Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
Pearson Reading Street Common Core – 2nd Grade
Learning Coach Guide – Segment 1
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
Pearson Reading Street Common Core – 2nd Grade
Segment 1, Unit 1
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
Table of Contents
Unit 1 Week 1 – The Twin Club – Day 1...……………………………………………….………………………….4
Unit 1 Week 1 – The Twin Club – Day 2………………………………………………………………………......11
Unit 1 Week 1 – The Twin Club – Day 3.…………………………………………………………………………..22
Unit 1 Week 1 – The Twin Club – Day 4…………………………………………………………………………...27
Unit 1 Week 1 – The Twin Club – Day 5…………………………………………………………………………...34
Unit 1 Week 2 – Exploring Space with an Astronaut – Day 1……………………………………………………41
Unit 1 Week 2 – Exploring Space with an Astronaut – Day 2……………………………………………………48
Unit 1 Week 2 – Exploring Space with an Astronaut – Day 3……………………………………………………58
Unit 1 Week 2 – Exploring Space with an Astronaut – Day 4…………………………………………………...63
Unit 1 Week 2 – Exploring Space with an Astronaut – Day 5……………………………………………………69
Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 1………………………………………………76
Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 2………………………………………………83
Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 3………………………………………………93
Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 4………………………………………………98
Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 5……………………………………………..104
Unit 1 Week 4 – A Walk in the Desert – Day 1…………………………………………………………………..110
Unit 1 Week 4 – A Walk in the Desert – Day 2…………………………………………………………………..116
Unit 1 Week 4 – A Walk in the Desert – Day 3…………………………………………………………………..125
Unit 1 Week 4 – A Walk in the Desert – Day 4…………………………………………………………………..130
Unit 1 Week 4 – A Walk in the Desert – Day 5…………………………………………………………………..137
Unit 1 Week 5 – The Strongest One – Day 1…………………………………………………………………….144
Unit 1 Week 5 – The Strongest One – Day 2…………………………………………………………………….151
Unit 1 Week 5 – The Strongest One – Day 3…………………………………………………………………….162
Unit 1 Week 5 – The Strongest One – Day 4…………………………………………………………………….167
Unit 1 Week 5 – The Strongest One – Day 5…………………………………………………………………….173
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – The Twin Club – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
investigate **
rural **
urban **
downy
perch
founders
muttered
unanimous
When you try to find out as much as possible about something
In the country
In a city or town
Covered with soft feathers
When you sit or rest on the edge of something
The people who start a group or organization
To not speak clearly
When everyone agrees with something
Phonemic Awareness
Introduce Read together the first two bulleted points in the Student Edition. A mother and her son go to
shop. The sound I hear in the middle of shop is /o/. I also hear the sound /o/ in the middle of roack and in
each word part of hopscotch – hop scotch.
Model Listen to this word – bag. I hear /a/ in the middle of bag. What other things have the sound /a/?
(hat, cap, bank) Continue with /e/ in dress (fence, neck), /i/ in sit (picnic, swim, kitten), and /u/ in tug (duck,
jump, run). Guide children as they identify and isolate the medial sounds in pond, run, brick, cap, duck, and
stem.
Phonics Model/Teach
Connect Write an, egg, in, on and up. Ask students what they know about the vowel and consonant
sounds in these words. (The vowel sounds are short; the consonant stands for /n/, /g/, and /p/.)
Explain that in some words the letters ff as in cliff stand for /f/, ss as in glass for /s/, ll as in call for /l/, and zz
as in buzz for /z/.
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
Model Write back. Explain the consonants ck stand for one sound /k/. Model blending back: /b/ /a/ /k/ back.
Explain that sometimes the letters ea can stand for short e, /e/. Model blending head: /h/ /e/ /d/ head.
Write basket, to read this longer word, I’ll break it into syllables between the two consonants in the middle.
The vowel in the first syllable has a short sound. Model dividing the VC/CV word and blending the syllables:
bas/ket, /b/ /a/ /s/ - ket, basket. Then model dividing and blending the VCC/V word, rocket: rock/et, /r/ /o/ /k/
-et, rocket.
Practice Continue segmenting and blending. This time have the student blend with you.
well
dead
rock
lung
wing
jazz
judge
luck
sunk
kitten
magnet
picnic
Phonics Guide Practice/Apply
Have students turn to page 24 in their Student Edition. Look at the picture of an astronaut. The word
astronaut begins with the short vowel sound /a/. Continue with the other pictures, stressing the initial
consonant sounds in butterfly and tomato and the initial short sounds in elephant and octopus.
After child can successfully segment and blend the words on page 24 in their Student Edition, point to
words in random order and ask child to read them naturally.
Have children read each of the sentences on page 24. Have them identify words in the sentences that
have short vowels a, e, I, o, and u.
On Their Own Use Reader’s and Writer’s Notebook, p. 1.
Decodable Reader 1A
-Read “Gus” Have children turn to page 1 in the Decodable Practice Readers 2.1. Have child decode
each word. Have child identify and read the high-frequency words a, his, was, he, the, then, as, is, of, to
and with on the first page. Have child read the title and preview the story. Tell them they will decode words
with short vowels and consonants in this story.
Have the child retell the story to include characters, setting and events. Then have the child find words with
short vowel words with consonants in the story. List the words and have child sort them according to their
short-vowel sound spellings.
a /a/: and, as, at, back, can, had, hand, mat, nap, pat, rang, ran
e, ea /e/: bed, bell, end, head, Ken, leg, let, neck, next, pet, red, tell, then, well, yet
I /i/: bid, did, his, in, is ,it, lick, picnic, quick, six, will with
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
o /o/: got, hop, job, not, on
u /u/: bunk, fun, Gus, hug, pup, run, tug
Teach Print Awareness Have child look at the first sentence on page 6 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 theis telling sentence, or statement, ends. Tell child we
also use a period at the end of commands, such as: Get the pup. Have child 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 the child reread Decodable Practice Reader 1A to develop automaticity.
Spelling Pre-Test
Short Vowels and Consonants
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child check their pretests and correct misspelled words.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
rock
list
desk
job
sad
chop
sack
tag
rib
mess
drum
A mountain is made of rock.
Make a list of groceries that you need.
Sit at your desk and finish your work.
My mom got a job at the hospital.
I felt sad when my cousin moved away.
I cry when I chop onions.
We filled a sack with fresh peaches.
The price tag is on the bottom of the box.
My did broke a rib when he fell.
Asa makes a mess when she cooks.
I use drumsticks to play music on the drum.
High-Frequency Words
Say and Spell Student Edition page 25. Point out that we learn some words by
remembering the letters. Point to the word “beautiful”. Have your child say and spell the
word.
Identify Familiar Letter-Sounds Point to consonants in “beautiful” and ask what their
sounds are.
Show Meaning Say a sentence using the word “beautiful”. Repeat Routine for each word:
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
beautiful
country
friend
front
someone
somewhere
On Their Own Use Reader’s and Writer’s Notebook, p.2.
Text-Based Comprehension
Character and Setting
Read Remind child of the weekly concept – Exploring Communities. Have child listen as you read aloud
“A New Neighborhood” on page 25b.
Model a Close Read Now model how to use character and setting as tools to build comprehension.
When I read, I ask myself, Who is this story about? This story is about Jamal and Christine. I also 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.
Teach Character and Setting
Characters are the people or animals in the story. Authors describe their traits, how they
feel, and why they say and do things.
The setting is the place and time of a story. A setting can be a real place or an imaginary
one. Learning about the characters and setting helps you understand what happens in the
story.
Have child turn to pages Envision It EI.14 and EI.15 in their Student Edition. Discuss these
questions using the pictures:
-Who are the characters? (a man and a girl)
- What is the setting? (in a boat on a lake at sunset)
Guide Practice After reading the story, have children tell what they noticed 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)
Teacher Read Aloud – A New Neighborhood
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Learning Coach Guide – Segment 1 Unit 1
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.
When he looked out the window, he saw plenty of boys his age, but they were running down the
street together or getting on buses. He felt miserable and lonely. 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 see
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 new 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.”
On Their Own Use Reader’s and Writer’s Notebook 3.
Conventions
Sentences
Make Connections Today we listened to a story about two new friends doing fun things in their
neighborhood. Can you express your answer to this group of words:
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
My favorite place to go in the neighborhood is ____________________________.
Let child give answer. You have just completed a sentence.
Teach. 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.
Guide Practice Have child complete the following phrases to make complete sentences:
1.
2.
3.
4.
5.
Tanya’s neighbor _________________.
The boys ________________.
After school, we ________________.
The sand ________________.
Our first trip to the beach __________________.
Writing
Personal Narrative
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 Reader’s and Writer’s Notebook, p.4. Have child follow along.
Key Features Who is telling this story? (Sasha) The second sentence says: Last summer, I went to the
top of the mountain. Who went to the top of a mountain? (Sasha) Which word tells you that Sasha is
talking? (I) Help child 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 child underline me.
Sasha is telling the story about herself. She uses the words I and me because she is telling about the
things she saw and did.
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
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.
Review Key Features of Personal Narrative
 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
Routine: Quick Write for Fluency
1.
Talk – Read these questions aloud, and have the child respond in complete sentences.
a. What interesting place have you visited?
b. What details will help us picture this place in our mind?
2. Write – Have the child write short sentences to answer the questions. Make sure their sentences
include a subject and a verb.
3. Share – Have your child share out loud the sentences they created.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: What can we learn by exploring different communities? Ask: What
else would you like to learn about rural, urban, and suburban communities?
Model One way I learn about topics is to ask questions. I start many questions with the words who, what,
when, where, why, and how. For example, I might ask: What different kinds of places are in each
community? Answering questions helps me explore my topic. Give child time to ask questions and choose
a topic.
Guide Practice Record answers in a chart like this:
What can we learn by exploring different communities?
Who?
What?
When?
Where?
Why?
How?
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – The Twin Club – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
investigate
rural
urban
downy**
perch
founders
muttered
unanimous
When you try to find out as much as possible about something
In the country
In a city or town
Covered with soft feathers
When you sit or rest on the edge of something
The people who start a group or organization
To not speak clearly
When everyone agrees with something
Phonemic Awareness- none
Phonics Model/Teach
Review Sound-Spellings Review the syllable patterns VC/CV and VCC/V, short vowels in the first
syllables, and single consonants using this week’s words.
Decode words in Isolation Display these words. Have the child blend the words. Then point to the words
in random order and ask children to decode them quickly.
tell
badge
bunk
wing
puppet
cuff
mitten
jacket
cactus
Decode words in Context Display these sentences. Have the child read the sentences.
1. Hing set a pink hat on his head.
2. Jack has a muffin in his picnic basket.
3. Kim sat in the bottom of the rocket.
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
Spelling Short Vowels and Consonants
Guide Practice Tell child 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.
2.
3.
4.
5.
6.
/r/ /o/ /k/ = rock
/j/ /o/ /b/ = job
/d/ /u/ /s/ /t/ = dust
/s/ /a/ /d/ = sad
/d/ /r/ /u/ /m/ = drum
/d/ /e/ /s/ /k/ = desk
7. /ch/ /o/ /p/ = chop
8. /s/ /a/ /k/ = sack
9. /r/ /i/ /b/ = rib
10. /l/ /i/ /s/ /t/ = list
11. /m/ /e/ /s/ = mess
12. /t/ /a/ /g/ = tag
On Their Own Use Reader’s and Writer’s Notebook, p.5.
Selection Vocabulary
Introduce Selection Words
Read each sentence as you track the print. Frame each underlined words and explain its meaning. Then
have the child read each sentence with you.
1. Juan Ramon lives with his parents on a farm.
2. He made a promise to write to Jorge.
3. He tells Jorge about the goats in the meadow.
4. The cousins will swim and play next summer.
cousins: sons or daughters of your uncles or ants
promise: to give your word that you will do something
parents: father or mother
meadow: a piece of grassy land
Vocabulary Strategy: Alphabetize
Teach: Explain that to alphabetize means to arrange words according to the order of the letters in
the alphabet. Draw the T-chart shown. 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. I will write it on my chart.
list of words
jog
alphabetical order
bug
promise
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Hernando eSchool – Pearson Reading Street Common Core – 2nd grade
Learning Coach Guide – Segment 1 Unit 1
bug
swing
On Their Own: Have child alphabetize these words associated with the country and city: big,
meadow, frog, stops, cab. Use Reader’s and Writer’s Notebook, p. 6.
Text-Based Comprehension
Introduce Main Selection – The Twin Club
-Genre Realistic Fiction is a made-up story that could happen in real-life. As they read, The Twin Club,
children should look for events that could happen in real life.
-Preview and Predict Read aloud the title of the story and the names of the author and illustrator. Help
children predict what might happen in the story.
-Purpose By analyzing The Twin Club, children gain knowledge of different kinds of communities.
-Monitor and Clarify Explain that readers monitor their comprehension and clarify what they do not
understand by asking questions and rereading. Have children turn to page EI.21 in their Student Edition.
Read it Together. 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 to find the answers and make corrections.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text
Leveled Tasks
 Review the sounds of short vowels and
 Levels of Meaning- Synthesize If
consonant blends


Discuss the author’s use of e-mail as part of
the text and possible reasons for including it
Remind children that as they encounter
unfamiliar words, they may need to read
more slowly and think about how each word
is used.
children find realistic fiction confusing, have
them identify actions that the characters do
in the story that they have done themselves.
 Levels of Meaning- Evaluate If
children do not have difficulty understanding
character motivation, have them compare
and contrast Jorge and Juan Ramon.
1st Read / Access Text
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Learning Coach Guide – Segment 1 Unit 1
page 26-27
Connect to Concept Look at the picture on pages 26 and 27. Where are the two boys? Encourage
the child to answer the question in complete sentences. Yes, the boys are on a street with small stores and
shops. What are the boys doing? Yes, they are exploring a part of a community. Ask children to describe
the store the boys are in front of.
page 28-29
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.)
Reread Challenging Text Have the child reread page 29 to better understand how the two boys are
related. Are the boys twins? How are they related? (No; they are cousins.)
page 30-31
Monitor and Clarify Remind child 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 connections.
What have you questioned about the story so far?
page 32-33
Develop Language A compound word is made up of two smaller words. Find the compound words
on page 32. How are the two words alike? What do they mean? (someone, somewhere; both words
include the word some; any person; any place.)
Character and Setting What do the boys do in Grandma’s community? (They walk around town and
do tricks in front of stores.)
page 34-35
Check Decoding Have children check their reading of new words using these questions: 1. Did I blend
the sounds to read the word? 2. Did I put the new word in the sentence to make sure it made sense? 3.
Did I look for word parts to help me understand the word?
Use Selection Words Have children locate the selection word parents on page 34. Who are
parents? Why would they miss the boys?
page 36-37
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Learning Coach Guide – Segment 1 Unit 1
Character and Setting What details tell readers that the setting is a farm? (Juan Ramon 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.)
page 38-39
Monitor and Clarify As you read, you might ask yourself, Why is Juan Ramon’s bus 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 Ramon’s motivation. Why does Juan Ramon think about the
Twin Club all the time? (He remembers all the fun he had with Jorge).
page 40-41
Character and Setting How do Juan Ramon’s feelings change after he reads Jorge’s e-mail
message? (Juan Ramon still misses Jorge, but he realizes that he likes his home in the country.)
page 42-43
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.)
-Text-Based Comprehension
Check Understanding - Have child discuss each question with you.
Realistic Fiction: How do you know that this story could happen in real life? (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? (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? (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? (Children might say that the author wrote this story to entertain
readers.)
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Learning Coach Guide – Segment 1 Unit 1
Connect text to self: Jorge and Juan Ramon realized that they were glad to be back home.
Think about a time when you went away and had fun, wither 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?
(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.)
-Literary Text
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 Ramon 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 Ramon 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. Together, fill in the characters and setting in the boxes on
the story map. Then have the child dictate the problem and 3 important events in the problem box.
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On Their Own Display Graphic Organizer. Have the child work to identify the solution to the boy’s
problem. Have them share their ideas with the class. Add the solution to the story map.
Conventions
Sentences
Teach – Write made a clubhouse and the cousins on the board. Point to each word as you read it aloud.
Ask child 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.) Write the
sentence on the board. This is a telling sentence. We can expand the sentence by adding words. For
example, The two cousins built a big clubhouse.
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Guide Practice and Apply – Write the following words and phrases. Read them aloud and have child
arrange them into complete sentences. Have child indicate which word should have a capital letter an
where the period should go.
friends
they stayed all summer with
Juan Ramon and Jorge
The cousins were
Grandma Ines
started the Twin Club
Have child work to expand one of the sentences. Use this example: The two cousins were good friends.
Encourage child to share their sentences.
Have the child complete these sentence frames orally.
1. I like to ___________________ in my neighborhood.
2. My best friend ____________________ .
3. The fire truck ____________________ .
On Their Own – Use Reader’s and Writer’s Notebook, p.7.
Writing
Personal Narrative – Writer’s Craft: Descriptive Language
Review Key Features of Personal Narrative
 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
Introduce Today child will prewrite, or generate and organize ideas, for writing for their personal
narratives. Review with children the key features of a personal narrative. 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 the child that they, too, can write about an interesting place they have visited.
Explain that today, they 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
Think about what a people learn by exploring a new place. Now write a personal narrative about a new
place that you have visited.
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Learning Coach Guide – Segment 1 Unit 1
Generate Ideas To plan our writing, let’s think about interesting places. Let’s brainstorm some places
and record them in a web. Draw 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.
city
______
______
farm
PLACES
______
______
______
______
Guide child in identifying places they have visited. Possible ideas are shown. Record the responses, and
keep the web so that the child can refer to it as they plan and draft their stories. Have the child choose an
interesting place he or she visited to write about. Remind them that this is a personal narrative that tells
about their visit to a special place.
Mini-Lesson: Descriptive Language: Sensory Words
Introduce Use the Reader’s and Writer’s Notebook, p. 8 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 on a chart.
A Cave Walk
Sense
See
Hear
Touch
Smell
Taste
Words that describe
rocks that hang from above like ice cream cones
Water dripping
Slippery path
Damp smell
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Learning Coach Guide – Segment 1 Unit 1
Routine: Quick Write for Fluency
4. Talk – Have child take one minute to describe their place to a partner.
5. Write – Have the child write two sentences that include sensory words to describe the place.
6. Share – Have your child share out loud the sentences they created.
7.
Handwriting
Letters Aa, Dd, and Oo/Letter Size
Model letter Formation Display uppercase and lowercase letters: As, Dd, and Oo. Use the stroke
instructions pictured to model proper letter formation. Have children write the letter several times and circle
their best one.
Aa Dd Oo – Ball and Stick Letters
Aa Dd Oo – D’Nealian Letters
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 right- and left-handed 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.
Have child discuss what is wrong with the letters. Have child rewrite the sentence, demonstrating correct
letter size to the class.
Research and Inquiry
Step 2: 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.
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Point out that the librarians are very helpful. They can answer many questions and can help children find
resources.
Model I liked The Twin Club, so I looked in the library’s fiction section 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.
Guide Practice Look back at the chart from yesterday. Discuss resources children might use to learn
about rural, urban and suburban communities.
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Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – The Twin Club – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
investigate
rural
urban
downy
perch **
founders
muttered
unanimous
When you try to find out as much as possible about something
In the country
In a city or town
Covered with soft feathers
When you sit or rest on the edge of something
The people who start a group or organization
To not speak clearly
When everyone agrees with something
Phonics
Build Words
Model Word Building
Now we are going to build words with short vowels. Write wing and blend it. Watch me change the w wiing
wing to r. Model blending the new words, ring.
Guide Practice
Have children spell ring with letter tiles. Monitor child’s work.
Change the r in ring to s. Say the new word together. SING
Change the i in sing to a. Say the new word together. SANG
Change the ng in sang to nk. Say the new word together. SANK
Change the nk in sank to ck. Say the new word together. SACK
Change the a in sack to o. Say the new word together. SOCK
Change the o in sock to i. Say the new word together. SICK
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Change the s in sick to l. Say the new word together. LICK
Change the i in lick to u. Say the new word together. LUCK
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
napkin
On Their Own Have child read the list above three or four times, until they can read one word per second.
Spelling Short Vowels and Consonants
Spell High-Frequency Words Write country and someone and point them out on the Word Wall. Have
child say and spell the words with you and then without you.
Dictation Have child write these sentences. Say each sentence. Then repeat it slowly, one word at a
time.
1. Someone set the list on my desk.
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 child circle and rewrite
any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook, p.10.
Fluency
Appropriate Rate
Model Fluent Reading Have child turn to Student Edition pages 28-29. 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.
Guide Practice Have child read the pages with you. Then have them reread the pages without you until
they read with no hesitation and no mistakes. Continue in the same way with pages 30-31.
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Learning Coach Guide – Segment 1 Unit 1
High-Frequency and Selection Words
Read words in Isolation Display and review this week’s high-frequency words and selection words. Have
child read the words aloud.
Read words in Context Display the following sentence frames. Have child complete the sentences using
high-frequency and selection words. Have the child read each completed sentence with you.
My cousins live on a farm in the ____________. (country)
Jed made a _____________ to his parents. (promise)
_______________ flowers grow in that meadow. (Beautiful)
Her best _____________ went somewhere on vacation. (friend)
Someone knocked on the ____________ door. (front)
4. Hing set a pink hat on his head.
5. Jack has a muffin in his picnic basket.
6. Kim sat in the bottom of the rocket.
On Their Own Use Reader’s and Writer’s Notebook, p.11.
Text-Based Comprehension
Read Main Selection – Review Plot and Theme
Review that every story has a series of events called the plot and one main lesson, or
theme. We can use the sequence of events in a story to help us understand the events in
the plot and the main lesson, or theme, of a story. When we think about the character’s
actions and feelings, we find the main lesson and better understand the meaning of the
story. Have child turn to pages 36-37 in their Student Edition. What did Juan Ramon learn
about communities? (He learned that he can like different kinds of communities.)
Genre: Realistic Fiction Remind child 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 as real people might do.)
Read Return to pages 26-43 and reread The Twin Club.
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Learning Coach Guide – Segment 1 Unit 1
Conventions
Sentences
Review Remind child 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 and have child read it aloud.
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?
Have child change the following phrases into complete sentences.
my best friend
to get milk
Holden and his friend
Write the child’s sentences on the board. Then encourage children to expand the sentence by
adding words. Provide these examples: Holden and his friend rode the bus. Holden and his friend
Alex rode the bus to school.
Writing
Personal Narrative
Introduce Use your sensory word chart from yesterday to model writing complete sentences. When I
write my personal narrative, I want people to understand when 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 put a capital letter and end each one with a period or other punctuation.
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 Now it is time to write your personal narratives. Tell about a new place that you visited.
Have child use their sensory word charts. Help them finish the ideas. Then guide the child as they draft
their narratives.
Research and Inquiry
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Learning Coach Guide – Segment 1 Unit 1
Step 3: Gather and Record Information
Teach Tell child 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 gather information about urban, rural, and suburban communities.
Model Display the chart used on Day 1. We asked the question: What different types of places are in
each community? Now it is time to find ansers 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
answers in the chart.
Guide Practice Tell them to use what they know or other resources to identify places in that community.
Explain that tomorrow they will review these places to see if they have a good picture of each place.
Record answers in a chart like this:
Rural
Topic: Places in Each Community
Urban
Suburban
Farms
Skyscrapers
Shopping malls
Shops on Main Street
Movie theaters
Soccer fields
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Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – The Twin Club – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
investigate
rural
urban
downy
perch
founders **
muttered **
unanimous **
When you try to find out as much as possible about something
In the country
In a city or town
Covered with soft feathers
When you sit or rest on the edge of something
The people who start a group or organization
To not speak clearly
When everyone agrees with something
Phonics
Syllable Patterns VC/CV and VCC/V
Review
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 the syllables: kit/ten. Look at the
first syllable. It has a single vowel between two consonants. What vowel sound should you try? (the short
vowel sound /i/) Say the first syllable. Then say the final syllable. What is this words? (kitten)
Guide Practice
Draw a T-chart like the one below. 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.
When I point to a word, hold up one hand if we divide the word between the middle consonants and two
hands if we divide after the middle consonants. Write each word in the appropriate column. Have child
read words in each column.
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Learning Coach Guide – Segment 1 Unit 1
VC/CV like kitten
VCC/V like pocket
mit/ten
lock/et
pup/pet
tick/et
mag/net
jack/et
nap/kin
rock/et
rab/bit
pack/et
Fluent Word Reading
Read words in Isolation Display these words. Tell child that they can blend some words on this list and
others are Word Wall words.
Have child read the list 3 to 4 times until they can read at the rate of two to three seconds per word.
pen
upset
together
kitten
Jeff
become
dot
head
people
nothing
set
his
picnic
read
stories
Bing
ink
enough
bucket
goodbye
Read words in Context Display these sentences. Then randomly point to review words and have child
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 in Jeff said goodbye?
The bucket Bing set on his head had nothing in it.
Decodable Reader 1C
-Read “What’s in the Sack” Have children turn to page 11 in the Decodable Practice Readers 2.1. Have
child decode each word. Have child identify and read the high-frequency words will, what, when, things,
that, have, and fun on the first page. Have child read the title and preview the story. Tell them they will
decode words with short vowels and consonants in this story.
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Have the child retell the story to include characters, setting and events. Then have the child find words with
short vowel words with consonants in the story. List the words and have child sort them according to their
short-vowel sound spellings.
a /a/: add, can, dad, has, last, pack, pal, sack, tag, that
e, ea /e/: bell, Les, tell, red, well, when
I /i/: big, fill, fit, hill, his, in, is, it, kid, picnic, pink, quick, ring, things, will
o /o/: box, got, lock, on, rock
u /u/: fun, gum
Teach Print Awareness Have child open to the second page of the story. Point out the period at the end
of the first sentence. Review that we end each telling sentence with a period. Then point out the question
mark at the end of the second sentence on the page. Explain that 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.
Reread for Fluency Have the child reread Decodable Practice Reader 1C to develop automaticity.
Spelling
Short Vowels and Consonants
Review Have the child practice reading and writing the words.
Poetry In Reading
Poetry
Activate Prior Knowledge Ask children what they learned from other texts this week about schools.
(Schools are places in communities where children learn and meet friends.)
Main Idea and Details Tell child 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 child look at the pictures
and then predict what the two poems might be about. (The poems are about the first day of school and the
last day of school.) Ask them what clues helped them make that prediction. (the poem titles and the
pictures that go with each poem)
Read Poetry Tell child that they will read poetry today. 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
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sound(s). Poetry often used repetition, or words that repeat, to create images. Poetry helps you think
about what you sense and feel.
Tell child 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 such as clang, honk, and snap.
Explain that the text they will read today is poetry because it has lines that have rhythm, rhyme, and
repetition.
Access Text
Monitor and clarify When 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. The I reread his e-mail. I realized that he lived in a big
city where the stores have many different kinds of fruit. Today I’ll ask myself questions as I read the two
poems.
Main Idea and Details I know the main idea is what a selection is all about. In the poems I read today, I’ll
pay close attention to discover the main idea. I’ll also look for details, or small pieces of information, that
tell more about the main idea.
Read the two Poems. (The 1st Day of School) and (The 179th Day of School)
Access Text
Main Idea and Details What is the main idea of “The 179th Day of School”? (Everything is used up and
worn out by the end of the school year.) What evidence from the text supports your answer? (The crayons
are broken, shoes are scuffed up, the pens are leaky, and the books are well-worn.)
Monitor and Clarify As you read “The 179th Day of School,” what question might you ask yourself? (What
does lifelong friends mean in this poem?) What can you do to find the answer to your question? (Reread
the poem and look up lifelong in the dictionary.)
Genre Listen for the rhyme, rhythm, and repetition in “The 1st Day of School.” When you hear these
words, think about the students in the classroom. What do you see in your mind? (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 chair? (She calls it a squeaky chair. The word squeaky is
like the real sound.)
Fluency
Appropriate Rate

Have child turn to pages 34-35 in The Twin Club
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Learning Coach Guide – Segment 1 Unit 1


Have children follow along as you read the pages at an appropriate rate.
Have child read the pages with you and then reread the pages as a group until they read with no
hesitation and no mistakes.
Conventions
Sentences
Test Practice Use Reader’s and Writer’s Notebook, page 12 to help child 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.
Model identifying a complete sentence by writing the following and reading it aloud.
She plays at the park.
Then read the Reader’s and Writer’s Notebook page 12 directions. Guide child as they mark the answer
for number 1.
On Their Own Use Reader’s and Writer’s Notebook, page 12.
Writing
Personal Narrative Revise: Deleting Words
Introduce Yesterday we wrote personal narratives about new places we have visited. Today we will
look over and fix up the narratives that we write. 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 to revise the story to make it clear for anyone who will
read it. Tomorrow the child will proofread to correct any misspellings, missing capital letters, or misplaced
periods.
Revising Tips
 Make sure your story uses the words I and me.
 Delete extra words to make your sentences clear.
Tell child that they can delete words from their stories as they revise.
Guide Writing Practice Now it is time to revise your personal narratives. If they are not sure how to
revise, have child refer to the Revising Tips or the Key Features of a Personal Narrative.
Listening and Speaking
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Why We Speak and Why We Listen
Teach Tell children that respect is showing someone consideration or care for someone or something.
When you show respect, you are showing that you appreciate the person or thing.
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.




Good listeners listen to hear questions and to hear answers.
They listen to hear other’s 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.
Model When I’m teaching, I have to speak clearly when I ask or answer questions. Sometimes I speak to
give you information. I use complete sentences when sharing information. This helps you understand the
ideas we are discussing. I also try to be a good listener. I listen to all the wonderful ideas you share and I
show respect by listening carefully to your ideas.
Guide Practice Have child tell the reason why people would speak in these situations:


telling what they like about their community (to express feelings)
speaking about how to use the community library (to give information)
Have child 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)
Research and Inquiry
Step 4: Synthesize
Teach Tell child that the next step in the inquiry project is to review your topic to see is you have the
information you set out to find or if yours answers led to a different topic.
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Model We found many different kinds of places in rural, urban, and suburban communities. Sometimes
we plan to do too much, so we need to narrow the focus and revise out 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 the 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. Circle any of the names of
places where you have fun. Discuss other places to have fun in each community and add those responses
to the chart. Finally, tell child that tomorrow they will organize all the information.
Rural
Topic: Places in Each Community
Urban
Suburban
Farms
Skyscrapers
Shopping malls
Shops on Main Street
Movie theaters
Soccer fields
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Learning Coach Guide – Segment 1 Unit 1
Unit 1 Week 1 – The Twin Club – Day 5
Build Oral Vocabulary – Discuss with child how the Question of the Week, What can
we learn by exploring different communities?, connects to the question of this unit of
study: What can we learn from exploring new places and things? Use the following
ideas as prompts:
 What are some important ideas to keep in mind when exploring?
 How can exploring different communities be fun?
Share the Amazing Ideas using these Key Concepts:
 Schools are part of many communities.
 There are urban, suburban, and rural communities.
 People see and do different things in different communities.
Amazing Words
investigate
rural
urban
downy
perch
founders
muttered
unanimous
When you try to find out as much as possible about something
In the country
In a city or town
Covered with soft feathers
When you sit or rest on the edge of something
The people who start a group or organization
To not speak clearly
When everyone agrees with something
Phonics
Short Vowels and Consonants
Review
Target Phonics Skill
Write the following sentences.
themselves and then aloud as you track the print.
Have child read each one, first quietly to
1. Buzz had his jacket on at the picnic.
2. The 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.
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Spelling Test
Short Vowels and Consonants
Dictate Spelling Words – Say each word, read the sentence, repeat the word, and allow
time for children to write the word.
1. list
2. chop
3. tag
4. desk
5. mess
6. drum
7. sack
8. rock
9. job
10. sad
11. rib
12. dust
Did you see the list?
Dad can chop the log.
He cut the tag from the pants.
I sat at my desk.
Look at the big mess!
I can play that drum.
It was in the green sack.
That is a very big rock.
I hope to someday get a job as a firefighter.
I was sad when I got sick.
His elbow poked me in the rib.
It is good to get rid of dust.
High Frequency Words
13. someone
14. country
There’s someone standing in the hall.
I like to listen to country music.
Vocabulary
Alphabetize
Teach Have child turn to the Vocabulary Lesson on page 50 of the Student Edition. Explain that to
alphabetize words means to put them in the order of the letters of 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 words, I look at the first letter in
each word. I know that b comes before the other first letters so I’ll begin to alphabetize this list with bus.
On Their Own Have them continue to identify the next word in alphabetical order.
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Fluency
Appropriate Rate
Teach Read and discuss the Fluency instructions on page 50-51 in the student edition.
Read Words in Context Give child a moment to look at the sentences. Then have them read each
sentence at an appropriate rate.
Listening and Speaking
Why We Speak and Why We Listen
Teach Call attention to the Listening and Speaking lesson on page 51 of the Student Edition. Together
with child, read and discuss the reasons why we speak and why we listen. Remind child that a complete
sentence tells a complete thought and that good speakers use complete sentences.
Text-Based Comprehension
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 stpry and have child 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 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
Review – High-Frequency and Selection Words
High-Frequency Words Review this week’s high-frequency words: someone, somewhere, friend,
country, beautiful, and front. Provide an example of a word with an opposite meaning for one of the words,
such as nowhere. (somewhere)
Have child orally give antonyms, or words with opposite meanings, for the remaining five words.
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Selection Words Write the words cousins, promise, parents, and meadow. Read them aloud together.
Then have child 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.
Genre
Poetry
Poetry Review with child that poetry often uses rhyme, rhythm, and repetition to create images or pictures
in the reader’s mind.
Teach In the poem “The 1st Day of School,” the poet uses repetition. She repeats the word brand-new. In
my mind, I see everything that she mentions in the poem is clean and unused. 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, chalk and smock rhyme—unchipped
chalk and spotless smock. In my mind I see chalk that is untouched and a crisp, clean art smock.
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 “The 1st Day of School,” why do you think the poet repeated the word brand-new so many times?
(She wanted to paint a picture in our minds of new people and new things on the first day of school.
Do you think “The 1st Day of School” could be a song? Why or why not? (yes, it has a good beat,
or rhythm.)
On Their Own Have child discuss the following questions. Why do you think the poet used words such as
broken, scuffed-up, dried-up, dusty, and well-worn in “The 179th Day of School?” (She wanted to let us
know that things are worn out and used up by the last day of school.) How do these words work with the
rhyme and rhythm of the poem to paint pictures in your mind? (The words, rhyme, and rhythm help readers
see a mess made from all the work and all the fun of the whole school year.)
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.
Sentence Reading Use the following sentences to assess child’s ability to read words in context.
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.
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4. Will the 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?
Fluency Take a one-minute sample of child’s oral reading. Have them read the Passage below.
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.
Comprehension Have the child read the entire passage. Then have the child describe the character Jack
and his feelings.
Conventions
Sentences
Review Remind child 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 child give several examples of complete sentences.
Guide Practice Write the following phrases. Have the child add to the phrases to make complete
sentences. Remind them to capitalize the sentences and use appropriate punctuation.
1. went to the store
2. my friend Clark
3. had dinner
Writing
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Personal Narrative: Review Revising
Review Revising When we proofread, we check or writing for mistakes. As we proofread, we check that
our sentences are correct. We can ask ourselves: Do all of 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.
Display the Proofreading Tips. Display the proofreading tips. Have child proofread and edit their stories to
correct my misspellings, missing capital letters, or errors with periods.
Proofreading Tips




Do all my sentences begin with capital letters?
Did I use periods correctly?
Are descriptive words such as slippery spelled correctly?
Did I correctly spell words I often use, like the and what?
Present Have child make a final draft of their personal narratives, with their revisions and proofreading
corrections. Choose an option for child to present, or publish, their stories.
-Ask child to read the personal narrative to another or a small group.
-Ask child to draw a picture of the place they visited to go with the story.
Research and Inquiry
Step 5: Communicate
Teach Tell child that today they will organize the information they gathered about different communities and
create a list that names the places to have fun.
Model Display the places to have fun that the child 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 cornfield. I’ll write the number 2 and the word cornfields next in my list. Read
aloud several places listed for one type of community and circle one that names a place to have fun.
Guide Practice Review the lists of fun places in their community and help the child organize thise places
into numbered lists.
Topic: Fun Places in Each Community
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Rural
Urban
Suburban
1.
ponds
1.
community pools
1. backyard swimming pool
2.
cornfields
2.
Movie theaters
2. Soccer fields
On Their Own Make a Poster illustrating all the fun in their community. Have child practice presenting.
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.
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Unit 1 Week 2 – Exploring Space with an Astronaut – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
ascend **
descend **
orbit **
universe
enormous
journey
meteorite
launch
When something can go up
When something can go down
A path that one thing makes around another thing in space
All the things that make outer space; planets, suns, moons and stars
Very, very large
A long trip
A piece of stone or metal that hits something in space
When you get it started or set it going
Phonemic Awareness
Distinguish Medial Phonemes
Introduce Read together the bulleted points in the Student Edition, pages 54-55. One mouse is reading a
plan in the picture, and another has a plane. What sound do you hear in the middle of plan? (/a/) The
middle sound in plane is /ā/. Have child identify other items or actions that have the medial sound /a/ or /ā/.
(game, tail, cat, pan, vase)
Model In the picture I see mice that hop and float. The sound in the middle of hop is /o/. What is the
middle sound in float? /ō/ Have child find more items with the medial sound / ō/. (smoke, rope, rose) Guide
child as they identify and isolate the medial sounds in these words from the picture: read, net, sit, bike.
Phonics Model/Teach – Long vowels VCe
Connect Write he words cap, not, and cut. Ask child what they know about the vowel sounds in these
words. (The vowel sounds are short: /a/, /o/, /u/.)
Explain that today they will learn how to spell and read words with long vowel sounds /ā/, /ē/, /ī/, /ō/, /ū/.
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 /ā/. Segment and blend cape; then have the child blend with you: /k/ /ā/ /p/. Follow this
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procedure to model note and cute. Then write invite. Model dividing the syllables: in/vite. Segment and
blend the syllables.
Practice Continue segmenting and blending. This time have the student blend with you. Remind children
that the letter e at the end of each of these words gives the vowel its long sound. Also call attention to /s/
spelled c, /j/ spelled g, and /z/ spelled s.
face
age
Pete
dime
mice
vote
nose
fuse
cube
escape
empire
dispose
Phonics Guide Practice/Apply
Have students turn to page 56 in their Student Edition. Look at the pictures on this page. I see a rake and a
lime. The word rake has the long vowel sound /ā/ in it. In rake, the long sound is spelled a_e. What sound
do you hear in the middle of lime? (/ī/) The long i sound in lime is spelled i_e. Continue with the other
pictures, stressing the long vowel sound in each word.
After child can successfully segment and blend the words on page 56 in their Student Edition, point to
words in random order and ask child to read them naturally.
Have children read each of the sentences on page 56. Have them identify words in the sentences that
have long vowels spelled V_e.
On Their Own Use Reader’s and Writer’s Notebook, p. 13.
Decodable Reader 2A
-Read “Ike and Ace” Have children turn to page 19 in the Decodable Practice Readers 2.1. Have child
decode each word. Have child identify and read the high-frequency words it, good, at, her, age, make,
every, small, and home on the first page. Have child read the title and preview the story. Tell them they
will decode words with long vowels spelled vowel-consonant-e.
Have the child retell the story to include characters, setting and events. Then have the child find words in
the story with long vowels VCe. For each word, have child say its long vowel sound and spelling. Child
should supply mice, nice, age, make, home, safe, cage, fine, Ike, Ace, quite, wise, poke, nose, game, like,
reptile, fine, rose, ate, bite, cute, race, face, life, made. Then have child find words with c/s/, g/j/, or s/z/.
Child should supply: Tess, has, mice, is, nice, safe, age, cage, Ace, wise, his, nose, rose, race, sit, face.
Teach Print Awareness On the last page of the story, point out the period at the end of the first sentence.
Remind child 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.
Reread for Fluency Have the child reread Decodable Practice Reader 2A to develop automaticity.
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Spelling Pre-Test
Long Vowels VCe
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child check their pretests and correct misspelled words.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
page
nose
space
size
fine
mice
late
huge
blaze
race
rice
vote
One page in the book is torn.
My black cat has a white nose.
The rocket blasted off into space.
What size shoe do you wear?
I felt sick, but now I feel fine.
Three mice ran across the field.
Mia hurried because she didn’t want to be late.
That dump truck can carry a huge load.
The firefighters poured water on the blaze.
Who had the fastest time in the race?
I like to eat chicken and brown rice.
You must be eighteen to vote in the election.
High-Frequency Words
Say and Spell Student Edition page 57. Point out that we learn some words by
remembering the letters. Point to the word “everywhere”. Have your child say and spell the
word letter by letter.
Identify Familiar Letter-Sounds Point to the first letter in everywhere. What is the letter
and what is the sound? (e /e/) Repeat with the letter v.
Show Meaning Tell me a sentence using the word everywhere.
On Their Own Use Reader’s and Writer’s Notebook, p.14.
Text-Based Comprehension
Main Idea and Details
Read Remind child of the weekly concept – Exploring Space. Have child listen as you read aloud “Eating
in Space” below.
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Teacher Read Aloud – A New Neighborhood
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 its dinnertime, astronauts strap a food try to their legs. That way the food is help in place and there is
no mess to clean.
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 missed 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.
Model a Close Read Now model how to use main idea and details as tools to build comprehension.
First, I ask myself what the selection is about. This selection is about eating in space. The most important
idea in the selection is: Eating in space is more difficult than eating on Earth.
Teach Main Idea and Details
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.
Have child turn to EI.11 in their Student Edition. These pictures show an example of main
idea and details. Discuss these questions using the pictures:
What is 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 rabbit
hops in the forest; ants work in the forest.)
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Guide Practice Now reread “Eating in Space.” Have child use the graphic organizer to
record the main idea and supporting details from the selection. We already determined that
the main idea of the story is that eating in space is more difficult than eating on Earth. Add
the main idea to the main idea box of the graphic organizer. What are some details that tell
more about the main idea? (Food floats around; food has to be held in place; some foods
have to have water added.)
Main Idea
Supporting Details
On Their Own Use Reader’s and Writer’s Notebook 15.
Conventions
Sentences
Make Connections Today we listened to a story about the difficulty of eating in space. Food was
the subject of the selection. Read the following sentence from the selection. Astronauts enjoy fruit
and hot meals like pasta. Who or what is the sentence about? Explain that Astronauts is the
subject of this sentence.
Teach. Explain that the subject of a sentence tells who or what does something in that sentence.
Guide Practice Have child read the following sentences and identify the subject of each:
6.
7.
8.
9.
10.
11.
The girl will be an astronaut. (the girl)
Astronauts study space. (astronauts)
She and I dream about spaceships. (she and I)
My father is a zoologist. (my father)
Zoologists study animals. (zoologists)
My uncle explores the rain forest. (my uncle)
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Writing
Expository Nonfiction
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/Informative/Explanatory
Examine Model Text Let’s listen to an expository nonfiction paragraph. Track the print as you read
aloud “Fixing the Space Station” on Reader’s and Writer’s Notebook, p.16. Have child follow along.
Key Features Expository nonfiction gives information about a topic. What is the topic of this paragraph?
(Astronauts fix things that break on the Space Station.) That’s right. Draw a box around the sentence that
tells you the topic. Help child draw a box around the first sentence.
What real people does the paragraph tell about? Have child circle the words astronaut and astronauts.
This expository nonfiction paragraph included facts and details about how astronauts fix the Space Station.
What are some facts and details that are in this paragraph? Help child underline facts and details, such as
tools float around and They put on big space suits.
Review Key Features of Expository Nonfiction
 gives information about a topic
 tells about real people, places, and events
 uses facts and details
Routine: Quick Write for Fluency
8.
Talk – Read these questions aloud, and have the child respond in complete sentences.
a. What did you learn about space from “Eating in Space”?
b. What is it like to live and work in space?
9. Write – Have the child write short sentences to answer the questions. Make sure their sentences
include a subject and a verb.
10. Share – Have your child share out loud the sentences they created.
Research and Inquiry
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Step 1: Identify and Focus Topic
Teach Display the following question: What can we learn by exploring space? Ask: What else would you
like to learn about space?
Model One way I find answers to my questions is to look in reference sources, books or other materials
that give information. To find out what a planet is, I could look up its meaning in a dictionary. To learn
about Mars, I could look in an encyclopedia, a book with information about many topics. Give child time to
ask questions that when answered, will help them learn more about space.
Guide Practice Record answers in a chart like this:
What can we learn by exploring space?
Who?
What?
When?
Where?
Why?
How?
On Their Own Use Reader’s and Writer’s Notebook page 21.
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Unit 1 Week 2 – Exploring Space – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
ascend
descend
orbit
universe **
enormous
journey
meteorite
launch
When something can go up
When something can go down
A path that one thing makes around another thing in space
All the things that make outer space; planets, suns, moons and stars
Very, very large
A long trip
A piece of stone or metal that hits something in space
When you get it started or set it going
Phonics Model/Teach
Long Vowels VCe
Review Sound-Spellings Review the short-vowel spelling paterns a, e, I, o, u. Review the long vowel
spelling patterns a_e, e_e, i_e, o_e, u_e
Decode words in Isolation Display these words. Have the child blend the words. Then point to the words
in random order and ask children to decode them quickly.
cent
invite
picnic
page
excuse
magnet
hose
cape
fuzz
Decode words in Context Display these sentences. Have the child read the sentences.
7. Will you invite Kate to your picnic?
8. Mike rode into a rut on his bike.
9. I suppose Jane can fix that huge dent.
Spelling Long Vowels VCe
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Guide Practice Tell child that you will segment the sounds in each spelling word. They should repeat the
sounds in each word as they write them. Remind child that the letter c stands for /k/ if it is followed by a,
o, or u and the 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.
7.
8.
9.
10.
11.
12.
/r/ /ī/ /s/ = rice
/h/ /ū/ /j/ = huge
/l/ /ā/ /t/ = late
/n/ /ō/ /z/ = nose
/v/ /ō/ /t/ = vote
/s/ /p/ /ā/ /s/ = space
7. /s/ /ī/ /z/ = size
8. /m/ /ī/ /s/ = mice
9. /p/ /ā/ /j/ = page
10. /f/ /ī/ /n/ = fine
11. /r/ /ā/ /s/ = race
12. /b/ /l/ /ā/ /z/ = blaze
On Their Own Use Reader’s and Writer’s Notebook, p.17.
Selection Vocabulary
Introduce Selection Words
Read each sentence as you track the print. Frame each underlined words and explain its meaning. Then
have the child read each sentence with you.
5.
6.
7.
8.
9.
At the Space Center we saw an astronaut in her spacesuit.
It would be fun to float without gravity like she does.
We looked through a telescope to see some stars.
We saw pictures of an experiment in space with plants and rocks.
There was a huge space shuttle parked there too.
astronaut: a person who goes into space
gravity: the natural force that makes everything on Earth move towards it
telescope: an instrument that makes things that are far away appear to be close
experiment: a careful test or trial to find out about something
shuttle: a vehicle that carries astronauts into space.
Vocabulary Strategy: Position Words
Teach: Explain that position words tell where something is. Draw a chart similar to the one below.
Put the following words on the left side: inside, outside, behind, around, and over. Explain that these are
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position words. 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.
inside
inside my desk
behind
behind the shelf
outside
around
over
On Their Own: Have child demonstrate the meanings of these words and the position they
describe. Use Reader’s and Writer’s Notebook, p. 18.
Text-Based Comprehension
Introduce Main Selection – Exploring Space with an Astronaut
-Genre An expository text gives facts and details about real people, things, and events. As they
read, Exploring Space, children should look for facts about exploring space.
-Preview and Predict Have child identify the title and author of the selection. Have children use the
chapter headings to predict what the selection will be about.
-Purpose By analyzing Exploring Space with an Astronaut, an expository text, children gain knowledge of
space exploration.
-Monitor and Clarify 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.26 in their Student Edition. Read it Together.
What do you think this picture shows? (how a bean grows) The picture shows a sequence. As I read
Exploring Space with an Astronaut, I will look for patterns, such as sequence, and I will pay attention to the
text structure, or the organization of the information.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text
Leveled Tasks
 Review the sounds of long vowels patterns
 Structure If children have difficulty with
VCe
the photograph labels on pp. 66-69, have
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them read each label and explain reasons
why each was included.


Discuss the boxed text structure and
captions used to organize information
Remind children that this text is nonfiction.
They may need to read more slowly to
better understand the selection.
 Structure If children do not have difficulty
with the boxed text captions, have them
form questions for the captions that are
phrases or sentences.
1st Read / Access Text
page 58-59
Connect to Concept Look at the picture on pages 58 and 59. This is an astronaut. What is the
astronaut wearing? Where would the astronaut wear this? (Encourage children to answer the questions in
complete sentences.) Yes, the astronaut is wearing a space suit. He or she wears the space suit in space.
Ask child to describe the space shuttle and moon in the background.
page 60-61
Use Position Words 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)
Analysis – Text Evidence Look at the pictures. From what country are the astronaut and the space
shuttle? Tell how you know. (The United States; the American flag and the words United States are
clues.)
page 62-63
Text Structure Authors often use headings to help readers know the topic, or what they are going to
read about next. Have child read the heading in the box on page 62. What is the heading, what do you
expect to read about on this page? (“Meet Eileen Collins,” Eileen Collins)
Analysis How was Eileen Collins different from other woman astronauts? (She was the first woman to be
a space shuttle pilot. She was the first woman to lead a space shuttle trip.)
page 64-65
Main Idea and Details – Reread Challenging Text Reread the first paragraph on page 64. Is
the fact that the sun always shines in space the main idea or a detail? Explain. (It is a detail that tells more
about the main idea. The main idea is: Astronauts test ways to live is a place that is very different from
Earth.)
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Synthesis Look at the picture on page 64. How do the astronauts use the white loops on the floor?
Why? (Astronauts put their feet in the loops so they stay on the floor and do not float away.)
page 66-67
Main Idea and Details Which statement is the main idea of the text on page 67 – Astronauts use
special tools and equipment or Astronauts move outside the shuttle? (Astronauts use special tools and
equipment.)
Analysis Why does the author use labels on parts of the photograph? (She uses labels so that readers
will know what things are.)
page 68-69
Main Idea and Details The main idea is that astronauts took an x-ray telescope into space. What are
details that tell more about the main idea? (Astronauts tested the telescope and flipped switches on it.
Astronauts telescope go into space. Rockets on the telescope caused it to fly higher into space.)
Inference – Text Evidence Were astronauts the only living things in the space shuttle? Use
information from the text to support your answer. (No, plants were also in the shuttle. The text says
astronauts did experiments with plants.)
page 70-71
Text Structure Have children answer the question in the heading and use details in the photograph
and clues in the text to explain their reasons.
Synthesis – Text Evidence Using what you learned in this selection, tell how astronauts are able to
explore space. Have child cite examples from the text.
-Text-Based Comprehension
Check Understanding - Have child discuss each question with you.
Expository text: How can you tell that Exploring Space with an Astronaut is not a made-up story?
(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? (I used the heading “What tools do astronauts use?” to predict that I would read about
tools that astronauts use.)
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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? (Yes; there are a lo of facts and photos. No; there
aren’t enough facts and photos.)
Compare and Contrast: How is life in space different from life on Earth? (In space, people and
things float 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 roller coasters? You read that astronauts like these things. Would you like to become an
astronaut someday? Explain. (Yes; it would be exciting. No; I’m afraid to go too fast.)
-Informational Text
Expository Text
Identify Features of Expository Text Use the main selection Exploring Space with an Astronaut to
have children identify features of expository text.



The selection Exploring Space with an Astronaut 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?
(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? (They helped me see what life
was like for real astronauts.)
Guide Practice Display Graphic Organizer. Together, fill in the columns on the chart with facts and
details from the selction.
What is explained?
What are some special text
features?
What are some facts and details?
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On Their Own Display Graphic Organizer. Have the child work to identify facts and details they
learned in Exploring Space with an Astronaut.
Conventions
Subjects
Teach – Write The astronaut looked through the telescope and Earth and Mars go around the sun.
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 and Apply – Write the following sentences. Have the child read them aloud and
identify the subject in each sentence..
The Earth moves around the sun.
(The Earth)
The astronaut flew in space.
(The astronaut)
The moon is not full.
(The moon)
Have the child complete these sentence frames orally.
4. _______________ travels very fast
5. _______________ lights up Earth.
6. _______________ wear space suits in space.
On Their Own – Use Reader’s and Writer’s Notebook, p.19.
Writing
Expository Nonfiction – Writer’s Craft: Supporting Main Ideas and Details
Review Key Features of Expository Nonfiction
 gives information about a topic
 tells about real people, places, and events
 uses facts and details
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Introduce Review with the child the key Features of expository nonfiction. Point out that Exploring
Space with an Astronaut 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.
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. Draw a word web with the words LEARNING
ABOUT SPACE in the center of the web. Yesterday in “Eating in Space” we read that gravity makes eating
in space tricky. I’ll write how to eat in space in one oval. What else do we know about space?
learning
about
Earth's
Weather
studying
plants
______
Learning
About
Space
______
______
how to eat
in space
Guide child in identifying information they know about space. Keep the web so that children can refer to it
as they plan and draft their paragraphs.
Mini-Lesson: Main Idea and Details
Introduce Use the Reader’s and Writer’s Notebook, p. 20 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
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learn about weather from
and details chart to plan my
paragraph.
Scientists use pictures from
space to study Earth’s
weather.
Scientists use special
cameras to take
pictures of Earth
from space.
_________________
_________________
_________________
_________________
_________________
_________________
_________________
space. I’ll use the main idea
expository nonfiction
_________________
_________________
_________________
_________________
_________________
_________________
_________________
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 on 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 wht 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.
Routine: Quick Write for Fluency
11. Talk – Have child take one minute to describe their main idea to a partner.
12. Write – Children briefly write sentences that include a few details about their main idea for their
expository paragraphs.
13. Share – Have your child share out loud the sentences they created.
Handwriting
Letters Gg, and Cc /Letter Form
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Model letter Formation Display uppercase and lowercase letters: Gg and Cc. Use the stroke instructions
pictured to model proper letter formation. Have children write the letter several times and circle their best
one.
Gg and CC – Ball and Stick Letters
Gg and Cc – D’Nealian Letters
Model letter Form 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.
Guide Practice Write the following sentence, using correct letter size and formation.
She can go with you.
Grace got a big crate for her dog.
Have child rewrite the sentence, demonstrating correct letter size to the class.
Research and Inquiry
Step 2: Research Skill: Reference Sources
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.
Model 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 other 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.
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Unit 1 Week 2 – Exploring Space with an Astronaut – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
ascend
descend
orbit
universe
enormous **
journey **
meteorite
launch
When something can go up
When something can go down
A path that one thing makes around another thing in space
All the things that make outer space; planets, suns, moons and stars
Very, very large
A long trip
A piece of stone or metal that hits something in space
When you get it started or set it going
Phonics
Build Words
Model Word Building
Now we are going to build words with long vowels spelled vowel-consoant-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 child’s work.
Change the a in pale to i. Say the new word together. PILE
Change the p in pile to m. Say the new word together. MILE
Change the i in mile to o. Say the new word together. MOLE
Change the l in mole to p. Say the new word together. MOPE
Change the m in mope to c. Say the new word together. COPE
Change the o in cope to a. Say the new word together. CAPE
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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: /t/ /a/ /d/ /p/ /ō/ /l/, 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
suppose
On Their Own Have child read the list above three or four times, until they can read one word per second.
Spelling Long Vowels VCe
Spell High-Frequency Words Write move and live and point them out on the Word Wall. Have child say
and spell the words with you and then without you.
Dictation Have child write these sentences. Say each sentence. Then repeat it slowly, one word at a
time.
4. Will we be late for the race?
5. Look at the huge size of the mice!
6. If you move, where will you live?
Proofread and Correct Write each sentence, spelling words one at a time. Have child circle and rewrite
any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook, p.22.
Fluency
Accuracy
Model Fluent Reading Have child turn to Student Edition pages 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 child read the pages with you. Then have them reread the pages without you until
they read with no hesitation and no mistakes. Continue in the same way with pages 63.
High-Frequency and Selection Words
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Read words in Isolation Display and review this week’s high-frequency words and selection words. Have
child read the words aloud.
Read words in Context Display the following sentence frames. Have child complete the sentences using
high-frequency and selection words. Have the child read each completed sentence with you.
That woman in the space suit is an __________. (astronaut)
She will do a science __________ on the space shuttle. (experiment)
It is hard to live in space because there is no __________. (gravity)
In space, a tiny push can __________ huge machines. (move)
____________ you look, someone is busy at work. (Everywhere)
With a ______________, we can look far beyond our world. (telescope)
On Their Own Use Reader’s and Writer’s Notebook, p.23.
Text-Based Comprehension
Read Main Selection – Review Author’s Purpose
Recall this week’s main selection, Exploring Space with an Astronaut. Tell child that tody
they will reread the selection. Remind child 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 of the
reasons why author’s write? (Author’s write to entertain or inform.) Have child turn to page
61 in their Student Edition. Why do you think the author answered the question What is an
astronaut? (to tell readers what as astronaut is; to inform.)
Genre: Expository Text Remind child that an expository text gives facts and details about
real people, things, and events. Have child recall facts about the astronauts from Exploring
Space with an Astronaut that show that this selection is about real people. (Astronauts fly on
a space shuttle. Astronauts float everywhere. Astronauts do experiments.)
Read Return to pages 58-71 and reread Exploring Space with an Astronaut.
Conventions
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Sentences
Review Remind child 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 person,
place, or thing. The robin and the bluebird sang up in the tree.
Guide Practice Write the following and have child read it aloud.
The children played in the sun.
What other subjects could we use in place of The children to change the sentence?
Have child complete these sentence frames orally by supplying subjects.
_________ shine. (Stars)
_________ is a planet. (Earth)
_________ go into space. (Rockets)
Writing
Expository Nonfiction
Introduce Use your main idea chart from yesterday 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.
Explain how children can use their main idea charts to help them 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 child to write sentences of different lengths. Tell them that they will revise and edit their
work later.
Guide Writing Now it is time to write your expository nonfiction paragraphs. Tell about your main idea
and support it with facts and details. Have child use their main idea charts. Help them finish the ideas.
Then guide the child as they draft their paragraphs.
*********************************************************
Research and Inquiry
Step 3: Gather and Record Information
Teach Tell child 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.
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Model Display the list of questions that the child 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 answers: 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 answers in the chart.
Guide Practice Tell them to use what they know or other resources to identify places in that community.
Explain that tomorrow they will review these places to see if they have a good picture of each place.
Record answers in a chart like this:
Questions
What is Mars like?
What can we see from space?
Topic: Exploring Space
Answers
Mars has huge craters.
Astronauts can see Earth.
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Unit 1 Week 2 – Exploring Space with an Astronaut – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
ascend
descend
orbit
universe
enormous
journey
meteorite **
launch **
When something can go up
When something can go down
A path that one thing makes around another thing in space
All the things that make outer space; planets, suns, moons and stars
Very, very large
A long trip
A piece of stone or metal that hits something in space
When you get it started or set it going
Phonics
Syllable Patterns Short Vowels and Consonants
Review
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 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/.)
(kitten) What letter spells the sound /i/ in the last syllable of rabbit? (The letter i spells the sound /i/.)
Guide Practice
Draw a T-chart like the one below. 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, dead. Write each
word in the appropriate column. Have child read words in the one-syllable column.
One Syllable
badge
Two Syllables
muffin
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peck
locket
sing
rabbit
box
picnic
hunk
pencil
dead
Fluent Word Reading
Read words in Isolation Display these words. Tell child that they can blend some words on this list and
others are Word Wall words.
Have child read the list 3 to 4 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
Read words in Context Display these sentences. Then randomly point to review words and have child
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.
The sun was beautiful as it set over the lake.
Did that huge reptile escape its nice big cage?
Decodable Reader 2C
-Read “We Can Do a Lot” Have children turn to page 29 in the Decodable Practice Readers 2.1. Have
child read each word. Have child identify and read the high-frequency words huge, rock, work, machine,
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draw, face, and color on the first page. Have child read the title and preview the story. Tell them they will
decode words with long vowel sounds spelled vowel-consonant-e in this story.
Have the child retell the story to include characters, setting and events. Then have the child find words with
long vowels spelled vowel-consonant-e in the story. Children should supply make, home, huge, Jane, face,
use, nice, page, Dave, Kate, like, game, rule, base, invite, race, ride, bike, quite, bake, fine, cake, made,
Rose, Mike, take, hike, and age. Then have child find and read words with c/s/, g/j/, and s/z/. Child should
supply his, huge, face, use, nice, page, race, is, Rose, and age.
Teach Print Awareness Point out the period at the end of the first sentence on page 30. 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 page 32 and the
question mark on page 36.
Reread for Fluency Have the child reread Decodable Practice Reader 2C to develop automaticity.
Spelling
Short Vowels and Consonants
Review Have the child practice reading and writing the words. Then have them spell them orally to
practice for tomorrow’s test.
Science In Reading
Expository Text
Activate Prior Knowledge Ask children what they learned from other texts this week about exploring
space. (In space, astronauts floated everywhere. They used special tools and equipment. They ate
special foods. They had many jobs.)
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 page 76 of the Student Edition. Then have children look through the selection
and predict what they might learn. (They might learn about what it feels like to be astronauts and go into
space.) Have child tell what clues helped them make their predictions. (Children and grown-ups are
wearing space suits and helmets and using astronaut’s tools.)
Read an Expository Text Tell child that they will read an expository text today. Review the key features
of an 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.
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Access Text
Text Structure Good readers look for text features to help them understand important ideas. In “A Trip to
Space Camp,” I notice special text features such as photos and labels. I will use these to help me
understand.
Main Idea and Details When I read, I think about what the selection or part of it is all about. For example,
I think about the main idea on page 77. At first, I think it may be that some space camps are for adults and
some for teens, but then I know that these are details. What do you think is the main idea of this page?
(There are all sorts of space camps.)
Access Text
Text Structure How do the picture labels help you to understand the selection? (They identify the
pictures.)
Compare and Contrast Guide child to identify how this selection and Exploring Space are alike and
different.
Fluency
Accuracy



Have child turn to pages 67 in Exploring Space with an Astronaut
Have children follow along as you read the page with accuracy.
Have child read the page with you and then reread the page as a group until they read with no
hesitation and no mistakes.
Conventions
Subjects
Test Practice Use Reader’s and Writer’s Notebook, page 24 to help child 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 and underlining the subject.
Model identifying a complete subject by writing the following and reading it aloud.
The car was going at a fast pace.
Then read the Reader’s and Writer’s Notebook page 24 directions. Guide child as they mark the answer
for number 1.
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Writing
Expository Nonfiction Revise: Changing Sentences
Introduce Yesterday we wrote drafts of our expository nonfiction paragraphs. Today we will revise our
drafts by changing sentences to make them 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 the child will proofread to correct any misspellings,
missing capital letters, or misplaced periods.
Revising Tips
 Make sure your sentences are different kinds and different lengths.
 Make sure each sentence has a different beginning.
Guide Writing Practice Now it is time to revise your expository nonfiction paragraphs. If they are not
sure how to revise, have child refer to the Revising Tips or the Key Features of a Expository Nonfiction.
Listening and Speaking
Be a Good Speaker and Listener
Teach 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.
Remind children that good listeners pay close attention when others speak and show respect for the
speaker.
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
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face you to show that I’m paying attention to what you’re saying. I know that sometimes it’s hard to wait for
your turn to speak. But good listeners wait politely and then add what they want to say.
Guide Practice Have child follow good speaking traits as they talk about what they have learned about
exploring space. Afterward, have them point out traits.
Tell child about the first moon landing as they practice listening attentively. After listening, have child 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.”
Research and Inquiry
Step 4: Synthesize
Teach Tell child that the next step in the inquiry project is to review your topic to see is you have the
information you set out to find or if your answers led 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. 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 aloud the remaining inquiry questions and answers. After reading each one, decide
whether it tells about something you can learn by exploring space.
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Unit 1 Week 2 – Exploring Space with an Astronaut – Day 5
Build Oral Vocabulary – Discuss with child how the Question of the Week, What can
we learn by exploring space?, connects to the question of this unit of study: What
can we learn from exploring new places and things? Use the following ideas as
prompts:
 What are some ways that people have explored space? (with telescopes, with
a space shuttle, with the space station)
 How can exploring different communities be fun?
Share the Amazing Ideas using these Key Concepts:
 Astronauts explore space in a space shuttle.
 Astronauts must eat and move in different ways in space.
 Astronauts need special training to explore space.
Phonics
Long Vowels VCe
Review
Target Phonics Skill
Write the following sentences.
themselves and then aloud as you track the print.
Have child read each one, first quietly to
5. Did Kate invite you to get cake?
6. This cage will make a nice home for the mice.
7. The mule can escape out the huge hole in the gate.
8. Mike made a note of the cute joke on that page.
Spelling Test
Long Vowels VCe
Dictate Spelling Words – Say each word, read the sentence, repeat the word, and allow
time for children to write the word.
15. race
16. nose
Keisha ran fast and won the race?
My nose is red.
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17. page
18. blaze
19. fine
20. huge
21. size
22. rice
23. mice
24. vote
25. space
26. late
Are you on the last page?
The blaze is hot.
Dad said it was fine with him.
The stove came in a huge box.
Look at the size of that cat!
I like to eat rice and beans.
Sal has two black mice.
Mom went to vote.
The rocket will go into space.
I do not want to be late.
High Frequency Words
27. move
28. live
I heard that you are going to move.
Where would you like to live?
Vocabulary
Position Words
Teach Have child turn to the Vocabulary Lesson on page 80 of the Student Edition. Point to the picture of
the airplane. Where is the airplane? (in the sky) The word in tells where the airplane is.
Guide Practice Read the instructions for the Vocabulary Practice It! activity. Demonstrate the use of one
word. For example, hold a book above your head and say: The book is above my head.
On Their Own Have them continue to take turns with you showing an object in a position and then using
the word in a sentence.
Fluency
Accuracy
Teach Read and discuss the Fluency instructions on page 80-81 in the student edition.
Read Words in Context Give child a moment to look at the sentences. Then have them read each
sentence at an appropriate rate.
Listening and Speaking
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Be a Good Speaker
Teach Call attention to the Listening and Speaking lesson on page 81 of the Student Edition. Together
with child, read and discuss the reasons what good speakers should do. Remind child that good speakers
use complete sentences that tell who or what does something.
Text-Based Comprehension
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 child 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.
3. What is the topic of this selection? (The moon)
4. What is the main idea? (The moon is a very rough place.)
5. 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
Review – High-Frequency and Selection Words
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 child to solve. (I am a
word that is made up of two smaller words. I mean “all places.” What word am I? (everywhere)
Have child orally give riddles for the remaining six words.
Selection Words Write the words astronaut, shuttle, experiment, telescope and gravity. Read them aloud
together. Then ask: 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?
Genre
Expository Text
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Expository Text Review with child 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, Exploring Space with an Astronaut,
and then browsing through the illustrations or photos. These text features let me know what the selection is
about even before I begin reading. I notice that some photos have captions printed in bold type. The
captions identify the photos. Let’s see what else we can discover by paying attention to text features.
Model I notice there are boxes in Exploring Space with an Astronaut. There is a 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 Exploring Space with an Astronaut, how might you find information about tools astronauts use?
(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 of 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? (You can find out about the machines campers use and
the work campers do.)
On Their Own Have child use text features in Exploring Space with an Astronaut 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)
Assessment
Monitor Progress For a written assessment of long vowels, high-frequency words, and main idea and
details, Use Weekly test 2, pp. 7-12.
Sentence Reading Use the following sentences to assess child’s ability to read words in context.
7.
8.
9.
10.
11.
12.
13.
Can the nice woman escape in time?
Six fat mice live in a fuzz pile at his gate.
Miss Ring will work at home until it is quite late.
Did Mom invite Jane to move back home?
Dustin will ride everywhere on his bike in his cape.
Pete can run five huge machines on his job.
Jake will use a red pencil to make his world map.
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Fluency Take a one-minute sample of child’s oral reading. Have them read the Passage below.
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 is 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!
Comprehension Have the child read the entire passage. Then have the child describe the character Jack
and his feelings.
Conventions
Sentences
Review Remind child 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 the child combine the subjects and sentence
parts to make sentences that make sense.
4. My dad
5. The doctor
6. My dog
loves apple pie.
plays ball with me.
gave me a bandage.
Writing
Expository Nonfiction: Review Revising
Review Revising Remind child that yesterday they revised their expository nonfiction paragraphs. They
have changed sentences to make their paragraphs more interesting for readers. Today they will proofread
their paragraphs.
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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 have capitalized
words, and I have used correct punctuation. I also make sure that every sentence has a subject.
Display the Proofreading Tips. Display the proofreading tips. Have child proofread and edit their stories to
correct my misspellings, missing capital letters, or errors with periods.
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?
Present Have child make a final draft of their paragraphs, with their revisions and proofreading
corrections. Choose an option for child to present, or publish, their stories.
-Ask child to read the personal narrative to another or a small group.
-Ask child to draw a picture to illustrate facts or details in their paragraphs and then compile their
paragraphs and drawings into a class book about space.
Research and Inquiry
Step 5: Communicate
Teach Tell child that today they will organize the information they gathered as they answered the inquiry
questions. Then child will use that information in a poster about space that they will 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 child, and have them prompt you to circle
the ones to include in their posters about exploring space.
Questions
Topic: Exploring Space
Answers
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What is Mars like?
What can we see from space?
What can we see in space?
Mars has huge craters.
Mars is extremely cold.
Long ago, Mars had water on it.
Astronauts can see Earth.
Telescopes in space can see distant stars.
Planets, stars, meteorites
On Their Own Make a Poster illustrating all things they have learned about space. Have child practice
presenting. 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. They stand up straight and make eye contact with the audience.
Good listeners listen attentively. They sit quietly in their seats and look directly at the speaker.
They are polite and take turns.
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Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
galaxy **
tranquil **
wildlife **
fledglings
secure
slimy
detective
fascinating
A very large group of stars
Very calm and peaceful
Plants and animals that live wild outdoors
Young birds that have just grown the feathers they need to fly
Firmly fastened. Steady or strong.
Slippery and sticky
A person who tries to solve a mystery or figure out a problem
Something that is very interesting
Phonemic Awareness
Introduce Read together the bulleted points in the Student Edition page 84. 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 those four sounds
to say the word: /p/ /a/ /n/ /t/, pant.
Model I see something in the picture that has three sounds - /t/ /r/ /ē/, tree. Guide child as they segment
and blend the sounds from these words from the picture: smile, throat, stripe, frog, and squirrel.
Phonics Model/Teach
Connect Write the word pal. Ask child which letters in the word are consonants. (p,l) Point out that each
single consonant spells its sound. Explain that today the child will learn how to spell and read words that
have two or three consonants together whose sounds are blended.
Model Write plan. This word begins with the consonants p and l. Segment and blend plan; then have child
blend with you: /p/ /l/ /a/ /n/. 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.
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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.
Practice Continue segmenting and blending. This time have the student blend with you.
black
skate
pond
left
stamp
grant
stripe
scrub
hundred
include
pumpkin
splendid
Phonics Guide Practice/Apply
Have students turn to page 86 in their Student Edition. Look at the pictures on this page. I see a picture of
a splash. The word splash begins with the three-letter consonant blend spl. Point to spl. Listen as I blend
all the sounds in splash: /s/ /p/ /l/ /a/ /sh/, splash. Repeat with strawberry.
After child can successfully segment and blend the words on page 86 in their Student Edition, point to
words in random order and ask child to read them naturally.
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 Reader’s and Writer’s Notebook, p. 25.
Decodable Reader 3A
-Read “Gus” Have children turn to page 37 in the Decodable Practice Readers 2.1. Have child decode
each word. Have child identify and read the high-frequency words sun, not, out, hot, of and front on the
first page. Have child read the title and preview the story. Tell them they will decode words with consonant
blends.
Have the child retell the story to include characters, setting and events. Then have the child find words with
consonant blends in the story and name them. List the words under two columns for initial and final blends.
initial blends
final blends
black
act
clap
and
glad
ask
plan
mask
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plastic
next
prop
second
skit
stage
stop
strap
strong
Teach 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 child identify the capital letter at the beginning of other sentences on the
page and read each sentence aloud.
Reread for Fluency Have the child reread Decodable Practice Reader 3A to develop automaticity.
Spelling Pre-Test
Consonant Blends
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child check their pretests and correct misspelled words.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
stop
strap
nest
hand
brave
ask
clip
stream
mask
twin
breeze
state
Mom will stop the car at the red light.
Hold tight to the strap.
The bird’s nest is made of sticks.
Put the glove on your hand.
You are brave to swim in the cold water.
She can ask one more question.
Pat will clip coupons from the newspaper.
There is a bridge over the stream.
Carlos wore a mask while painting.
The twin girls dress alike.
The breeze blew my hair.
Please state your name.
High-Frequency Words
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Say and Spell Student Edition page 87. Point out that we learn some words by
remembering the letters. Point to the word “bear”. Have your child say and spell the word.
Identify Familiar Letter-Sounds Point to the first and last letters in bear. What are the
sounds for these two letters? (/b/, /r/)
Show Meaning Say a sentence using the word “bear”. Repeat Routine for each word:
bear
build
couldn’t
love
mother
straight
father
On Their Own Use Reader’s and Writer’s Notebook, p.26.
Text-Based Comprehension
Character and Setting
Read Remind child of the weekly concept – Exploring Nature. Have child listen as you read aloud “Just a
Little Patience” on page 87b.
Model a Close Read Now model how to use character and setting as tools to build comprehension.
When I read, I ask myself, “Who is this story about?” The story is about Angie and her father. Then I look
for clues that tell where and when the story happens. This story happens in more than one place. Angie
and her father hike in the forest before lunch and then after lunch they hike near the sea.
Teach Character and Setting
Characters are the people or animals in the story. Authors describe characters. They tell
about characters’ traits, or what characters are like; motivations, or why characters do
something; and feelings, or how characters feel.
The setting is the place and time of a story. A setting can be a real place or an imaginary
one. A story can have more than one setting. Good readers look for clues that tell about
characters and setting to help them understand what happens in the story. Learning about
the characters and setting helps you understand what happens in the story.
Have child turn to pages Envision It EI.14 and EI.15 in their Student Edition. Discuss these
questions using the pictures:
-What are the characters in this story doing? (fishing from a boat)
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- 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.)
Guide Practice After reading the story, have children identify which character is patient
(Angie’s father) and which character is impatient (Angie)
Teacher Read Aloud – Just a Little Patience
“Look, Angie!” her father said. “There’s a beaver pond!”
Angie asked, “But where are the beaver? 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.”
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. “Whoooo-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.”
On Their Own Use Reader’s and Writer’s Notebook 27.
Conventions
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Predicates
Make Connections Today we listened to a story about a girl and her father. Write the sentence,
Angie and her father explored wildlife. What is the subject of the sentence? (Angie and her father)
What did Angie and her father do? (explored wildlife)
Teach. 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. Explain that explored wildlife is the predicate of the sentence.
Guide Practice Have child complete the following phrases to make complete sentences:
12. Two bear cubs _________________.
13. The trees ________________.
14. A small, brown bird ________________.
Writing
Realistic Fiction
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.
Genre Realistic Fiction
Trait Organization
Mode Narrative
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 Storm” on Reader’s and Writer’s Notebook, p.28. Have child follow along.
Key Features This test asked for a realistic story. Let’s see how the story was a 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 child 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, 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.)
Review Key Features of Realistic Fiction
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 characters and events are made up
 events in the story could really happen
 story has a beginning, middle, and end
Routine: Quick Write for Fluency
14. Talk – Read these questions aloud, and have the child respond with predicates.
a. What can you do with nature?
b. What can animals in nature do?
15. Write – Have the child write short sentences to answer the questions. Make sure their sentences
include a subject and a predicate.
16. Share – Have your child share out loud the sentences they created.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: What can we learn by exploring nature?
Model One way I 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.
Guide Practice Record answers in a chart like this:
What can we learn by exploring nature?
What do I want to know?
Who or what can be my
personal source?
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Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
galaxy
tranquil
wildlife
fledglings **
secure
slimy
detective
fascinating
A very large group of stars
Very calm and peaceful
Plants and animals that live wild outdoors
Young birds that have just grown the feathers they need to fly
Firmly fastened. Steady or strong.
Slippery and sticky
A person who tries to solve a mystery or figure out a problem
Something that is very interesting
Phonemic Awareness- none
Phonics Model/Teach
Review Sound-Spellings Review the long-vowel spelling pattern VCe and consonant blends.
Decode words in Isolation Display these words. Have the child blend the words. Then point to the words
in random order and ask children to decode them quickly.
flame
scant
splendid
explode
stress
prospect
stale
splice
spread
Decode words in Context Display these sentences. Have the child read the sentences.
10. Did you intend to ask about a pet skunk?
11. That twin made a cute pumpkin mask.
12. The princess slept on her pink blanket.
Spelling Consonant Blends
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Guide Practice Tell child 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.
13.
14.
15.
16.
17.
18.
/a/ /s/ /k/ = ask
/s/ /t/ /r/ /a/ /p/ = strap
/s/ /t/ /ā/ /t/ /e/ = state
/b/ /r/ /ā/ /v/ = brave
/k/ /l/ /i/ /p/ = clip
/n/ /e/ /s/ /t/ = nest
7. /b/ /r/ /ē/ /z/ = breeze
8. /m/ /a/ /s/ /k/ = mask
9. /h/ /a/ /n/ /d/ = hand
10. /s/ /t/ /r/ /ē/ /m/ = stream
11. /t/ /w/ /i/ /n/ = twin
12. /s/ /t/ /o/ /p/ = stop
On Their Own Use Reader’s and Writer’s Notebook, p.29.
Selection Vocabulary
Introduce Selection Words
Read each sentence as you track the print. Frame each underlined words and explain its meaning. Then
have the child read each sentence with you.
10.
11.
12.
13.
When my friend and I slept in my backyard, I got so cold I shivered.
I snuggled with my dog Ben to keep warm.
He drooled on me, but I didn’t care.
I was glad we both had lanterns so it wasn’t as dark.
shivered: shook with fear
snuggled: cuddled together
drooled: let saliva run from the mouth
lanterns: lights inside containers that can be carried
Vocabulary Strategy: Synonyms
Teach: Explain that synonyms are words that have the same or nearly the same meaning as
another word. Draw the T-chart shown. List these words in the left hand column: hike, jump, fast, sick,
sack
list of words
synonyms
hike
jump
fast
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sick
sack
On Their Own: Use Reader’s and Writer’s Notebook, p. 30.
Text-Based Comprehension
Introduce Main Selection – Henry and Mudge and the Starry Night
-Genre Realistic Fiction is a made-up story that could happen in real-life. As they read, Henry and
Mudge, children should look for events that could happen in real life.
-Preview and Predict Read aloud the title of the story and the names of the author and illustrator. Help
children predict what might happen in the story.
-Purpose By analyzing The Twin Club, children gain knowledge of what can be learned by exploring
nature.
-Story Structure Explain that when readers want to understand or remember wha they read in a story,
they think about what happens at the beginning, middle, and end. Have children turn to page EI.24 in their
Student Edition. 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 at the end? (She makes a home run.) As I
read Henry and Mudge and the Starry Night, I will look for the story structure by paying attention to what
happens in the beginning, middle and end of the story.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text



Review strategies
synonyms.
for
Leveled Tasks
understanding
 Levels of Meaning- Synthesize If
Discuss the value of a table of contents for
a story.
Remind children that as they encounter
unfamiliar words, they may need to read
more slowly and think about how each word
children have difficulty understanding
camping experiences, have them draw
conclusions about camping from the
illustrations.
 Theme and Knowledge Demands If
children have difficulty with references in
the text, such as the Big Dipper, have them
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is used.
use context to help them determine
meaning.
1st Read / Access Text
page 88-89
Connect to Concept Look at the picture on pages 88 and 89. Look at the boy and his dog, Mudge,
Where are they? What are they exploring? Encourage the child to answer the question in complete
sentences. Yes, the boys and his dog are outdoors by a lake. They are exploring the night sky. Ask
children the parts of nature they see in the illustration. Do you they Henry and Mudge enjoy camping?
Explain how you know. (Yes, they like camping. The picture shows them smiling and looking happy.)
page 90-91
Story Structure Look at the Table of Contents. The chapter titles show where the three parts of theis
story start. On what page does the beginning start? the middle? the end? (page 91, page 96 and page
101)
Identify Synonyms What word on page 91 is a synonym for large? (big) What are other synonyms
for the words large and big? (huge, giant, enormous) Would the sentence make sense if you used these
words in it?
Analysis Why did the author put a table of contents on page 90? (To show readers the separate parts or
chapters of the story. To show readers where each chapter begins.)
page 92-93
Character and Setting You can reread to help you understand what characters are like. reread pages
92-93. What do you learn about Henry’s mother? (She is a skilled camper.) What do you learn about
Henry’s father? (He likes to play the guitar. He doesn’t know anything about camping.)
Analysis Why do you think the author tells the reader that Henry’s mother had been a Camp Fire Girl?
(to help explain why she was good at camping)
Inference-Text Evidence How are we supposed to know the first picture on page 92 is Henry’s
mother as a little girl? (It shows a girl in a uniform; it is in a circle. It’s next to a paragraph that tells about
Henry’s mother when she was a little girl.)
page 94-95
Story Structure Retell what happens at the beginning of this story? (The family packs the car to go
camping. We learn that Henry’s mother is a skilled camper and his father likes to play the guitar. Henry
and Mudge love to go camping.)
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Use Selection Words Have children find the selection word drooled in the second paragraph. Which
word on page 95 describes what drool is like? (slippery)
Analysis What is the main idea, or most important idea, about camping on page 94?? (Henry and
Mudge loved camping.)
page 96-97
Use Context Clues Point out the word hike. You can use clues in the text to help you know what hike
means? Read pages 96-97. What sentence helps you understand the meaning of hike? (They walked
and walked and climbed and climbed.)
Character and Setting What is the setting of this part of the story? (a path in the forest) Why do
you think Henry, Mudge, and his parents walk and walk and climb and climb? (They want to see things.
They want to explore nature.)
Evaluation Is it a good idea for Henry’s family to hike around the area before they set up their camp?
Explain. (Yes, they can look for a good place to hike. No, they have to carry everything with them.)
page 98-99
Story Structure Retell what happens in the middle of the story. (The family arrives at Bear Lake and
goes on a hike. Mudge smells everything as they hike, even a cookie. Next, Henry’s mom finds a place to
camp. They set up a tent and unpack. Henry’s dad takes out his guitar.)
Analysis-Text Evidence Where does the family set up camp? What makes it a good campsite?
Point to the part of the picture that supports your answer. (They set up camp by the lake. The area is near
water and on flat ground.)
page 100-101
Character and Setting When does this part of the story happen? (at night) How are Henry and his
parents feeling at the end of the day? Explain. (They feel happy and peaceful because they had a good
day and are now looking at the stars.)
Story Structure Retell what happens at the end of the story. (The family looks at the stars in the night
sky. They sing one more song, and then they go inside the tent and fall asleep).
Inference-Text Evidence Is Mudge mischievous or curious? Use clues from the text and your
background knowledge to explain your answer. (He is both. He chews logs, and chewing could get him in
trouble if he were chewing a shoe. On the camping trip, he seems to be curious about all the new things to
see and smell.)
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page 102-103
Synthesis-Text Evidence Using what you have learned in this selection, tell how people can explore
nature. (Have child cite examples from the text.)
Text-Based Comprehension
Check Understanding - Have child discuss each question with you.
Realistic Fiction: How do you know that this story could happen in real life? (Real families go
hiking and camping.)
Confirm Predictions: How did you use what you knew about Henry’s dad to predict what he
would do on the camping trip? (I knew he brought his guitar on camping trips, so I predicted he
would sing.)
Literary Text
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 Henry and Mudge and the Starry Night like the characters in
The Twin Club? (Both have adult and child characters.)
How are the characters different? (The main characters in Henry and Mudge are a boy
and his dog The Twin Club has two boys.)
Guide Practice Display Graphic Organizer. Together, fill in the characters information and setting in
the boxes on the story map. Then have the child identify how the plots of the two stories are alike or
different.
TOPICS:
Henry and Mudge
The Two Twins
Alike
Adult and Children
characters
Main Characters
Henry and Mudge:
boy and dog
Different
The Twin Club:
two boys
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On Their Own Display Graphic Organizer. Have the child work to identify the plots. How are they
alike and how were they different?
Conventions
Predicates
Teach – Write Henry and Mudge went camping. Point to each word as you read the sentence aloud.
Discuss why this is a complete sentence and identify the predicate. The words tell a complete idea. There
is a subject and a predicate. The subject tells who or what did something: Henry and Mudge. The
predicate tells what they did: went camping.
Guide Practice and Apply – Talk about the story Henry and Mudge and the Starry Night. Have child
suggest sentences about the story. Write the sentences on the board. Have child read the sentences and
identify the predicate in each sentence.
Henry’s mother made a campfire.
Mudge loved to hike and smell
Everyone went inside the tent to sleep.
On Their Own – Use Reader’s and Writer’s Notebook, p.31.
Writing
Realistic Fiction
Review Key Features of Realistic Fiction
 characters and events are made up
 events in the story could really happen
 story has a beginning, middle, and end
Point out that Henry and Mudge and the Starry Night is a realistic story. Assure child that they can write a
brief story 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
child, this is the kind of prompt they might get on a test.
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Writing Prompt:
Think about things that can be discovered in nature. Now write a realistic story about a child who
discovers something outdoors.
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 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.
Discuss Rubric Display the scoring rubric on Reader’s and Writer’s Notebook, page 32. Explain that
you will be using a rubric like this one to evaluate, or judge, the realistic fiction stories that children will
write. Look at the words in bold type along the side of the chart. These are writing traits. For each trait,
your story might earn a score of 4, 3, 2, or 1. The top score is 4. Now you know how your writing will be
judged. You can use the rubric as you plan your writing, as you write your draft, and when you revise and
edit your draft.
Sample Test Explain to child 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. Read the prompt
again to the child. 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 better by adding,
deleting, or moving words or ideas.
Mini-Lesson: Descriptive Language: Sensory Words
Introduce Use the Reader’s and Writer’s Notebook, p. 8 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 on a chart.
Routine: Quick Write for Fluency
17. Talk – Have child take one minute to describe their place to a partner.
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18. Write – Have the child write briefly about something that can be discovered in nature.
19. Share – Have your child share out loud the sentences they created.
Handwriting
Letters Ee/Ss Letter Slant
Model letter Formation Display uppercase and lowercase letters: Ee, Ss. Use the stroke instructions
pictured to model proper letter formation. Have children write the letter several times and circle their best
one.
Ee and Ss – Ball and Stick Letters
Ee and Ss – D’Nealian Letters
Model letter Slant Explain that when we write a word, all the letters in the word should be slanted the
same way. Write the word slant so that the letters slant correctly and then write it so the letters are slanted
in different ways. It’s important that you do not slant your letters in different ways. Point to the correctly
slanted word. By correctly slanting the letters in words, I make it easier for others to understand what I
write.
Guide Practice Write several names. For some of the names slant the letters in various directions and in
others slant the letters appropriately.
Have child discuss what is wrong with the letters. Have child rewrite the names, demonstrating correct
letter slant to the child.
Research and Inquiry
Step 2: Research Skill: Personal Sources
Teach Tell children that sometimes when they research a topic, the best source might be a personal
source, or a person that children know, such as a family member or friend. A personal source can also be
a thing they own, such as a book, that they can use to get information.
Model Here are some personal sources of information. I’ll see which is the better choice to learn about
plants I 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.
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Guide Practice Continue reading each pair of personal choices. Have child tell why they chose each
answer.
On Their Own Use Reader’s and Writer’s Notebook, page 33.
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Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
galaxy
tranquil
wildlife
fledglings
secure **
slimy
detective
fascinating
A very large group of stars
Very calm and peaceful
Plants and animals that live wild outdoors
Young birds that have just grown the feathers they need to fly
Firmly fastened. Steady or strong.
Slippery and sticky
A person who tries to solve a mystery or figure out a problem
Something that is very interesting
Phonics
Build Words
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 child’s work.
Change the cr in cramp to st. Say the new word together. STAMP
Change the mp in stamp to nd. Say the new word together. STAND
Change the st in stand to gr. Say the new word together. GRAND
Change the nd in grand to nt. Say the new word together. GRANT
Change the gr in grand to sl. Say the new word together. SLANT
Change the sl in slant to pl. Say the new word together. PLANT
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Change the nt in plant to nk. Say the new word together. PLANK
Change the pl in plank to fr. Say the new word together. FRANK
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
On Their Own Have child read the list above three or four times, until they can read one word per second.
Spelling Consonant Blends
Spell High-Frequency Words Write build and couldn’t and point them out on the Word Wall. Have child
say and spell the words with you and then without you.
Dictation Have child write these sentences. Say each sentence. Then repeat it slowly, one word at a
time.
7.
8.
9.
10.
Did you stop to ask about the state?
The breeze couldn’t flip the nest into the stream.
Which twin put on the mask?
They will build the machines.
Proofread and Correct Write each sentence, spelling words one at a time. Have child circle and rewrite
any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook, p.34.
Fluency
Accuracy and Appropriate Rate
Model Fluent Reading Have child turn to Student Edition pages 91-93. 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 child read the pages with you. Then have them reread the pages without you until
they read with no hesitation and no mistakes. Continue in the same way with pages 94-95.
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High-Frequency and Selection Words
Read words in Isolation Display and review this week’s high-frequency words and selection words. Have
child read the words aloud.
Read words in Context Display the following sentence frames. Have child complete the sentences using
high-frequency and selection words. Have the child read each completed sentence with you.
The big brown __________ snuggled in its den for the winter. (bear)
My father slept with his mouth open and __________. (drooled)
My mother __________ with the cold. (shivered)
We couldn’t see at night, so we lit our __________. (lanterns)
They will __________ a new trail straight up the mountain. (build)
I __________ to hike in the cool mountain air. (love)
On Their Own Use Reader’s and Writer’s Notebook, p.35.
Text-Based Comprehension
Read Main Selection – Main Idea and Details
Tell child that today they will read the story again. Remind child 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 What is the story or passage all about?
This helps us identify the main idea. We can look for details in the story that support our
answer.
Genre: Realistic Fiction Remind child that realistic fiction is a made-up story that could
happen in real life. Have children recall events from Henry and Mudge and the Starry Night
that could happen in real life. (A family goes camping. The family hikes. They see fish,
deer, waterfalls, and a rainbow. The family eats and sleeps outdoors.)
Read Return to pages 88-103 and reread Henry and Mudge and the Starry Night.
Conventions
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Predicates
Review Remind child that a 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 and have child 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?
Have child complete these sentence frames orally.
My cat __________.
Jenna __________.
The blue car __________.
Juan’s dad __________.
Writing
Realistic
Introduce Display the Writing Rubric on Reader’s and Writer’s Notebook, page 32. Yesterday you used
this rubric to guide you as you wrote your realistic fiction stories. The rubric shows six ways in which your
writing will be evaluated. Today we will use this rubric to evaluate your stories.
Evaluate Read aloud the rubric for Organization. To earn 4 for Organization, my story needs a strong
beginning, middle, and end. The 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.
On Their Own Have child work on Reader’s and Writer’s Notebook, page 32.
Research and Inquiry
Step 3: Gather and Record Information
Teach Tell child that today they will gather information about plants from personal sources. Their goal is to
learn about plants from their neighborhood. Review personal sources. Model how to use them to answer
inquiry questions.
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Model Display the questions 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?
Guide Practice Tell them to use what they know about personal sources at home to find out more
information about neighborhood plants. Explain that tomorrow they will review the topic and make sure that
all their questions have been answered. Record answers in a chart like this:
What can we learn by exploring nature?
What plants grow in your neighborhood?
Roses, grass, dandelions
What trees grow in your neighborhood?
Oak trees, elm trees, pine trees
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Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
galaxy
tranquil
wildlife
fledglings
secure
slimy **
detective **
fascinating **
A very large group of stars
Very calm and peaceful
Plants and animals that live wild outdoors
Young birds that have just grown the feathers they need to fly
Firmly fastened. Steady or strong.
Slippery and sticky
A person who tries to solve a mystery or figure out a problem
Something that is very interesting
Phonics
Syllable Patterns Long Vowels VCe
Review
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-e? (The vowel sound is
usually long.) What letters spell the sound /ā/ in page? (The letters a_e spelled the long a sound.) What
letters spell the sound /ō/ in tadpole? (The letters o_e spelled the long o sound.)
Guide Practice
Draw a 3-column chart as shown below. Write the list of syllables in columns 1 and 2. Point to each
syllable ad have child read it. 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 the child read the list of words that they built.
Syllable 1
rep
con
sup
Syllable 2
fuse
tile
bone
Word built
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trom
es
cape
pose
Fluent Word Reading
Read words in Isolation Display these words. Tell child that they can blend some words on this list and
others are Word Wall words.
Have child read the list 3 to 4 times until they can read at the rate of two to three seconds per word.
milk
woman
dust
wind
live
beautiful
plant
like
move
extreme
work
problem
side
smile
block
help
splendid
drink
world
everywhere
Read words in Context Display these sentences. Then randomly point to review words and have child
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.
The woman with the splendid smile will help us move.
Decodable Reader 3C
-Read “Can Ben Skate” Have children turn to page 47 in the Decodable Practice Readers 2.1. Have
child decode each word. Have child identify and read the high-frequency words felt, well, must, said,
mother, build, one and father on the first page. Have child read the title and preview the story. Tell them
they will decode words with short vowels and consonants in this story.
Have the child retell the story to include characters, setting and events. Then have the child find words with
short vowel words with consonant blends from the story. ****** List the words and have child sort them into
2 columns for initial and final blends as the child names them. Child should supply (initial) brave, Fred, glad,
glide, pride, skate, skills, slide, smile, static, stop, strap; (final) and, ask, best, fast, felt, help, must, went.
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Teach Print Awareness On page 48, point out the question 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 question
mark goes before the first word the speaker says. The other question mark comes after the last word the
speaker says. Model reading the sentence. Then have child read it with you. Have child locate other
sentences with quotation marks and identify the speaker’s exact words.
Reread for Fluency Have the child reread Decodable Practice Reader 3C to develop automaticity.
Spelling
Consonant Blends
Review Have the child practice reading and writing the words.
Science In Reading
Procedural Text
Activate Prior Knowledge Ask children what they learned about camp food from Henry and Mudge and
the Starry Night. (They brought cookies, crackers, and sandwiches with them. They cooked food in pans
over a campfire.)
Sequence Tell child 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 by
telling how to do something one step at a time. Procedural text often provides illustrations with captions
that help readers understand the sequence.
Preview and Predict Read the title of the selection on pages 108-111 of the Student Edition. Then have
child look through the selection and predict what they might learn how to do. (They might learn how to
make a treat.) Have child tell what clues helped them make their predictions. (the numbered steps and
photos)
Read Procedural Text Tell child that they will read procedural text today. 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 how to make a treat step by step.
Access Text
Text Structure Good Readers look for text features to better understand how to follow directions. In “How
to make a S’More,” the list on page 108, the bold subheads listing steps in order, and the illustrations all
help me understand what I need to do to make a S’more.
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Sequence I’ll look for the order of steps to follow to make a s’more.
Read the two directions and captions on “How to Make a S’More.”
Access Text
Sequence What is it important to do step 3 before step 4? (So the marshmallow and chocolate will melt
when they are in the microwave.)
Fluency
Accuracy and Appropriate Rate



Have child turn to pages 98-99 in Henry and Mudge and the Starry Night
Have children follow along as you read the pages with accuracy and at an appropriate rate.
Have child read the pages with you and then reread the pages as a group until they read with no
hesitation and no mistakes.
Conventions
Predicates
Test Practice Use Reader’s and Writer’s Notebook, page 36 to help child 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, reading it aloud, and underlining the predicate.
Terry went to Maya’s house.
On Their Own Use Reader’s and Writer’s Notebook, page 36.
Writing
Realistic Fiction
Introduce 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 the new realistic fiction story.
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.
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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
child name time-order words and state if they signal beginning, middle, or end events.
Write Tell child to prepare for writing for a test. Have them get out a sheet of paper. Then display the
writing prompt and read it aloud.
Writing Prompt
Write a realistic story about you or another friend 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 child sufficient time to write their story.
Media Literacy
Purposes of Media
Teach Tell child 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 child tell you the reason for using it: to get information
or to be entertained.
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


comics in a 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)
Research and Inquiry
Step 4: Synthesize
Teach Tell child that the next step in the inquiry project is to review your topic to see if you have the
information you set out to find or if your answers led to a different topic.
Model We wanted to know more about the plants that grow in our neighborhood. 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 questions and answers. After each question is read, have
child turn to their personal sources and ask whether they have any new information to add about plants in
your neighborhood or any new questions they want answered. Finally, tell child that tomorrow they will
organize all the information in order to share it with others.
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Unit 1 Week 3 – Henry and Mudge and the Starry Night – Day 5
Build Oral Vocabulary – Discuss with child how the Question of the Week, What can
we learn by exploring nature?, connects to the question of this unit of study: What
can we learn from exploring new places and things? Use the following ideas as
prompts:
 What are some ways you can explore nature? (go camping, visit a park, walk
in a forest)
 What are some plants and wild animals that live in your area?
Share the Amazing Ideas using these Key Concepts:
 People explore nature in neighborhoods, in water, in forests and in the sky.
 When people explore nature, they learn about wildlife.
Amazing Words
galaxy
tranquil
wildlife
fledglings
secure
slimy
detective
fascinating
A very large group of stars
Very calm and peaceful
Plants and animals that live wild outdoors
Young birds that have just grown the feathers they need to fly
Firmly fastened. Steady or strong.
Slippery and sticky
A person who tries to solve a mystery or figure out a problem
Something that is very interesting
Phonics
Consonant Blends
Review
Target Phonics Skill
Write the following sentences.
themselves and then aloud as you track the print.
9.
10.
11.
12.
13.
Have child read each one, first quietly to
This is a splendid tale of Stripe the Skunk.
The frog will jump from the stone into the pond.
The princess went and gave the king a swift embrace.
Did you slip and slide on the slick step.
Fred will plant a pumpkin.
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Spelling Test
Consonant Blends
Dictate Spelling Words – Say each word, read the sentence, repeat the word, and allow
time for children to write the word.
29. breeze
30. hand
31. twin
32. nest
33. stop
34. ask
35. strap
36. clip
37. mask
38. brave
39. stream
40. state
The breeze made waves on the lake.
I have a cut on my hand.
His twin brother is at my house.
I see a nest in that tree.
Did you stop at the school?
I will ask Mom if you can visit.
She will fix the strap for you.
Ann will clip her papers together.
He won’t put on the mask.
The girl was very brave.
The mountain stream is very cold.
Uncle Jim lives in another state.
High Frequency Words
41. couldn’t
42. build
I couldn’t get to sleep last night.
They will build apartments by the school.
Vocabulary
Synonyms
Teach Have child turn to the Vocabulary Lesson on page 112 of the Student Edition. Explain that
synonyms are words with the same or almost the same meaning.
Guide Practice Read the instructions for the Vocabulary Practice It! activity. Read the first word and then
model how to complete the activity. A synonym for start is begin. I will write the words and 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?
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On Their Own Have them continue to writing synonyms and sentences for the remaining words.
Fluency
Appropriate Rate
Teach Read and discuss the Fluency instructions on page 113 in the student edition.
Read Words in Context Give child a moment to look at the sentences. Then have them read each
sentence at an appropriate rate.
Text-Based Comprehension
Character and Setting Remember that the setting is the time and place of a story. Authors my tell about
more that 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 child 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!”
6. What is the setting? (at the beach in the summer)
7. Why do Bindu get out of the water? (She is afraid of the waves.)
8. 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
Review – High-Frequency and Selection Words
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 he words for the child to solve, such as: I
rhyme with wouldn’t. I mean “could not”. (couldn’t)
Have child orally give antonyms, or words with opposite meanings, for the remaining five words.
Selection Words Write the words shivered, drooled, lanterns, and snuggled. Read them aloud together.
Then have child name synonyms for shivered (shook) and snuggled (cuddled). Have then tell where they
might see lanterns. (at a campsite; at a celebration) Ask: If a baby drooled, would you need a bib or a
blanket? Why?
Genre
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Procedural Text
Procedural Text Review with child that procedural text tells how to do something one step at a time.
Teach The selection “How to Make a S’More” tells how to make a s’more. 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 terms. 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 ingredients do you need to make a s’more? (1 whole graham cracker, 1 marshmallow, half of
a chocolate bar) How do you know this? (The illustrations and captions show and describe the ingredients.)
Why is it necessary to follow Step 7 carefully? (Some people make take a bite before the s’more is
completely cool and burn their mouths.)
On Their Own Have child copy unnumbered steps that tell how to make a s’more on sentence strips, one
step per strip. Have them mix up and then reorder the steps.
Assessment
Monitor Progress For a written assessment of consonant blends, high-frequency words, and character
and setting, use Weekly Test 3 pp. 13-18.
Sentence Reading Use the following sentences to assess child’s ability to read words in context.
14.
15.
16.
17.
18.
19.
20.
Father will set the huge crate in his pick-up truck.
The black bear can nap in its still, safe den.
Big Jon swung his ax straight at the wide trunk.
Mike couldn’t make himself stop.
Bess did love the splendid spring sun!
Will Dad help Nick build his big race track?
Mother kept us at home and inside until five.
Fluency Take a one-minute sample of child’s oral reading. Have them read the Passage below.
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.
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“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 or window!”
Comprehension Have the child read the entire passage. Then have the child describe the a main
character and the setting.
Conventions
Predicates
Review Remind child that the predicate of a sentence tells what the subject is or does. Have them give
examples of sentences with predicates.
Guide Practice Write the following words. Have the child use the words as subjects in a sentence,
providing a predicate to make a complete sentence. For example, The ball rolled into the street.
ball
my friend
house
squirrel
plant
Writing
Realistic Fiction: Introduce Revising
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 child that they wrote realistic stories to a
new prompt yesterday. Today they will evaluate those stories using the writing rubric.
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.
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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. The third sentence doesn’t make sense either. This sentence has subject but no
predicate. I need a predicate to tell what Tina did carefully. I will add this predicate: looked inside a bush.
Research and Inquiry
Step 5: Communicate
Teach Tell child that today they will organize the information they gathered from personal sources into a
book about the plant in their neighborhood.
Model Display the list of inquiry questions and the answers recorded on Day 4. I will look back at the
answers my personal sources gave me about plants in my neighborhood. I will circle the plants that 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 it does have flowers that look a bit 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.
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 child 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. Remind them 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 thanks 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
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Unit 1 Week 4 – A Walk in the Desert – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
arid **
landform **
precipitation **
dunes
ledge
haven
extinct
forbidding
something that is very dry
a shape on the surface of the land
rain, snow, hail or other forms of water that come down from the clouds
sand hills piled up by the wind
a narrow shelf
a safe place
when no animals of that kind exist anymore
scary or dangerous
Phonemic Awareness
Introduce Read together the bulleted points in the Student Edition page 116-117. What does the turtle fo
with that glass of water? (drinks) I can break the words drinks into its sounds: /d//r//i//ngk//s/, drinks.
Model Repeat the procedure as you talk about the tarantula climbing, /k//l//ī//m//ī//ng/, the cactus and note
that the roadrunners have packed, /p//a//k//t/. Guide child as they segment and blend these words: waved,
posing, tugged, and rides.
Phonics Model/Teach
Connect Write fills, filled, and filling. Underline the inflected ending in each word. Ask child 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 the child will learn about words whose spellings
change before an ending is added.
Model Write flips, flipped, flipping. Blend flips and have child 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 child repeat: /b//ā//k//s/. Point to baked and baking.
Model blending the words; then have the child blend with you.
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Phonics Guide Practice/Apply
Have students turn to page 118 in their Student Edition. I see pictures that show these actions: drinking,
pulls, filled, and twisted. I say the based word first and then the ending. Continue with the other pictures.
Call attention to the pronunciations /d/ and /ed/ for the inflected ending –ed.
After child can successfully combine the word parts to read each sentence on page 118 in their Student
Edition, point to words in random order and ask child to read them naturally.
Have children read each of the sentences on page 118. Have them identify words in the sentences that
have inflected endings.
On Their Own Use Reader’s and Writer’s Notebook, p. 37.
Decodable Reader 4A
-Read “Lifting” Have children turn to page 55 in the Decodable Practice Readers 2.1. Have child decode
each word. Have child identify and read the high-frequency words see, in, an, hole, day, and now on the
first page. Have child read the title and preview the story. Tell them they will decode words with –s, -ed,
and –ing.
Have the child retell the story to include characters, setting and events. Then have the child find words with
inflected endings –s, -ed, and –ing. List the words as the child names them. Review base word spelling
changes to sort the words. Child should supply the following:
No Change:
added
helped
lifted
lifting
makes
rested
yelled
Double Final Consonant:
dropped
Dropped e:
smiled
smiling
wiped
Teach Print Awareness Point out the quotation marks on page 57. Review that quotation marks show the
exact words the speaker says. Have child look through the story for more quotation marks and read these
sentences aloud.
Reread for Fluency Have the child reread Decodable Practice Reader 4A to develop automaticity.
Spelling Pre-Test
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Consonant Blends
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child check their pretests and correct misspelled words.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
dropped
dropping
excited
exciting
lifted
lifting
hugged
hugging
smiled
smiling
talked
talking
Travis dropped a hammer on his toe.
Leaves are dropping from the tree.
Are you excited about the new school?
It is exciting to see the circus.
She lifted her face to the light.
Carey is lifting weights.
The mom hugged her child at bedtime.
People were hugging at the airport.
Mr. Garcia smiled when he saw the baby.
The room was filled with smiling faces.
Have you talked to Grandpa today?
They are talking very loudly.
High-Frequency Words
Say and Spell Student Edition page 119. Point out that we learn some words by
remembering the letters. Point to the word “animals”. Have your child say and spell the
word.
Identify Familiar Letter-Sounds Point to the first letter in animals. What is the letter and
what is its sound? a, /a/) Repeat with the letters n, m, and l.
Show Meaning Tell me a sentence using the word “animals”. Repeat Routine for each
word:
animals
early
eyes
full
warm
water
On Their Own Use Reader’s and Writer’s Notebook, p.38.
Text-Based Comprehension
Main Idea and Details
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Read Remind child of the weekly concept – Exploring the Desert. Have child listen as you read aloud
“Saguaro Cactus” on page 119b.
Model a Close Read Now model how to use main idea and details as a tool to build comprehension.
This selection is about the saguaro cactus. In the second paragraph, I read that the saguaro cactus has a
waxy skin, spines, and water inside. These are pieces of information that help me figure out the most
important idea in the selection: the saguaro cactus has several things that help it survive in the desert..
Teach Main Idea and Details
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.
Have child turn to pages Envision It EI.11 in their Student Edition. Discuss these questions
using the pictures:
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.)
Guide Practice After reading the story, 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.)
Teacher Read Aloud – 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 te
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.
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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.
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.
On Their Own Use Reader’s and Writer’s Notebook 39.
Conventions
Declarative and Interrogative Sentences
Make Connections Today we listened to a story about the saguaro cactus. Write the sentence,
This special cactus has several things that help it survive. and What are some things that help the
cactus survive? Point to the first sentence. This is a Declarative Sentence. Point to the second
sentence. This is an Interrogative Sentence.
Teach. Explain that a declarative sentence is a statement that tells something. An interrogative
sentence is a question. It asks something.
Guide Practice Have child complete the following phrases to make complete sentences:
15. You can find the saguaro cactus in _________________.
16. Have you ever been to ________________.
17. Some cactuses can be ________________ years old.
Writing
Brief Report
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.
Prompt Think about your neighborhood. Now write a report about who and what live there.
Trait Word Choice
Mode Expository/Informative/Explanatory
Examine Model Text Let’s listen to a brief report. Track the print as you read aloud “My City
Nieghborhood” on Reader’s and Writer’s Notebook, p.40. Have child 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 child find details that support the main idea. have them find
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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) 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.
Review 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
Routine: Quick Write for Fluency
20. Talk – Read these questions aloud, and have the child respond with predicates.
a. What interesting things can you see in your neighborhood?
b. What lives in your neighborhood?
21. Write – Have the child write short sentences to answer the questions. Make sure their sentences
include a subject and a predicate.
22. Share – Have your child share out loud the sentences they created.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: What can we learn by exploring the desert? Ask child to share their
interests.
Model I would like to answer the question, How can we explore the desert? I know that a desert is hot and
dry. I’ll prepare for this by bringing some sunscreen. What else should we bring? Let’s make a chart of
things we know about the desert and what we’ll bring to explore it.
Guide Practice Record answers in a chart like this:
What do we know about the Desert?
What do we want to bring to explore the desert?
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Unit 1 Week 4 – A Walk in the Desert – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
arid
landform
precipitation
dunes **
ledge **
haven
extinct
forbidding
something that is very dry
a shape on the surface of the land
rain, snow, hail or other forms of water that come down from the clouds
sand hills piled up by the wind
a narrow shelf
a safe place
when no animals of that kind exist anymore
scary or dangerous
Phonics Model/Teach
Long Vowels VCe
Review Sound-Spellings Review the consonant blends and inflected endings.
Decode words in Isolation Display these words. Have the child blend the words. Then point to the words
in random order and ask children to decode them quickly.
trip
mask
split
lasted
planning
spreads
striped
stripped
blasting
Decode words in Context Display these sentences. Have the child read the sentences.
13. Brad went skating and slipped on the slick ice.
14. The excited black ape grabbed the stick and drummed on the log.
15. Frank clapped and danced over winning the splendid prize.
Spelling Inflected Endings
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Guide Practice Tell child 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.
2.
3.
4.
5.
6.
hugg – ing hugging
excit – ed excited
talk – ing talking
dropp – ed dropped
excit – ing exciting
smil – ing smiling
7. lift – ed lifted
8. hugg – ed hugged
9. smil – ed smiled
10. talk – ed talked
11. lift – ing lifting
12. dropp – ing dropping
On Their Own Use Reader’s and Writer’s Notebook, p.41.
Selection Vocabulary
Introduce Selection Words
Read each sentence as you track the print. Frame each underlined words and explain its meaning. Then
have the child read each sentence with you.
14.
15.
16.
17.
18.
A desert is a hard place for aimals and plants to live.
The climate is very hot and dry.
Many kinds of cactus plants grow there.
A coyote can live there too.
Life in the desert can be harsh.
desert: a part of land that is sandy and without much water
climate: the kind of weather a place has over a long time
cactus: a plant with spines instead of leaves that grows in hot, dry places
coyote: a small animal like a wolf
harsh: very rough
Vocabulary Strategy: Alphabetize
Teach: 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. I want to
alphabetize these words, but all of 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 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.
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clap
cactus
climate
cent
cent
clap
cactus
climate
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 letters. Use Reader’s and Writer’s Notebook, p. 42.
Text-Based Comprehension
Introduce Main Selection – A Walk in the Desert
-Genre An expository text gives facts and details about real people, places, things, and events. As
they read, A Walk in the Desert, have children should look for facts that this is a real place.
-Preview and Predict Have child identify the title and author of the selection and then look at the
photographs to predict what they will read about.
-Purpose By analyzing A Walk in the Desert, an expository text, children gain knowledge of the plants and
animals that live in the desert.
-Important Ideas Explain that when readers want to understand or remember what they read, they think
about the most important ideas. Have child turn to page EI.19 in their Student Edition.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text

Review inflected endings –s, -es, and –ing.

Discuss the author’s use of photos and
labels to indicate information presented in
the text.
Remind children that this text is nonfiction.
They may need to read more slowly to
better understand the selection.

Leveled Tasks
 Structure
If children struggle with
understanding the map on pp. 138-139,
have them compare a globe to the map in
the text.
 Levels of Meaning-Evaluate
If
children do not have difficulty with
understanding the text, have them compare
and contrast desert animals included in the
selection.
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1st Read / Access Text
page 120-121
Connect to Concept Look at the picture on pages 120 and 121. Look at one of the saguaro cactuses.
Describe it. (Encourage children to answer the questions in complete sentences.) Yes, the saguaro is tall,
and some have many arms that reach up. Ask child to describe what else they see in the desert scene.
(other cactuses, bushes or shrubs, sand, and blue sky)
page 122-123
Review Selection Words Have child locate the words harsh and climate on page 122. Have them
use context to answer the question: Why is the desert climate a harsh climate? (The desert climate is harsh
because it is very hot and rain seldom falls.)
Main Idea and Details Is the Main Idea on page 123 that cactus is a plant that grows in the desert or
that a cactus stores water in its stem? Explain. (The main idea is that cactuses grow in the desert. That a
cactus stores water in its stem is a detail.
Analysis-Text Evidence What do we learn from looking at the enlarged photos and reading the
labels? (We learn about different kinds of cactus plants that live in the desert.)
page 124-125
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.)
Connect to Science many living things adapt to their surroundings. The saguaro stores water in its
thick stems and has spines that protect it from animals. Its roots don’t go down very far, but they go out as
far as the cactus is tall so they can collect lots of water when it rains.
page 126-127
Main Idea and Details The main idea on pages 126 and 127 is that birds live in the desert. What are
some details that tell more about this main idea? (A woodpecker and other birds live in holes in saguaro.
A hawk flies overhead and searches for food.)
Evaluation Our unit theme is Exploration. Do you think this selection belongs in this unit? Tell why you
think this is? (Yes; we are reading about exploring wildlife in a desert.)
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Analysis – Text Evidence What skills do the animals listed on this page have that help them survive
in the desert? Read the sentences that support your answers. (The woodpecker has a beak that helps it
carve a home. The hawk has good eyes to spot its prey.)
page 128-129
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 a bird and different lizards. The author
wants us to know names for these desert animals and how they look up close.)
Analysis How does the author involve you in this selection? (The author speaks directly to me and
makes me feel as though someone is walking me through the desert and pointing things out.)
page 130-131
Main Idea and Details What two animals do we read details about on this page? (a rattlesnake and a
desert tortoise) What is the main idea on page 130? (Rattlesnakes and desert tortoises live in the desert.)
Compare and Contrast – Text Evidence How are the rattlesnake and desert tortoise alike? How
are they different? Tell what sentences in the text help you compare the animals. (They are alike because
they live in the desert and have colors that make them hard to see. The rattlesnake eats small animals, but
the tortoise eats plants. A rattlesnake shakes its tail to scare enemies. A tortoise’s shell protects it.)
page 132-133
Important Ideas The author presents details and facts about the desert in a sequence. This helps us
remember important ideas. She began when the sun was bright. What time of day is it now? (early
evening) What do you think you will read about next? (night in the desert)
Analysis What animal does the author describe on page 133? Why did the author write about this
animal? (She describes a jack rabbit. She wanted to give information about many kinds of animals in the
desert.)
page 134-135
Synthesis-Text Evidence Explain how night in the desert is different from day in the desert. Use
clues from the text to help answer the question. (The air is cooler. Animals that hide or sleep during the
day come out at night to hunt or feed.)
page 136-137
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Main Idea and Details What is the main idea on page 136? (The desert is an exciting place to visit.)
How do you know this is the main idea? (The other sentence gives details telling about things to do in the
desert.)
Important Ideas Why did the author include the map of the world on pages 138-139? What important
idea did she want readers to know? (She wants us to know that there are deserts all over the world.)
Text-Based Comprehension
Check Understanding - Have child discuss each question with you.
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.)
Informational Text
Speaker/Narrator
Use A Walk in the Desert 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 Display Graphic Organizer. Together, fill in the columns on the chart with examples of
the author speaking to readers about desert plants and daytime desert animals.
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?
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On Their Own Display Graphic Organizer. Have the child work to fill in the author speaking about
nighttime desert animals.
Conventions
Declarative and Interrogative Sentences
Teach – Remind child 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.
Write: We are going for a walk in the desert. What will we see there? Point to each word as you read the
sentences aloud. The first sentence tells something, and ends with a period. Circle the period. The
second sentence asks something, and it ends with a question mark. Circle the question mark.
Guide Practice and Apply – Have the child write several interrogative sentences about what they
would discover on a walk in the desert. Then have them suggest several declarative sentences to answer
the question.
Have the child complete these sentence frames orally.
7. Have you ever seen a __________ in the desert?
8. The jack rabbit __________.
9. Does it __________ in the desert?
On Their Own – Use Reader’s and Writer’s Notebook, p.43.
Writing
Brief Report
Introduce Review with the child the key Features of a Brief Report. Tell child that the writing model
they read yesterday, “My City Nieghborhood,” is a brief report about the people, places, and animals that
one might find in a city neighborhood. Explain that today the child will plan their own brief report about a
place they know well and they think would be an interesting topic. Then read aloud the writing prompt.
Review 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
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Writing Prompt
Think about your neighborhood. Now write a report about who and what live there.
Generate 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.
Begin a numbered list. Write animals in Pete’s Pet Shop on the list.
Guide child in identifying people and animals that live in their neighborhoods. Possible ideas are shown.
Record the responses, and keep the list so child can refer to it as they plan and draft their reports.
Who and what live in my neighborhood:
1.
2.
3.
4.
5.
animals in Pete’s Pet Shop
Sadie, my neighbor’s black cat
a family of raccoons
babies in carriages
children playing catch
Have child choose the people and animals they will include in their reports.
Mini-Lesson: Descriptive Words
Introduce Use the Reader’s and Writer’s Notebook, p. 44 to model planning descriptive words. When I
write about my neighborhood, I want my readers to feel as though 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.
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 will use descriptive words to tell about the animals 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.
Routine: Quick Write for Fluency
23. Talk – Have child take one minute to share descriptive words with a partner.
24. Write – Children briefly write sentences that include descriptive words about his or her
neighborhood.
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25. Share – Have your child share out loud the sentences they created.
Handwriting
Letters Ff, Bb and Ll /Letter Form
Model letter Formation Display uppercase and lowercase letters: Gg and Cc. Use the stroke instructions
pictured to model proper letter formation. Have children write the letter several times and circle their best
one.
Ff, Bb and Ll – Ball and Stick Letters
Ff, Bb and Ll – D’Nealian Letters
Model letter Spacing Explain that correct spacing of letters in a word make 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 flags 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 a word. Ask child 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.
Have child rewrite the sentence, demonstrating correct letter spacing.
Research and Inquiry
Step 2: Research Skill: Parts of a Book
Teach Tell child 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.
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.
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.
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Unit 1 Week 4 – A Walk in the Desert – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
arid
landform
precipitation
dunes
ledge
haven **
extinct
forbidding
something that is very dry
a shape on the surface of the land
rain, snow, hail or other forms of water that come down from the clouds
sand hills piled up by the wind
a narrow shelf
a safe place
when no animals of that kind exist anymore
scary or dangerous
Phonics
Build Words
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 the child chunk it with you.
Guide Practice
Have children spell tamed with letter tiles. Monitor child’s work.
Change the -ed in tamed to -ing. Say the new word together. TAMING
Change the m in taming to p. Say the new word together. TAPING
Change the -ing in taping to -ed. Say the new word together. TAPED
Double the p in taped. Say the new word together. TAPPED
Change the -ed in TAPPED to -ing. Say the new word together. TAPPING
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Change the a in tapping to o. Say the new word together. TOPPING
Change the t in topping to m. Say the new word together. MOPPING
Change the -ing in mopping to -ed. Say the new word together. MOPPED
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
usually 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 sound previewing time for the first reading.
piled
sliding
tugged
placing
admired
swimming
On Their Own Have child read the list above three or four times, until they can read one word per second.
Spelling Short Vowels and Consonants
Spell High-Frequency Words Write early and warm and point them out on the Word Wall. Have child
say and spell the words with you and then without you.
Dictation Have child write these sentences. Say each sentence. Then repeat it slowly, one word at a
time.
11.
12.
13.
14.
I was amazed that we lifted the big log.
Grandma and I hugged and talked.
My dog was excited when I smiled at him.
It was warm early in the day.
Proofread and Correct Write each sentence, spelling words one at a time. Have child circle and rewrite
any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook, p.46.
Fluency
Appropriate Phrasing
Model Fluent Reading Have child turn to Student Edition page 122. Follow along as I read this page. I’ll
make sure I check punctuation marks. Periods and commas to tell us to pause briefly.
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Guide Practice Have child read the pages with you. Then have them reread the pages without you until
they read with no hesitation and no mistakes. Continue in the same way with pages 128-129.
High-Frequency and Selection Words
Read words in Isolation Display and review this week’s high-frequency words and selection words. Have
child read the words aloud.
Read words in Context Display the following sentence frames. Have child complete the sentences using
high-frequency and selection words. Have the child read each completed sentence with you.
A __________ does not need much water. (cactus)
Sheep and other animals ran when the __________ came near. (coyote)
A _________ has a dry climate. (desert)
I had to squint my __________ in the harsh sunlight. (eyes)
A snake got __________ by resting in the early morning sun. (warm)
A desert is __________ of insects and other animals. (full)
On Their Own Use Reader’s and Writer’s Notebook, p.47.
Text-Based Comprehension
Read Main Selection – Review Compare and Contrast
Remind child that when we compare and contrast, we better understand the information in
the selection. What do we do when we compare and contrast? (We show how two or more
things are alike and different.) Have child turn to pages 123-124 in their Student Edition.
How does the saguaro cactus differ from other cactuses? (It is bigger.)
Genre: Expository Text/Article Remind child that an expository text or article gives facts
and details about real people, animals, places, or events. Have child recall facts and details
about the desert from A Walk in the Desert that show this selection is about a real place.
(Possible answers: It almost never rains in the desert. You can find deserts all over the
world. The desert air cools at night.)
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Read Return to pages 120-139 and reread A Walk in the Desert.
Conventions
Declarative and Interrogative Sentences
Review Remind child that a declarative sentence tells something and ends with a period: I like the
desert. An interrogative sentence asks something and ends with a question mark: Do you like the desert?
Guide Practice Write the following and have child read it aloud.
We can find cactus in the desert. You might see snakes, too.
What interrogative sentence could you add to make the writing more interesting?
Have child change the following phrases into complete sentences.
I saw a __________ on a cactus.
Are there other __________ in the desert?
I found a __________, too.
Writing**************************************
Personal Narrative
Introduce Use your web from yesterday 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.
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 Writing Now it is time to write your report. Use details to tell more about your neighborhood..
Have child use their webs to organize ideas. Then guide the child as they draft reports on topics of interest
to them.
Research and Inquiry
Step 3: Gather and Record Information
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Teach Tell child that today they will gather and record information about deserts, using reference books.
Review how to use the table of contents and title page I a book to help them find information about
exploring deserts.
Model Display the chart used on Day 1. 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 Tell them to use what they know about a 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 coyote live in the
a book about the desert
desert.
pictures of desert animals
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Unit 1 Week 4 – A Walk in the Desert – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
arid
landform
precipitation
dunes
ledge
haven **
extinct
forbidding
something that is very dry
a shape on the surface of the land
rain, snow, hail or other forms of water that come down from the clouds
sand hills piled up by the wind
a narrow shelf
a safe place
when no animals of that kind exist anymore
scary or dangerous
Phonics
Syllable Patterns VC/CV and VCC/V
Review
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.
Guide Practice
Write land. Have child blend and read it. Make the word land with your letter tiles. Then we will make moe
words with consonant blends.
Change the nd in land to st. Say the new word together. LAST
Change the st in last to mp. Say the new word together. LAMP
Add c to the beginning of the word. Say the new word together. CLAMP
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Take away the m. Say the new word together. CLAP
Change the cl in clap to sn. Say the new word together. SNAP
Change the sn in snap to str. Say the new word together. STRAP
Change the str in strap to scr. Say the new word together. SCRAP
Fluent Word Reading
Read words in Isolation Display these words. Tell child that they can blend some words on this list and
others are Word Wall words.
Have child read the list 3 to 4 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
Read words in Context Display these sentences. Then randomly point to review words and have child
read them. To help you monitor word reading, high-frequency words are underlined and decodable words
are italicized.
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.
Decodable Reader 4C
-Read “Showing and Telling” Have children turn to page 65 in the Decodable Practice Readers 2.1.
Have child decode each word. Have child identify and read the high-frequency words jumped, up, early,
ran, eat and from on the first page. Have child read the –s, -ed, and -ing words.
Have the child retell the story to include characters, setting and events. Then have the child find base
words in the story with endings –s, -ed, and –ing. List the words. Review base word spelling changes to
sort the words. Child should supply the following:
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No Change:
asked
filled
jumped
lifted
pets
Double Final Consonant:
dropped
grinned
hopped
hugged
jogged
nodded
running
Dropped e:
smiled
smiling
wiped
Teach Print Awareness Point out the quotation marks on page 67 of the story. Remind child 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 child look for more quotation marks in the story and read these
sentences aloud.
Reread for Fluency Have the child reread Decodable Practice Reader 4C to develop automaticity.
Spelling
Inflected Endings
Review Have the child practice reading and writing the words.
21st Century Skills
Websites
Activate Prior Knowledge Ask children to recall the sources of information they used to find out about
desert plants and animals. (the selection A Walk in the Desert and other texts)
21st Century Skills: Web Sites Tell child 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 reference sources, such as
an atlas, an almanac, a dictionary, and an encyclopedia. Explain that these online reference sources may
have links to Websites, or locations on the Internet, that will have more information.
Preview and Predict Read the title of the selection on page 144 of the Student Edition. Then have child
look through the selection and predict what they might learn. (They might learn how to go online to find
information about rain forests.) Have child tell what clues helped them make their predictions. (headings,
photos, the web site)
Read about Web Sites Tell child 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
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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.
Access Text
Important Ideas Good readers pay attention to the way the author presents facts and details so that they
can figure out the most important ideas. When reading “Rain Forests,” 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 “Rain Forests”? Was the reason to entertain or 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 that Sammy used to locate facts and details about forests on the
online reference Web site. (Sammy began his search by going to an online reference source, an
encyclopedia, and then typing in the keyword forests. The Web site had an almanac with a map of major
world rain forests.
Important Ideas Locate facts and details in the pictures of rain forest animals. What important idea did
the author want readers to know? (The author wanted readers to know that many interesting animals live
in rain forests.)
Main Idea and Details Have child use the details on the Web Site text about crocodiles to identify the
main idea. (Some crocodiles are as large as twenty feet, but most crocodiles are smaller.)
Digital Media Where is the Web site address found? What letters does it usually start with? (Child chould
locate the URL in the box at the top of the Web site pages pictured and identify http and www as typical
ways that a Web site address begins.)
Get Online! Begin the activity by logging on to the site listed in the Student Edition. Have child follow the
directions to search for Internet Sites in a protected environment.
Fluency
Appropriate Phrasing



Have child turn to pages 133 in A Walk in the Desert
Have children follow along as you read the pages with the appropriate phrasing.
Have child read the pages with you and then reread the pages as a team until they read with no
hesitation and no mistakes.
Conventions
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Declarative and Interrogative Sentences
Test Practice Use Reader’s and Writer’s Notebook, page 48 to help child 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 indentifying declarative and
interrogative sentences by writing these sentences, reading them aloud, and providing the appropriate
punctuation.
We were careful as we walked in the desert
Did you bring water
Then read the Reader’s and Writer’s Notebook page 48 directions. Guide child as they mark the answer
for number 1.
On Their Own Use Reader’s and Writer’s Notebook, page 48.
Writing
Brief Report Revise: Adding Words
Introduce 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 to revise the story to make it clear for anyone who will
read it. Tomorrow the child will proofread to correct any misspellings, missing capital letters, or misplaced
periods.
Revising Tips
 Make sure your facts and details are well organized.
 Add words to clearly describe people, animals, and things.
Tell child that they can delete words from their stories as they revise.
Guide Writing Practice Now it is time to revise your reports. If they are not sure how to revise, have
child refer to the Revising Tips or the Key Features of a Brief Report.
Listening and Speaking
Narrate a Story in Sequence
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Teach Remind child 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 Have child review the characters, setting, and plot of Henry and Mudge and the Starry
Night:




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 child contribute sentences to retell the story in sequence. Point out that good listeners try to get a
picture in their mind of what is happening in the story.
Research and Inquiry
Step 4: Synthesize
Teach Tell child that the next step in the inquiry project is to review your topic to see is you have the
information you set out to find or if yours answers led 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 facts 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.
Guide Practice Review each of the remaining desert facts and preparations. Have child 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 the child might suggest to bring with you to the desert. Finally, tell child that tomorrow they will
organize the information in order to share it with others.
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What We Know
A desert is hot and dry.
Lizards, jack rabbits, and coyote live in the
desert.
What We Need
sunscreen
water
a book about the desert
pictures of desert animals
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Unit 1 Week 4 – A Walk in the Desert – Day 5
Build Oral Vocabulary – Discuss with child how the Question of the Week, What can
we learn by exploring the desert?, and how it connects to the question of this unit of
study: What can we learn from exploring new places and things? Use the following
ideas as prompts:
 What have you discovered that a plant or animal needs to survive in the
desert?
 What tools would you need to take for an exploration into the desert?
Share the Amazing Ideas using these Key Concepts:
 Many different kinds of plants and animals, including cactus plants and
lizards, live in the desert.
 We can explore the arid desert by walking or by using satellites.
Amazing Words
arid
landform
precipitation
dunes
ledge
haven
extinct
forbidding
something that is very dry
a shape on the surface of the land
rain, snow, hail or other forms of water that come down from the clouds
sand hills piled up by the wind
a narrow shelf
a safe place
when no animals of that kind exist anymore
scary or dangerous
Phonics
Inflected Endings
Review
Target Phonics Skill
Write the following sentences.
themselves and then aloud as you track the print.
14.
15.
16.
17.
Have child read each one, first quietly to
Someone is baking bread that smells good!
They raced home and kissed and hugged Mom.
I grabbed a cap, slammed it on my head, and zipped out.
He was flipping and twisting as he skated.
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Spelling Test
Inflected Endings
Dictate Spelling Words – Say each word, read the sentence, repeat the word, and allow
time for children to write the word.
43. hugged
44. dropping
45. lifted
46. talked
47. hugging
48. lifting
49. talking
50. smiling
51. excited
52. dropped
53. exciting
54. smiled
Mom hugged Dad.
Is Mom dropping me off at home?
We lifted the big box.
She talked on the phone all day!
I like hugging my dog.
That man was lifting the wood.
Dad was talking to Bob.
Ana was smiling at me.
I was excited to see the cat.
I dropped the bat.
We had an exciting time!
I smiled at my sister.
High Frequency Words
55. warm
56. early
Cover your legs with a warm blanket.
I arrived early to school.
Vocabulary
Alphabetize
Teach Have child turn to the Vocabulary Lesson on page 148 of the Student Edition. Explain that to
alphabetize words means to put them in the order of the letters of 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. Explain that since all the words begin with d, you
must look at the second letter.
On Their Own Have them continue to identify the next word in alphabetical order.
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Fluency
Appropriate Rate
Teach Read and discuss the Fluency instructions on page 148-149 in the student edition.
Read Words in Context Give child a moment to look at the sentences. Then have them read each
sentence at an appropriate rate.
Listening and Speaking
Narrate in Sequence
Teach Have child turn to page 149 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 child to speak clearly and
not too fast.
Text-Based Comprehension
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 child answer the questions that
follow.
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!
9. What is the topic of this selection? (the Gila monster’s bite)
10. 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.)
11. Use details to identify the main idea of this selection. (The Gila monster has a poisonous bite.)
Vocabulary
Review – High-Frequency and Selection Words
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 child to solve, such as: I am the
opposite of empty. I have four letters. (full)
Have child orally give riddles, for the remaining five words.
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Selection Words Write the words cactus, climate, coyote, harsh, and desert. Read them aloud together.
Then ask the child: 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.
Genre
Expository Text
Review Review with child 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 The selections A Walk in the Desert and “Rain Forests” 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
Walk In the Desert, I can use the map and illustrations on pages 138-139 to find out about deserts around
the world. Let’s see what else we can discover by using this map and illustrations.
Model I notice words on the map that there is a desert in Asia. The 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 map and illustrations in A Walk in the Desert. Where does the Gila monster live? (in
the American desert in North America)
Look at the map in “Rain forests.” Where is the Amazon Rain forest? (South America)
In “Rain forests,” look at the illustration of the Pterocarpus tree. What makes it unusual? (Its roots
grow above the ground.)
On Their Own Have child use the maps in A Walk in the Desert and Rain forests 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.
Assessment
Monitor Progress For a written assessment of short vowels, consonants, high-frequency words, and
character and setting, Use Weekly test 4, pp. 19-24.
Sentence Reading Use the following sentences to assess child’s ability to read words in context.
21.
22.
23.
24.
Zeke rubbed his eyes in the blazing sun and dust.
Spike is getting himself a full glass and drinking it.
Five animals jumped the fence on his land and escaped.
Dad races to his bus stop early and stands in line.
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25. Grace dived in the water, rose up, and winked at us.
26. Glen has invited us swimming, but it is not warm.
Fluency Take a one-minute sample of child’s oral reading. Have them read the Passage below.
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.
Comprehension Have the child read the entire passage. Then have the child state the main idea of the
passage.
Conventions
Declarative and Interrogative Sentences
Review Remind child 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.
Guide Practice Write the following phrases. Have the child add the appropriate punctuation to make
complete sentences. Remind them to capitalize the sentences and use appropriate punctuation.
7. Is the desert hot or cold
8. The desert is hot
9. It can be cold at night
Writing
Brief Report: Review Revising
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Review Revising 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 that we use the correct words
in our sentences and that our sentences begin with capital letters and 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 the statements end with periods and questions end
with question marks.
Display the Proofreading Tips. Display the proofreading tips. Have child proofread and edit their stories to
correct my misspellings, missing capital letters, or errors with periods.
Proofreading Tips




Did I use periods correctly?
Did I use question marks correctly?
Do my sentences begin with a capital letter?
Did I correctly spell words with endings correctly?
Present Have child make a final draft of their brief report, with their revisions and proofreading corrections.
Choose an option for child to present, or publish, their stories.
-Ask child to read the brief report to another or a small group.
-Ask child to draw maps of their neighborhoods and label them with details from their reports.
Research and Inquiry
Step 5: Communicate
Teach Tell child that today they will organize the information they gathered into checklists 0f things they will
need when exploring the desert.
Model Display the places 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. Welisted
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 checkmark beside each thing I need to bring. Write a checkmark 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 child. Have them prompt you to put a
checkmark next to the things needed for exploring the desert.
What We Know
A desert is hot and dry.
What We Need
sunscreen √
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Lizards, jack rabbits, and coyote live in the
desert.
water √
a book about the desert
pictures of desert animals
On Their Own Make checklists for the topics on the chart. Have child practice presenting by sharing the
checklists with others. Remind them 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:
o sunscreen
o sunglasses
o water
o a book with pictures of desert animals
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Unit 1 Week 5 – The Strongest One – Day 1
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
sturdy **
delicate **
inquire **
exhibit
resist
stun
genius
satisfaction
strong and solid
thin and easily broken
to ask questions
something set up for people to look at to get information
when you work against something because you don’t want it
to shock or suprise
a person who is very smart
when you are pleased and contented with doing something
Phonemic Awareness
Introduce Read together the bulleted points in the Student Edition. What is this prairie dog sitting in? (a
rocking chair) The first sound I hear in chair is /ch/. Continue with bench, watch, crutch, and chalk. What
is this prairie dog in the bottom left holding? (a shovel) Have child look for other things with names that
begin or end with /sh/. (sheep, brush)
Model Listen to the sounds in the word thumb: /th/ /u/ /m/. Let’s blend the sounds: /th//u//m/, thumb.
Guide children as they segment and blend these words: bench, scratch, brush, and teeth.
Phonics Model/Teach
Connect Write the words sled and ask. Ask child 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.
Model Write chip. This word begins with the consonant digraph ch. Segment and blend chip; then have
child blend with you: /ch/ /i/ /p/, chip. Next model pitch, shape, thick, and white. Point out that the digraph
tch never begins a word.
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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 child blend with you: /th/ /r/ /e/ /d/.
Practice Continue segmenting and blending. This time have the student blend with you.
thin
this
math
chime catch
while
throne ship
dash
shamrock children
kitchen
Phonics Guide Practice/Apply
Have students turn to page 154 in their Student Edition. Look at the pictures on this page of a chair, a
watch, a shark, a feather, and a whale. The word chair begins with the consonant digraph sound /ch/. This
sound can be spelled ch as in chair or tch as in watch. Continue with the other pictures, stressing the
consonant digraph sounds and pointing out their spellings.
After child can successfully segment and blend the words on page 154 in their Student Edition, point to
words in random order and ask child to read them naturally.
Have children read each of the sentences on page 154. Have them identify words in the sentences that
have consonant digraphs.
On Their Own Use Reader’s and Writer’s Notebook, p. 49.
Decodable Reader 5A
-Read “Will the Whale” Have children turn to page 73 in the Decodable Practice Readers 2.1. Have
child decode each word. Have child identify and read the high-frequency words let, me, tell, white, about,
by, and friend on the first page. Have child read the title and preview the story. Tell them they will decode
words with consonant digraphs in this story.
Have the child retell the story to include characters, setting and events. Then have the child find words with
initial and final digraphs in the story. List the words and have child sort them according to their digraph
sounds.
ch /ch/: match
sh /sh/: fish, ship, ships, shrimp, splash, splashing
th /th/: that, them, then, they, this, with
wh /hw/: whale, when, white
Teach Print Awareness Point out the comma on page 74. 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
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and and but when we combine two sentences into one. Model reading the sentence. Then have child loof
through the story for more commas and read these sentences aloud.
Reread for Fluency Have the child reread Decodable Practice Reader 5A to develop automaticity.
Spelling Pre-Test
Consonant Digraphs
Dictate Spelling Words Dictate the spelling words and read the sentences. Have child write the words. If
needed, segment the words for child, clarify the pronunciations, and give meanings of the words. Have
child check their pretests and correct misspelled words.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
that
wish
patch
when
what
math
them
shape
whale
itch
chase
bunch
Is that your backpack?
Make a wish on a shooting star.
There’s a patch of ice on the sidewalk.
When do you get out of school?
Ethan wouldn’t tell me what Eva said.
Don’t forget to do your math homework.
I lost my keys and can’t find them.
I cut the sandwich into a triangle shape.
A whale has a spout.
The wool sweater makes my skin itch.
The squirrels chase each other around the tree.
I picked a bunch of flowers.
High-Frequency Words
Say and Spell Student Edition page 155. Point out that we learn some words by
remembering the letters. Point to the word “beautiful”. Have your child say and spell the
word.
Identify Familiar Letter-Sounds Point to consonants in “gone” and ask what their sounds
are.
Show Meaning Say a sentence using the word “gone”. Repeat Routine for each word:
gone
though
learn
often
together
pieces
very
On Their Own Use Reader’s and Writer’s Notebook, p.50.
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Text-Based Comprehension
Facts and Details
Read Remind child of the weekly concept – Exploring for Answers. Have child listen as you read aloud
“An Ant’s Life” on page 155b.
Model a Close Read Now model how to use facts and details as tools to build comprehension.
Today we will read a selection about ants. Read “An Ant’s Life” below a loud. When I read, I look for
pieces of information that help me understand the selection. I’ll write “An Ant’s Life” in the center of the
web. The point that an ant colony is a big community of ants helps me understand how an ant lives. I’ll
add this detail “ants live in colonies” to a spoke on the wheel.
Teach Facts and Details
Facts and details are pieces of information. Facts can be proved true. Details are small
pieces of information, yet they are important because they help us picture what we read and
better understand it. Continue adding to the web, using facts and details from the selection.
Have child turn to EI.6 in their Student Edition. These pictures show an example of facts
and details.
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 a
tape or 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.)
Guide Practice After reading the story, have children use facts and details from the web to
visualize what an ant’s underground nest looks like. Have child draw and label an ant’s
nest.
Teacher Read Aloud – An Ant’s Life
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The spring sun shines on an ant’s 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.
An ant colony is a big community of ants living and working together. A queen any 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 four 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’s 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!
On Their Own Use Reader’s and Writer’s Notebook 51.
Conventions
Sentences
Make Connections Today we listened to a story about the life of an ant. Write Look at the ants.
and Ants are amazing! Point to the first sentence. This sentence is an imperative sentence. Point
to the second sentence. This sentence is an exclamatory sentence.
Teach. Tell child that an imperative sentence, or command, tells or asks someone to do something. An
exclamatory sentence, or exclamation, show surprise or strong feeling. Sometimes a command takes an
exclamation point when it shows strong feeling, such as Stop!.
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Guide Practice Have child identify imperative and exclamatory sentences and the appropriate
punctuation marks:
18.
19.
20.
21.
22.
Bring your camera____
Put your jacket on____
Wow, I am so excited____
Get in the car, please____
Hurray, we’re on our way____
Writing
Play Scene
Introduce This week you will write a play scene. A play scene is a 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 Reader’s and Writer’s Notebook, p.52. Have child follow along.
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 child who said those words. (Little Red Ant) Help
child circle the speaker tag for that line. Point out the colon and have child underline it. Explain that in a
play scene, the colon seperates the speaker’s name from the words the speaker says. Help child 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.
Review Key Features of a Play Scene
 A play scene is a part of a story that is acted out
 The characters speak
 A character’s name at the beginning of each speech tells who says it.
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Routine: Quick Write for Fluency
26. Talk – Read these questions aloud, and have the child respond in complete sentences.
a. Why was Ant a good character in “Little Red Ant and the Cactus”?
b. What might Ant say in a play?
27. Write – Have the child write a sentence that explains why the ant was good. Then have them write
a line of dialogue for Ant. Remind child to write Ant’s name, a colon, and then the words that Ant
says.
28. Share – Have your child share out loud the dialogue they created.
Research and Inquiry
Step 1: Identify and Focus Topic
Teach Display the following question: How does exploration help us to find answers? Ask: What topic
would you like to explore to find the answers to your own questions? Help them to 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. For example, if I wanted to learn more about ants, I’d start
by exploring for answers right here in this school. First, I’d look for books in the school library. The school
library would be a good source for information about ants.
Guide Practice Give child time to think of other places in your community to explore for information.
Record answers in a chart:
Place:
Where can I go to find information?
What information would I find there?
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Unit 1 Week 5 – The Strongest One – Day 2
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
sturdy
delicate
inquire
exhibit **
resist **
stun
genius
satisfaction
strong and solid
thin and easily broken
to ask questions
something set up for people to look at to get information
when you work against something because you don’t want it
to shock or surprise
a person who is very smart
when you are pleased and contented with doing something
Phonemic Awareness- none
Phonics Model/Teach
Review Sound-Spellings Review the inflected endings and consonant digraphs.
Decode words in Isolation Display these words. Have the child blend the words. Then point to the words
in random order and ask children to decode them quickly.
them
fifth
smash
sketching
whining
chatting
thanked
thrill
crunched
Decode words in Context Display these sentences. Have the child read the sentences.
16. Beth wished to pitch well in this game.
17. When was Chet planning to put those shells on that shelf?
18. The children are using thick bread in that chicken sandwich.
Spelling Consonant Digraphs
Guide Practice Tell child 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.
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19.
20.
21.
22.
23.
24.
/m/ /a/ /th/ = math
/i/ /ch/ = itch
/p/ /a/ /ch/ = patch
/hw/ /u/ /t/ = what
/sh/ /ā/ /p/ = shape
/Ŧh/ /e/ /m/ = them
7. /hw/ /ā/ /l/ = whale
8. /ch/ /ā/ /s/ = chase
9. /hw/ /e/ /n/ = when
10. /b/ /u/ /n/ /ch/ = bunch
11. /w/ /i/ /sh/ = wish
12. /Ŧh/ /a/ /t/ = that
On Their Own Use Reader’s and Writer’s Notebook, p.53.
Selection Vocabulary
Introduce Selection Words
Read each sentence as you track the print. Frame each underlined words and explain its meaning. Then
have the child read each sentence with you.
19.
20.
21.
22.
Tim is the narrator of our class play.
The play is about a family with lots of relatives.
One of the boys in the family has a dangerous pet rat.
The pet rat gnaws the legs of tables.
narrator: a person who tells the story
relatives: people in the same family
dangerous: not safe
gnaws: bites at and wears away
Vocabulary Strategy: Synonyms
Teach: 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 three-column chart.
List cold, fast, friend, cook and nice in the first column.
word
cold
fast
friend
cook
nice
synonym
chilly
quick
buddy
bake
kind
synonym
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Have child 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.
On Their Own: Use Reader’s and Writer’s Notebook, p. 54.
Text-Based Comprehension
Introduce Main Selection – The Strongest One
-Genre A drama is a story written to be acted out. As they read, The Strongest One, children should look
for features that show this story is a drama.
-Preview and Predict Have child identify the title of the drama and the names of the author and illustrator.
Have child predict what might happen in the drama.
-Purpose By analyzing The Strongest One, children gain knowledge about searching for answers to
questions.
-Predict and Set Purpose Explain that readers monitor their comprehension and clarify what they do not
understand by asking questions and rereading. 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.22 in their Student Edition. Read it Together. Look at the poster on this wall. What kind of story do you
think this might be? (a fantasy about a fun-loving monkey) Before I read The Strongest One, I will predict
what happens and set a purpose to guide my reading. As I read, I continue to predict what will happen
next and I think about whether my purpose for reading is being met.
-Access Main Selection
Reader and Task Suggestions
Preparing to Read the Text
Leveled Tasks
 Review the sounds of consonant digraphs
 Levels of Meaning- Analyze If
ch, tch, sh, and th


Discuss the use of a narrator and scene
information to help readers understand the
story better
Explain the dramas, or plays, are written
with lines to be read by certain characters.
Child may need to read more slowly and
children have difficulty understanding
drama, have them label cards for each
character. Have them hold up the card that
identifies the speaking character as they
read the text.
 Structure Some children may not
struggle with the structure of a drama.
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think carefully about each character that is
speaking.
Have them read the text aloud, with
different children reading each character’s
lines.
1st Read / Access Text
page 156-157
Connect to Concept Look at the picture on pages 156 and 157. This is Little Red Ant. Describe him.
Encourage the child to answer the question in complete sentences. Yes, Little Red Ant has six legs and
antennas. Ask children to describe the setting of the picture including the house, sun, and cactus.
Analysis – Text Evidence A realistic story could really happen and a fantast tells about something
that could not happen. Is this a realistic story or a fantasy Use the picture to help support your answer. (a
fantasy because the ant doesn’t look like a real ant, and the sun has a face.)
page 158-159
Facts and Details 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.
Review Selected Words Have the child locate the word dangerous on page 159. What does Fourth
Ant mean when it tells Little Red Ant that is dangerous out there? (Fourth Ant means the outside world is
not safe for a tiny ant.)
Analysis – Text Evidence How do the author and illustrator show the setting of this drama? (Scene 1
takes place “inside the Ant’s Hole”; and the picture shows ants in a hole.) What is Little Red Ant like? Why
does the ant want to go outside? How does the ant feel? (Little Red Ant is brave and curious, wants to find
out who is strongest of all, feels confident.)
page 160-161
Facts and Details Point out the stage directions. 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 What do you think might happen next? Why do you want to keep reading?
(I think Little Red Ant will meet someone stronger than Sun, and I want to read to find out who it is.)
page 162-163
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Facts and Details – Reread Challenging Text Reread page 162. Which two characters does
Little Red Ant talk to after Sun? (Little Red Ant talks to Wind and House.) Why does it help to remember
these details in the order that they are given? (It helps us understand the story because each character
Little Red Ant talks to is stronger that the one before it.)
Analysis – Text Evidence Explain how you know that this drama is a fantasy. Use examples from
the text or pictures. (In the drama, animals and objects such as ants, snow, sun, wind, and a house talk. In
real life animals and objects cannot 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. Little Red Ant will keep
asking questions until it finds the answer.)
page 164-165
Predict and Set Purpose Before reading page 164, ask children to use the illustration and what they
know to predict whom Little Red Ant talks to after Mouse. Then have them read the page to confirm their
predictions.
Synthesis Why have none of the animal characters hurt Little Red Ant? (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? (Little Red Ant is so
interested in finding out who is the strongest that it forgets about the dangers in the outside world.)
page 166-167
Inference – Text Evidence In the stage directions, the character of Fire hurries off the stage when
Water appears. Why does Fire do this? Look for clues in the text that help you understand why Fire leaves
so quickly. (Water can kill fire. Because of this, Fire is afraid.)
page 168-169
Facts and Details Before you read, what types of details do you think you should pay attention to on
this page? (The pictures on the page. The characters who speak. What each character says.)
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.)
page 170-171
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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? (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.)
Analysis – Text Evidence Big Rock says that someday he will be gone. Why does he think this is
true? What sentence tells you why he thinks this? (The ants are carrying pieces of Big Rock away. Every
day you and the other Red Ants come and carry little pieces of me away.)
Connect to Science Real ants do move soil. This allows rainwater to soak in more easily and helps
plants grow. But sometimes ants eat growing plants, so the plants die.
page 172-173
Analysis – Text Evidence Were the other ants interested in what Little Red Ant had learned? Which
sentence in the story tells you this? (Yes, they wanted to know what he had learned. One says, “Tell us
about what you have learned.”)
-Text-Based Comprehension
Check Understanding - Have child discuss each question with you.
Theme: What did you learn about being strong from Little Red Ant’s discovery? (Everyone is
strong in some ways.)
Confirm Predictions: How did you use the pictures to predict what would happen next in the
drama? (I used the pictures to see which character would come on the 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 tell who is speaking.)
Author’s Purpose: Why do you think the author told this story as a drama? (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.)
Classify: Think of the characters ant talked to. In what two groups could you classify them?
Name a character you would put in each group. (The characters can be classified as living things,
such as Deer, and nonliving things, such as Rock.)
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Connect text to Self: Little Red Ant goes out into the world and asks questions to find out who
is strongest of all. Think about a time when you asked questions. What did you want to find out?
Where did you go to find answers? Whom did you ask? (Possible response: I wanted to find out
how to score a goal in soccer. I asked my big brother and his friends who play soccer.)
-Literary Text
Features of a Drama Use the main selection, The Strongest One, to review the features of drama.



A drama, or play, is a story written to be preformed by actors for an audience. Where can
you find a list of characters that appear in a play? (at the beginning of the play)
How can you tell which character in a play is speaking? (The character’s name is listed in
front of the lines spoken.)
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. Together, fill in the features of the drama, The Strongest
One. Have child give an example of each feature from the play.
Stage
Directions:
_________
Setting:
_________
Features
of The
Strongest
One
Characters:
_________
Dialogue:
_________
On Their Own Display Graphic Organizer. Have the child work to identify additional examples of each
play feature to add to the circles in the chart.
Conventions
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Imperative and Exclamatory Sentences
Teach – Write Look at that sunset. It is so beautiful. Point to each word as you read it aloud. Ask child if
to identify the punctuation used at the end of each sentence.
The first sentence tells you to do something, so it is an imperative sentence. What punctuation mark do
you usually use at the end? (usually 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 and Apply – Write the following words and phrases. Have child read the sentences
and provide the correct punctuation for the imperative and exclamatory sentences.
1.
2.
3.
4.
5.
Go to school (period)
Please hand in your homework (period)
I can’t wait until tomorrow (exclamation mark)
Remember to call your grandma (period)
What a pretty painting that is (exclamation mark)
Have the child complete these sentence frames orally.
10. Write your answers on __________.
11. My grandma makes the best __________
12. Please call __________.
On Their Own – Use Reader’s and Writer’s Notebook, p.55.
Writing
Play Scene: Writer’s Craft: Developing Characters
Review Key Features of Play Scene
 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.
Introduce Review with the child 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, a middle, and
an end. They will write speeches for their characters to say in the scene. Explain that today the child will
plan their own play scenes about Little Red Ant. Read aloud the writing prompt.
Writing Prompt
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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.
Generate Ideas To plan our play scene, let’s first think about the characters that Little Red Ant might
ask about strength. Display a T-chart. I’ll start with a boy.
Characters:
Strengths:
boy
bear
girl
hawk
bee
lift heavy things
break a tree branch
sing high notes
see tiny mice from up in the sky
stings things
Have child choose a character for a play scene. Have them think what the character is like.
Mini-Lesson: Developing Characters
Introduce Use the Reader’s and Writer’s Notebook, p. 56 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.
Character
Little Red Ant
What I am Like
curious
What I feel
puzzled
What I want
to know who is the
strongest one
Little Boy
strong
can lift heavy things
afraid of bees
to stay away from bees
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.
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Routine: Quick Write for Fluency
29. Talk – Have child take two minutes to describe their characters to a partner.
30. Write – Have the child write two a brief dialogue for each character that shows what the character
is like, feels, or wants.
31. Share – Have your child share out loud the dialogue they created.
Handwriting
Letters Tt, Hh, and Kk/Letter Size
Model letter Formation Display uppercase and lowercase letters: Tt, Hh, and Kk. Use the stroke
instructions pictured to model proper letter formation. Have children write the letter several times and circle
their best one.
Tt Hh Kk – Ball and Stick Letters
Tt Hh Kk – D’Nealian Letters
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 showing good spacing between words.
The lake is by the path.
Have child discuss what is different about the spacing between two letters in a word and the space
between two words.
Research and Inquiry
Step 2: Research Skill: Maps
Teach Show child a variety of maps. Explain that a map is a drawing of 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 Use the various maps collected to discuss where to find the legend and what the symbols in that
legend represent.
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Guide Practice Look back at the maps. Ask about places in your own community and discuss how they
are represented on a map.
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Unit 1 Week 5 – The Strongest One – Day 3
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
sturdy
delicate
inquire
exhibit
resist
stun **
genius
satisfaction
strong and solid
thin and easily broken
to ask questions
something set up for people to look at to get information
when you work against something because you don’t want it
to shock or surprise
a person who is very smart
when you are pleased and contented with doing something
Phonics
Build Words
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 child’s work.
Change the e in then to i. Say the new word together. THIN
Change the t in thin to c. Say the new word together. CHIN
Change the c in chin to s. Say the new word together. SHIN
Change the n in shin to ft. Say the new word together. SHIFT
Change the sh in shift to thr. Say the new word together. THRIFT
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Fluent Word Reading
Model Write which. I know the sounds for wh, i, and ch. Blend the sounds 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
On Their Own Have child read the list above three or four times, until they can read one word per second.
Spelling Consonant Digraphs
Spell High-Frequency Words Write gone and often and point them out on the Word Wall. Have child say
and spell the words with you and then without you.
Dictation Have child write these sentences. Say each sentence. Then repeat it slowly, one word at a
time.
15.
16.
17.
18.
When will you do that math?
I wish I could chase a whale!
Tell them to pick a bunch often.
The patch will soon be gone.
Proofread and Correct Write each sentence, spelling words one at a time. Have child circle and rewrite
any misspelled words.
On Their Own Use Reader’s and Writer’s Notebook, p.58.
Fluency
Expression and Intonation
Model Fluent Reading Have child turn to Student Edition pages 158-159. 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. I will also
make sure to change my voice so each character has its own way of speaking.
Guide Practice Have child read the pages with you. Then have them reread the pages without you until
they read with expression and intonation. Continue in the same way with pages 160-161.
High-Frequency and Selection Words
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Read words in Isolation Display and review this week’s high-frequency words and selection words. Have
child read the words aloud.
Read words in Context Display the following sentence frames. Have child complete the sentences using
high-frequency and selection words. Have the child read each completed sentence with you.
Every night the mouse gnaws string into little __________. (pieces)
My relatives __________ visit us. (often)
_______________ I am small, I am strong. (Though)
The narrator told us that Little Red Ant had _____________ home. (gone)
It is very __________ to play with fire. (dangerous)
You and I can learn this lesson __________. (together)
On Their Own Use Reader’s and Writer’s Notebook, p.59.
Text-Based Comprehension
Read Main Selection – Review Character and Setting
Recall this week’s main selection, The Strongest One. Tell child that today they will read
the drama again. Remind child 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 hey feel, and what
they say and do) Have child turn to page 172 in their Student Edition. What is the setting of
this scene? (the ant’s hole) Which ant seems surprised that Little Red Ant returned? (Third
ant seems surprised)
Genre: Drama Remind child that a drama is a story to be acted out for an audience. 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.)
Read Return to pages 156-173 and reread The Strongest One.
Conventions
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Imperative and Exclamatory Sentences
Review Recall that an imperative sentence tells or requests someone to do something. It usually
ends in a period: Close the door. When a command expresses strong feeling, it takes an
exclamation mark: Stop! An exclamatory sentence expresses surprise or strong feeling, and it
ends with an exclamation mark: That shooting star is beautiful!
Guide Practice Write the following and have child 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 command with strong feeling? (an exclamation mark)
Have child complete these sentence frames orally, using ending punctuation as a clue to
expression.
Look at that __________.
That is the tallest __________ I have ever seen!
Get out of the __________.
The __________ is very warm!
Writing
Play Scene
Introduce Use your chart from yesterday 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 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.
Example:
Little Boy: I am strong.
Explain how children can use these conventions to format their play scenes. Today’s goal is to write the
play scene but not to write each word perfectly. They can edit later to correct the words.
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Guide Writing Now it is time to write your play scenes. Think about what your characters are like, feel,
and want. Have child use their charts to plan what their characters will say. Then guide child as they draft
the play scenes.
Research and Inquiry
Step 3: Gather and Record Information
Teach Tell child 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 used 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 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? Record answers for the symbols used
in the chart.
Guide Practice Remind child that Little Red Ant went outside his colony for answers. Tell child to name
places in their community that they can find answers about animals. Record answers in a chart like this:
Source
Exploring for Answers
Symbol
school
big box with flag
farm
big box with apple
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Unit 1 Week 5 – The Twin Club – Day 4
Build Oral Vocabulary - Each day follow the routine for the ** words
Introduce the Word – Supply a child friendly definition
Demonstrate – Provide examples to show meaning
Apply – Have children show they understand, Ask them about the word
Display the Word – Show the word to the child
Amazing Words
sturdy
delicate
inquire
exhibit
resist
stun
genius **
satisfaction **
strong and solid
thin and easily broken
to ask questions
something set up for people to look at to get information
when you work against something because you don’t want it
to shock or surprise
a person who is very smart
when you are pleased and contented with doing something
Phonics
Inflected Endings
Review
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 one final consonant after the single vowel before adding the endings of –ed or –ing.) Read
the words. (drops, dropped, dropping) Repeat the process for bakes, baked, baking, in which a vowelconsonant-e word is dropped before adding –ed or –ing.
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 chat, and read the words.
Base Word
wag
-s
wags
-ed
wagged
-ing
wagging
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thank
race
chat
challenge
thanks
races
chats
challenges
thanked
raced
chatted
challenged
thanking
racing
chatting
challenging
Fluent Word Reading
Read words in Isolation Display these words. Tell child that they can blend some words on this list and
others are Word Wall words.
Have child read the list 3 to 4 times until they can read at the rate of two to three seconds per word.
children
which
eyes
stretch
shut
fish
throbbing
fresh
animals
water
lunch
catch
full
think
shrub
crushing
warm
early
kitchen
them
Read words in Context Display these sentences. Then randomly point to review words and have child
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.
Decodable Reader 4C
-Read “Shane’s Itch” Have children turn to page 83 in the Decodable Practice Readers 2.1. Have child
decode each word. Have child identify and read the high-frequency words had, came, gone, some, should,
through, there, and you on the first page. Have child read the title and preview the story. Tell them they
will decode words with consonant digraphs in this story.
Have the child retell the story to include characters, setting and events. Then have the child find words with
consonant digraphs in the story. List the words and have child sort them according to their consonsant
digraph sounds.
/ch/: chased, chest, chin, itch, itching, scratched
/sh/: bush, Shane, shin, shrub
/th/ or /Ŧ/: that, there
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/hw/: when
Teach Print Awareness Point out the quotation marks on the last page of the story. Remind child 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 the child read aloud the exact
words that Mom said.
Reread for Fluency Have the child reread Decodable Practice Reader 5C to develop automaticity.
Spelling
Consonant Digraphs
Review Have the child practice reading and writing the words.
Science In Reading
Expository Text
Activate Prior Knowledge Ask children what they learned from other texts this week about ants and how
they live and work. (They learned that ants live and work together in a colony.)
Preview and Predict Read the title on page 178 of the Student Edition. Then have child look through the
selection and predict what they might learn. (They might learn about animals called anteaters and where
they live, what they look like and how they eat.) Have child tell what clues helped them make their
predictions. (the title, the headings, the photos, the map.)
Read an Expository Text Tell child 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
It often has graphic features such as pictures and maps.
Explain that this selection is expository text because it gives facts and details about an animal.
Access Text
page 178-179
Predict and Set Purpose Before reading, “Anteaters,” I’ll use the title, illustrations, and the headings to
predict what I’ll learn about in this selection. I will also set a purpose for reading. I want to read to learn
how anteaters find ants. What purpose do you have for reading?
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Facts and Details On this page I read the important fact that anteaters live mostly in Central America and
South America.
Let’s Think About… features of expository text
1. I would read page 180 to learn what anteaters look like.
2. The important idea is that anteaters live mostly in South and Central America in places
with many ants. A detail is that many ants live in grasses, swamps, and rain forests.
page 180-181
Facts and Details Why is a giant anteater like no other animal? Support your answer with facts and
details from “Anteaters.” (It has a bushy tail, fat body, tiny mouth, small eyes and ears, sharp claws and a
long tongue.)
Let’s Think About… features of expository text
3.
The most important body parts are sharp claws and long tongue.
Fluency
Expression and Intonation



Have child turn to pages 171 in The Strongest One
Have children follow along as you read the page with expression and intonation.
Have child read the page with you and then reread the page as a group until they read with
expression and intonation.
Conventions
Imperative and Exclamatory Sentences
Test Practice Use Reader’s and Writer’s Notebook, page 60 to help child understand identifying and
using imperative and exclamatory sentences in test items. Recall that an imperative sentence tells
someone to do something and usually ends in a period: Look at this. When an imperative sentence
expresses strong feeling, it can end with an exclamation mark: Help! An exclamatory sentence shows
surprise or strong feelings and ends in an exclamation mark: That’s really silly! Model identifying all four
sentences types – declarative, interrogative, imperative and exclamatory sentences – by writing these
sentences, reading them aloud, and adding the appropriate punctuation.
The story is about Little Ant
Where does Little Ant live
Go back to work on your story
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I love it here
On Their Own Use Reader’s and Writer’s Notebook, page 60.
Writing
Play Scene: Revise: Deleting Words
Introduce 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 the child will proofread to correct any misspellings, missing capital letters, or misplaced
sentence punctuation.
Revising Tips
 Make sure your play scene tells who is speaking and what the character says.
 Delete unnecessary words to make speeches clear.
Tell child that they can delete words from their play scenes as they revise.
Guide Writing Practice Now it is time to revise your play scenes. If they are not sure how to revise,
have child refer to the Revising Tips or the Key Features of a Play Scene.
Listening and Speaking
Present a Dramatic Interpretation: Play
Teach Remind child 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 to 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 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.
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Guide Assign the parts of the narrator and the four ants on pages 158-159, and ask child to read their lines
clearly and at a good pace. Remind them to read their lines with expression and good intonation.
Research and Inquiry
Step 4: Synthesize
Teach Tell child that the next step in the inquiry project is to review your topic to see is you have the
information you set out to find or if yours answers led 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 uses 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 child suggest possible symbols. Choose one and add it to the chart. Exploration can lead us
to expand our topic to include more ideas that we first imagined.
Guide Practice Review the rest of the chart with the child. Note any new information sources children
might suggest and map symbols for them.
Exploring for Answers
Source
Symbol
school
big box with flag
farm
big box with apple
library
bib box with book
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Unit 1 Week 5 – The Strongest One – Day 5
Build Oral Vocabulary – Discuss with child how the Question of the Week, How does
exploration help us find answers?, connects to the question of this unit of study:
What can we learn from exploring new places and things? Use the following ideas as
prompts:
 What different places have we explored?
 What resources did we use to learn more about each place?
Share the Amazing Ideas using these Key Concepts:
 We can discover interesting things when we explore new places.
 We can find answers by exploring books, asking questions, or discussing with
others.
Amazing Words
sturdy
delicate
inquire
exhibit
resist
stun
genius **
satisfaction **
strong and solid
thin and easily broken
to ask questions
something set up for people to look at to get information
when you work against something because you don’t want it
to shock or surprise
a person who is very smart
when you are pleased and contented with doing something
Phonics
Consonant Digraphs
Review
Target Phonics Skill
Write the following sentences.
themselves and then aloud as you track the print.
18.
19.
20.
21.
Have child read each one, first quietly to
The shrubs in that thicket can scratch us.
Dad gave Beth a fish sandwich with chips.
Which shell is in this white chest?
My dog Mitchell likes to catch and fetch sticks.
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Spelling Test
Short Vowels and Consonants
Dictate Spelling Words – Say each word, read the sentence, repeat the word, and allow
time for children to write the word.
57. shape
58. that
59. whale
60. chase
61. bunch
62. when
63. wish
64. them
65. math
66. itch
67. patch
68. what
He stays in good shape.
Who is that boy?
A whale is very big.
The dog likes to chase the cat.
We will pick a bunch of roses.
When will Dad come home today?
I wish I could fly!
Will you give the books to them?
I like to solve math problems.
Do not scratch that itch!
Mom put a patch over the hole in my pants.
What will we eat for lunch?
High Frequency Words
69. gone
70. often
The turkey is almost gone.
I play games often.
Vocabulary
Synonyms
Teach Have child turn to the Vocabulary Lesson on page 182 of the Student Edition. Explain that
synonyms are words that have the same or almost the same meaning.
Guide Practice Read the instructions for the Vocabulary Practice It! activity. Then reread the first word
and model identifying walk as a synonym for hike.
On Their Own Have them continue saying synonyms for the remaining words. Then have them write a
sentence using each synonym.
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Fluency
Appropriate Rate
Teach Read and discuss the Fluency instructions on page 182-183 in the student edition.
Read Words in Context Give child a moment to look at the sentences. Then have them read each
sentence at an appropriate rate.
Listening and Speaking
Present a Dramatic Interpretation
Teach Have child turn to page 183 of the Student Edition. Read and discuss how to present a play
together. Remind child that good speakers read the lines of a play, such as commands and exclamations,
with expression and intonation to make the play more interesting.
Text-Based Comprehension
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 child answer the questions that
follow.
Honeybees use stingers to protect themselves and defend the beehive. Each female honeybee has a
stinger. The stinger is like a sharp arrow with hooks on it. A poison sac is attached to the stinger. When a
honeybee stings an enemy, the hook catches in the enemy and the stinger is pulled out of the bee. If a
honeybee loses her stinger, she does soon afterward.
12. How do honeybees use their stingers? (They use stingers to protect themselves and defend
the hive.)
13. How do the facts and details help you picture what a stinger is like? (The details describe the
stinger, telling that it is like a sharp arrow with hooks on it and a poison sac attached.)
14. How many times can each honeybee sting? Which details did you use to figure this out?
(Each worker bee can only sting once. When a honeybee stings, she loses her stinger and
dies soon afterward.)
Vocabulary
Review – High-Frequency and Selection Words
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Learning Coach Guide – Segment 1 Unit 1
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 child to identify the word.
Have child orally find words with similar meanings for pieces (bits) and gone (went) Ask them to use often,
together and through in sentences.
Selection Words Write the words narrator, relatives, dangerous, and gnaws. Read them aloud together.
Then have child tell what each word means.
Genre
Drama
Drama Review with child 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 other’s dialogue because the character’s name is listed before the sentences, or lines,
that the character speaks.
Model In scene 1 of The Strongest One, four different ant characters 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 child to identify elements of dialogue in informal plays.
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!)
On Their Own Invite friends and family to join in and act out the play The Strongest One.
Assessment
Monitor Progress For a written assessment of short vowels, consonants, high-frequency words, and
character and setting, Use Weekly test 5, pp. 25-30.
Sentence Reading Use the following sentences to assess child’s ability to read words in context.
27.
28.
29.
30.
Brad and Justin learn that fish makes a fine lunch.
His big white dog has gone to chase cats and fetch sticks.
King Mitchell sat on his rich throne and ruled very well.
Seth will shake fresh spice on his plate, though it is hot.
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Learning Coach Guide – Segment 1 Unit 1
31. Place nice, wide chicken pieces in that sandwich.
32. Chuck is fishing in Glass Pond together with Len.
33. Kate thinks sleds are quite thrilling and rides them often.
Fluency Take a one-minute sample of child’s oral reading. Have them read the Passage below.
Little Bear
Characters:
Little Bear
White Bird
(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!
Comprehension Have the child read the entire passage. Then have the child retell the dramatic passage.
Conventions
Imperative and Exclamatory Sentences
Review Remind child that imperative sentences tell or request someone to do something. An exclamatory
sentence shows surprise or strong feelings. Ask child to tell you what punctuation they use for each type of
sentence.
Guide Practice Write the following sentences. Have the child identify what kind of end punctuation is
necessary.
10. I can’t believe it (exclamation mark)
11. Please go to the classroom (period)
12. What a strange place (exclamation mark)
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Apply Display and read the following sentences. Have child read each sentence as both an imperative
and exclamatory sentence. Add the appropriate punctuation to match child’s reading of the sentences.
1. Listen to that music
2. Look at that child
3. Please help me
4. Put out the fire
Writing
Play Scene: Review Revising
Review Revising 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.
Display the Proofreading Tips. Display the proofreading tips. Have child proofread and edit their stories to
correct my misspellings, missing capital letters, or errors with periods and exclamation marks. Assist child
with play formats such as speaker tags, colons and speeches.
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 child make a final draft of their play scenes, with their revisions and proofreading
corrections. Choose an option for child to present, or publish, their play scene.
-Ask child to read the play scene to another or a small group.
-Make copies of the play scene, mark with “script” for each character and ask friends or family to
be in your play.
Research and Inquiry
Step 5: Communicate
Teach Tell child that today they will organize the sources they listed and show them on a map. They
should share the map with others.
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Model Display the chart of sources in the community and the symbols to show each on the map. Before
we draw our map of sources in our community, let’s choose the ones we want to tell others about. For
example, I think that our school is an important information resource. Our school library has many books to
explore. Many classrooms have animals that we can observe. And we can even explore ants and other
creatures out on the playground. I will circle the school. We can draw the symbol we chose for the school
on the map and in the map’s legend.
Guide Practice Review the lists of information sources in their community to explore and have them
choose four or five to draw on the map. Circle the sources they choose and discuss the symbols to use on
their maps. Have child draw simple maps to show the information sources they chose. Help them draw
and label a legend to show the meaning of each symbol.
Exploring for Answers
Source
Symbol
school
big box with flag
farm
big box with apple
library
bib box with book
On Their Own Have child present their maps to their classmates. Remind them how to be good speakers
and listeners.
Good Speakers talk directly to the audience and point to important items in their visuals as they
talk about them.
Good listeners listen attentively and wait to speak until the speaker is finished.
Use Reader’s and Writer’s Notebook, page 57.
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