other languages. Say pairs of
words and have children raise
their hands when you say a word
that begins with /th/ or /ŦH/: tin/
thin, ten/then, tank/thank, and
tick/thick. Then write the words.
Segment and blend the sounds and
have children repeat.
Module 1
LD2 TCH M1 W5.indb 405
405
8/17/18 9:03 PM
W5
WEEK
D1
DAY
Phonics
Consonant Digraphs
ch, tch, sh, th, wh
chair
Let´s
Read!
Words I Can Blend
ch
rk
tch
f
i
sh
p
Objectives
sh
feather
o
a
s
e
wh
th
th
r
i
l
wh
i
t
e
l
e
d
watch
Kate chose that path.
Rich is thrilled with his
Phonics—Build
Fluency
Consonant Digraphs
Model
Have children turn to page 190 in their
Student Editions.
Duck Lake.
new white bike.
consonant digraphs ch, tch, sh,
th, and wh.
whale
Sentences I Can Read
S
1. Brad can catch fish at
2.
3.
• Blend and read words with
tch
th
RO
• Decode words in context and
independent of context.
a
ch
sha
Associate /ch/ with ch and tch, /
sh/ with sh, /th/ and /ŦH/ with
th, and /wh/ with wh.
c
Look at the pictures on this page. I see
pictures of a chair, a watch, a shark, a
feather, and a whale. The word chair begins
Student Edition p. 190 with the consonant digraph sound /ch/. This
sound can be spelled ch as in chair or tch as in watch. When I say shark, I
hear /sh/ at the beginning. The sound /sh/ is spelled sh. Continue with the
other Envision It! pictures feather and whale, stressing the consonant digraph
sounds /ŦH/ and /hw/ and pointing out their spellings.
RESOURCES ONLINE
SOUND-SPELLING CARDS
190
Sounds to Know
Guide practice For each word in “Words I Can Blend,” ask for the sound
of each letter or group of letters. Make sure that children identify the
correct sound for each consonant digraph. Then have children blend the
whole word.
Corrective Feedback
If... children have difficulty blending a word,
then... model blending the word, and then ask children to blend it with you.
SP
SUCCESS PREDICTOR
CHECK WORD READING
406
Exploration
LD2 TCH M1 W5.indb 406
8/17/18 9:03 PM
The Strongest One
Blend and Read
chicken
Decode words independent of context After
children can successfully segment and blend
the words on page 190 of their Student
Editions, point to words in random order
and ask children to read them naturally.
1.
On their own Use Student Edition Practice p.
220.
Check Word Reading
ship
2.
wh
i
ale
5.
Read words in context Have children read
each of the sentences on page 190. Have
them identify words in the sentences that
have consonant digraphs.
Team Talk Pair children and have them take
turns reading each of the sentences aloud.
watch
thirty
3.
tch
6.
sh
fi
eep
ma
th
7.
sh
tch
when
batch
thrust
erry
ba
th
Write a sentence using each word.
9.
that The child should write a sentence using the word that.
10.
thrill The child should write a sentence using the word thrill.
H+S
Home Activity
Your child completed words that began or ended with the consonant digraphs ch,
tch, sh, th, and wh. Point to the words your child wrote on the page above. Ask your
child to read each word aloud and use the word in a sentence that tells about each
picture.
HOME AND SCHOOL
220
Phonics Consonant Digraphs
Student Edition
Practice p. 220
shake
bash
Differentiated
Instruction
A
Advanced
Learn New Words Tell children
to use a dictionary to find a new
word that begins with one of
these digraphs: ch, sh, th, or wh.
Have children write the word, its
pronunciation, definition, and a
sample sentence.
Spelling Patterns
Inflected Endings
match
bath
thicken
ch
8.
ha
Whole
Group!
4.
Write the following words and have the class read them. Notice which
words children miss during the group reading. Call on individuals to
read some of the words.
choose
them
much
mush
hopscotch chipmunk
wheel
Say the word for each picture.
Write ch, tch, sh, th, or wh to finish each word.
Consonant Digraphs
Spiral Review
Consonant digraphs consist of two
or three consonants that stand for a
single sound.
Row 2 contrasts
consonant
digraphs.
/ch/ The sound /ch/ may be
spelled ch or tch (at the end of a
word or syllable).
Corrective feedback
/sh/ is usually spelled sh.
If… children cannot blend words with consonant digraphs at this point,
then… use the Small Group Time Strategic Intervention lesson, p.
DI•85, to reteach consonant digraphs. Continue to monitor children’s
progress using other instructional opportunities during the week. See
the Skills Trace on p. 404.
/th/ and /ŦH / The sounds /th/
and /ŦH/ are usually spelled th.
Day 1
Check
Word
Reading
Day 2
Check
HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
/hw/ The sound /hw/ is usually
spelled wh.
Professional
Development
Segmenting and Blending
Reinforce two principles that good
readers use:
• Decoding sounds in order from
left to right.
• Recognizing that the phonemes
you blend should form meaningful
words.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W5.indb 407
8/17/18 9:03 PM
W5
WEEK
D1
DAY
Decodable Practice Reader 5A
Let´s
Consonant Digraphs
Read!
Decode words independent of context Have children turn to the first page
and decode each word.
Objectives
Read high-frequency words Have children identify and read the highfrequency words let, me, tell, friend, white, about, and by on the first page.
• Apply knowledge of sound-
spellings to decode unknown
words when reading.
Preview Decodable Reader Have children read the
title and preview the story. Tell them they will decode
words with consonant digraphs.
• Decode and read words in
context and independent of
context.
Decode words in context Pair children for reading
and listen as they decode. One child begins. Children
read the entire story, switching readers after each
page. Partners reread the story. This time the other
child begins.
• Practice fluency with oral
rereading.
Will the Whale
Written by Allison Fisher
Decodable
Practice
Reader
5A
Consonant Digraphs ch, tch, sh, th, wh
white
splashing
splash
ship(s)
match
whale
with
when
shrimp
fish
then
this
that
High-Frequency Words
let
me
about by
tell
white
friend
73
Decodable Practice
Reader 5A
Let me tell a tale
about Will the white whale.
Will is as big as a bus,
but he is quite nice.
Will is not a fish,
but he swims like one.
He likes swimming on his
back and splashing with his fin.
74
75
Will likes jumping up.
Then he makes a huge splash.
Will has fun gliding
on the wide waves.
76
When the wind
stopped and this ship got
stuck, Will helped.
Will pulled it to the dock.
77
Decodable Practice
Reader 5A
Sid the Shrimp is
his best bud.
Big Will hides Sid from
big hunting fish.
Will got a friend that
is a fine match.
His name is El.
Will is glad that he met El.
78
Will and El splash
side by side.
They wave to ships
that pass them.
79
80
* These materials can be found online.
408
Exploration
LD2 TCH M1 W5.indb 408
8/17/18 9:03 PM
Go Digital: Concept
eReaders Talk Video
Corrective Feedback
If… children have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words with initial and
final digraphs. List the words children name and have them sort the words
according to their digraph sounds. Children should supply /ch/: match;
/sh/: fish, ship(s), shrimp, splash; /th/, /ŦH/: that, them, then, this, with;
/hw/: whale, when, white.
Teach print awareness Point out the comma on the first page of the story.
Explain that a comma tells the reader to pause briefly before continuing. Point
out the word but. Explain that we often use a comma before words such as
and and but when we combine two sentences into one. Model reading the
sentence. Then have children look through the story for more commas and
read these sentences aloud.
Reread for Fluency
Have children reread Decodable Practice Reader 5A to develop automaticity
decoding words with consonant digraphs.
Oral Rereading
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Whole
Group!
E
L
L
English Language
Learners
Consonant Digraphs
Beginning Preview words with
consonant digraphs from the story.
Write and say words such as:
whale, ship, match, that, fish, and
with. Ask: Which word begins with
the sound /sh/ as in shark? (ship)
Have children point out the word,
underline the digraph’s spelling,
and then segment and blend the
word with you. Continue with other
words.
Intermediate Write whale and have
children read the word aloud. Point
to the illustration on the first page
of Will the Whale. Ask questions
about the whale such as: Is this
a whale? Is a whale big? Have
children use the word whale in a
sentence to answer each question.
Continue with other consonant
digraph words from the story and
other illustrations.
Advanced/Advanced High After
reading, have pairs write a caption
for each illustration in Will the
Whale. Tell children that each
sentence should contain at least one
word with the consonant digraph
ch, tch/ch /, sh/sh/, th/th/ /ŦH/,
or wh/hw/.
Module 1
LD2 TCH M1 W5.indb 409
409
8/17/18 9:03 PM
W5
D1
WEEK
DAY
Spelling Pretest
Let´s
Consonant Digraphs
Read!
Objectives
• Segment and spell words with
consonant digraphs.
• Read high-frequency words.
Dictate spelling words Dictate the words. Read the sentences. Have children
write the words. If needed, segment the words, clarify pronunciations,
and give meanings. Have children check their pretests and correct
misspelled words.
1. that*
Is that your backpack?
2. wish
Make a wish on a shooting star.
3. patch
There’s a patch of ice on the sidewalk.
4. when*
When do you get out of school?
5. what*
Ethan wouldn’t tell me what Ava said.
6. math
Don’t forget to do your math homework.
7. them
I lost my keys and can’t find them.
8. shape
I cut the sandwich into a triangle shape.
9. whale
A whale has a spout.
10. itch
The wool sweater makes my skin itch.
11. chase
The squirrels chase each other around the tree.
12. bunch
I picked a bunch of flowers.
* Words marked with asterisks come from the selection The Strongest One.
On their own Use Let’s Practice It! p. 45 on the Web site.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
The Strongest One
Name
Strategic
Intervention
Consonant Digraphs
Generalization Some words have two or three consonants together that are
said as one sound: that, patch.
Sort the list words by ch, tch, sh, th, and wh.
1.
2.
th
patch
itch
ch
3.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
4.
9.
bunch
chase
sh
5.
6.
7.
8.
wish
shape
10.
11.
12.
1. bunch
that
math
them
gone
3. wish
4. patch
5. when
6. what
7. math
wh
8. them
when
what
whale
9. shape
10. whale
11. itch
12. chase
Words to Read
13. gone
14. often
Words to Read
13.
2. that
14.
often
Home Activity Your child is learning to spell words with ch, tch, sh, th, and wh. To practice at home, have
your child look at the word, pronounce it, write it, and then check it.
Spelling Consonant Digraphs
On-Level
I
Teacher-Led Page
DI•85
• Phonemic Awareness
and Phonics
Read Decodable
Practice Reader 5A
O L
Teacher-Led Page
Page DI•90
• Phonics and spelling
Read Decodable
Practice Reader 5A
Advanced
Practice Stations
• Listen Up
• Word Work
A
Teacher-Led Page
DI•93
• Phonics and
Comprehension
Read Advanced
Selection 5
Place English language learners in the groups that
correspond to their reading abilities in English.
%7%t
Let’s Practice It! Digital W5 D1
410
Teacher-Led
tch
Spelling Words
S
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
* These materials can be found online.
Exploration
LD2 TCH M1 W5.indb 410
8/17/18 9:03 PM
I Can Read
High-Frequency Words
Introduce
Nondecodable Words
1 Say and Spell Look at page 191. Some
words we have to learn by remembering
the letters rather than saying the sounds.
We will say and spell the words to
help learn them. Point to the first word
in the High-Frequency Words list. This
word is gone. The letters in gone are
g-o-n-e, gone. Have children say and
spell each word, first with you, and then
without you.
Whole
Chad and Josh often ride to the
ranch together. Even though they like
riding bikes, that path to the ranch
has bumps and rocks. The ranch has
a pond with fish. Chad and Josh can
catch fish using pieces of pancakes.
While fishing, they check out planes
up above. When those planes have
gone, Chad and Josh check which
plants on the ranch they can name.
At that ranch, they can learn about
lots of stuff. They are thrilled. It is a
very nice time.
Group!
Differentiated
Instruction
S
I
Strategic Intervention
You´ve
Check Spelling Have children
choose the correct spelling of each
word from three random spellings.
Consonant Digraphs ch, tch, sh, th, wh
Learned
High-Frequency Words
gone
learn
often
pieces
though
together
very
191
A
Student Edition p. 191
Advanced
2 Identify Familiar Letter-Sounds Point to
the first letter in gone. This letter stands
for a sound. What is the letter and what
is its sound? (g/g/) Point to the letter n.
What is the letter and what is its sound?
(n/n/)
Extend Spelling Challenge children
who spell words correctly to spell
more difficult words such as:
whiskers, chief, shower, switch,
earth, and catch.
Phonics/Spelling
Generalization
3 Demonstrate Meaning Tell me a
sentence using the word gone. Repeat
this routine with the other HighFrequency Words.
Each spelling word has a
consonant digraph, two letters that
together spell one sound: th, sh, ch,
wh, or tch.
Read words independent of context Have children read the high-frequency
words on page 191 aloud. Add the words to the Word Wall.
E
L
L
English Language
Learners
Read words in contex Chorally read the I Can Read! passage along with the
children. Then have them read the passage
aloud to themselves. When they are
Pick a word from the box to complete each sentence.
Write the word on the line.
finished, ask children to reread the highgone learn often pieces though together very
frequency words.
The Strongest One
On their own Use Student Edition
Practice p. 221.
together
pieces
learn
1.
Our family went rafting
2.
I pick up
3.
We are going to
Spelling Clarify the meaning of each
spelling word with examples, such
as saying a triangle is one kind of
shape and holding up a math book
to illustrate math.
.
of shells from the beach.
a new song tonight.
Frontload Read Aloud Use the modifi
ed Read Aloud in the ELL Support
Lessons to prepare children to listen
to “An Ant’s Life” (page 413).
Find the word that completes the sentence.
Mark the space to show your answer.
4.
All of the cookies are
5.
.
very
very
though
gone
6.
I am tired, even
I took a nap.
often
though
pieces
That butterfly is
pretty.
pieces
though
7.
Brush your teeth
.
often
very
gone
Home Activity
Your child learned the words gone, learn, often, pieces, though, together, and
very. Assist your child in creating a “Helpful Words” dictionary that contains each
word, a written definition, and a picture when appropriate.
H+S
HOME AND SCHOOL
High-Frequency Words
221
Student Edition Practice p. 221.
Module 1
LD2 TCH M1 W5.indb 411
411
8/17/18 9:03 PM
W5
D1
WEEK
DAY
Visual Skills Handbook
Listening
Comprehension
Details and Facts
Read and
Comprehend!
I am 122 cm tall!
I’ve grown 10 cm since
first grade!
Objectives
7 years
Introduce Facts and details are pieces
of information. Facts can be proven true.
Details are small pieces of information,
yet they are important because they
help us picture what we read and better
understand it.
122 cm
Identify facts and details in
informational/expository text.
6 years
112 cm
Skills Trace
4 years
96.5 cm
Facts and Details
Introduce
M1W5D1; M2W3D1; M6W5D1
Practice
M1W5D2; M1W5D3; M1W5D4;
M2W3D2; M2W3D3; M2W3D4;
M6W5D2; M6W5D3; M6W5D4
Reteach/Review
M1W5D5; M2W2D3; M4W3D3;
M2W3D5; M5W2D3; M6W5D5
Assess/Test
Weekly Tests M1W5; M2W3;
M6W5
Benchmark Tests M1; M2; M6
Key:
M=Module, W=Week, D=Day
Facts and Details
Ei•4
Have children turn to p. EI•4 in their Student
Editions. These pictures show an example of
facts and details. Discuss these questions:
Student Edition EI•4
• Which details can you use to tell how old the girl is now? (She says, “I am
48 inches tall!” The wall shows 48 inches below 7 years so she is 7 years
old.)
• How could you prove it is a fact that the girl is 48 inches tall? (measure her
with the tape or a ruler)
• How tall was the girl in first grade? How old was she? Use facts and
details to support your answers. (The girl was 44 inches tall and 6 years
old in first grade. She said she grew 4 inches since first grade. 48 inches –
4 inches = 44 inches. The wall shows at 44 inches she was 6 years old.)
Model Today we will read a selection about ants. Read “An Ant’s Life.” Use
Graphic Organizer 14 to model facts and details.
The Strongest One
Read the play. Answer the questions.
A Special Bird
Characters:
Chippy, a chipmunk
CHIPPY:
Hummer, a hummingbird
Good morning, Hummer. I’ve been watching you.
HUMMER:
I’m a bee hummingbird, Chippy. We’re the
smallest birds in the world.
CHIPPY:
Well, you can flap your little wings very fast.
HUMMER:
Yes. Dad told me that a hummingbird can beat
its wings 80 times in a second.
CHIPPY:
And I saw you fly backward. Amazing!
HUMMER:
Thanks. We are the only birds that can fly backward.
1.
What did Hummer say about a hummingbird’s wings?
2.
What is a fact about the bee hummingbird’s size?
3.
What other fact do you learn about a bee hummingbird?
A hummingbird can beat its wings 80 times a second.
It’s the smallest bird in the world.
HOME AND SCHOOL
222
Graphic Organizer 14
Guide practice After reading the selection, have
Digital W5 D1
children use facts and details from the web to
visualize what an ant’s underground nest looks like. Have children draw and
label an ant’s nest and then share their drawing with the class.
On their own Use Student Edition Practice p. 222.
It can fly backward.
H+S
When I read, I look for facts and details to
help me understand information. I’ll write “An Ant’s
Life” in the center of the web. The detail that an
ant colony is a big community of ants helps me
understand what an ant’s life is like. I’ll add “ants
live in colonies” to a spoke on the web. Continue
adding to the web, using facts and details from
the selection.
Home Activity
Your child learned to find facts and details in a play. Reread this play with your child, each
reading the role of one of the characters. Discuss what you learned about hummingbirds.
Research information about chipmunks, if possible. List some facts and details (information
about facts) about chipmunks with your child.
Comprehension Facts and Details
Student Edition
Practice p. 222
412
Exploration
LD2 TCH M1 W5.indb 412
8/17/18 9:03 PM
d Alo
ea
ud
R
Go Digital: Envision It! Animations
The Ant's Life
The spring sun shines on an ant nest. Slowly the air
warms the underground rooms and tunnels. One ant moves its six
legs and antenna. Other ants wiggle and stretch. Soon the whole
ant colony is awake. The nest is no longer still and silent like in the
winter. It becomes a busy, active place.
What is an ant’s life like? Exploring the world of ants will help us
find the answer to this question. Let’s take a closer look inside the
ant colony.
30-35 mins
Whole
Group!
Academic Vocabulary
facts pieces of information that can
be proven to be true
details small pieces of information
An ant colony is a big community of ants living and working
together. A queen ant lays eggs and is leader of the colony. Almost
all the queen’s babies are female, and they are called workers. The
workers build the nest, care for the young, defend the nest, and find
food for the colony.
Worker ants build new rooms in the nest. These ants carry bits of
dirt in and out of the nest. The bits of dirt are heavy to an ant,
but don’t be fooled by an ant’s size. An ant might lift something
weighing three or more times as much as its own weight—that
would be like a second grader lifting a refrigerator!
Builder ants dig out rooms just for ant babies. After the queen lays
eggs, worker ants take the eggs to these special rooms. The workers
feed and care for the babies until they grow into adults. While these
workers are busy with the babies, others stand guard at the nest
opening. These guards release a smell to warn other ants when an
enemy appears. The ants attack the enemy quickly, biting it with
strong jaws and spraying it with poison.
Older worker ants go out of the nest to find food. These forager
ants work hard to carry the food back to the nest and share it with
the rest of the colony. Worker ants are always busy. If a forager
can’t carry food alone, other ants will go out to help. If a few
workers start digging, others will join in to finish the job.
We can learn a lot from watching ants. To inquire about ants, go
outdoors and look at an ant nest or examine an indoor ant farm.
Ants can teach us about cooperation and hard work. Working
together and sharing is an important part of an ant’s life—and our
lives too!
Module 1
LD2 TCH M1 W5.indb 413
413
8/17/18 9:03 PM
W5
D1
DAY
Languge
Arts!
Objectives
• Identify and use imperative and
exclamatory sentences in reading
and speaking.
• Understand punctuation of
imperative and exclamatory
sentences.
• Understand and recognize the
features of a play scene.
Mini-
Lesson
5 Day Planner
Guide to Mini-Lessons
Conventions
Imperative and Exclamatory Sentences
Model Explain that an imperative sentence, or command, tells or asks
someone to do something. An exclamatory sentence, or exclamation, shows
surprise or strong feeling.
Display Grammar Transparency 5. Read the definition of a command aloud.
Model identifying the example sentence.
• Pack your suitcase is an imperative sentence, or command, because it tells
someone to do something. The subject, you, did not have to be included in
the sentence. This sentence gives a command so it ends with a period.
Read the definition of a question aloud. Model identifying the
example sentence.
• What a great trip this will be! I can’t
DAY 3
Conventions: Play
Format
Guide practice Read the directions
and model identifying and punctuating
sentence 1. Continue with items 2–5,
having children identify imperative and
exclamatory sentences and the appropriate
correct punctuation marks.
DAY 4
Revising Strategy:
Deleting Words
Connect to oral language Have the class
complete these sentence frames orally.
DAY 5
Proofread for Play
Format
DAY 1
DAY 2
Read Like a Writer
Developing
Characters
Imperative and Exclamatory Sentences
wait to go! are exclamatory sentences,
or exclamations, because they show
surprise and strong feeling. That’s why
each sentence ends with an exclamation
mark.
The _______ fell into the water!
A command is a sentence that tells someone to do something.
It is called an imperative sentence. It ends with a period (.).
The subject of a command is you, but you is usually not shown.
Pack your suitcase.
An exclamation is a sentence that shows surprise or strong
feelings. It is called an exclamatory sentence. It ends with an
exclamation mark (!).
What a great trip this will be! I canÕt wait to go!
All commands and exclamations begin with capital letters.
Put a period at the end if the sentence is a command. Put an
exclamation mark at the end if the sentence is an exclamation.
I`7LHYZVU,K\JHJP}UKL4t_PJV:(KL*=
WEEK
1. Bring your camera
.
2. Put your jacket on
.
3. Wow, I am so excited
!
4. Get in the car, please
.
5. Hooray, weÕre on our way
!
4VK\SL 1 The Strongest One
Grammar
5
Grammar Transparency 5
Digital W5 D1
Put your _______ on before you
go outside.
That _______ is very tall!
Team Talk On their own Divide the class into pairs. Have one child say an
imperative or exclamatory sentence. The other child decides if the sentence
requires a period or exclamation mark. Then have partners switch.
Exploration
LD2 TCH M1 W5.indb 414
8/17/18 9:03 PM
20-25 mins
Go Digital: Grammar Jammer
The Strongest One
Writing—Play Scene
Introduce
Mini-
Lesson
Writing • Play Scene
Little Red Ant and the Cactus
Little Red Ant: Cactus, do you have sharp spines?
Cactus: Yes, I have many sharp spines.
Little Red Ant: Let me see how sharp they are.
Cactus: Be careful.
Little Red Ant: Ouch! Those spines are very
sharp!
Cactus: My spines keep animals from eating me.
Little Red Ant: Are you the strongest one of all?
Cactus: No, Woodpecker is stronger than me. She
slips between my spines. Then she pecks a hole in
me. She makes a nest for her family.
Key Features
A Play Scene
• A play scene is part of a story that is acted out.
• The characters speak.
Whole
Group!
Academic Vocabulary
command group of words that tells
someone to do something
exclamation group of words that
shows surprise or strong feelings
• A character’s name at the beginning of each speech
tells who says it.
Home Activity
Your child read and answered questions about the structure of a play. Use the
information you found out previously about chipmunks and write two character
dialogue between the chipmunk and the Little Red Ant. Ask your child what they
think the chipmunk will say about strength. When you both have written the script,
act out the dialogue, assuming one role each.
H+S
HOME AND SCHOOL
Writing Play Scene
Student Edition Practice p. 223
Read Like a Writer
■ Introduce This week you will write a play scene. A play scene is part
of a play, or a story that is acted out. You can write the speeches that
the actors say in your play.
Prompt
Think about the questions Little Red Ant asks the
characters in the play. Now write a play scene in
which the ant asks another animal or a girl or boy
about strength.
Trait
Conventions
Mode
Narrative
■ Examine Model Text Let’s listen to a play scene. Track the print as you
read aloud “Little Red Ant and the Cactus” on Student Edition Practice
p. 223. Have children follow along.
Daily Fix-It
1. do you really believe that story
Do you really believe that story?
2. An animal can’t
An animal can’t really talk.
Discuss the Daily Fix-It corrections
with children. Review complete
sentences, sentence capitalization,
and sentence punctuation.
E
L
L
English Language
Learners
Options for Conventions
Support To provide children with
practice with commands and
exclamations, use the modified
conventions lessons on p. 360 in
the ELL Handbook.
■ Key Features Who are the two characters in this play scene? (Little
Red Ant and Cactus) Point out the speech Cactus, do you have sharp
spines? and ask children who said those words. (Little Red Ant) Help
children circle the speaker tag for that line. Point out the colon and
have children underline it. Explain that in a play scene, the colon
separates the speaker’s name from the words the speaker says. Help
children find and circle the name of the character who makes the next
speech in the play (Cactus). Have them underline what that character
says. (Yes, I have many sharp spines.)
A play scene tells a story that is acted out. Little Red Ant and Cactus
are characters in this play scene.
A character’s name comes before each speech. A colon separates the
speaker’s name from what he or she says.
Module 1
LD2 TCH M1 W5.indb 415
415
8/17/18 9:03 PM
W5
WEEK
D1
DAY
Language
Arts!
Objectives
• Understand and recognize the
Writing—Play Scene
Introduce, continued
Review key features Review key features of a play scene with children. You
may want to post these key features in the classroom to allow children to refer
to them as they work on their play scenes.
features of a play scene.
• Describe a character from a play
and write a line of dialogue.
• Identify a topic connected to this
week’s concept.
Key Features of a Brief Report
• is part of a story that is acted out.
• has characters who speak.
• character’s name at beginning of each speech tells who says it.
• Narrow the focus of the topic
by formulating inquiry questions
related to the topic.
• Explore to find answers to
questions.
Connect to familiar texts Use examples from the Writing Model “Little Red
Ant and the Cactus” or another play scene familiar to children. In “Little Red
Ant and the Cactus,” the character Little Red Ant asks Cactus questions to
find out if Cactus is the strongest one. At the beginning of each character’s
speech—or the words the character says—is the character’s name followed
by a colon. Seeing the character’s name followed by a colon signals that the
words the character says come next.
Look ahead Tell children that tomorrow they will plan their own play scenes.
Quick Write for Fluency
Team Talk
1 Talk Read these questions aloud, and have children respond. Why was
Ant a good character in “Little Red Ant and the Cactus”? What might Ant
say in a play?
2 Write Have children write a sentence that explains why the ant was
good. Then have them write a line of dialogue for Ant. Remind children
to write Ant’s name, a colon, and then the words that Ant says.
3 Share Partners can read their answers and dialogue to one another.
416
Exploration
LD2 TCH M1 W5.indb 416
8/17/18 9:03 PM
Go Digital: Concept Talk Video
Research and Inquiry
Whole
Identify and Focus Topic
Teach Display and review the concept web that explores this week’s question:
How does exploration help us find answers? What topic would you like to
explore to find the answers to your own questions? Help them identify that
there are many places to find answers in your community.
Model
When I need to find answers as I explore, I look for information
sources—people, books, or other objects that might have the information I
need. I’d start by exploring for answers right here in this school. The school
library would be a good source for information about ants.
Guide practice Give children time to think of other places in your community
to explore for information. Record those places in a chart.
Group!
Academic Vocabulary
source source a person, book,
or other object that provides
information on a subject
Exploring for Answers
Sources
school
farm
Wrap Up Your Day
Phonics: Inflected Endings Write chin and itch. Ask children which letters
spell the sound /ch/ in chin and itch. (ch; tch) Continue for the sounds: /
sh/ ship, mash (sh); /th/ thimble, Beth (th); /hw/ when, everywhere (wh).
Spelling: Have children name the letter that spells each sound in shape
and write the word. Continue with what, chase, patch, and math.
Build Concepts Ask children to recall the information in the Read Aloud
“An Ant’s Life.” Where did the author suggest you look for answers about
ants? (outdoors; an indoor ant farm)
Homework Send home this week’s Family Times Newsletter from Let’s
Practice It! pp. 41–42 on the Web site.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
DBC C74 02CB
02C
Materials penci
pencil, scissors, paper clip, different
colored buttons
ns for each player
Game Directions
ecti
START
Tina skated 500
meters in 1 minute,
17 seconds.
William’s birthday
is February 3rd.
1. Make a spinner
nner and game board, as shown.
2. Taking turns,
starting at the Start box, players
ns, sta
move their marker
mark on the board the number of
squares indicated
dicate by the spinner.
Our class is going
on a trip.
3. The player reads the fact on the square where
the markerr lands
land and then gives a detail that
ith the
th fact.
could go with
Tina learned to skate
when she was
3 years old.
layer spins, and goes on.
4. The next player
layer to get to the FINISH line wins.
5. The first player
Tina won the race.
2
Let’s Practice It!
Digital W5 D1
1
3
Let’s Practice It!
Digital W5 D1
The county zoo is
20 miles from our
school.
Tina goes to skating
practice every day.
Twelve children
skated in the race on
Saturday morning.
FINISH
William’s mother
baked a cake.
There are over
50 different kinds
of animals at the
county zoo.
Preview
Day 2
Tell children that tomorrow they will
read a fantasy about an ant that
wants to know who is the strongest.
Module 1
LD2 TCH M1 W5.indb 417
417
8/17/18 9:03 PM
W5
D2
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral vocabulary.
• Build oral vocabulary.
Today at a Glance
Oral Vocabulary
exhibit, resist
Phonics and Spelling
Consonant Digraphs
High-Frequency Words
gone, learn, often, pieces, though,
together, very
Content Knowledge
BQ
BIG QUESTION
Question of the Week
How does exploration
help us find answers?
Exploring for Answers
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Where to Inquire” from the Sing with Me Big Book.
What are two ways the song mentions that can help you find answers? (Ask
someone, discuss it with someone, or look it up in a book.)
Story Words
dangerous, gnaws, narrator, relatives
Build Oral Language
Vocabulary
Synonyms
Introduce amazing words Read the title and identify the author of the story
“All Alone in Dinosaur Hall” from the Read Aloud Anthology. Explain that in
the story, the author uses some Amazing Words. Read the story and have
children listen for the words exhibit and resist.
Comprehension
Facts and Details
Predict and Set Purpose
Fluency
Paired Reading
Talk about sentences and words Reread this sentence from the Read
Aloud Anthology.
Conventions
Imperative and Exclamatory
Sentences
A big, white canvas cloth hung from ceiling to floor, hiding an exhibit.
Writing
Play Scene: Developing Characters
Handwriting
Word Spacing Letters T, t, H, h, K, k
Research and Inquiry
Research Skill: Maps
• Have children repeat the sentence with you. What does cloth hung from
ceiling to floor, hiding an exhibit mean? (A cloth was hanging across the
room and behind it was a display.)
• Team Talk What other words could we use in place of exhibit? Have
children share their suggestions.
• After children have tried other words, ask: Why do you think the author
chose the word exhibit? (It’s interesting. It tells exactly what was behind
the cloth.) Have children act out pulling back a large cloth to reveal a
classroom exhibit, such as a bulletin board.
• Team Talk Turn to your partner and say the sentence again using your
simpler words. Then have teams use the words resist and exhibit as they
answer this question: If you were at a museum, what kind of exhibit could
you not resist going to see? Tell why.
Read
R
d Al
Aloud
d Anthology
A th l
"All Alone in Dinosaur Hall"
418
Exploration
LD2 TCH M1 W5.indb 418
8/17/18 9:03 PM
30-35 mins
Go Digital: Sing with Me Animations
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word exhibit to the story. Ollie was
excited to see the new dinosaur exhibit. Supply a child-friendly definition.
An exhibit is a something set up for people to look at to get information.
Have children say the word.
2 Demonstrate Provide examples to show meaning. An exhibit at the
science museum helped us learn about wind energy. My dad will exhibit
his paintings at the art fair.
3 Apply Have children demonstrate their understanding. Ask children to
tell about their favorite exhibit at the zoo or a museum.
See p. 489 to teach resist.
Anchored Talk
Add to the concept map Discuss how there are many ways to find out
answers to our questions.
delicate
inquire
sturdy
exhibit
E
L
resist
stun
genius
satisfaction
L
English Language
Learners
Pronunciation Help children
understand that the letter h
in the word exhibit is silent.
Spanish words most often do not
pronounce the letter h as well. For
the Amazing Word resist, explain
that the fi rst letter s is pronounced
/z/ as in the letter z.
• What does the song “Where to Inquire” say about getting answers to
our questions? (We shouldn’t be afraid to ask someone or we can look
information up in a book.) We can inquire about things we want to know
more about.
• In the Read Aloud “All Alone in Dinosaur Hall,” Ollie was curious about
the new exhibit. What did he do? (He explored to find out what was
behind the canvas.) Let’s add We find answers in a museum exhibit to our
concept map.
• What do you think Ollie should do to get more information? (Tell his dad
what he saw and discuss it with him.) We often can get answers by talking
to our parents or other relatives. Let’s add We can discuss questions with
relatives to our concept map.
E
L
L Reinforce Vocabulary Use the Day 2 instruction on ELL Poster 5.
E
L
L PPoster
t 5
Module 1
LD2 TCH M1 W5.indb 419
419
8/17/18 9:03 PM
W5
WEEK
D2
DAY
Phonemic Awareness
Let´s
Read!
Objectives
• Apply knowledge of letter-sound
correspondences and syllable
patterns to decode words in
context and independent of
context.
• Spell words with consonant
digraphs.
Let´s
RO
Sounds
Listen!
•
•
•
Find three things that have the sound /ch/. Say each word.
Find something that begins with the sound /th/. Say each sound in the word.
RESOURCES ONLINE
SOUND-SPELLING CARDS
Find something that begins with the sound /sh/. Say each sound in the word.
188
189
Student Edition pp. 188–189
Phonics
Inflected Endings; Consonant Digraphs
Review Review inflected endings using Sound-Spelling Cards 121, 122, 126,
127, 128, and 129 and consonant digraphs using Sound-Spelling Cards 34,
47, 49, 50, 51, and 52.
Decode words independent of context Display these words. For each word,
have the class blend the word or combine meaningful word parts. Then point
to the words in random order and ask children to read them quickly.
them
fifth
smash
sketching
whining
chatting
thanked
thrill
crunched
Corrective Feedback
Model blending words or combining word parts and then ask children to
blend or combine with you.
Decode words in context Display these sentences. Have the class read
the sentences.
Team Talk Then have pairs take turns reading the sentences naturally.
Beth wished to pitch well in this game.
When was Chet planning to put those shells on that shelf?
The children are using thick bread in that chicken sandwich.
420
Exploration
LD2 TCH M1 W5.indb 420
8/17/18 9:03 PM
Go Digital: Interactive Sound-Spelling Cards
The Strongest One
Consonant Diagraphs
Spelling
Spelling Words
Consonant Digraphs
bunch
that
wish
whale
when
what
math
them
shape
patch
itch
chase
Write a list word that rhymes.
Guide practice Tell children you will segment
the sounds in each spelling word. They should
repeat the sounds in each word as they write it.
Check the spelling of each word before saying
the next word.
wish
whale
chase
them
1.
fish
2.
cape
3.
male
4.
lunch
5.
base
6.
bath
7.
stem
8.
pen
shape
bunch
math
when
when
1. /m/ /a/ /th/ math
2. /i/ /ch/ itch
itch
that
what
patch
what
itch
patch
that
10.
Does that bug bite
11.
He has a
12.
I saw
he said?
Advanced
?
movie.
Home Activity
Your child spelled words with ch, tch, sh, th, and wh. Have your child circle these
letter combinations in the spelling words.
224 Spelling Consonant Digraphs
Student Edition
Practice p. 224
8. /ch/ / aˉ/ /s/ chase
9. /hw/ /e/ /n/ when
10. /b/ /u/ /n/ /ch/ bunch
Professional
Development
11. /w/ /i/ /sh/ wish
12. /ŦH/ /a/ /t/ that
Digraphs sh and ch In English,
the digraph sh always stands for
the sound /sh/ as in ship and
wish. The digraph ch, however,
can stand for several sounds.
It commonly stands for /ch/ in
chase and bunch. The digraph
ch can also stand for /sh/, as in
chef and machines, or for /k/, as
in character and chemistry.
On their own Use Student Edition Practice
p. 224.
Small Group Time
Break into small groups after spelling and
before the comprehension lesson.
I
On-Level
O L
Teacher-Led
Teacher-Led Page
Teacher-Led Page
DI•90
DI•86
• High-Frequency
• High-Frequency
* These materials can be found online.
Words
Words
• Read How Can You • Reread Decodable
Practice Reader 5A
Find Animals?
Advanced
• Words to Know
• Get Fluent
A
Teacher-Led Page
DI•93
• Comprehension
• Read The Strongest
One
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
Extend Segmenting Sounds
Segment the sounds in more
challenging words. Have children
write each word and then use it in
a sentence.
1. /hw/ /i/ /s/ /k/ /ė r/ /z/
whiskers
2. /ch/ /ē / /f/ chief
3. /s/ /w/ /i/ /ch/ switch
4. /k/ /a/ /ch/ catch
7. /hw/ / aˉ/ /l/ whale
S
A
on his eye.
HOME AND SCHOOL
4. /hw/ /u/ /t/ what
Strategic
Intervention
Differentiated
Instruction
them
Did you hear
H+S
3. /p/ /a/ /ch/ patch
6. /ŦH/ /e/ /m/ them
Group!
Write the missing words.
9.
5. /sh/ / aˉ/ /p/ shape
Whole
E
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Audio Text of Main Selection
L
E
L
L
English Language
Learners
Extra Support for ELL To help
children distinguish words that
begin or end with consonant
digraphs from those that begin
or end with consonants, write
pairs of words such as: mat/
match, case/chase, and hat/that.
Segment and blend each word
pair and have children repeat
after you.
Module 1
LD2 TCH M1 W5.indb 421
421
8/17/18 9:03 PM
W4
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Learn story words: narrator,
relatives, dangerous, gnaws.
• Review high-frequency words.
High-Frequency Words
Read words independent of context Point to the words gone, learn, often,
pieces, though, together, and very on the Word Wall. Remind children that
there are some words we learn by remembering the letters, rather than saying
the sounds. Then have them read each of the high-frequency words aloud.
Team Talk Have children choose two high-frequency words and give them
time to create a sentence in which both words are used properly. Then have
them share their sentence with a partner.
• Identify and use common
synonyms.
Monitor Progress
Check High-Frequency Words
Point to these words on the Word Wall and have the class read them.
Listen for children who miss words during the reading. Call on those
children to read some of the words individually.
pieces
though
water
animals
often
gone
eyes
full
very
learn
warm
together
early
Spiral Review
Row 3 and 4
review previously
taught highfrequency words.
Corrective Feedback
If… children cannot read these words,
then… use the Small Group Time Strategic Intervention lesson,
p. DI•86, to reteach the words. Monitor children’s fluency with these
words during reading, and provide additional practice.
Day 1
Check
Word
Reading
Day 2
Check
HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
422
Exploration
LD2 TCH M1 W5.indb 422
8/17/18 9:04 PM
The Strongest One
Story Words
The Strongest One
Introduce story words Use Vocabulary
Transparency 5 to introduce this week’s story
words. Read each sentence as you track
the print. Frame each underlined word and
explain its meaning.
narrator
a person who tells a story
relatives
people in the same family
dangerous
not safe
gnaws
bites at and wears away
Whole
Read the sentence. Circle the word that has almost the same
meaning as the underlined word.
1.
I wrote a letter to the author of the book.
a. back
b. title
c. writer
2.
The rabbit hopped along the path in the woods.
a. jumped
b. crawled c. happy
3.
This ball is too big to fit into the box.
a. round
b. large
c. small
4.
My friend wants to speak to you.
a. talk
b. sing
c. watch
5.
To open the bottle you have to turn the cap.
a. tap
b. twist
c. hold
Group!
Differentiated
Instruction
Pick a word and its synonym from one of the sentences.
Write your own sentence for the word and its synonym.
6.
Check children’s sentences.
7.
Check children’s sentences.
A
Advanced
Home Activity
Your child identified and used synonyms. Say three underlined words on this page.
Have your child say the synonym without looking at the page.
Synonym Sentences With children
in pairs taking turns, have one
child think of a word and the other
write a sentence using that word.
Then the fi rst child can write a new
sentence replacing the word with a
synonym.
H+S
HOME AND SCHOOL
Vocabulary Skill
225
Student Edition
Practice p. 225
Have children read each sentence with you.
Academic Vocabulary
Vocabulary
synonym a word that has the same
or nearly the same meaning as
another word
Synonyms
Model synonyms Explain that a synonym
is a word that has the same or nearly
the same meaning as another word.
For example, dad has almost the same
meaning as father. Draw a 3-column chart
or display Graphic Organizer 26. List
cold, fast, friend, cook, and nice in the
first column.
word
synonym
cold
chilly
fast
quick
friend
buddy
cook
bake
nice
kind
synonym
E
L
L
English Language
Learners
Have children draw a picture
that illustrates one of the sets of
synonyms in the chart. Then have
them use the synonyms in sentences
that describe their picture.
Graphic Organizer 26 Digital W5 D2
I see the word cold. I know chilly has nearly the same meaning as cold.
I’ll write chilly in the next column.
Have a volunteer give the synonym for fast and write it in the right column
(quick). Repeat for the remaining words.
I]ZEaVn
Story
Words
Have small groups talk about each of the synonym
pairs and then think of another synonym to add to
the third column. Answers may include freezing,
speedy, pal, roast, and friendly.
1. Tim is the narrator of our class play.
2. The play is about a family with lots of relatives.
3. One of the boys in the family has a dangerous
pet rat.
4. The pet rat gnaws the legs of tables.
On their own Use Student Edition Practice p. 225.
I`7LHYZVU,K\JHJP}UKL4t_PJV:(KL*=
Guide practice Have volunteers continue to
alphabetize the words.
4VK\SL 1 The Strongest One
Vocabulary Transparency 5
Digital W5 D2
Vocabulary
5
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W5.indb 423
423
8/17/18 9:04 PM
W4
WEEK
D2
DAY
Read and
Comprehend!
Retold as a play by Joseph Bruchac
from Pushing Up the Sky
Illustrated by David Diaz
Objectives
• Build background on jobs ants do
in an ant colony.
• Preview and predict.
• Use key features of a drama to
improve understanding of text.
• Set a purpose for reading text.
GN
GENRE
Drama Drama is a story written to be acted out for
BQ
others. Next you will read a drama about an ant
who sets out to learn who is the strongest one.
B I G Q U E ST I O N
Question of the Week
How does exploration help us find
answers?
192
193
Student Edition pp. 192–193
Build
Background
The Strongest One
Background Building Audio Have children listen to the CD. Tell them to listen
for the jobs that the three new ants learn to do at the ant colony.
Background Building Audio
Discuss ants and ant colonies Team Talk Have children turn to a partner and
use these questions for discussion:
• What are some of the jobs ants do in an ant colony?
• What are the three new jobs the ants in the story learn to do?
• How do ants work together in an ant colony?
Organize information in a chart Draw a chart like the one below. Have children
recall some of the jobs that ants do in an ant colony. Record their responses.
Ant Colony
Clean
Take care of
larvae
Forage
g for
food
Take care of
the queen
Excavate
Connect to selection We learned about some of the jobs ants do in an ant
colony. Vanessa the ant will be doing excavation in the tunnels of the ant
colony. In the play we will read next, The Strongest One, Little Red Ant wants
to find out who is the strongest one in the world. We’ll find out what Little Red
Ant learns about being strong.
424
Use text features Have children turn to page 5 in the Student Edition and use
the table of contents to find the page number for The Strongest One.
Exploration
LD2 TCH M1 W5.indb 424
8/17/18 9:04 PM
Go Digital: Envision It! Animations
Main Selection—First Read
The Strongest One
DDR
Double
day Read!
Practice the skill Facts and Details Review that facts and details are
pieces of information. Facts can be proven true and details help readers
better understand what they read. For more practice, use Let’s Practice It!
p. 49 on the Web site.
Introduce the strategy Predict and Set Purpose Explain that when readers
want to understand or remember what they read, they predict what the story
will be about and set a purpose for reading. Have children turn to page
EI•12 in their student editions.
Look at the poster on the wall. What kind of story do you think this
might be? (Possible response: a fantasy about a fun-loving monkey.) How
does the picture help you predict what it might be about? Before I read The
Strongest One, I will predict what happens and set a purpose.
Introduce genre Let’s Read A drama is a story written to be acted out for an
audience. As they read The Strongest One, have children look forfeatures
that show this story is a drama.
Preview and predict Have children identify the title of the drama. Read
aloud the names of the author and illustrator. Help children activate prior
knowledge by asking them to browse the illustrations to predict events.
Set a purpose Good readers read for a purpose. It helps us to think and
understand more as we read. Guide children to set a purpose.
Tell children that today they will read The Strongest One for the first time.
Use the Day 2 Guide Comprehension notes to help children develop
comprehension of the drama.
The Strongest One
Name
Read the play. Circle the correct word to make the sentence a fact.
Characters:
Ranger Jill:
Juan:
Ranger Jill:
Liz:
Ranger Jill:
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Amy:
Ranger Jill:
Visiting Yosemite Park
Ranger Jill, Juan, Liz, Amy
Welcome to Yosemite National Park. It is a place of
beauty that is home to about 2,000 different kinds
of plants and animals.
Will we see any mountain lions?
Probably not. Mountain lions are shy and usually
stay away from people.
How about Giant Sequoia trees?
YouÕll see many Giant Sequoias. Did you know that
they are one of worldÕs largest trees?
How are we going to see everything?
It will take many visits to see a small piece of
Yosemite. So enjoy!
Visual Strategies Handbook
Predict and Set Purpose
We predict to tell what might happen next
in a story or article. The prediction is based
on what has already happened. We set a
purpose to guide our reading.
3. There are about _____ different kinds of plants and animals
living in Yosemite.
2,000
4,000
Comprehension Facts and Details
Let’s Practice It! TR
Digital W5 D2
Predict and Set Purpose Before
reading, have children use p. RR11
in their Practice Notebook to draw
or write their predictions of what
will happen and their own purpose
for reading The Strongest One.
Academic Vocabulary
drama a story meant to be acted
out
predict tell what might happen or
happen next in a story
set purpose decide on a reason for
reading
E
L
L
English Language
Learners
Build Background Before students
listen, describe and then act out
the roles of the worker ants: taking
care of the baby ants, cleaning the
nest, digging tunnels, and looking
for food.
Frontload Main Selection Introduce
the main character of the drama,
Little Red Ant, using the picture on
pp. 192–193. Do a picture walk.
Review the selection summary in
the ELL Handbook, p. 55. Use the
Retelling Cards to provide visual
support for the summary.
Continue to
1. There are _____ characters in the play.
three
four
Home Activity Your child learned to find facts and details in a play. Reread the play with your child, each
reading the role of one of the characters. Research other plants and animals in Yosemite. Make a list of facts
and details about the animals and plants that are of interest to your child.
Group!
What will this
be about?
2. Mountain lions stay away from people because they are ____.
shy
hungry
4. Giant Sequoias are one of the largest _____ in the world.
animals
trees
Whole
Let´s
Think
When I predict and set a purpose, I ask myself
•
about Reading! •
•
What do I already know?
What do I think will probably happen next?
Day 2
What is my purpose for reading?
%7%t
Student Edition p. EI•12
For the First Read, use Guide
Comprehension across the top of
pages 426–434.
Module 1
LD2 TCH M1 W5.indb 425
425
8/17/18 9:04 PM
W5
WEEK
D2&3
DAYS
Read and
Comprehend!
Guide Comprehension
Objectives
Skills and Strategies
Predict and set purpose.
Connect to Concept
D2
Exploration Look at the picture
on pages 192 and 193. Little
Red Ant has a question. What
will Little Red Ant explore to
find the answer? (the desert)
Amazing Words Have
children continue discussing
the concept using the
Amazing Words delicate,
inquire, sturdy, exhibit, and
resist as they read.
Retold as a play by Joseph Bruchac
from Pushing Up the Sky
Illustrated by David Diaz
GN
GENRE
Drama Drama is a story written to be acted out for
BQ
others. Next you will read a drama about an ant
who sets out to learn who is the strongest one.
B I G Q U E ST I O N
Question of the Week
How does exploration help us find
answers?
192
193
Student Edition pp. 192–193
Extend Thinking
Think Critically
Higher-Order Thinking Skills
D3
426
Analysis A realistic story could
really happen and a fantasy
tells about something that could
not happen. Is this a realistic
story or a fantasy? How do you
know? (A fantasy because the
ant doesn’t look like a real ant,
and the sun has a face.)
If... children are unable to
distinguish between realism
and fantasy,
then... model how to use the
pictures to tell the difference.
Exploration
LD2 TCH M1 W5.indb 426
8/17/18 9:04 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Vocabulary
Facts and Details As you read this
drama, look carefully for details in
the illustrations and text. Notice the
names of the characters in front of
the speaking parts. Who does Little
Red Ant talk to before leaving the
Ant’s Hole? (Little Red Ant talks to
Second Ant, Third Ant, and Fourth
Ant.)
Story Words Have children locate
the story word dangerous on page
195. What does Fourth Ant mean
when it tells Little Red Ant that is it
dangerous out there? (Fourth Ant
means the outside world is not safe
for a tiny ant.)
SECOND ANT: Be careful! We ants are very small.
Something might step on you.
THIRD ANT: Yes, we are the smallest and weakest
Characters:
ones of all.
Narrator
Little Red Ant
Mouse
Second Ant
Cat
Third Ant
Stick
Fourth Ant
Fire
Snow
Water
Sun
Deer
Wind
Arrow
House
Big Rock
FOURTH ANT: Be careful, it is dangerous
out there!
LITTLE RED ANT: I will be careful. I will find out
who is strongest. Maybe the strongest one can teach us
how to be stronger.
Scene I: Inside the Ant’s Hole
(On a darkened stage, the ants crouch together.)
NARRATOR: Little Red Ant lived in a hole under
the Big Rock with all of its relatives. It often wondered
about the world outside: Who in the world was the
strongest one of all? One day in late spring
Little Red Ant decided to find out.
LITTLE RED ANT: I am going to find out who
is strongest. I am going to go outside and
walk around.
194
195
Student Edition pp. 194–195
Review Character and Setting
Higher-Order Thinking Skills
Analysis How do the author and illustrator
show the setting of this drama? (Scene I
takes place “inside the Ant’s Hole”; the
picture shows ants in a hole.) What is Little
Red Ant like? Why does the ant want go
outside? How does the ant feel? (Little Red
Ant is brave and curious, wants to find who
is strongest of all, and feels confident.)
Synthesis If you were the
illustrator, what would you add to
this picture of the Ant’s Hole?
Module 1
LD2 TCH M1 W5.indb 427
427
8/17/18 9:04 PM
W5
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Use facts and details to
understand drama.
D2
Skills
Strategies
Facts and Details Point
out the stage directions in
parenthesis and special type.
Stage directions tell the actors
where and how to move. What
does the character Little Red
Ant do in this scene? (Little Red
Ant walks back and forth on the
stage.)
Predict and Set Purpose
Good readers predict and
read for a purpose. What do
you think might happen next?
Why do you want to keep
reading? (Possible response:
I think Little Red Ant will meet
someone stronger than Sun,
and I want to read to find out
who it is.)
Scene II: The Mesa
(Ant walks back and forth onstage.)
SNOW: No, I am not the strongest.
NARRATOR: So Little Red Ant went outside and
LITTLE RED ANT: Who is stronger than you?
began to walk around. But as Little Red Ant walked,
the snow began to fall.
(Snow walks onstage.)
LITTLE RED ANT: Ah, my feet are cold. This snow
makes everything freeze. Snow must be the strongest. I
will ask. Snow, are you the strongest of all?
SNOW: Sun is stronger. When Sun shines on me,
I melt away. Here it comes!
(As Sun walks onstage, Snow hurries offstage.)
LITTLE RED ANT: Ah, Sun must be the strongest.
I will ask. Sun, are you the strongest of all?
SUN: No, I am not the strongest.
196
197
Student Edition pp. 196–197
Think Critically, continued
Higher-Order Thinking Skills
D3
428
Analysis The author tells us
that Scene II takes place on
The Mesa. What is a mesa?
How do you know? (Possible
response: a hill with steep sides
and a flat top that can be in a
desert area)
If... children have trouble
describing a mesa,
then... have them examine
the illustrations for details.
Exploration
LD2 TCH M1 W5.indb 428
8/17/18 9:04 PM
Go Digital: Main eSelections
Whole
Group!
Skills
Facts and Details Which three
characters does Little Red Ant talk
to after Sun? (Little Red Ant talks to
Wind, then House, then Mouse.) Why
does it help to remember these details
in the order they are given? (It helps
us understand the story because each
character Little Red Ant talks to is
stronger than the one before it.)
LITTLE RED ANT:
If... children have difficulty
recalling the characters in order,
then... model how to locate the
details in order in the illustrations
and text.
Who is stronger than you?
SUN:
Wind is stronger. Wind blows the clouds
across the sky and covers my face. Here it comes!
(As Wind comes onstage, Sun hurries offstage with
face covered in hands.)
LITTLE RED ANT: Wind must be the strongest.
I will ask. Wind, are you the strongest of all?
WIND:
No, I am not the strongest.
LITTLE RED ANT:
Who is stronger than you?
WIND:
House is stronger. When I come to House,
I cannot move it. I must go elsewhere. Here it
comes!
(As House walks onstage, Wind hurries offstage.)
LITTLE RED ANT: House must be the strongest.
I will ask. House, are you the strongest of all?
HOUSE:
No, I am not the strongest.
LITTLE RED ANT:
Who is stronger than you?
HOUSE:
Mouse is stronger. Mouse comes and
gnaws holes in me. Here it comes!
(As Mouse walks onstage, House hurries offstage.)
198
199
Student Edition pp. 198–199
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Analysis Having creatures like ants
talk is one way the author created
a fantasy. What is another way the
author created characters that are not
real? (Possible response: He made
objects like snow, sun, wind, and a
house talk.)
Analysis How does Little Red Ant
respond when each character says
it is not the strongest of all? Why
do you think Little Red Ant responds
this way? (Little Red asks another
question—who is stronger than
you? Little Red Ant will keep asking
questions until it finds the answer.)
Module 1
LD2 TCH M1 W5.indb 429
8/17/18 9:04 PM
W5
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Determine word meaning and use
newly acquired vocabulary.
D2
Strategies
Skills
Predict and Set Purpose
Before reading page 200, ask
children to use the illustration
and what they know to predict
who Little Red Ant talks to
after Mouse. Then have them
read the page to confirm
their predictions.
Facts and Details Why is
Fire stronger than Stick? Use
details from a character’s
speech to support your
answer. (Stick says Fire is
stronger than Stick because it
can burn Stick up.)
LITTLE RED ANT: Mouse must be the strongest.
I will ask. Mouse, are you the strongest of all?
MOUSE: No, I am not the strongest.
LITTLE RED ANT: Who is stronger than you?
MOUSE: Cat is stronger. Cat chases me, and if Cat
catches me, Cat will eat me. Here it comes!
(As Cat walks onstage, Mouse hurries offstage, squeaking.)
LITTLE RED ANT: Cat must be the strongest.
I will ask. Cat, are you the strongest of all?
CAT: No, I am not the strongest.
LITTLE RED ANT: Who is stronger than you?
CAT: Stick is stronger. When Stick hits me,
I run away. Here it comes!
(As Stick walks onstage, Cat hurries offstage, meowing.)
LITTLE RED ANT: Stick must be the strongest.
I will ask. Stick, are you the strongest of all?
STICK: No, I am not the strongest.
LITTLE RED ANT: Who is stronger than you?
STICK: Fire is stronger. When I am put into Fire,
Fire burns me up! Here it comes!
(As Fire walks onstage, Stick hurries offstage.)
200
201
Student Edition pp. 200–201
Think Critically, continued
D3
430
Higher-Order Thinking Skills
Higher-Order Thinking Skills
Synthesis Why have none of the
animal characters hurt Little Red
Ant? (Possible response: This is
a fantasy and the characters
don’t behave like real animals.)
Analysis Why does Little Red
Ant never get scared and
hurry off the stage? (Possible
response: Little Red Ant is so
interested in finding out who
is the strongest of all that it
forgets about the dangers of
being in the outside world.)
Exploration
LD2 TCH M1 W5.indb 430
8/17/18 9:04 PM
Go Digital: Main eSelections
Whole
Group!
Word Reading
Strategies
Decoding Have children check
their reading of new words using
these questions:
Predict and Set Purpose At this point in
the story, what is the main reason why you
want to keep reading? (Possible responses:
I want to find out who is the strongest. I
want to find out if Little Red Ant makes it
back to the Ant’s Hole.)
• Did I blend the sounds to read
the word?
• Did I put the new word in
the sentence to make sure it
made sense?
• Did I look for word parts to help me
understand the word?
If... children are unable to set their
own purpose,
then... model how to set a purpose
for reading.
LITTLE RED ANT: Fire must be the strongest.
I will ask. Fire, are you the strongest of all?
FIRE: No, I am not the strongest.
LITTLE RED ANT: Who is stronger than you?
FIRE: Water is stronger. When Water is poured on
me, it kills me. Here it comes!
(As Water walks onstage, Fire hurries offstage.)
LITTLE RED ANT: Water must be the strongest.
I will ask. Water, are you the strongest of all?
WATER: No, I am not the strongest.
Some dangerous animals live here as well. For example,
the western diamondback rattlesnake. It has a diamond
pattern on its skin and they make a very specific noise! They
do this to scare other animals aware with its rattle. That
helps to keep predators away.
202
203
Student Edition pp. 202–203
Higher-Order Thinking Skills
Synthesis If your class performed
this drama, how would you create a
costume for the character of Water?
(Possible response: I would use blue
and green cloth or paper because
water is sometimes bluish-green.)
If... children have difficulty
planning a design,
then... have them brainstorm
water shapes that could be outlined
and then cut out of paper, such as
a raindrop, a waterfall, a lake, or
a wave.
Module 1
LD2 TCH M1 W5.indb 431
8/17/18 9:04 PM
W5
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
• Discuss ideas related to, but not
expressed in the literature.
D2
Skills
Vocabulary
Facts and Details Before
you read, what types of details
do you think you should pay
attention to on this page?
(Possible response: The pictures
on the page. The characters
who speak. What each
character says.)
Synonyms The word ask on
page 205 has the same or
almost the same meaning as
the word inquire. Words that
have the same or almost the
same meaning are called
synonyms. Which word on
page 169 is a synonym for
hits? (strikes) Which word is a
synonym for rushes? (runs)
LITTLE RED ANT: Who is stronger than you?
WATER: Deer is stronger. When Deer comes,
Deer drinks me. Here it comes!
(As Deer walks onstage, Water hurries offstage.)
LITTLE RED ANT: Deer must be the strongest.
I will ask. Deer, are you the strongest of all?
DEER: No, I am not the strongest.
LITTLE RED ANT: Who is stronger than you?
DEER: Arrow is stronger. When Arrow strikes me,
it can kill me. Here it comes!
(As Arrow walks onstage, Deer runs offstage with
leaping bounds.)
204
205
Student Edition pp. 204–205
Think Critically, continued
Higher-Order Thinking Skills
D3
432
Evaluation Water says that
Deer is stronger than Water. Do
you agree with Water? (Yes,
because a deer can drink a lot
of water. No, because a deer
can’t drink a whole lake or
stream. A deer can get swept
away in a flood.)
If... children cannot make
an assessment,
then... suggest different
ways deer interact with water.
Exploration
LD2 TCH M1 W5.indb 432
8/17/18 9:04 PM
Go Digital: Main eSelections
Whole
Group!
Word Reading
Skills
High-Frequency Words Point out
the words pieces and gone. Have
children practice reading these words.
Facts and Details You can use
details to picture what you read.
Which details help you picture what
is happening to Big Rock? What do
you picture in your mind? (Possible
response: I find details in Big Rock’s
words—“. . . Red Ants come and carry
little pieces of me away.” I picture lots
of ants, each one carrying a tiny piece
of rock away from a big rock.)
LITTLE RED ANT: Arrow must be the strongest.
I will ask. Arrow, are you the strongest of all?
ARROW: No, I am not the strongest.
LITTLE RED ANT: Who is stronger than you?
ARROW: Big Rock is stronger. When I am shot from the
bow and I hit Big Rock, Big Rock breaks me.
LITTLE RED ANT: Do you mean the same
Big Rock where the Red Ants live?
ARROW: Yes, that is Big Rock. Here it comes!
(As Big Rock walks onstage, Arrow runs offstage.)
LITTLE RED ANT: Big Rock must be the strongest. I
will ask. Big Rock, are you the strongest of all?
BIG ROCK: No, I am not the strongest.
LITTLE RED ANT: Who is stronger than you?
BIG ROCK: You are stronger. Every day you and the
other Red Ants come and carry little pieces of
me away. Someday I will be gone.
206
207
Student Edition pp. 206–207
Connect to Science
Higher-Order Thinking Skills
Ant Behavior Big Rock says ants carry
little pieces of rock away every day. Real
ants do move soil. This allows rainwater
to soak in more easily and helps plants
grow. But sometimes ants eat plants so
the plants don’t grow. They die.
Evaluation Big Rock says that ants
carry little pieces of rock away
every day, and someday he will
be gone. Do you think Big Rock is
right? Why or why not? (Possible
response: Big Rock could be right.
Ants could take him away, but it
will take a long, long time for ants
to move such a big rock.)
Team Talk Have children discuss with
a partner whether they think ants are
helpful or harmful to growing plants.
Module 1
LD2 TCH M1 W5.indb 433
8/17/18 9:04 PM
W5
WEEK
D2&3
DAYS
Read and
Comprehend!
Skills and Strategies, continued
Continue to
Day 2
D2
Comprehension Check
p. 435
Strategies
Strategy Self-Check
Predict and Set Purpose
What question did you ask
yourself after reading Big Rock’s
answer? Was your prediction
correct? (Possible response:
I asked, “Are Red Ants the
strongest of all?” I found out that
ants are not always strongest,
but they are the strongest in
some ways.)
Have children ask themselves:
Did I use the text, illustrations,
and what I know to predict?
Did I set a purpose
for reading?
Scene III: The Ant’s Hole
NARRATOR: So Little Red Ant went back home
and spoke to the ant people.
(The ants crouch together on the darkened stage.)
SECOND ANT: Little Red Ant has returned.
THIRD ANT: He has come back alive!
FOURTH ANT: Tell us about what you have
learned. Who is the strongest of all?
LITTLE RED ANT: I have learned that
everything is stronger than something else.
And even though we ants are small, in some
ways we are the strongest of all.
208
209
Student Edition pp. 208–209
Think Critically, continued
Higher-Order Thinking Skills
D3
434
Evaluation Would you
recommend that your class
perform this drama? Explain.
If... children have difficulty
making a decision,
then... ask them to evaluate
separate features, such as the
number of characters, the kinds
of scenery and costumes that
would be needed, and the
possible audience.
Exploration
LD2 TCH M1 W5.indb 434
8/17/18 9:04 PM
Go Digital: Main eSelections
Comprehension Check
Have children discuss each question with a partner. Ask several pairs to share
their responses.
✓ Theme When you read The Strongest One, did you learn anything about
people from what Little Red Ant discovered? Explain. (Possible response:
Everyone is strong in some way.)
✓ Confirm predictions How did you use the pictures to predict what would
happen next in the drama? (Possible response: I used the pictures to see
which character would come on stage next. I knew the character would
be the next character Little Red Ant would talk with and that the character
would be stronger than the last one.)
✓ Drama In a drama, why is the name of the character before a speech an
important detail? (The names of the characters are an important detail
because they tell who is speaking.)
✓ Author’s purpose Why do you think the author told this story as a drama?
Whole
Group!
E
L
L
English Language
Learners
Support Discussion Provide various
ways for children to show what
they have learned. For this drama,
have them participate in movement
and role-play to show what they
have learned. Have children use
illustrations in the story to show
how they confi rmed predictions.
(Possible response: The author might have thought it would be fun for
people to act it out. He might have thought it would be easier to read.)
✓ Connect text to self Little Red Ant wants to find out who is the strongest
of all. He goes out into the world and asks questions to fi nd the answer.
Think about a time when you asked questions. What did you want to fi
nd out? Where did you go to find answers? Whom did you ask? (Possible
response: I wanted to fi nd out how to score a goal in soccer. I went to
soccer practice and asked the coach. I also asked my big brother and his
friends who play soccer.)
Whole
Group
Continue to
Day 3
Think Critically
pp. 450–451
Module 1
LD2 TCH M1 W5.indb 435
435
8/17/18 9:04 PM
W5
WEEK
D2
DAY
Read and
Comprehend!
Objectives
• Identify features of drama.
• Read aloud fluently with
expression and intonation.
• Identify and use imperative and
exclamatory sentences.
Literary Text
Features of Drama
Identify features of drama Use the main selection The Strongest One to
review the features of drama.
• A drama, or play, is a story written to be performed by actors for an
audience. Where can you find a list of characters that appear in a play?
(at the beginning of the play)
• The story is told mostly through characters’ dialogue. How can you tell
which character in a play is speaking? (The character’s name is listed in
front of the lines spoken.)
• When reading a play, how can you tell
when a character enters or leaves the
stage? (Stage directions are given in
parenthesis.)
Guide practice Display Graphic Organizer
15. Explain that the class will identify
features of the drama, The Strongest One.
Have children give an example of each
feature from the play. Write their responses
on the web.
On their own Have children work in small
groups to identify additional examples of
each play feature to add to the ovals in
Graphic Organizer 15. Have groups share
the information with the class.
Characters
Little Red Ant
Setting
Inside an Ant’s Hole
Features of The
Strongest One
Stage Directions
Ant walks back and
forth onstage.
Dialogue
Second Ant: Be
careful!
Graphic
h Organizer 15
Digital W5 D2
Reread for Fluency
Have children reread pages 200–201 of The Strongest One.
Paired Reading
1 Reread To achieve optimal fluency, have partners reread the text three
or four times.
2 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
436
Exploration
LD2 TCH M1 W5.indb 436
8/17/18 9:04 PM
Go Digital: Grammar Jammer
The Strongest One
Imperative and Exclamatory Sentences
A command is an imperative sentence that tells someone to do
something. It ends with a period (.).
The subject of a command is you, but you is usually not shown.
Find the strongest one.
Please answer me.
An exclamation is an exclamatory sentence that shows surprise
or shows strong feelings. It ends with an exclamation mark (!).
Ouch! I tripped on that rock!
What a great idea this is!
All commands and exclamations begin with capital letters.
Conventions
Imperative and
Exclamatory
Sentences
Differentiated
Instruction
Get me a basket.
2.
That is a huge basket!
3.
Put in the food.
4.
Bring the ants.
5.
Oh no, I dropped the food!
H+S
HOME AND SCHOOL
226
C
1.
C
C
E
S
E
Home Activity
Your child learned about commands and exclamations. Play the following game
with your child: Set a time limit of two minutes and during that time talk to each
other using only commands and exclamations.
Conventions Imperative and Exclamatory Sentences
The first sentence tells you to do something,
Student Edition
so it is an imperative sentence. What
Practice p. 226
punctuation mark do you use at the end?
(a period) The second sentence shows strong feeling or surprise. It is an
exclamatory sentence. What punctuation mark do you use at the end? (an
exclamation mark)
Guide practice Write the following sentences on the board. Have children
read the sentences and provide the correct punctuation for the imperative and
exclamatory sentences.
1. Go to school (period)
2. Please hand in your homework (period)
3. I can’t wait until tomorrow (exclamation mark)
4. Remember to call your grandma (period)
5. What a pretty painting (exclamation mark)
Connect to oral language Have the class complete these sentence
frames orally.
2. My grandma makes the best
________ !
Group!
Write C if the sentence is a command.
Write E if it is an exclamation.
Model imperative and exclamatory
sentences Write Look at that sunset. It is so
beautiful! Point to each word as you read
the sentences aloud. Have volunteers identify
the punctuation marks used at the end of
each sentence.
1. Write your answers
on ________.
Whole
I
Strategic Intervention
Sentences If children have diffi culty
with declarative and interrogative
sentences, repeat the model
sentences several times using the
correct intonation for each. Then
have children identify the sentences
as questions or statements.
A
Advanced
Sentence Production In pairs,
ask one partner to think of an
interrogative sentence and write it
down. Have the other partner turn
the interrogative sentence into a
declarative sentence. For example,
Question: Are you going to the
movies? Statement: I am going to
the movies. Continue with other
sentences.
Daily Fix-It
3. did you enjoy the desert
Did you enjoy the desert?
4. I was really exited?
I was really excited!
Discuss the Daily Fix It corrections
with children. Review sentence
capitalization and punctuation, and
the spelling of excited.
3. Please call ________.
E
On their own Use Student Edition
Practice p. 226.
L
L
English Language
Learners
Support Conventions In
some languages, the markers for
questions are different as well as
the word order.
Module 1
LD2 TCH M1 W5.indb 437
437
8/17/18 9:04 PM
W5
WEEK
D2
DAY
Language
Arts!
Objectives
• Generate ideas for a play scene.
• Recognize features of a play
scene.
• Develop characters in writing a
plan for a play scene.
Writing—Play Scene
Writer’s Craft: Developing Characters
Introduce the prompt Review with children the key features of a play scene.
Point out that The Strongest One is a drama, or play. Assure them that they
can make up a scene for a play that has a beginning, middle, and end. They
will write speeches for their characters to say in the scene. Explain that today
children will plan their own play scenes about Little Red Ant. Read aloud the
writing prompt.
Writing Prompt
Think about the questions Little Red Ant asks the characters in
the play. Now write a play scene in which the ant asks another
animal or a girl or boy about strength.
Sharing the Writing
Help children generate play scene ideas
To plan our play scene, let’s
first think about characters that Little Red Ant might ask about strength.
Display a T-chart. I’ll start with a boy.
Guide children in identifying possible characters and their strengths. Possible
ideas are shown. Record the responses, and keep the chart so that children
can refer to it as they plan and draft their play scenes.
Characters
Strengths
boy
lift heavy things
bear
break a tree branch
girl
sing high notes
hawk
see tiny mice from up in the sky
bee
stings things
Have each child choose a character for a play scene. Circulate to guide
them. Have them think about what the character is like.
438
Exploration
LD2 TCH M1 W5.indb 438
8/17/18 9:04 PM
Go Digital: Concept Talk Video
20-25 mins
The Strongest One
Four-Column Chart
Mini-
Lesson
Character
What I am
like
What I feel
What I want
Little Red Ant
curious
puzzled
to know
who is the
strongest one
Little Boy
strong
can lift heavy
things
Whole
Group!
Differentiated
Instruction
afraid of bees to stay away
from bees
S
I
Strategic Intervention
Home Activity
Your child is learning to write stories, poems, brief reports, nonfiction paragraphs,
letters, and other products this year. Ask what your child is writing this week.
H+S
HOME AND SCHOOL
Writing Plan
Student Edition Practice p. 227
Developing Characters
■ Introduce Use Student Edition Practice p. 227 to model planning a
play scene. To plan the characters I want in my play, I’ll organize
my ideas in a four-column chart. At the top of one row I’ll write
Characters. I also want to know what my characters are like, what
they feel, and what they want. I’ll add those ideas to my chart, too.
My two characters will be Little Red Ant and Little Boy. I’ll write their
names in the first column of my chart.
■ Model From reading The Strongest One, I know that Little Red Ant is
curious. He feels puzzled and wants to know who is the strongest
one. I add these ideas to my chart. Next, I’ll think about the Little Boy.
What is he like? He is strong and can lift heavy things. What does
he feel? He is afraid of bees. What does he want? He wants to stay
away from bees. I’ll add my ideas about the Little Boy to my chart.
Circulate to guide and assist children.
Quick Write for Fluency
Team Talk
227
Developing Characters If children
find it difficult to develop their
characters, ask questions such as:
How is ___ strong? What could
make ___ weak (broken, disappear,
etc.)? What must ____ do to stay
strong? Help children complete the
chart.
E
L
L
English Language
Learners
Support Prewriting
Beginning Children can draw play
characters and write labels in
speech balloons. Have them share
with a partner, possibly one who
speaks the same home language.
Intermediate Have children draw
play characters and write phrases
in speech balloons. Have them
describe their play scenes to other
children.
Advanced/Advanced-High Have
children draw characters, write
their dialogue as a play script, and
share with partners.
1 Talk Have children take two minutes to describe their characters to
a partner.
2 Write Each child writes a brief line of dialogue for each character that
shows what the character is like, feels, or wants.
3 Share Each child reads the dialogue to the partner.
Module 1
LD2 TCH M1 W5.indb 439
439
8/17/18 9:04 PM
W5
WEEK
D2
DAY
Language
Arts!
Objectives
• Recognize and write correct letter
forms.
• Use proper spacing of words
when writing a sentence.
• Understand how to use maps to
locate information.
Handwriting
Letters Ff, Bb, and Ll/ Letter Spacing
Model letter formation Display upper- and lower-case letters: Tt, Hh, and Kk.
Use the stroke instructions pictured below to model proper letter formation.
Have children write each letter several times and have them circle their
best ones.
H hh 7
T tt ) C H
T
D’Nealian™
Ball and Stick
D’Nealian™
Ball and Stick
• Apply knowledge of maps to
inquiry project.
K kk
K
D’Nealian™
:
Ball and Stick
Model word spacing Explain that spaces in sentences tell where one word
ends and another word begins. I need to leave a space between each word
when I write a sentence. The space shouldn’t be too small or too big. This will
help people read what I’ve written.
Guide practice Write the following sentence on the board to model good
spacing between words.
The lake is by the path.
Team Talk Have children work in pairs to compare the greater amount of
space between words to the lesser amount of space between letters in words.
Have them write the sentence correctly.
Exploration
LD2 TCH M1 W5.indb 440
8/17/18 9:04 PM
Go Digital: Concept Talk Video
Research and Inquiry
Whole
Research Skill: Maps
Teach Show children a variety of maps. Explain that a map is a drawing of
the earth’s surface. Maps help people get from place to place. Identify places
on a map such as a state, city, or road. Point to the legend, or map key, and
explain that it tells us what the pictures, or symbols, on the map represent.
Model
Display Research Transparency 5. This is a map with a legend.
Point to the legend. As I look at the map, I see many squares. I don’t know
what the squares stand for, so I read the legend. I can see that a small square
is a symbol for a house, and a larger square is a symbol for a building, such
as a school or the hospital. I will write house on the line next to the small
square, and I will write school on the line next to the school.
Group!
Academic Vocabulary
legend the words accompanying a
picture, diagram, or map
map a drawing of the earth’s
surface or a part of it
symbol something that stands for or
represents something else
Guide practice Guide children in identifying each symbol on the legend.
Use the legend to label places on the map. Ask about places in your own
community and discuss how to show them on a map.
Wrap Up Your Day
High-Frequency Words Write the following sentence: We learn together
very often. Ask children to read the sentence. Then point to the highfrequency words learn, together, very, and often, and have children
read them.
Build Concepts Monitor children’s use of oral language as they respond.
Recall the main selection The Strongest One. What did Little Ant inquire
about? (He wanted to find out who was the strongest.) Would you
describe a house and rock as sturdy or delicate? (sturdy)
Using a Map
Newtown City Map
W il
lia
ms
St.
Maple Ave.
Pine Rd.
Grant Ct.
Oak St.
I`7LHYZVU,K\JHJP}UKL4t_PJV:(KL*=
LEGEND
house
hospital
tree
lake
fire hydrant
school
4VK\SL 1 The Strongest One
Research Transparency 5
Digital W5 D2
Research
5
Preview
Day 3
Tell children that tomorrow they will
reread The Strongest One.
Module 1
LD2 TCH M1 W5.indb 441
441
8/17/18 9:04 PM
W5
D3
WEEK
DAY
Let´s
Read!
Objectives
• Build oral vocabulary.
• Identify details in text.
Content Knowledge
BQ
BIG QUESTION
Question of the Week
How does exploration
help us find answers?
• Share information and ideas
about the concept.
Today at a Glance
Oral Vocabulary
stun
Phonics and Spelling
Consonant Digraphs
Fluency
Expression and Intonation
High-Frequency Words
gone, learn, often, pieces, though,
together, very
Story Words
dangerous, gnaws, narrator, relatives
Comprehension
Review Character and Setting
Conventions
Imperative and Exclamatory
Sentences
Writing
Play Scene: Draft
Research and Inquiry
Gather and Record Information
Exploring for Answers
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Where to Inquire” from the Sing with Me Big Book. Who
would you ask for answers to your questions? (Possible responses: I would
ask my teacher; I would ask my dad.)
Build Oral Language
Listen for amazing words Read the story “All Alone in Dinosaur Hall”
from the Read Aloud Anthology and have children listen for the Amazing
Word stun. Have them also think about how Ollie might find answers to
his questions.
• What does Ollie find behind the cloth? (He finds a dinosaur skeleton.)
• What happens when Ollie sits on the “rocks”? (They are dinosaur eggs that
begin to hatch.) Could they really hatch? (No, the eggs couldn’t hatch after
millions of years.)
• Why did Ollie want to tell his dad what happened? (He wanted to discuss
what he saw and have his dad help him find answers.)
Talk about sentences and words Write the following sentence from “All Alone
in Dinosaur Hall” on sentence strips or on the board.
I just stood there, too stunned to speak.
• Ask children to read it as you track the print.
• Point to and read I just stood there. What does this mean? (Ollie didn’t
move.) Why did the author use the word just instead of simply? (It is
a short, easy-to-understand word.) What other words could the author
have used?
• Now point to and read . . . too stunned to speak. What does stunned
mean? (“shocked” or “surprised”) Ask a volunteer to show how someone
might look when he or she is stunned. Why do you think the author chose
the word stunned? (It shows a strong feeling.)
Read
R
d Al
Aloud
d Anthology
A th l
“All Alone in Dinosaur Hall”
442
Team Talk Now have children work with a partner to replace key words
in the sentence with synonyms. Use the following sentence frame. I
_____________ stood there, too______________ to speak.
Exploration
LD2 TCH M1 W5.indb 442
8/17/18 9:04 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video
Video
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Amazing Words
Teach Amazing Words
1 Introduce the Word Relate the word stun to the story. Ollie was too
stunned to speak when he realized the baby dinosaurs were gone.
Supply a child-friendly definition. The word stun means “to shock.” When
someone is stunned, they are shocked or surprised. Have children say
the word.
2 Demonstrate Provide examples to show meaning. I knew that the loud
noises might stun the small children. I was stunned when I found out they
were closing my favorite movie theater.
3 Apply Have children demonstrate their understanding. Tell about a time
when you were stunned. Explain how you felt.
Anchored Talk
Add to the concept map Discuss how exploring the things around us and not
being afraid to ask questions helps us find answers.
• In The Strongest One, what did Little Red Ant want to know? (The ant
wanted to know who was the strongest in the world.) What did Little Red
Ant explore to find an answer to its question? (The outside world.) Let’s add
We find answers by exploring the outside world on our concept map.
• How did Little Red Ant find answers in the outside world? (The ant asked
others who was the strongest.) Who did Little Red Ant ask? (The ant asked
Snow, Sun, Wind, House, Mouse, Cat, Stick, Fire, Water, Deer, Arrow,
and Big Rock.) Let’s add We can get many different answers to our
concept map.
E
L
L Expand Vocabulary Use the Day 3 instruction on ELL Poster 5.
delicate
inquire
sturdy
exhibit
resist
stun
genius
satisfaction
Differentiated
Instruction
S
I
Strategic Intervention
Asking Questions Promote higherorder thinking skills by asking
children open-ended questions.
E
L
L
English Language
Learners
Listen and Respond Explain that
dino is a shortened way of saying
dinosaur. We may shorten words,
such as ad for advertisement or
mini for miniature.
E
L
L PPoster
t 5
Module 1
LD2 TCH M1 W5.indb 443
443
8/17/18 9:04 PM
W5
WEEK
D3
DAY
Let´s
Read!
Objectives
Blend and read words with
consonant digraphs.
• Decode words in context and
independent of context.
Phonics
Build Words
c
e
f
h
i
r
n
t
s
w
Model word building Now we are going to build words with consonant
digraphs. Write when and blend it. Watch me change the wh in when to th.
Model blending the new word, then.
Guide practice Have children spell then with letter tiles. Monitor
children’s work.
• Change the e in then to i.
Say the new word together.
• Change the t in thin to c.
Say the new word together.
• Change the c in chin to s.
Say the new word together.
• Change the n in shin to ft,
the new word together.
• Change the sh in shift to thr.
Say the new word together.
t
h
i
n
c
h
i
n
s
h
i
n
s
h
i
f
t
t
h
r
i
f
t
Corrective Feedback
For corrective feedback, model the correct spelling and have children correct
their tiles.
444
Exploration
LD2 TCH M1 W5.indb 444
8/17/18 9:04 PM
Go Digital: Letter Tile Drag and Drop
Fluent Word Reading
Model Write which. I know the sounds for wh, i, and ch. I blend them and
read the word which.
Guide practice Write the words below. Say the sounds in your head for each
spelling you see. When I point to the word, we’ll read it together. Allow one
second per sound previewing time for the first reading.
this
whip
catch
thrill
children
establish
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
On their own Have children read the list above three or four times, until they
can read one word per second.
Blend and Read
Decode words independent of
context Have children turn to
page 81 in Decodable Practice
Readers 2.1 and find the first list
of words. Each word in this list
begins or ends with a consonant
digraph. Let’s blend and read
these words. Be sure that children
identify the correct consonant
digraph in each word.
Next, have children read the highfrequency words.
Chet Checks
5B
Consonant Digrahs
Chet
shrimp
pitch
finished
shopped
sixth
things
trash
catch
shelling
itch
fresh
finish
shelf
with
white
pitching
shell
bench
Beth
checking
catching
one
When Chet finished shelling
shrimp, he grabbed his white pen
with red ink. It was his checking
pen. Chet made one check next to
“Help Mom shell shrimp.”
Later Chet checked that he had
shopped. Then Chet checked that
he set the trash out and dusted in
the den. Dust made Chet’s nose
itch.
High-Frequency Words
white
3. Set trash out.
4. Dust shelf and bench in den.
5. Pitch and catch with Beth.
Decodable
Practice
Passage
you
Chet Checks
Chet kept a list of things to finish. It
had five things.
1. Help Mom shell shrimp.
2. Shop with Dad and get lunch
stuff.
81
Pitching and catching with Beth
was fun. When he had finished,
Chet checked it on his list. As Chet
made his check, his pen ran out of
ink. “You must add a sixth thing to
that list,” said Beth, “Get a fresh
pen!”
82
Decodable Practice
Readers 2.1, pp. 81–82
Decode words in context Chorally read the story along with the children.
Have children identify words in the story that have consonant digraphs.
Team Talk Pair children and have them take turns reading the story aloud to
each other. Monitor children as they read to check for proper pronunciation
and appropriate pacing.
Build More Words Give children
more practice building consonant
digraph words with the letter
tiles. Dictate words such as ship,
itch, wish, with, and which. Have
children use the letter tiles to build
the words and then read each word
they built.
A
Advanced
Listen and Build Tell children that
you will say a sentence. When
they hear a word with consonant
digraph, they should raise their
hand to stop the sentence so they
can build the word. Have children
check their work by reading a
partner’s tiles. Use sentences such
as This whale has an itch on its
chin. Which thin fish is this? I wish
the sun would shine.
E
L
L
English Language
Learners
*These materials can be found online.
Extra Support for ELL As children
build words, model saying the word
and using gestures, pictures, or
objects to show the meanings of the
words. For example, for when say:
/hw/ /e/ /n/ when and then point
to a watch or clock quizzically and
ask When is lunch? Have children
repeat the word and use gestures,
pictures, or objects to show they
understand its meaning.
Module 1
LD2 TCH M1 W5.indb 445
445
8/17/18 9:04 PM
W5
WEEK
D3
DAY
The Strongest One
Consonant Digraphs
Let´s
Read!
Objectives
• Spell words with consonant
digraphs.
• Read aloud fluently with
expression and intonation.
Spelling
Read Mike’s note. Circle three spelling mistakes. Write the words
correctly. Then write the aunt’s name correctly.
Frequently
Misspelled
Words
Dear aunt peg,
I whish you were here. We saw a whale. It had a
white patch behind each eye. You can tell the
when
male whale from the female whale by the shap
where
of the fin. It was fun to wach.
watch
Love, Mike
1.
2.
3.
4.
wish
shape
watch
Aunt Peg
Consonant Digraphs
Spell high-frequency words Write gone and
often and point them out on the Word Wall. Have
children say and spell the words with you and
then without you.
Spelling Words
bunch
math
that
them
wish
shape
patch
whale
when
itch
what
chase
Fill in the circle to show the correct spelling. Write the word.
5.
ich
itch
itche
6.
what
whath
waht
7.
chas
shaze
chase
8.
buntch
bunsh
bunch
Home Activity
Your child identified misspelled words with ch, tch, sh, th, and wh. Have your child
write a pretend postcard using some of the words.
itch
what
chase
bunch
Dictation Have children write these sentences.
Say each sentence. Then repeat it slowly, one
word at a time.
H+S
HOME AND SCHOOL
Spelling Consonant Diagraphs
229
1. When will you do that math?
Student Edition Practice pp. 229
2. I wish I could chase a whale!
3. Tell them to pick a bunch often.
4. The patch will soon be gone.
Proofread and correct Write each sentence, spelling words one at a time.
Have children circle and rewrite any misspelled words.
On their own Use Student Edition Practice
p. 229.
Small Group Time
Break into small groups after spelling and before the comprehension
lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•87
• Phonics
Read Too Many
Rabbit Holes
On-Level
I
O L
Teacher-Led Page
DI•91
Read Glooskap and
the First Summer
Advanced
Teacher-Led Page
DI•94
Read The First People
to Fly
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
• Read for Meaning
• Let’s Write
A
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Main Selection
* These materials can be found online.
446
Exploration
LD2 TCH M1 W5.indb 446
8/17/18 9:04 PM
Model Fluency
Expression and Intonation
Model fluent reading Have children turn to Student Edition pages 194–
195. Follow along as I read these pages. This is a play, so I want to read
the characters’ words the way they would speak them.
Guide practice Have children read the pages with you. Then have them
reread the pages as a group without you until they read with expression and
intonation. Continue in the same way with pages 196–197.
Corrective Feedback
If… children have difficulty reading with expression and intonation,
then… read each part, exaggerating somewhat the emotion in your voice to
demonstrate to children how expression and intonation will change.
If… the class cannot read fluently without you,
then… continue to have them read along with you.
Reread for Fluency
Choral Reading
1 Select a Passage For The Strongest One, use pages 200–201.
2 Model First, have children track the print as you read.
Whole
Group!
A
Advanced
Fluency Have small groups of
children choose which character’s
lines on pages 194–195 or
196–197 they would like to read in
their group. Tell them to think about
how their characters feel and read
with expression.
Spelling Words
Consonant Digraphs
1. bunch
2. that
3. wish
4. patch
5. when
6. what
7. math
8. them
9. shape
10. whale
11. itch
12. chase
3 Guide Practice Then have children read along with you.
High-Frequency Words
13. gone
14. often
4 Corrective Feedback Have the class read aloud without you. Monitor
progress and provide feedback. For optimal fluency, children should
reread three to four times.
Optional for Oral
Rereading
Use The Strongest One or the Day
1 Decodable Practice Reader.
Check comprehension Ask children to retell the story, emphasizing the most
important facts and details.
Module 1
LD2 TCH M1 W5.indb 447
8/17/18 9:05 PM
W5
WEEK
D3
DAY
The Strongest One
Pick a word from the box to complete each sentence.
Write the word on the line.
Read and
dangerous
pieces
Comprehend!
gone
though
learn
very
often
1.
My sister, relatives, and I
hikes to look for birds.
2.
We never go hiking in a
3.
Even
faster than she can!
• Read high-frequency words.
4.
Sometimes we pick up
of trash on the trail.
• Establish purpose for reading text.
5.
Once when we were
all day, we saw how a beaver gnaws on wood.
• Review key features of drama.
6.
My sister and I like hiking
7.
It is
8.
After I
narrator and tell stories.
Objectives
go on
R
Read
words independent of context Display
and review this week’s high-frequency words
a
and story words. Have children read the
a
w
words aloud.
dangerous
though
place.
my sister is older, I can hike
pieces
gone
very
learn
H+S
HOME AND SCHOOL
230
H
High-Frequency
and
Story Words
S
often
together
together
Read words in context Display the following
R
ssentence frames. Have children complete
tthe sentences using high-frequency and
sstory words. Have the children read each
ccompleted sentence with you.
.
fun to go bird watching!
new things, I will become a
Home Activity
Your child completed sentences using high-frequency and selection words learned
this week. Encourage your child to write a brief description of a hike or walk you
have taken together and use as many of these words as possible.
High-Frequency Words/Story Words
Student Edition Practice p. 230
1. Every night the mouse gnaws string into little
2. My relatives
3.
visit us. (often)
I am small, I am strong. (Though)
4. The narrator told us that Little Red Ant had
5. It is very
. (pieces)
home. (gone)
to play with fire. (dangerous)
6. You and I can learn this lesson
. (together)
On their own Use Student Edition Practice, p. 230.
Exploration
LD2 TCH M1 W5.indb 448
8/17/18 9:05 PM
40-45 mins
Go Digital: Vocabulary Activities
Main Selection—Second Read
The Strongest One
DDR
Double
day Read!
Review Character and setting Recall this week’s main selection, The
Strongest One. Tell children that today they will read the drama again.
Remind children that characters are the people or animals in a story and
that the setting is the story’s time and place. Good readers look for clues
that tell about the characters to help them understand what happens
in the story. How does an author give readers clues about characters?
(shows what they are like, how they feel, and what they say and do) For
additional practice with character and setting, use Let’s Practice It! p. 44
on the Web site.
Review Genre: drama Let’s Read Remind children that a drama is a story
to be acted out for an audience. Have children recall features from The
Strongest One that show this story is a drama. (Possible response: It is mostly
speeches or dialogue for characters to say. It has scenes that tell the setting. It
has stage directions that tell actors where and how to move.)
Set a purpose Remind children that good readers read for a purpose.
Guide children to set a new purpose for reading The Strongest One today,
perhaps to consider how each character feels when it has to run away from
something stronger.
Extend thinking Tell children they will now read The Strongest One for the
second time. Use the Day 3 Extend Thinking notes to encourage children to
use higher-order thinking skills to go beyond the details of the selection.
Whole
Group!
Differentiated
Instruction
A
Advanced
Review Genre Have children
write a new scene for the drama
that includes Little Red Ant telling
Queen Ant about the walk around
the outside world. Have them use
The Strongest One as a format
for writing dialogue and stage
directions. Have children perform
the new scene for the class.
Story Words
narrator a person who tells a story
relatives people in the same family
dangerous not safe
gnaws bites at and wears away
Academic Vocabulary
character a person or animal who
takes part in the events of a story
The Strongest One
Name
Read each characterÕs words and look at each picture. Think
about where the character is. Pick a word from the box that tells
the setting. Write the word on the line.
backyard
home
orchard
rink
setting the time and place in which
a story occurs
school
1. Jerry: I like to relax and read
the newspaper.
home
2. May: Skating is my favorite
sport.
rink
3. Lori: Picking apples is so
orchard
pick flowers.
backyard
5. Zack: I learn a lot at the
computer lab.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
much fun.
4. Bonnie: I like to plant and
school
Home Activity Your child used words and picture clues to figure out a character’s setting. Select a favorite
storybook and read it together. Ask your child to talk about the setting.
%7%t
Comprehension Character and Setting Review
Let’s Practice It! Digital W5 D3
Continue to
Day 3
For the Second Read, use Extend
Thinking across the bottom of
pages 426–434.
Module 1
LD2 TCH M1 W5.indb 449
449
8/17/18 9:05 PM
W5
WEEK
D3
DAY
Think Critically
Answer How are animals in this story different from those in the
selection A Desert Adventure? Text to Text
Read and
Little Red Ant learns that Water is
than Fire because
The animals in A Desert Adventure are
.
.
Comprehend!
They don’t
.
The animals in The Strongest One are
.
Facts and Details
Answer How does the picture on page 201 help you predict
what is stronger than Stick? Reread to confirm.
Objectives
They
The picture shows
.
• Retell a narrative.
Discuss Why do you think the author wrote this story as
a play? Author’s Purpose
Identify facts in a drama.
Predict and Set Purpose
Look Back and Write Look back at how the author wrote
the play. Identify the elements of dialogue. Use them to
write a short play about Little Red Ant and a new character.
Answer What facts does Little Red Ant learn about Fire and
Water?
Make and confirm predictions.
TEST PRACTICE Extended Response
• Write clear, coherent sentences.
Number the pictures in order and retell the story.
Retell
211
210
Student Edition pp. 210–211
Retelling
Have children look at the story scenes and number them in order. Then have
children work in pairs, retelling the story to one another. Remind children
that their partners should include the characters, setting, and events from the
beginning, middle, and end of the play. Children should use the retelling strip
in the Student Edition as they retell. Monitor children’s retelling.
Scoring rubric
Top-Score Response A top-score response makes connections beyond
the text, elaborates on the author’s purpose, and describes in detail
the characters, setting, and plot.
Monitor Progress
Check Retelling
If… children have difficulty retelling,
then… use Story Sequence Graphic Organizer 23 and work with the
group to scaffold their retelling.
Day 1
SP
Check
Word
Reading
Day 2
Check
Word
Reading
Day 3
Check HighFrequency
Words/
Retelling
Day 4
Check
Fluency
Day 5
Check
Vocabulary
SUCCESS PREDICTOR
CHECK WORD READING
450
Exploration
LD2 TCH M1 W5.indb 450
8/17/18 9:05 PM
Go Digital: Story Sort
Think Critically
Text to Text 1. Possible response: The animals in A Desert Adventure are
real animals. The animals in The Strongest One are make-believe. They talk,
behave, and have feelings like people.
Author’s Purpose 2. Possible response: The author thought the story would be
fun to act out.
Facts and Details 3. Little Red Ant learns that Water is stronger than Fire
because when Water is poured on Fire, it kills Fire.
Predict and Set Purpose 4. PThe picture shows a fire that helps us
predict that Fire will be stronger than Stick.
5. Look Back and Write For writing fluency, assign a five-minute time limit. As
children finish, encourage them to reread their response and proofread for
errors.
Scoring rubric
Top-Score Response A top-score response uses dialogue to write
a short play about Little Red Ant talking to a new character. For
example:
Little Red Ant: Lizard must be the strongest. I will ask. Lizard, are you
the strongest of all?
Lizard: No, I am not the strongest. Roadrunner is stronger. When
Roadrunner catches me, he eats me. Here he comes!
Whole
Group!
Differentiated
Instruction
A
Advanced
Look Back and Write Ask children
who show proficiency with the
writing prompt to expand the short
play. Have them write about Little
Red Ant talking to two other new
characters. Ask children to add
stage directions to their play.
Predict and Set Purpose Have
children turn to p. RR11 in their
Practice Notebook where they
made a prediction and set a
purpose. After reading the play,
have them write to tell whether their
purpose was met and to review
their predictions: Did they actually
predict what really happened?
Plan to Assess
Retelling
Week 1: Strategic Intervention.
Meet the author and illustrator Have children turn to page 192. What’s the
name of the author? Ask children what an author does. (writes the selection).
What’s the name of the illustrator? Then ask children what an illustrator does.
(creates the pictures for a story)
Independent Reading After children enter their independent reading into their
Reading Logs, have them paraphrase a portion of the text they have just read. Tell
children that when we paraphrase, we express the meaning of what we have read
using our own words.
Week 2: Advanced
Week 3: Strategic Intervention
This week assess On-Level
children.
✓ Week 5: Strategic Intervention
Week 6: Assess any children
you have not yet checked during
this unit.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W5.indb 451
451
8/17/18 9:05 PM
W5
WEEK
D3
DAY
Language
Arts!
Objectives
• Identify and punctuate imperative
and exclamatory sentences in
reading, writing and speaking.
• Write a draft of a play scene.
Conventions
Imperative and Exclamatory Sentences
Review Imperative and exclamatory sentences Recall that an imperative
sentence tells or requests someone to do something. It usually ends in a
period: Close the door. An exclamatory sentence expresses surprise or strong
feeling and it ends with an exclamation mark: Look at that shooting star!
Guide practice Write this sentence on the board and have children read
it aloud.
Go home
What punctuation would you use to make this an imperative sentence? (a
period) What punctuation would you use to make it a loud exclamatory
sentence? (an exclamation mark)
Team Talk Have children suggest imperative and exclamatory sentences.
Write their ideas and have children add ending punctuation.
Connect to oral language Have children complete these sentence frames
orally, using ending punctuation as a clue to expression.
Look at that
That is the tallest
Get out of the
The
I have ever seen!
.
is very warm!
On their own Use Let’s Practice It! p. 47 on the Web site.
The Strongest One
Name
Imperative and Exclamatory
Sentences
Imagine that you are a character in the story.
Tell why you are the strongest one.
Use a command and an exclamation.
Possible answer: Look at
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
how strong I am. I can move
anything! Now watch this.
I can blow that house down!
I am the strongest!
Home Activity Your child learned how to use commands and exclamations in writing sentences. Have your
child write commands and exclamations on sticky notes and post them in appropriate places. For example,
he or she can post a note on the refrigerator that says I am hungry!
Conventions Imperative and Exclamatory Sentences
%7%t
Let s Practice It!
Digital W5 D3
452
Exploration
LD2 TCH M1 W5.indb 452
8/17/18 9:05 PM
Go Digital: Grammar Jammer
20-25 mins
Play Scene Drama
Let´s
Write!
write!
Key
Features of a
Different
Play
Scene
Communities
•
•
•
•
xxx
is part of a story that is
acted
xxx out
Play Scene
Student Model
A play scene is part of a play,
a story that is acted out. The
student model on the next page
is an example of a play scene.
RO
RESOURCES ONLINE
XXXXXX
•
In a play scene the characters
act out the story. Underline the
names of the characters.
The Lion’s Strength
has
xxx characters who speak
character’s name at
beginning of each speech
tells who says it
Genre:
Writing Prompt
Think about the questions Little
Red Ant asks the characters in
the play. Now, write a play scene
in which the ant asks another
animal or a girl or boy about
strength.
Little Red Ant: Lion, do you have a
Conventions
strong roar?
•
Writer capitalizes the names
of characters.
Lion: It is true. My roar is strong.
•
An imperative sentence ends
in a period.
Little Red Ant: Roar so I can hear.
•
Circle the imperative sentence.
Little Red Ant: Wow, that was really
5. Does an ant bite icth.
Does an ant bite itch?
loud! Are you the strongest of all?
Lion: Thorn is stronger than me.
When I get Thorn in my p
paw,, I
can’t walk.
6. oh, it stings too
Oh, it stings too!
Remember, you should . . .
Sounds to Know
†
†
RO
O
RESOURCES
URCES ONLINE
MMAR JAMMER
GRAMMAR
write each character’s
name before the words the
character says.
use at least one imperative
sentence and one
exclamatory sentence.
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation, and
the tch spelling of /ch/.
Conventions
Kinds of Sentences
Most imperative sentences end with
periods. Exclamatory sentences end with
exclamation marks (!).
212
Group!
Daily Fix-It
Lion: Roar!
Writer’s Checklist
Whole
213
Student Edition pp. 212–213
Let’s Write!
Teach Use pp. 212–213 in the Student Edition. Read aloud the Key Features
of a Play Scene and the definition of a play scene. Help children better
understand the Writing Prompt by reading it aloud and discussing the
Writer’s Checklist with children.
Review the student model Then read “The Lion’s Strength” on page 213 to
children. Point out Little Red Ant and ask what these words tell them. (Ant will
say what comes next.) Ask what Ant says. (Lion, do you have a strong roar?)
Read aloud and briefly discuss the side notes. Then have children follow the
instructions to complete the activities.
Scoring rubric
Top-Score Response Top-Score Response Help children understand
that a top-score response tells a story, has characters that speak,
has the character’s name before each speech, capitalizes character
names, and uses one exclamatory and imperative sentence. For a
complete rubric see Writing Rubric 5 from the Web site.
r
amma
Gr
Connect to conventions Read to children the Conventions note about
Kinds of Sentences. Point out examples in the model.
Module 1
LD2 TCH M1 W5.indb 453
453
8/17/18 9:05 PM
W5
WEEK
D3
DAY
Language
Arts!
Objectives
• Write a draft of a play scene.
• Use the conventions of a play
format in writing.
• Gather information.
Writing—Play
Scene
Writing Trait:
Conventions
Mini-
Lesson
Writing Transparency 5A
Digital W5 D3
Conventions: Play Format
■ Introduce Use your chart from yesterday and Writing Transparency 5A to
model using conventions when writing a play scene. Yesterday, I decided
that one character in my play will be Little Boy. Write the name on the
board and point out the capital letters. In a play scene, I must show who
says each speech. I write the speaker’s name first and then write a colon.
Draw a colon after the name. A colon separates the speaker’s name from
the words he or she says. After the colon, write: I am strong. Each line in
a play has three parts: the speaker’s name, a colon, and the words the
speaker says. Read aloud the draft on the Transparency and point out the
play format.
■ Explain how children can use these conventions to format their play
scenes. Today’s goal is to write the play scene but not to rewrite each
word perfectly. They can edit later to correct the words.
Guide play scene writing Now it is time to write your play scenes. Think
about what your characters are like, feel, and want. Have children use their
charts to plan what their characters will say. Then guide children as they draft
the play scenes.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to talk about setting up a play scene.
2 Write Each child writes a line of dialogue for the play.
3 Share Partners check each other’s line of dialogue to make sure that it is
formatted correctly.
454
Exploration
LD2 TCH M1 W5.indb 454
8/17/18 9:05 PM
Go Digital: Concept Talk Video
Research and Inquiry
Gather and Record Information
Teach Tell children that today they will explore more places to find answers
in their community. Explain that their goal is to make a map of places in their
community to explore for answers.
Model
Display the chart that the class created on Day 1. When I
wanted answers about ants, I said I could look in the library at school. I need
a symbol for a school to put on my map. A school is a big building with a
flag out front. I will draw a big box with a flag in it to stand for the school in
my drawing. Where else might we find answers about ants? How would we
show that place on the map? Ask a volunteer to answer the question. Record
the place and symbol in the chart.
Guide practice Remind children that Little Red Ant went outside his colony for
answers. Tell partners to name places in their community to find answers about
animals. Have them plan a symbol for each place.
Exploring for Answers
Source
Symbol
school
big box with flag
farm
big box with apple
Wrap Up Your Day
Facts and Details Why is it important to remember facts and details when
you read?
Predict and Set Purpose Have children recall why it’s important to make
predictions before reading and to check them as they read.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Information Sources Some children
may be unaware of the information
sources in the community. Describe
several community sources such
as the library, a pet store, the post
offifi ce, and a fl ower shop, and
have children decide which would
be the best sources of information
about animals.
A
Advanced
Map Legends Give children several
different types of maps. Have them
compare the map legends and
discuss any symbols that would be
helpful to include on the map the
class makes of information sources
in your community.
Preview
Day 4
Tell children that tomorrow they will
read about how a special animal
searches for food in Anteaters.
Module 1
LD2 TCH M1 W5.indb 455
455
8/17/18 9:05 PM
W5
D4
WEEK
DAY
Let´s
Read!
Objectives
• Discuss the concept to develop
oral vocabulary.
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Oral Vocabulary
genius, satisfaction
Phonics and Spelling
Review Inflected Endings
High-Frequency Words
gone, came, some, should, through,
there, you
Comprehension
Predict and Set Purpose
Fluency
Expression and Intonation
Conventions
Imperative and Exclamatory
Sentences
Writing
Play Scene: Revising Strategy
Listening and Speaking
Present a Dramatic Interpretation
Research and Inquiry
Review and Revise Topic
Content Knowledge
BQ
BIG QUESTION
Question of the Week
How does exploration
help us find answers?
Exploring for Answers
Expand the concept To reinforce concepts and to focus children’s attention,
have children sing “Where to Inquire” from the Sing with Me Big Book.
What big or small question would you like to look up in a book? (Possible
responses: I want to learn more about taking care of dogs; I want to know
what it is like in space.)
Build Oral Language
Review Genre: Realistic fiction Who can tell me what you know about
realistic fiction? (It’s a story about made up people and events, but the
characters, setting and events seem real.) Today we will read about two
people with some interesting ideas in “Can Hens Give Milk?” by Joan
Betty Stuchner.
Monitor Listening Comprehension Recall that Little Red Ant found answers by
asking questions. Have children listen as you read “Can Hens Give Milk?”
Team Talk Talk about exploring for answers Read aloud the last six
paragraphs of “Can Hens Give Milk?” on page 30 of the Read Aloud
Anthology. Display it on a whiteboard if possible, and track the print as
you read.
• Have pairs of children generate questions for each other about finding
answers to solve problems.
• Add words generated in discussion to the concept map.
Read Aloud Anthology
"Can Hens give Milk?"
456
Exploration
LD2 TCH M1 W5.indb 456
8/17/18 9:05 PM
30-35 mins
Go Digital: Concept
Concept Talk
Talk
Video,
Video
Sing with Me Animations
Build Oral Vocabulary (Optional)
Amazing Words
Oral Vocabulary Routine
Whole
Group!
Teach Amazing Words
1 Introduce the Word Relate the word genius to the story. Rivka says
Shlomo is a genius. Supply a child-friendly definition. A genius is a
person who is very smart Have children say the word.
2 Demonstrate Provide examples to show meaning. A genius has an
extraordinary ability to understand mathematics or another subject. The
man who invented electricity, Thomas Edison, was a genius.
3 Apply Have children demonstrate their understanding. Name a person
who is a genius. What makes that person a genius?
See page 489 to teach satisfaction.
Anchored Talk
Add to the concept map Discuss how asking questions and discussing with
others helps us find answers.
• In “Can Hens Give Milk?” how does Shlomo find answers to his questions?
(He talks them over with people.)
• With whom does Shlomo discuss his questions? (First with his wife, Rivka.)
With whom else does he discuss it? (Shlomo and Rivka decide to discuss it
with the Rabbi.) Let’s add We get answers from wise people to the map.
• Do you think you can get milk from hens? Why or why not? (Hens don’t
give milk. They lay eggs.) Can you get eggs from goats? Explain. (Goats
don’t lay eggs. They make milk for their babies.)
E
L
L Produce Oral Language Use the Day 4 instruction on ELL poster 5.
Amazing Words
delicate
resist
inquire
stun
sturdy
genius
exhibit
satisfaction
Differentiated
Instruction
A
Advanced
Explanation Ask children if they
could explain to Shlomo and Rivka
why their hen won’t make milk.
E
L
L
English Language
Learners
Frontload Comprehension Discuss
with children what they know about
animals.
E
L
L PPoster
t 5
Module 1
LD2 TCH M1 W5.indb 457
457
8/17/18 9:05 PM
W5
WEEK
D4
DAY
Let´s
Read!
Objectives
• Read and identify words with
inflected endings.
• Read words fluently in context
and independent of context.
Phonics Review
Inflected Endings
Review Inflected endings To review last week’s phonics skill, write drops,
dropped, dropping. You studied base words with endings like these last
week. What do you know about reading these words? (Read the base word
and then the ending. Double the one final consonant after the single vowel
before adding the endings -ed or -ing.) Read the words. (drops, dropped,
dropping) Repeat the process for bakes, baked, and baking, in which the
silent e in a vowel-consonant-silent e word is dropped before -ed and -ing.
Corrective Feedback
If children are unable to answer the questions about inflected endings, refer
them to Sound-Spelling Cards 129, 121, 127, 122, and 128.
Guide practice Draw a four-column chart like the one below. I will write base
words for you to read with me. You will tell me how to spell the word with
each ending as I write. Then we will read each word together. Write these
base words: wag, thank, race, chat, and challenge. Complete the chart, and
read the words with children.
Base Word
-s
-ed
-ing
wag
wags
wagged
wagging
thank
thanks
thanked
thanking
race
races
raced
racing
chat
chats
chatted
chatting
challenge
challenges
challenged
challenging
On their own Use Let’s Practice It!
p. 43 on the Web site.
The Strongest One
Name
talk talks
lift lifting
drop dropped
smile smiling
baked baking begged begging jumps
tugged tugging skips stopped stopping
Add -ed or -ing to each word to make a word from the box.
Write the new word on the line.
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
Add -ed
stop
1.
tug
3.
bake
5.
beg
7.
stopped
tugged
baked
begged
Add -ing
stopping
4. tugging
6. baking
8. begging
2.
Write the word from the box to finish each sentence.
Use the word in ( ) to help you.
9. She
10. She
skips
jumps
rope. (skip)
up and down. (jump)
Home Activity Your child reviewed words that end with -s, -ed, or -ing. Name some other verbs, such as
taste, wave, or hug. Ask your child to add -s, -ed, or -ing to these words and say the new words. Help your
child write each new word and use it in a sentence.
Inflected Endings -s, -ed, -ing Review Phonics
%7%t
Let’s Practice It!
Digital W5 D4
458
Exploration
LD2 TCH M1 W5.indb 458
8/17/18 9:05 PM
Go Digital: Interactive Sound-Spelling Cards
Fluent Word Reading
Whole
Spiral Review
Read words independent of context Display these words. Tell children they
can blend or chunk some words on this list and others are Word Wall words.
Have children read the list three or four times until they can read at the rate
of two to three seconds per word.
children
eyes
shut
fish
fresh
water
catch
think
shrub
early
which
stretch
throbbing
animals
lunch
full
crushing
warm
kitchen
them
Word Reading
Group!
S
I
Strategic Intervention
Consonant Digraphs and Blends
Preview words having both a
consonant digraph and blend:
children, fresh, stretch. Have them
identify the soundspelling patterns
and then segment and blend each
word.
A
Corrective Feedback
Advanced
If… children have difficulty reading whole words,
then… have them use sound-by-sound blending or combine word parts or
have them say and spell high-frequency words.
Extend Sentences Have children
choose a sentence to extend into
a short story. Have them tell their
story to a partner.
If… children cannot read fluently at a rate of two to three seconds per word,
then… have pairs practice the list until they can read it fluently.
Read words in context Display these sentences. Call on individuals to read a
sentence. Then randomly point to review words and have children read them.
To help you monitor word reading, high-frequency words are underlined and
decodable words are italicized.
Did children catch fresh fish in the water of that pond?
I think you will get warm and full in this kitchen.
Which animals hide in that shrub to help them catch lunch?
I woke early with throbbing eyes and my dog crushing me.
Sentence Reading
Corrective Feedback
If… children are unable to read an underlined highfrequency word,
then… read the word for them and spell it, having them echo you.
If… children have difficulty reading an italicized decodable word,
then… guide them in blending or combining word parts.
Spiral Review
These activities review
• previously taught high-frequency
words animals, early, eyes, full,
warm, water.
• consonant digraphs and
consonant digraphs with
consonant blends.
Professional
Development
Self-Monitoring As children decode
words, provide feedback to help
them monitor their reading. Ask
questions such as: Is that a word
you know? Does that word make
sense?
E
L
L
English Language
Learners
Fluent Word Reading Have children
listen to a more fluent reader model
the words or have pairs read the
words together.
Module 1
LD2 TCH M1 W5.indb 459
8/17/18 9:05 PM
W5
WEEK
D4
DAY
Let´s
Read!
Objectives
• Apply knowledge of sound-
spellings to decode unknown
words when reading.
• Decode and read words in
context and independent of
context.
• Practice fluency with oral
rereading.
Decodable Practice Reader 5C
Consonant Digraphs
Decode words independent of context Have children turn to the first page
and decode each word.
Read high-frequency words Have children identify and read the highfrequency words had, came, gone, some, should,
Shane’s Itch
through, there, and you on the first page.
Written by Renée McLean
Preview Have children read the title and preview
the story. Tell them they will decode words with
consonant digraph sounds /ch/, /sh/, /th/, /ŦH/,
and /hw/.
Decode words in context Pair children for reading
and listen as they decode. One child begins. Children
read the entire story, switching readers after each
page. Partners reread the story. This time the other
child begins.
Shane chased his pup Spot.
Spot had gone through a shrub.
When Shane came out,
he had an itch.
84
Shane had an itch
on his chest.
Shane scratched it.
88
Shane had an itch
on his nose.
Shane scratched it.
85
Shane had an itch
on his chin.
Shane scratched it.
86
Decodable
Practice
Reader
5C
Consonant Digraphs ch, tch, sh, th, wh
Shane
when
chin
that
chased
itch
shin
itching
bush
scratched
chest
High-Frequency Words
had
should
came
gone some
through there you
83
Decodable Practice
Reader 5C
Shane had an itch
on his shin.
Shane scratched it.
87
Mom said, “Shane,
some plants can make
you itch. You should
not go back there.”
His mom dabbed some
wet and pink stuff on his itch.
That itching stopped at last.
89
90
* These materials can be found online.
460
Exploration
LD2 TCH M1 W5.indb 460
8/17/18 9:05 PM
Go Digital: eReaders
Corrective Feedback
If… ildren have difficulty decoding a word,
then… refer them to the Sound-Spelling Cards to identify the sounds in the
word. Then prompt them to blend the word.
• What is the new word?
• Is the new word a word you know?
• Does it make sense in the story?
Check decoding and comprehension Have children retell the story to include
characters, setting, and events. Then have children find words in the story
that have consonant digraphs. List the words and have children sort them by
digraph sounds. Children should supply /ch/: chased, chest, chin, itch, itching,
scratched; /sh/: bush, Shane, shin; /th/, /ŦH/: that, there; /hw/: when.
Review print awareness Point out the quotation marks on the last page of the
story. Remind children that quotation marks show where the exact words a
speaker says begin and end. Model reading the sentences with the quotation
marks. Ask child to name the speaker. (Mom) Then have children read aloud
the exact words that Mom said.
Reread for Fluency
Have children reread Decodable Practice Reader 5C to develop automaticity
decoding words with consonant digraphs.
Oral Rereading
1 Read Have children read the entire book orally.
2 Reread To achieve optimal fluency, children should reread the text
three or four times.
3 Corrective Feedback Listen as children read. Provide corrective
feedback regarding their fluency and decoding.
Whole
Group!
E
L
L
English Language
Learners
Leveled Support
Beginning Preview Shane’s Itch
using the illustrations to demonstrate
meaning for words with consonant
digraphs such as scratch, itch, chin,
shin, and chest. Say each word as
you point to its illustration, and have
children repeat.
Intermediate After reading, have
children look at two pages in the
story and locate the words with
consonant digraphs on those pages.
Have children then use the words
in sentences. For example: Shane
chased Spot. Shane got an itch.
Advanced/Advanced-High After
reading, have children make a list of
three to five words with consonant
digraphs from the story and read it
aloud. Then have them use words
from the list in questions about
Shane’s Itch.
Language Transfer Children may
have difficulty distinguishing
dialogue from the rest of the
sentence. Point out that words such
as said come just before or after the
speaker’s exact words.
Module 1
LD2 TCH M1 W5.indb 461
461
8/17/18 9:05 PM
WEEK
D4
DAY
Let´s
Read!
Objectives
• Spell words with digraphs.
• Spell high-frequency words.
• Recognize structure and elements
of expository text.
• Relate prior knowledge to new
text.
Spelling
The Strongest One
Name
Consonant Digraphs
Consonant Digraphs
Unscramble the letters. Write the word.
Review Partner Supply pairs of children
with index cards on which the spelling
words have been written. Have one child
read a word while the other writes it. Then
have children switch roles. Have them use
the cards to check their spelling and correct
any misspelled words.
On their own Use Let’s Practice It! p. 46 on
the Web site.
Spelling Words
shape
chase
when
math
wish
whale
itch
1. p e s a h
2. c a s h e
3. n e w h
4. t a h m
5. h i s w
6. h l e w a
7. c t h i
bunch
math
that
them
wish
shape
patch
whale
when
itch
what
chase
ªCZ1FBSTPO&EVDBDJØOEF.ÏYJDP4"EF$7
W5
Write list words to complete the tongue twisters.
bunch of big beans.
that thin thief thank them
10. Please patch pant pockets.
8. Bev bought the best
9. Did
?
Home Activity Your child has been learning to spell words with ch, tch, sh, th, and wh. Help your child look
for these letter combinations in the words on a calendar.
%7%t Spelling Consonant Digraphs
• Set purpose for reading.
Let's Practice it! Digital W5 D4
Small Group Time
Break into small groups after spelling and before the comprehension
lesson.
Teacher-Led
Strategic
Intervention
S
Teacher-Led Page
DI•88
• High-Frequency
Words
• Read Decodable
Practice Reader 5C
On-Level
O L
Teacher-Led Page
DI•92
• Conventions
• Read Leveled Reader
Advanced
• Word Work
• Get Fluent
A
Teacher-Led Page
DI•95
• Comprehension
• Read Anteaters
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
462
I
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• AudioText of Paired Selection
Exploration
LD2 TCH M1 W5.indb 462
8/17/18 9:05 PM
Go Digital: Paired eSelections
Science in Reading
Preview and predict Read the title on page 214 of the Student Edition. Then
have children look through the selection and predict what they might learn.
(Possible response: They might learn about animals called anteaters and
where they live, what they look like, and how they eat.) Have children tell
what clues helped them make their predictions. (Possible response: the title,
the headings, the photos, the map)
Whole
Group!
Academic Vocabulary
expository text writing that explains
and presents facts and details
Let’s Think!
Genre Expository Text Tell children that they will read expository text. Review
the key features of expository text: It explains an animal, place, object, or
idea; it gives facts and details; and it often has graphic features such as
pictures and maps. Explain that this selection is expository text because it is
gives facts and details about an animal.
Activate prior knowledge Tell children that they will read how to find
information quickly using online reference sources with links to Web sites that
will have more information.
Set a purpose As children read “Anteaters,” use Let’s Think About in
the Student Edition to help them focus on the features and structure of
expository text.
Module 1
LD2 TCH M1 W5.indb 463
463
8/17/18 9:05 PM
W5
WEEK
D4
DAY
Expository Text
Expository Text
Expo
Central
America
Read and
South
America
By JJohn
B
h Jacobs
J
b
Comprehend!
Have you ever heard of an
anteater? Have you ever seen one?
L s learn more about them.
Let’
Objectives
Predict and set purpose.
Identify facts and details.
Where do they live?
Anteater
Ante
An
eater
atterrs livee m
mostl
ostl
stl
tlyy iin Sou
So
outh
th and
and Centr
Centr
ttrral A
Ameri
meerica
mer
meri
merica
ca where
where
her
h
ere
ee
ther
herre ar
are
re lo
l ts of
of grasse
g asse
gr
asses,
ass
s,, sswamp
wam s, and
wamp
and rain
rain
a fore
forests.
sts.
Th
Thes
he e are
he
a e tth
ar
he ki
kinds
nd
ds off place
lacess th
hat many
many
a ants
Antteater
Ante
ater
at
terrs
rs explor
plor
pl
l e these
lore
se gras
se
ggra
rrassses,
ses
ees,
es
s,, sw
sw
waamps
mps,
m
s, and
and
an
nd
ffore
ore
orests
orests
sts aalllll day
day
da
ay look
oo
ook
okking
i g for
fo
or aants
an
nts
ts
ts to
o eat.
eat
eat
ea
a
•
Expository text explains an animal, place,
object, or idea.
•
•
Expository text gives facts and details.
•
Read “Anteaters.” Notice how the headings
help you find information.
Expository text often has text features, such
as headings, and graphic features such as
pictures and maps.
Let´s
Think!
•
Read the headings in the selection. Which
page would you read to learn what
anteaters look like?
214
•
What is the most important idea about
the topic of anteaters on this page? What
details support this idea?
215
Student
St
d t Editi
Edition pp. 214–215
214 215
Guide Comprehension
Predict and Set Purpose
Guide practice
Good readers predict what they will learn about in
a selection. Before reading, “Anteaters,” I’ll use the title, illustrations, and
keywords in the question headings to predict what I’ll learn about in this
selection. Good readers also read for a reason or a purpose. I want to read
to learn how anteaters find ants. What purpose do you have for reading?
(Accept reasonable purposes children set.)
Facts and Details
To understand information in a selection, good readers look for important
facts and details. I read the important fact that anteaters live mostly in Central
America and South America.
Let’s Think!
About Expository Text
Possible response: I would read page 216 to learn what anteaters look like.
The most important idea about anteaters is that they live mostly in South and
Central America where there are places many ants are found. A detail is
many ants live in grasses, swamps, and rain forests.
464
Exploration
LD2 TCH M1 W5.indb 464
8/17/18 9:05 PM
Go Digital:
gConcept
Talk
Video
Go Digital:
Paired
eSelections
40-45 mins
Expository Text
Expository Text
Whole
Group!
What do they look like?
The
T
Th
he gian
gia
i t aanteater
teat
eatter,
er whic
whic
ich iis th
the
hee m
h
mo
mos
osst ccommon
mm , looks
mmon,
mmo
looks
ok likke
ke n
notthing
no
ngg
you
you’
yo
ou’
o
u’vee eeve
u
ver se
ver
sseen
een before.
een
bef
b
ef
efo
ore
or
rre.
e.
e Itt ha
h ab
has
bushy
hy tta
tail
tai
ail
ail an
and
nd a fat body.
n
y. It
It has
haa a
tin
tiny
i y mou
mo
ou
uth,
h, sma
h,
smal
mal
a l eyes
ey
e es,
es aand
es
an
nd
d sm
smal
mal
m
a l ea
ears.
rs.
rrs
s. Its
tss m
mos
most
os iimp
ost
mp
porta
orttant
orta
ant body
dyy part
p s
par
are its
are
tts ssh
shar
haarrp cl
claw
aw aand
aws
nd
d its
i lo
long
on
ong
o
ng, longg tongu
ong
ngggu
ue. (IIts
tss tong
ton
ongue
uee is aallmost
mo
ost
st two
ttw
wo
fee
feet
eet
e lon
long.
g. That
hat’
ha
at s aass lon
o g aass two
on
wo rul
ulers
ulers
ers p
put
utt ttoge
oge
gether
ther!))
th
Academic Vocabulary
swamp land that is almost
completely covered with water
How do they eat?
An ante
nteaater
nteater
teer look
lo
loo
ooks fo
oo
for aan
nts by smelli
smelli
ling
ngg tth
he ggroun
he
round. When it fiin
roun
inds
nd
n
rain forest a very thick forest,
usually in a tropical area, where it
rains heavily throughout the year
an ants’
ants’ ne
nest,
nes
t, the antea
antea
nt ater
te breaks
brea
b
bre
reakss it op
o en with
wi its sharp claws.
aws. It
aw
aws
It puts
pu
itt long
its
ongg ton
to
o gue
gu
ue do
dow
down
own
o
wn
n int
n o th
nt
he ne
nest.
est.
sstt An
Ants
nt stiick to the
the to
ongue
ngue
g and
gue
gu
n the
ante
aan
teeate
a er sw
ater
swa
swallow
wallow
l o s th
llo
hem.
em The
Th ante
an ater
e doe
d s th
do
hiss over
overr an
and
d over
o
very
fas
fa
fast
ast u
ast
unt
ntill it iis fu
n
fful
u l. The
he antea
teaater
tee eats onl
o y a smal
mall number
ma
nu
n mbe
mb
b of
o ants
a at a
time fro
time
r m any
any o
one ne
nest.
st It does
st.
does
e nott want
w nt to run
ru out
out
u of food! But ants,
bewa
bew
b
beware!
ewa
ware!
rre! IItt willl retu
etu
tu
urrn.
rn
n.
Let´s
Think!
•
What are an anteater’s most important
body parts?
Let´s
Think!
Across Texts
• Reading
Would an anteater be a good character
to have in the play The
Strongest One?
Across Texts
• Writing
Write a short paragraph. Tell whether you
think an anteater should be in the play.
Give a reason for your opinion.
216
217
Student
St
d t Editi
Edition pp. 216–217
216 217
Guide Comprehension
continued
Predict and Set Purpose Before reading pages 180–181, use
the illustrations to predict what an anteater’s tongue is like. (Possible
response: It is really long and sticky.) Now read the pages to confirm
your prediction.
Facts and Details Why is a giant anteater like no other animal? Use
facts and details from “Anteaters” to support your answer. (Possible response:
It has a bushy tail, fat body, tiny mouth, small eyes, small ears, sharp claws,
and a very long tongue.)
Let’s Think!
About Expository Text
An anteater’s most important body parts are its sharp claws and its
long tongue.
Reading Across Texts Have children revisit scenes in the play The Strongest
One to determine whether an anteater would be a good character to add.
Writing Across Texts Children might write that an anteater should be in the
play because it would add excitement. Children might write that an anteater
should not be in the play because it would eat the other ant characters.
Module 1
LD2 TCH M1 W5.indb 465
465
8/17/18 9:05 PM
W5
WEEK
D4
DAY
Read and
Comprehend!
Objectives
• Read aloud fluently with
expression and intonation.
• Identify and punctuate commands
and exclamations.
Fluency
Expression and Intonation
Guide practice
• Have children turn to page 207 in The Strongest One.
• Have children follow along as you read the page with expression
and intonation.
• Have the class read the page with you and then reread the page as a
group until they read with expression and intonation. To provide additional
fluency practice, pair nonfluent readers with fluent readers.
Paired Reading
1 Select a Passage For The Strongest One, use page 208.
2 Model First, have children track the print as you read.
3 Guide Practice Then have children read along with you.
4 On Their Own For optimal fluency, have partners reread three or
four times.
Monitor Progress
Check Fluency WCPM
As children reread, monitor their progress toward their individual
fluency goals. Current Goal: 40–50 words correct per minute. Mid-Year
Goal: 65 words correct per minute.
If… children cannot read fluently at a rate of 40–50 words per minute,
then… have children practice with text at their independent level.
Day 1
Check
Word
Reading
Day 2
Check HighFrequency
Words
Day 3
Check
Retelling
Day 4
Check
Fluency
Day 5
Check
Oral
Vocabulary
SP
SUCCESS PREDICTOR
CHECK WORD READING
466
Exploration
LD2 TCH M1 W5.indb 466
8/17/18 9:05 PM
Go Digital: Concept Talk Video
The Strongest One
Imperative and Exclamatory Sentences
Whole
Mark the letter of the correct sentence in each group.
Conventions
1.
A You are very strong!
B you are very strong.
C You are very strong
Imperative and
Exclamatory
Sentences
2.
A blow out the match.
B Blow out the match.
C blow out the match!
3.
A shoot the arrow!
Group!
B shoot the arrow.
C Shoot the arrow.
4.
Differentiated
Instruction
A catch the cat!
B Catch the cat.
C catch the cat.
5.
A The wind chased me!
B the wind chased me!
Test practice Use Student Edition Practice p.
C the wind chased me.
6.
A the rock is the strongest!
231 to help children understand identifying
B the rock is the strongest.
C The rock is the strongest!
and using imperative and exclamatory
sentences in test items. Recall that an
imperative sentence tells someone to do
something and ends in a period: Look
at this. An exclamatory sentence shows
Student Edition Practice p. 231
surprise or strong feelings and ends in an
exclamation mark: That’s really silly! Model
identifying imperative and exclamatory sentences by writing these sentences
on the board, reading them aloud, and adding the appropriate punctuation.
Home Activity
Your child prepared for taking tests on commands and exclamations. With your
child, look through a magazine and find and mark five examples each of commands
and exclamations.
A
Advanced
H+S
HOME AND SCHOOL
Conventions Imperative and Exclamatory Sentences
Go back to work on your story
I love it here
Then read the Student Edition Practice p. 231 directions. Guide children as
they mark the answer for number 1.
On their own Use Student Edition Practice, p. 231.
Connect to oral language After children mark the answers to numbers 1–6,
review the correct choices aloud, and have children read each sentence,
emphasizing the punctuation.
231
WCPM If children already read at
90 words correct per minute, allow
them to read independently.
Fluency Assessment
Plan
Do a formal fluency assessment
with 8 to 10 children every week.
Assess 4 to 5 children on Day 4,
and 4 to 5 children on Day 5. Use
the reproducible fluency passage,
Teacher’s Edition, p. 183f.
Options for Oral
Rereading
Use The Strongest One or one of
this week’s Decodable Practice
Readers.
Daily Fix-It
7. take me to see the anteater
Take me to see the anteater.
8. It has such a strange shap
It has such a strange shape!
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation, and
the correct spelling of words with
digraphs and long vowels.
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W5.indb 467
467
8/17/18 9:05 PM
W5
WEEK
D4
DAY
Language
Arts!
Objectives
• Revise a draft by deleting words
to clarify meaning.
Writing—Play
Scene
Revising Strategy
Mini-
Lesson
Writing Transparency 5B
Digital W5 D4
Revising Strategy: Deleting Words
■ Yesterday we wrote play scenes in which Little Red Ant asks about
strength. Today we will revise so that our play scenes will be clearer.
Deleting words is one way to improve our writing.
■ Display the Revising Tips. Explain that this is a time for making the
play scene clear for anyone who will read it. Tomorrow children will
proofread to correct any errors such as misspellings, missing capital
letters, or misplaced sentence periods.
Revising Tips
✓ Make sure your play scene tells who is speaking and what the
character says.
✓ Delete unnecessary words to make speeches clear.
■ Use Writing Transparency 5B to model deleting words. In my play scene,
“A Strong Boy,” I noticed some extra words. I repeated the word of in
Little Boy’s first speech. I will delete one of. Now the sentence makes
sense. Delete the first of in the sentence on the transparency. Repeat the
process for the extra word big in Little Red Ant’s second speech.
Tell children that they can delete words from their play scenes as
they revise.
Peer conferencing Peer Revision Pair up children and have them choose
whose play scene to read first. Tell partners to each choose a character’s
lines to read. Have children read the play. Then have them spend one to
two minutes talking about the action of the play and pointing out any parts
that need to be made clearer. Have partners read the other play scene and
repeat the process. Circulate to assist children planning to revise their play
scenes. As appropriate, suggest deleting extra words to improve clarity.
468
Exploration
LD2 TCH M1 W5.indb 468
8/17/18 9:05 PM
Go Digital: Concept Talk Video
Guide practice Have children revise their play scenes. For those not sure how
to revise, have children refer to the Revising Tips or the Key Features of a
Play Scene.
Corrective Feedback
Circulate to monitor and conference with children as they write. Remind
them that they will have time to proofread and edit tomorrow. Today they
can make changes in the characters or what they say or to make sentences
clearer. Help them understand the benefits of deleting words. Encourage
them to make the dialogue interesting by including imperative and
exclamatory sentences.
Quick Write for Fluency
20-25 mins
Whole
Group!
Differentiated
Instruction
A
Advanced
Additional Play Scenes Have
children add additional characters
and dialogue to add another scene
to their play.
Team Talk
1 Talk Read these sentences aloud, and have children recall “The
Strongest One.” Ask children to comment on the play by writing
answers to these questions.
Who was your favorite character in the play?
What did you like best about the play?
2 Write Have children write two short sentences that tell their comments
about the play.
3 Share Partners can read each other’s sentences and check for ways
that the sentences can be improved.
Module 1
LD2 TCH M1 W5.indb 469
469
8/17/18 9:05 PM
W5
WEEK
D4
DAY
Let´s
Read!
Objectives
• Present a dramatic interpretation
of a play.
• Speak clearly at an appropriate
pace.
• Review answers to research
questions.
Listening and Speaking
Present a Dramatic Interpretation: Play
Teach dramatic interpretation Remind children that this week’s selection is
a play. Explain that in a play, each character’s words are written as lines
after the character’s name. When we present a play, each actor takes a
character and reads the words after their character’s names. Good actors are
good speakers.
• Good speakers say each word loudly and clearly.
• They speak at an appropriate pace: not too fast and not too slow.
• They say their character’s lines the way their character would say them.
Model
Use the passage below to model reading a character’s lines.
When I read a play I know that I should not say my character’s name before I
read the line. The character’s name is there to tell me who is speaking. When
I speak the lines, I speak clearly and not too fast. I also read my lines the
way my character would say them.
Read a character’s lines from The Strongest One, using the traits of a
good speaker.
Guide practice Assign the parts of the narrator and the four ants on pages
194 and 195 and ask children to read their lines clearly and at a good
pace. Remind them to read their lines with expression and good intonation.
On their own Divide the class into groups of five and reassign the parts on
pages 194 and 195. Have children practice reading their lines. At the end
of the scene, have them trade parts and continue to practice the traits of
good readers. Offer feedback as you circulate among the groups.
470
Exploration
LD2 TCH M1 W5.indb 470
8/17/18 9:05 PM
Research and Inquiry
Review and Revise Topic
Teach Tell children that the next step in our inquiry project is to review our
topic to see if we have the information we set out to find. Or, did our answers
lead to a different topic?
Model Display the chart the class made on Day 3. When we began, I
planned to explore the library in the school for information about ants. At
the library, a book about ants and other insects might also show that farmers
use bees. As I explore ants and bees at a farm, I might see unusual animals
such as llamas and ostriches. To find answers to my questions about those
animals, I might explore a zoo. I will add a zoo to our chart as another good
place to explore for answers. What symbol could we use to show the zoo on
a map? Have children suggest possible symbols. Choose one and add it to
the chart. Exploration can lead us to expand our topic to include more ideas
than we first imagined.
Review Guide practice the rest of the chart with children. After each source is
read, have partners discuss how exploring that place might lead to answers.
Note any new information sources children suggest and map symbols for
them. Finally, tell children that tomorrow they will organize the information in
order to share it with others.
Wrap Up Your Day
Phonics List words that begin and end with the consonant diagraphs ch,
tch, sh, th, and wh.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Rephrase Questions Remind
children that their inquiry topic is
exploring to find answers. Ask yes/
no questions about each source
and the answers it might provide.
For example, ask: Can exploring
the library at school help you find
answers to questions about ants?
A
Advanced
Time for Discussion Have
children review the list of information
sources in the community and discuss
the many kinds of answers each one
could provide.
Fluency Display: Stretch out in the shade or sit on the white bench and sing
with us. Have children read the sentence three or four times until they can do
so fluently.
Preview
Day 5
Remind children that they heard
about Rivka’s exploration to find out
if hens can give milk. Tomorrow they
will hear again about Rivka finding
the answer to her question.
Module 1
LD2 TCH M1 W5.indb 471
471
8/17/18 9:05 PM
W5
D5
WEEK
DAY
Wrap Up
your Week!
Objectives
• Review the concept: exploration
helps us find answers.
Content Knowledge
BQ
BIG QUESTION
Question of the Week
How does exploration help
us find answers?
• Build oral vocabulary.
• Identify details in text.
Today at a Glance
Exploring for Answers
Oral Vocabulary
Review
Review Concept This week we have read and listened to stories about
exploring different ways to find answers. Listen to the story “Can Hens Give
Milk?” to find out how one family explores for answers. Read the story.
Phonics
Review Consonant Digraphs
• Who does Rivka decide is the only person who can answer the question?
Comprehension
Facts and Details
High-Frequency Words
Review
Story Words
Review
Conventions
Imperative and Exclamatory
Sentences
(The rabbi is the only one who can answer it.)
Build Oral Language
Review Amazing Words Orally review the meaning of this week’s Amazing
Words. Then display this week’s concept map. Have children use Amazing
Words, such as sturdy, delicate, and inquire, as well as the concept map, to
answer the question, How does exploration help us find answers?
Writing
Play Scene: Edit
Research and Inquiry
Organize and Share Information
How does exploration
help us find answers?
We inquire
about things.
We can get many
different answers.
friendly
neighborhoods
lots of people,
cars, and stores
We find answers
in a book.
We find answers
in new places.
We find
answers in a
museum exhibit.
We find answers
by exploring the
outside world.
We discuss
questions
with others.
We can discuss
questions
with relatives.
We get answers
from wise people.
Read
R
d Al
Aloud
dA
Anthology
th l
“Can Hens Give Milk?”
SP
SUCCESS PREDICTOR
CHECK WORD READING
472
Exploration
LD2 TCH M1 W5.indb 472
8/17/18 9:05 PM
20-25 mins
Go Digital: Concept Talk Video
Build Oral Vocabulary (Optional)
Amazing Ideas
Connect to the Big Question Team Talk Pair children and have them discuss
how the Question of the Week connects to this unit’s Big Question, “What
can we learn from exploring new places and things?” Tell children to use
the concept map and what they’ve learned from this week’s Anchored Talks
and reading selection to form an Amazing Idea—a realization or “big idea”
about exploration. Then ask each pair to share their Amazing Idea with the
class. Amazing Ideas might include these key concepts:
Whole
Group!
Amazing Words
delicate
resist
inquire
stun
• We can discover interesting things when we explore new places.
sturdy
genius
• We can find answers by exploring books, asking questions, or discussing
exhibit
satisfaction
with others.
E
Monitor Progress
L
L
English Language
Learners
Check Oral Vocabulary
Call on individuals to use this week’s Amazing Words to talk about
what pets need. Prompt discussion with the questions below. Monitor
children’s ability to use the Amazing Words and note which words
children are unable to use.
• What kinds of exhibits have you seen? Describe them.
• I can’t resist petting my kitten because she’s so cute and cuddly.
What’s something you can’t resist? Why?
• Is Little Red Ant a sturdy or delicate animal? Explain.
• Who in history do you think is a genius? Why? If you could meet him
or her, what would you inquire about?
• If you finished a big project at school, would you be stunned or would
it give you satisfaction? Explain.
Amazing Words Provide an example
before or after each question to
give children clues as you review
the Amazing words. For example,
when asking whether Little Red Ant
is sturdy or delicate, begin with the
idea that you think elephants are
sturdy and birds are delicate.
If… children have difficulty using the Amazing Words,
then… reteach the unknown words using the Oral Vocabulary Routines,
pp. 402, 419, 443, 457.
Day 1
Day 2
Check
Word
Reading
Check
Word
Reading
Day 3
Check HighFrequency
Words/
Retelling
Day 4
Check
Fluency
Day 5
Check
Vocabulary
E
E
L
L
Poster 5.
Check Concepts and Language Use the Day 5 instruction on ELL
L
L PPoster
t 5
SP
SUCCESS PREDICTOR
CHECK WORD READING
Module 1
LD2 TCH M1 W5.indb 473
473
8/17/18 9:05 PM
W5
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Review words with consonant
digraphs.
Assess
• Spell words with consonant
digraphs.
• Spell high-frequency words.
474
Phonics
Consonant Digraphs
Review Target phonics skills Write the following sentences on the board.
Have children read each one, first quietly to themselves and then aloud as
you track the print.
1. The shrubs in that thicket can scratch us.
2. Dad gave Beth a fish sandwich with chips.
3. Which shell is in this white chest?
4. My dog Mitchell likes to catch and fetch sticks.
Team Talk Have children discuss with a partner which words have consonant
digraphs. Then call on individuals to share with the class.
Exploration
LD2 TCH M1 W5.indb 474
8/17/18 9:05 PM
Spelling Test
Dictate spelling words Say each word, read the sentence, repeat the word,
and allow time for children to write the word.
Whole
Group!
1. shape
He stays in good shape.
2. that
Who is that boy?
3. whale
A whale is very big.
4. chase
The dog likes to chase the cat.
5. bunch
We will pick a bunch of roses.
6. when
When will Dad come home today?
7. wish
I wish I could fly!
8. them
Will you give the books to them?
9. math
I like to solve math problems.
Advanced
10. itch
Do not scratch that itch!
11. patch
Mom put a patch over the hole in my pants.
12. what
What will we eat for lunch?
Extend Spelling Have children who
have demonstrated proficiency
in spelling individual words write
each spelling word and a word that
rhymes with it.
Differentiated
Instruction
S
Strategic Intervention
Spelling Test Allow children to pick
the correct spelling of each word
from three choices.
A
High-Frequency Words
E
13. gone
The turkey is almost gone.
14. often
I play games often.
Break into small groups after spelling and before the comprehension
lesson.
Teacher-Led
S
On-Level
I
Teacher-Led Page
DI•89
• Phonics and
Comprehension
Reread The Strongest
One
O L
Teacher-Led Page
DI•92
• Phonics Review
Reread Glosskap
and the First Summer:
An Algonquin Tale
Advanced
• Words to Know
• Read for Meaning
L
Extra Support for ELL Remind
children that in English two or more
consonants can stand for a single
sound, such as /ch/, /sh/, /th/,
and /hw/. Tell children that one
way they can check their work is to
underline each sound-spelling and
then whisper blend the sounds.
A
Teacher-Led Page
DI•95
• Fluency and
Comprehension
Reread Advanced
Selection 5
Place English language learners in the groups that
correspond to their reading abilities in English.
Practice Stations
L
English Language
Learners
Small Group Time
Strategic
Intervention
I
E
L
L
Independent Activities
• Read independently/Practice
Notebook p. RR1
• Concept Talk Video
* These materials can be found online.
Module 1
LD2 TCH M1 W5.indb 475
475
8/17/18 9:05 PM
W5
WEEK
D5
DAY
Practice
Wrap Up
your Week!
Let´s
Learn!
small
RESOURCES ONLINE
VOCABULARY ACTIVITIES
Practice it!
Objectives
Read these words. Say the synonym for
each word, and then write a sentence
using it.
hike leap look
• Identify and use synonyms.
• Read aloud fluently with
expression and intonation.
•
Speak your lines clearly when giving a play.
GET READY FOR GRADE 3
A synonym is a word that has the same or
almost the same meaning as another word.
little
RO
GR3
Vocabulary
Fluency
Listening and Speaking
Present a Dramatic Interpretation
When you perform a play, you take the part
of a character. Try to say your lines the way
your character would. Say your lines clearly.
Listen as others read their parts.
Practice it!
With friends, read lines from The Strongest
One. Each of you should read the part
of one character. Read the words
the character says. Do not read the
character’s name. Speak clearly and at an
understandable pace.
Tips
• Present a dramatic interpretation.
Read with Expression and Intonation
When reading aloud, make your voice go
up a little at the end of a question. Be sure
to understand what you read.
• Speak clearly at an
understandable pace.
Practice it!
1.
2.
• Listen attentively.
Is a tiger bigger than a whale?
No, it isn’t. Why would you ask?
Listening …
•
Listen as others perform.
Speaking …
•
Speak clearly.
Teamwork …
•
Read your lines only when it is
your turn.
218
219
Student Edition pp. 218–219
Vocabulary
Synonyms
Teach Read and discuss the Vocabulary lesson on page 218 of the Student
Edition. Use the model to explain that synonyms are words that have the
same or almost the same meaning.
Model Point to the pictures. These ants are the same size. Use the word card
to describe the first ant. (The ant is little.) The other ant is small. Small means
the same or almost the same as little. Small and little are synonyms.
Guide practice Read the instructions for the Vocabulary Practice It! activity.
Read the words in bold print. Then reread the first word and model how to
find its synonym.
I need to find a synonym for the word hike. Hike and walk mean almost
the same thing. So, I will say the word walk. Now I will write a sentence
using the synonym walk. Write the sentence Tomorrow I will take a walk in
the woods.
On their own Have pairs continue saying synonyms for the remaining words.
Then have them write a sentence using each synonym.
Corrective Feedback
Circulate around the room and listen as children say the synonyms. Provide
assistance as needed.
476
Exploration
LD2 TCH M1 W5.indb 476
8/17/18 9:05 PM
40-45 mins
Go Digital: Journal Word Bank
Fluency
Whole
Expression and Intonation
Group!
Teach Read and discuss the Fluency instructions.
Read words in context Give children a moment to look at the sentences. Then
have them read each sentence three or four times until they can read each
sentence with appropriate expression and intonation.
Listening and Speaking
Present a Dramatic Interpretation
Differentiated
Instruction
S
I
Strategic Intervention
GR3
Teach Have children turn to page 219 of the Student Edition. Read and
discuss how to present a play together. Remind children that good speakers
read the lines of a play, such as commands and exclamations, correctly to
make the play more interesting.
Introduce prompt Read the Practice It! prompt with the class. Remind children
that, as they present the play, they should read the words the character says,
but they should not read the character’s name. They should speak clearly so
that listeners understand them.
Team Talk Have children in the class take turns listening to and saying a
character’s lines from The Strongest One. Tell children that good speakers
speak their lines clearly and at an understandable pace, and that good
listeners listen attentively as others read their parts.
Kinesthetic Ability Some children
might find it helpful to act out
representations of the vocabulary
skill, synonyms. Have children
pantomime synonyms while the
others in the group guess the
synonym pair. To get started, write
these synonyms on the board:
goleave, take-grab, make-build,
hurry-rush, close-shut.
GR3
Present a Dramatic
Interpretation
In addition to speaking their
lines clearly when giving a play,
children at Grade 3 should also
be able to participate in other
creative dramatics such as dramatic
readings of poetry.
E
L
L
English Language
Learners
Synonyms Before children do the
Vocabulary Practice It! activity on
page 218, pronounce and than
act out each of the words. Then
have children say the words as
you pantomime again. As children
match synonyms, have them act out
the words again. Have them selfcheck by noticing if they are doing
the same thing for both words.
Module 1
LD2 TCH M1 W5.indb 477
477
8/17/18 9:05 PM
W5
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Identify facts and details in text.
• Review high-frequency and story
words.
• Identify and use elements of
dialogue in plays.
Text–Based Comprehension
Review Facts and Details Remember that selections have pieces of
information that help readers Understand what they read. What are these
pieces of information called? (facts and details)
Check understanding Read aloud the following selection and have children
answer the questions that follow.
Vocabulary
High-Frequency and Selection Words
Review High-frequency words Review this week’s high-frequency words:
pieces, often, very, together, though, gone, and learn. Provide a synonym for
one of the words, and ask the class to identify the word.
Team Talk Have partners find words with similar meanings for pieces (bits)
and gone (went). Ask them to use often, together, and though in sentences.
Selection words Write the words narrator, relatives, dangerous, and gnaws.
Read them aloud. Have children tell what each word means.
Corrective Feedback
If… children cannot tell what the selection words mean,
then… review the definitions.
478
Exploration
LD2 TCH M1 W5.indb 478
8/17/18 9:05 PM
40-45 mins
Go Digital: Vocabulary Activities
Literary Text
Dialogue
Review Genre Review with children that drama, or a play, is a story that is
written to be acted out by others.
Teach The Strongest One is told mostly through the characters’ dialogue,
or what the characters say. Readers know each character’s dialogue
because the character’s name is listed before the sentences, or lines, that the
character speaks.
In Scene I of The Strongest One, four different ant characters
Model
speak. When I see Little Red Ant, I know that the lines that come after
its name are Little Red Ant’s dialogue. I read the lines as if Little Red Ant
is speaking.
Guide practice Ask the following questions to guide children to identify
elements of dialogue in informal plays.
Whole
Group!
Differentiated
Instruction
S
I
Strategic Intervention
Dialogue If children have difficulty
recognizing a character’s dialogue
in The Strongest One, have them
select a character and wear a
name tag for that character. Have
children find and memorize a line
or two of their character’s dialogue
to present to the group.
• Revisit Scene III of The Strongest One. Besides the narrator, which
characters have dialogue? (Second Ant, Third Ant, Fourth Ant, Little
Red Ant)
• How do you know when the character Fourth Ant is speaking? (The name
Fourth Ant is listed before its dialogue.)
• What is Third Ant’s dialogue? Read it as if Third Ant is speaking. (He has
come back alive!)
A
Advanced
Dialogue Have children work in
groups to add a new character to
Scene III of The Strongest One. Have
them write and then present the new
character’s dialogue to the class.
On their own Organize the class into groups of five. Have them act
out Scene III of The Strongest One, paying close attention to each
character’s dialogue.
Module 1
LD2 TCH M1 W5.indb 479
479
8/17/18 9:05 PM
W5
WEEK
D5
DAY
Wrap Up
your Week!
Objectives
Words with Consonant Digraphs
• High-Frequency Words
• Fluency: WCPM
Facts and Details
Assessment
Monitor Progress
For a written assessment of consonant digraphs, high-frequency words, and
facts and details, use Weekly Test 5, pp. 25–30.
Assess words in context Sentence reading Use the following reproducible
page to assess children’s ability to read words in context. Call on children to
read two sentences aloud. Start over with sentence one if necessary.
Monitor Progress
Sentence Reading
Fluency Goals
Set individual fluency goals for
children to enable them to reach the
end-of-the-year goal.
If… a child cannot read all the high-frequency words,
then… mark the missed words on a high-frequency word list and have
the child practice reading the words with a fluent reader.
• Current Goal: 40–50 WCPM
• End-of-Year Goal: 90 WCPM
Assess Fluency Take a one-minute sample of children’s oral reading. Have
children read the fluency passage on p. 482.
Comprehension Have the child read the entire passage. (If the child had
difficulty with the passage, you may read it aloud.) Then have the child retell
the dramatic passage.
Monitor Progress
Fluency and Comprehension
If… a child does not achieve the fluency goal on the timed reading,
then… copy the passage and send it home with the child for additional
fluency practice, or have the child practice with a fluent reader.
480
Exploration
LD2 TCH M1 W5.indb 480
8/17/18 9:05 PM
Go Digital: Concept Talk Video
Name
Read the Sentences
1. Brad and Justin learn that fish makes a fine lunch.
2. His big white dog has gone to chase cats and
fetch sticks.
3. King Mitchell sat on his rich throne and ruled
very well.
4. Seth will shake fresh spice on his plate, though it
is hot.
5. Place nice, wide chicken pieces in that sandwich.
6. Chuck is fishing in Glass Pond together with Len.
7. Kate thinks sleds are quite thrilling and rides
them often.
Monitor Progress
• Fluency
• Consonant Digraphs
• High-frequency words
Module 1
LD2 TCH M1 W5.indb 481
481
8/17/18 9:05 PM
Name
Read the Story
Little Bear
Characters:
Little Bear
White Bird
5
(Little Bear looks up at a beautiful, huge tree.)
Little Bear: Mom said I can learn to go up
there. I think I can do it, but I must get the right
branch. (A white bird flies into the tree.)
Little Bear: I wish I could fly into the tree
like you.
White Bird: Bears climb trees. You just have to
try! (Little Bear tries to climb up and tumbles
down.)
Little Bear: I’m too short! I can’t climb this tree!
White Bird: You must try, try, and try again.
Little Bear: I’ll just grit my teeth and do it. (Little
Bear tries climbing the tree but keeps falling.)
Little Bear: I’ll try one last time. I’ll grab the
trunk with my claws. I’ll hold on with my
feet. I’ll reach for the branch. There! I did it! I
learned how to climb a tree!
14
24
37
45
55
57
66
75
76
86
95
106
114
124
133
144
150
Monitor Progress
• Check Fluency
• Main Idea and Details
482
Exploration
LD2 TCH M1 W5.indb 482
8/17/18 9:05 PM
Go Digital: Concept
Grammar Talk
Jammer
Video
40-45 mins
Whole
Conventions
Declarative and Interrogative
Sentences
Review Remind children that imperative sentences tell or request someone to
do something. An exclamatory sentence shows surprise or strong feelings.
Ask children to tell you what punctuation they use for each type of sentence.
Guide practice Write the following sentences. Have children identify what
kind of end punctuation is necessary.
1. I can’t believe it
(exclamation mark)
2. Please go to the classroom
(period)
3. What a strange place
(exclamation mark)
Connect to oral language Display and read the following sentences on
the board. Have children read each sentence as both an imperative and
exclamatory sentence. Add the appropriate punctuation to match children’s
reading of the sentences.
1. Listen to that music
2. Look at that child
3. Please help me
4. Put out the fire
On their own Use Let’s Practice It! p. 48 from the Web site.
Group!
Objectives
• Identify imperative and
exclamatory sentences.
• Understand and use imperative
and exclamatory sentences.
Daily Fix-It
9. look for ants near trees
Look for ants near trees.
10. watch out. they bite
Watch out. They bite!
Discuss the Daily Fix-It corrections
with children. Review sentence
capitalization and punctuation.
Professional
Development
Imperative and Exclamatory
Sentences There are many
opportunities for children to
be aware of imperative and
exclamatory sentences in their
everyday world. Tell children to be
aware of things they read every
day, such as signs, favorite books,
comics, or ads on television or the
Internet. Ask them to keep track
of imperative and exclamatory
sentences they find in their lives.
They may be surprised!
Module 1
LD2 TCH M1 W5.indb 483
483
8/17/18 9:05 PM
W5
WEEK
D5
DAY
Proofreading Marks
Objectives
• Edit a draft for spelling,
punctuation, and capitalization.
• Create a final draft and present.
Writing—Play
Scene
Add
Period
Uppercase letter
^
.
New paragraph
¦
Insert apostrophe
Lowercase letter
Check spelling
A Strong Boy
Writing Trait: Edit
Little Red Ant: little boy, what are you carrying?
Review Revising Remind children
that yesterday they revised their play
scenes. They may have deleted words
to make the speeches clearer. Today
they will proofread their play scenes.
Little Red Ant: That looks heavy. You must have
Mini-
Little Boy: I have a bunch of firewood.
strong muscles! Are you the strongest one of all?
2 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.
Wrap Up
your Week!
Take Out
Little Boy: No, I am not the strongest one of all.
:
Little red Ant Who is stronger than you?
^
Little Boy: Bee is stronger than I am. Bee can
chase
case me. She might sting me. I might drop my
firewood.
coming.
Lesson
.
Little Red Ant: Watch out I think I hear Bee
^
Unit 1 The Strongest One
Writing: Edit
5C
Writing Transparency 5C
Digital W5 D5
Proofread for Play Format
■ Teach Remember that when we write a play scene, each time a new
character speaks, the line begins with the character’s name, a colon,
and then the words that the character says. When we proofread our
play scenes, we need to make sure all the words are correct and
that they are spelled correctly. We also need to make sure that we
capitalize proper names and use the correct end punctuation.
■ Model Let us look at my play scene about Little Red Ant and the Little
Boy. Display Writing Transparency 5C. Explain that you will first
check that character’s names and lines are written correctly. Show
how to add a colon after Little Ant’s name in line five. Then show
how you would fix capitalization errors (such as Little Boy for little
boy and Little Red Ant for Little red Ant). Demonstrate how to correct
misspellings (such as chase for case). Quickly show how to check a
word’s spelling in a classroom dictionary or word list. Model how
you would change a letter at the beginning of a sentence if it were
not capitalized or add a period, question mark, or exclamation
mark if one were missing at the end of a sentence or if it were in the
wrong place.
484
Exploration
LD2 TCH M1 W5.indb 484
8/17/18 9:05 PM
30-35 mins
Go Digital: Concept Talk Video
Proofread Display the Proofreading Tips. Have children proofread their play
scenes to correct any misspellings, missing capital letters, or errors with periods
and exclamation marks. Circulate to assist children with play formats such as
speaker tags, colons, and speeches.
Whole
Group!
Teacher Note
Proofreading Tips
✔ Did I capitalize each character’s name?
✔ Did I write a colon after the speaker’s name?
✔ Did I use periods and exclamation marks correctly?
✔ Did I spell each word correctly? Check in a dictionary.
Present Have children make a final draft of their play scenes, with their
revisions and proofreading corrections. Help as appropriate.
Choose an option for children to present their play scenes.
They might read their play
scenes with a partner.
They might make copies of
their play scenes, mark a
“script” for each character,
and act out their scenes with
partners for the class.
Self-Evaluation Make copies of
the Self-Evaluation form from the
website and hand them out to
children.
E
L
L
English Language
Learners
Support Editing Children with
literacy skills in Spanish may be
accustomed to writing an upsidedown exclamation mark. Point out
that in English, the exclamation
mark appears only at the ends of
sentences.
When they have finished, help them complete a Self-Evaluation form.
Quick Write for Fluency
Team Talk
1 Talk Have partners take one minute to tell each other about one of
their characters.
2 Write Each child writes an imperative and an exclamatory sentence for
the character to say.
3 Text Partners trade sentences and read them aloud.
Module 1
LD2 TCH M1 W5.indb 485
485
8/17/18 9:05 PM
W5
WEEK
D5
DAY
The Strongest One
You will be presenting a visual display answering the Question of
the Week, How does exploration help us find answers? Use the
following steps to help you plan your visual display.
Wrap Up
your Week!
Step 1Choose at least 3 information sources that interest you.
Write the sources you would most like to share with the
class.
Accept all reasonable
The sources I want to share are responses
Step 2-
Choose symbols for each information source.
Accept all reasonable
responses
Objectives
Step 3Create a legend showing what each symbol stands for.
Step 4-
• Review concept: exploration to
Draw your map using the symbols in the map legend
showing your path to visit each information source.
find answers.
• Organize information.
• Create a map.
project.
HOME AND SCHOOL
228
Communicate
Teach Tell children that today they will
organize the sources they listed and show
them on