st
1
Grade
Unit 5
Week 1
Day 3
Phonemic Awareness
Warm-up
• Deletion of Initial Sounds:
• Listen to this word: fan. What sound do you
hear at the beginning of this word?
• Let’s delete the /f/ sound. What word is
made?
• Try brother, stare, and band.
Fluency
Turn to p. 2 in your Practice
Companion.
First listen as I read without
expression.
Then listen as I read with
expression.
Then you’ll work in pairs to
practice reading with
expression. You’ll take turns
reading one sentence at a
time.
Practice your phrasing and
pacing and expression.
Reinforce the Theme
How Stories Change Us p. 9
Theme Question: What
does history teach us?
What is a family history?
Who tells family stories?
What can we learn from
stories of our family’s past?
Introduce Vocabulary Strategy
Use Multiple-Meaning Words
• Define and Model
• Some English words have more than one
meaning. Knowing the words and their
meanings can help you understand what you
read.
• Look at p. 7 of How Stories Change Us.
Hard can mean
“not soft,”
“done with a lot of effort,”
or
“not easy.”
What way is hard being
used in these sentences?
The frozen ground was
hard.
I work hard in school.
Question on the test was
too hard for me to answer.
How is hard being used in
the sentence on p. 7?
Multiple Meaning Words
Word
• Break
• Fly
Definition
• A short rest
• To separate into parts
• A small bug
• To move through the air
Read and Comprehend
Identify the Main Ideas and Details
• Define: Finding the main ideas and details is a
skill readers use to understand what they
read.
• The main idea is what a passage is most
about.
• Details tell more about the main idea.
Model
Listen as I read aloud p. 8 of the Concepts big Book .
Grandfather worked
hard so he could vote.
I ask myself, “What is the passage mostly about?” It is mostly about how Granfather worked
hard so he could vote. The main idea is in the center of the web. I’ll look for details that tell me
more about that idea.
Practice
Listen as I read aloud p. 7 in the concepts big Book. Then let’s
think aloud and identify the main idea and details.
Practice Companion
p. 10
Prepare to Read
Use Text Features: Index p. 32
An index helps readers find
specific topics in a text. I could
use this index to find
information about Rachel
Carson.
•What do you learn from reading
the index?
•How might an index be helpful
when reading?
Your Purpose:
• You will reread Chapters 1 and
2 to find information to help
you answer the Theme
Question: What can we learn
from stories of our family’s
past?
PP 6-7
How would you summarize these pages?
PP 8-10
•What is the
main idea of
page 10?
•What details
support the
main idea?
pp. 12-15
Let’s talk about the information in the purple sidebar on p. 15.
Respond
• Tell one thing you understand better after
rereading the first half of How Stories Change
Us.
• How is finding a main idea and details helpful
when you read? Discuss this with your
partner.
Word Work
• Phonics: Phonemic Awareness Warm-Up
• I’m going to say some words. Clap once if you
hear a word that includes the /v/ sound:
(see “notes” for words)
• Now let’s listen to the same words. This time
clap if you hear the long /u/ sound.
/v/ spelled v; Long u Spelled u, u_e
• Look at the picture side
of Spelling Card 22.
• Listen as I say the name
of this picture, volcano.
Say it with me.
The word
volcano is
spelled
with a /v/
spelled v.
Listen as I say
the name of
this picture
mule. Say it
with me.
The word mule is
spelled with a
/u/ spelled
u_e
_ue
ew
Look at the word vote on this
page. The letter v makes the /v/
sound.
Now look at the word United. The
letter /u/ make the long/u/
sound.
Vase
(model blending)
• Look at this word. Here are the sounds in this word. /v/,
/a/, /s/.
• Repeat the word with me several times.
Now let’s read the sounds in these words:
music
cube
Practice Blending
Practice blending /v/ words spelled v and long u words spelled u
and u_e.
visit
Read this word with me as I point to each sound’s spelling.
Now let’s practice with these words:
vine
cave
raven
travel
huge
cute
unit
unicorn
Practice Blending in Context
Who would like to circle words with the /v/ and
long/u/ sounds in these sentences:
• I will visit an old mule.
• The bat will use a cave as a home.
• Put the bugle and music stand in the van.
Phonics
Companion
p. 47
Word Blast Game
(click on link below)
https://www.wglead21.com/g_activity
_player.html?PHPSESSID=c7efc891878
e5695ec631233ce4104db&a=773&r=
1&UnitID=223&ActivityID=773&Activit
ytypeID=4&Activitytype=Game&Title=
Word+Blast&BookID=&Template=T06
0&Iteration=WLD06003&FilenName=
&GradeLevel=g1&UnitName=Unit+5&
ActivitytypeSeq=5&GradelevelID=2&P
ageNumber=
High-Frequency Words
•does
•plays
•pulls
Who can use these words in
sentences?
refuses
• To refuse means to say no to something.
• Can anyone use the word refuse in a
sentence?
Decodable Reader p. 37
The title Muse the
Mule contains words
with the sounds and
spellings you have
been studying.
You will get to read
the Decodable Reader
today.
Spelling
• Practice adding –s and –es.
When I say each word, write it in a sentence.
(king, kings, dish, dishes, fox, foxes, take, takes)
Now try the Frequently Misspelled Words:
(babies, hers)
Practice
Companion p. 5
Wrap Up
• Share, Connect, Assess
Make Text-to-World Connections
Let’s share what additional things you learned
while reading about family stories.
Remember to make sure people from all groups
have a chance to contribute to the discussion
Use theme and other vocabulary as you share.
As you discuss the texts, make connections
between texts and the world. For example, family
stories may include sports from another country.
Daily Writing
• Think about a family story you
know. Write down as much as
you can about the story you
remember.