Integrated Task
RF 1.3 b
Task A:
With prompting and support students read the story, “When Sophie Gets Angry-
Really, Really Angry…” by Molly Bang(Most Schools have at least one copy of the book in their school libraries and it can also be borrowed from within other schools in the district or See the You Tube link in resources). (RL.1.10)
 Before reading the book for the first time, select one syllable words that have any of the six syllable types you’ve taught and highlight with highlighter tape.
As you read the story for the first time use a think aloud to model reading the first word you’ve highlighted by applying the specific strategy for the syllable.
As you encounter a highlighted word ask students to work with a partner to decode the word using the specific strategy for the one syllable word. Choose a pair and ask them to share how they decoded the word. Continue until all the highlighted words have been read.
 After reading the story a second time ask students the following questions:
1.
What caused Sophie to get so angry?
2.
Where does Sophie go after she gets mad? How do you know?
3.
How does Sophie feel at the end of the story? How do you know?
Encourage students to ask a partner a question about a key detail in the story.
(RI1.1; RL.1.4)
 Read the story with students a third time, ask students to raise their right hands when they hear a word or phrase that suggests feelings. Make a two-column list
(on chart paper or butcher paper) of these words and phrases and return to discuss and determine what the words or phrases mean after you have finished the second reading. Model one example for students. Then have students work with a partner determine what the word or phrases mean.(RL1.4)
When Sophie Gets Angry
Feelings Words or Phrases
What they Mean
(Better Lesson Master Teacher Project)
Task B:

Integrated Task
RF 1.3 b
 With prompting and students will read the story “Life in the Forest” by Claire
Daniel (PDF  or http://www.pearsonsuccessnet.com
 log in  Click on
Content Tab  Click on Unit 2  Click on Week 5-“Life in the Forest”  Select
Life in the Forest Day 3  Click on View  Click-Start Reading.) (RI 1.10)
As you read the story for the first time, ask students to reread the sentence “
The huge log is soft and damp.” on p. 152. Ask students to frame the word
“damp”. What words and/or pictures help you understand the meaning of the word “damp”? (RI.1.4)
 Read the story with students a second time and ask questions such as:
Why did the woodpecker make holes in the tree?
How do you think the water made the log become soft and damp?
What are some foods that animals in the forest eat? Do you eat any of the same foods? Why or Why not?
The author says the big cats are resting. What cause them to be so tired?
Encourage students to work with a partner to think about more questions they may have about the selection. Then have them think of some ways to answer the question. (RI1.1)
 Read “Life in the Forest” a third time to read for the main topic and key details.
Before reading, remind students that the main idea/topic of the section is what the section is mostly about. The details help support the main idea. The main idea/topic can be the first sentence or the last sentence. After reading the text encourage students to think about what the text was mostly about. Could it be the first sentence of the text or the last sentence? Give students time to turn and talk with their partner to determine the main topic (first or last sentence). Ask twothree pairs to share their thinking. Once students have determined the main topic, they will write it in the main topic graphic organizer (PDF). Then ask students to turn and talk to a partner to find a key detail that supports the main topic. Have one-two pairs share out. Encourage students to explain how the key detail supports the main topic. Students will write the detail in the organizer. Student will work with a partner to find three more details that support the main topic.
(RI.1.2
*This task should take 3-5 days to complete.