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DAILY INSTRUCTIONAL PLANSuperkids makes every minute of your language arts block count!
WO
RD W
ORK
Instructional Focus Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials
WO
RD W
ORK
Foundational Skills• Phonological
awareness• Phonemic
awareness• Phonics• Blending• Decoding• Structural analysis• Fluency
Language Skills• Handwriting• Encoding• Spelling• Grammar• Vocabulary
REA
DIN
G
Foundational Skills• Decoding• Fluency
Reading Skills• Listening
comprehension • Reading
comprehension: literary and informational text
• Close reading• Content knowledge• Vocabulary
Speaking & Listening Skills• Oral language• Collaborative
discussion
READ
ING
WRI
TIN
G
Writing Skills• Writing process• Narrative writing• Opinion writing• Informative/
explanatory writing
Language Skills• Grammar, usage,
and mechanics• Speaking and
listening
WRITIN
G
KINDERGARTEN
DAILy ROUTINES: Informal AssessmentPhonemic AwarenessSay a word and ask children to say each sound in the word separately.
rug /r/, /u/, /g/ crumb /k/, /r/, /u/, /m/duck /d/, /u/, /k/ break /b/, /r/, /ā/, /k/row /r/, /ō/ round /r/, /ou/, /n/, /d/bean /b/, /ē/, /n/ bird /b/, /ėr/, /d/DictationSay a word, give a context sentence, and ask children to write the word. Ask what is the same about the words. (They end in -ub and rhyme.)
cub club rub scrubHandwritingHave children read the sentences together before copying them.Sal grabs the rug.Sal drags it.
LESSON 1Phonemic Awareness and Phonics: Nn/n/
Student ObjectivesWord WorkPrint and Book AwarenessIdentify parts of a book
Identify uppercase and lowercase NnPhonemic AwarenessIdentify /n/ Associate picture names with /n/PhonicsAssociate Nn with /n/
ComprehensionDraw conclusions from pictures
ReadingListening Comprehension
Listen for details in a song
Summary of Core InstructionDaily Routines: Informal AssessmentStep 1 Introduce the Student BookStep 2 Teach phonemic awareness and phonics: Nn/n/
Step 3 Give phonemic awareness and phonics practiceMaterials Student Book for Units 16–17 (N, M) “The N Song” on the teacher portal Alphabet Card Nn
Student White Boards or handwriting paper
Use Student Book front cover and pages 1–3.
U N I T 1 6 ( N ) • L E S S O N 1 5
Unit 16 (N), Lesson 1
Fam
ily: Y
our c
hild
list
ened
to a
n au
dio
reco
rdin
g an
d ci
rcle
d ite
ms
who
se
nam
es b
egin
with
the
soun
d he
ard
at th
e be
ginn
ing
of noise.
2
Unit 16 (N), Lesson 1
Family: Your child circled pictures of the Superkids who are making noise and circled each uppercase N in the sign. Then he listened to an audio recording.
1
Unit 16 (N), Lesson 1
T H E S U P E R K I D S R E A D I N G P R O G R A M
K I N D E R GARTEN
Superkids’Club
Student Book N, M
UNITS
16–17
Name
SK_K_2_TG_U16_U17_64450.indd 5
2/20/17 1:31 PM
11
I can run the club!
Let’s discuss the boss.
Unit 16 (N), Lessons 3–4
10
Ruff! Ruff!
Let’s get a boss.
A boss can run the club!
Let’s get a rabbit!
Unit 16 (N), Lessons 3–4
9
Let’s get a tent.But a tent is hot.
Frogs? No!
Let’s get frogs. Unit 16 (N), Lessons 3–4
DAILy ROUTINES:
Informal Assessment
BlendingOn the board, write the bold words
below. Have children blend the sounds
to read the first word. Call on a child
to write next to it a rhyming word that
begins with /n/. Have children blend the
sounds in the new word. Repeat with the
other words. Define nab (grab).
let (net) cut (nut) lab (nab)
rod (nod) hot (not) best (nest)
DictationSay a word, give a context sentence, and
ask children to write the word. Have
them identify the words that rhyme.
rest nest ten hen
HandwritingReview how to form N and n and have
children copy the letters from the board.
Have children read the words before
copying them.
Nut Nest nut nest
N N n n
Nn Nn Nn Nn
LESSON 3Story: “The Boss”
Student Objectives
Reading
Print and Book Awareness
Identify the title of a story
Understand use of speech and
thought balloons
Vocabulary
Read Memory Word no
Understand the meaning of boss
Understand idioms
Comprehension
Use prior knowledge
Answer questions about a story
Monitor comprehension and use fix-up
tip: Look at the pictures
Compare and contrast
FluencyRead with expression
Summary of Core Instruction
Daily Routines: Informal Assessment
Step 1 Build vocabulary
Step 2 Build background
Step 3 Guide reading and
comprehension
Step 4 Teach fluency
Materials
Student Book for Units 16–17 (N, M)
Audio recordings on the teacher portal
Student White Boards or handwriting paper
Use Student Book pages 7–11.
14 U N I T 1 6 ( N ) • L E S S O N 3
8
Let’s sell hot dogs
at a stand!No! A stand is a lot of fuss.
A band is a lot of fun!A band is no fun.
Unit 16 (N), Lessons 3–4
Family: Your child read and discussed the story on pages 7–11. Then she listened
to an audio recording and followed directions for m
arking the story.
Let’s discuss the club.
A dull club is not fun.
7
Unit 16 (N), Lessons 3–4
SK_K_2_TG_U16_U17_64450.indd 14
2/20/17 1:32 PM
Units 1–24: 1–1.5 weeks each60–90 total minutes each day*
10–20 minutesWHOLE GROUP
15–25 minutesWHOLE GROUP
30–60 minutesWHOLE GROUP & SMALL GROUPS
30 minutesWHOLE GROUP & INDEPENDENT
Daily RoutinesFoundational skill reinforcement
and informal assessment
The Superkids Phonemic Awareness
Daily instruction and small-group intervention
Writing Teacher’s Guide3–5 LESSONS PER UNITSkill instruction and practice
Student BookSkill instruction and practice
Student Book1 DECODABLE STORY PER UNITReading instruction and practice
Student writing example
Gulls
T H E S U P E R K I D S L I B R A R Y
K I N D E R GARTEN
UNIT
13
Super Smart1 DIGITAL TEXT PER UNITInformational digital read-aloud with comprehension and close reading instruction
K I N D E R GARTEN
t h e s u p e r k i d s r e a d i n g p r o g r a m
superkids’Club
units
14–24Writing teacher’s guide
SK_K_2_Writing_TG_FM_64498.indd 1 12/9/15 2:54 PM
26 U N I T 1 7 • L E S S O N 2
LESSON 2
Teach how to write a note to someone
Use Resource Pages 17a and 17b, class list from the previous lesson, index cards, and a box. Make double-sided copies of the Resources Pages with 17a on one side and 17b on the other side. Cut the pages on the dotted line and fold along the solid line so To and From are on the outside and handwriting lines are on the inside. (Each page yields two notes.)
Instruction and modelingIntroduce the lesson. Point out to children that sometimes writing is meant to be read by a lot of people but other times you want to write for just one person, such as a friend or family member . Ask children if they have ever written or received a note or letter . Show children examples of a few notes or letters . Explain that a note is like a letter, but it is shorter .
Tell children that in this lesson, they will write a note to a classmate . In their note, they will write an interrogative sentence to ask their classmate a question .
Model writing a note to a friend. Display one of the blank notes with To and From showing . Tell children you would like to write a note to a friend . Read the word To and point to the lines under it . Explain that this is where you will write the name of the person you are writing to . Write your friend’s name and read it to children . Then read the word From and point to the lines under it . Explain that this is where you will write your name since the message is from you . Write your name on the lines .
UNIT
17
“As you know, my friend Mr . Koppa is a teacher in this school . His birthday is coming up . I plan to make him a cake, but I don’t know what kind he might like . I’ll ask him in my note . I can put the note in his school mailbox, and then he can write back with an answer .”
Open the note and show the inside with the handwriting lines . Explain that this is where you’ll write a sentence to ask your friend a question .
Think aloud about a question you could ask . Say something like this:
Write the question, reading the words as you write . Ask children what punctuation mark you should include at the end of your sentence . (a question mark) Write the end mark .
Teacher example on Resource Page 17a Teacher example on Resource Page 17b
To:
To:
From:
From:
Reproducible Resource Page 17a © Zaner-Bloser, Inc.
Reproducible Resource Page 17a © Zaner-Bloser, Inc.
Mr. Koppa
Ms. Martin
Reproducible Resource Page 17b © Zaner-Bloser, Inc.
Reproducible Resource Page 17b © Zaner-Bloser, Inc.
What is your favorite kind of cake?
SK_K_2_WRITING_TG_U14_24_64498.indd 26 2/16/17 9:49 AM
Easy Challenging
Go to “Differentiated Instruction and Skill Practice” for additional resources used during small-group and independent practice.
On-Level
30 minutesWHOLE GROUP
1 BOOK PER UNIT, UNITS 1–13
1 BOOK PER LEVEL PER UNIT, UNITS 14–24
1 BOOK PER UNIT, UNITS 14–24
Library BooksDifferentiated reading instruction and comprehension
practice with literary and informational text
Assessm
entU
nits 13–25U
nits 1–13Intervention
WO
RD W
ORK
Instructional Focus Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials
WO
RD W
ORK
Foundational Skills• Phonological
awareness• Phonemic
awareness• Phonics• Blending• Decoding• Structural analysis• Fluency
Language Skills• Handwriting• Encoding• Spelling• Grammar• Vocabulary
REA
DIN
G
Foundational Skills• Decoding• Fluency
Reading Skills• Listening
comprehension • Reading
comprehension: literary and informational text
• Close reading• Content knowledge• Vocabulary
Speaking & Listening Skills• Oral language• Collaborative
discussion
READ
ING
WRI
TIN
G
Writing Skills• Writing process• Narrative writing• Opinion writing• Informative/
explanatory writing
Language Skills• Grammar, usage,
and mechanics• Speaking and
listening
WRITIN
G
FIRST GRADE
WO
RD W
ORK
6 U N I T 9 • L E S S O N 1
DAILY ROUTINES: Informal Assessment
Use the interactive whiteboard version of
the routines, or follow these instructions.
DecodingHave children read aloud rows 1–3 on
page 20 of the Big Book of Decoding.
boat coat road wait rain
soap groan paid paint trail
see tree green leaf teach
SpellingDictate the words and sentence . Give hints
about which vowel pair to use . Help children
check their spelling and fix any mistakes .
wait waiting waited
It is raining .
HandwritingWrite the sentences on the board . Read
them aloud . Have children copy them as
an Independent Activity .
Cass was reading on her bed. Her cat was sleeping
next to her.
Structural Analysis: Teach how to form contractions with n’t
Use Word Work Book cover and page 1.
SuperkidsMore Adventures
of the
F I R S T GRADE
T H E S U p E R k I D S R E A D I N G p R O G R A M
Word Work BookUNITS
9-16
Introduce the new Word Work Book .
Distribute the More Adventures of the
Superkids Word Work Book . Tell children
that they’ll use this new workbook for the
rest of the school year . Give them a few
minutes to page through the book . Confirm
that it’s like the Adventures of the Superkids
Word Work Book, but with new reading and
spelling skills to learn .
1 did not has not is not
didn’t hasn’t isn’t
1.
is not isn’t2.
has not hasn’t3.
did not didn’t
NameUnit 9, Lesson 1
Structural Analysis
1
Golly did not want to get up.
He didn’t?
Doc is not home. She isn’t?
Sal has not finished his lunch.
He hasn’t?
Family: Your child traced contractions with not.
Child reads the sentences and traces the
contractions .
Introduce contractions . Display page 1, and
have children turn to the page . Read the
words did not and didn’t . Explain that didn’t
is a contraction, a word that’s a shorter way
of saying and writing two words . point out
that to form didn’t from did not, the space
between the two words is removed and the
letter o from not is dropped . Ask what mark
is put in place of the o. (an apostrophe)
Explain that there are other contractions
that can be made by putting a word
together with not. Read has not/hasn’t and
is not/isn’t aloud with children .
SK_1_2_WCTG_U9_64634.indd 6
2/16/17 3:03 PM
WO
RD
WO
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U N I T 9 • L E S S O N 8 81
DAILY ROUTINES: Informal Assessment
Use the interactive whiteboard version of the routines, or follow these instructions.DecodingHave children read aloud rows 3 and 4 on page 22 of the Big Book of Decoding .sandbox hilltop upset eggshell cupcake won’t grasshopper can’tMemory WordsHave children read these Memory Word Flash Cards aloud .two about girl before boy over four new very wantSpelling
Dictate the words and sentence . Help children check their spelling and fix any mistakes .can’t upset cupcake The show is about two kids .
HandwritingWrite the sentences on the board . Read them aloud . Have children copy them as an Independent Activity .Frits tells Cass about Buster.She can’t wait to see Buster in his new nest.
Structural Analysis and Spelling: Teach adding -er and -est endingsUse Word Work Book page 11.
1.
long . longer . longest .2.
quick . .
.3.
deep . .
.
Name
Unit 9, Lesson 8Structural Analysis and Spelling
11
My scarf is My scarf is My scarf is
He is He is
He is
This spot is This spot is This spot is
Family: Your child traced and wrote words to compare the pictures in each row.
Child traces or writes these words: 1 . long, longer, longest; 2 . quick, quicker, quickest; 3 . deep, deeper, deepest.
Discuss the meaning of -er and -est endings . Display Word Work Book page 11, and have children turn to the page . Read aloud the first sentence in box 1 . Explain
1 that long is an adjective that tells what Oswald’s scarf is like . Ask what was added to long to make longer (er) and longest. (est) Explain that -er can be added to an adjective when comparing two things . Point out that Doc is saying her scarf is longer or “has more length” than Oswald’s scarf . Explain that -est can be added to an adjective when comparing three or more things . Point out that Ettabetta is saying her scarf is longest or “has the most length” of all three scarves . Review the spelling rule for just adding an ending . Ask if the spelling of long was changed before -er or -est was added to the word . (no) Remind children that when a word ends in two or more consonants, as in long, or has two vowels together, you can just add an ending . Have them trace long, longer, and longest. Have children write words with -er and -est endings . Tell children to complete the rest of the sentences by tracing the blue word under the first picture, writing the word with -er under the second picture, and writing the word with -est under the last picture . Point out that they can just add the endings without changing the spelling of the base words .
SK_1_2_WCTG_U9_64634.indd 81
2/16/17 3:07 PM
Review Unit: 3 weeksUnits 1–16: 2 weeks each90–120 total minutes each day*
10–20 minutesWHOLE GROUP
15–25 minutesWHOLE GROUP
30–60 minutesWHOLE GROUP & SMALL GROUPS
60 minutesWHOLE GROUP & SMALL GROUPS
30 minutesWHOLE GROUP & INDEPENDENT
30 minutesWHOLE GROUP & INDEPENDENT
The Superkids Phonemic Awareness
Daily instruction and small-group intervention
Daily RoutinesFoundational skill reinforcement
and informal assessment
Teacher’s GuideSkill instruction and practice
Word Work BookSkill instruction and practice
Super-Duper1 DECODABLE TEXT PER UNIT
Guided reading with decodable informational text
Reader 4 STORIES PER UNIT
Guided reading with decodable stories
Student writing examples
Super Smart1 DIGITAL TEXT PER UNITInformational digital read-aloud with comprehension and close reading instruction
126 U
NIT
9 •
WR
ITIN
G R
UB
RIC
UNIT 9 WRITING RUBRIC
Reproducible Page © Zaner-Bloser, Inc.
Narrative Writing Assignments
Beginning, middle, end story plan (3 items) on Resource Page 2 Personal narrative (4–6 sentences) in a book
What to evaluate
Advanced Exceeds expectations
Proficient Meets expectations
Emergent Isn’t meeting expectations
Completion of tasks
Did more than assigned Completed all assignments Did not complete all assignments
Content and organization
Plan: Showed detailed ideas for beginning, middle, and end of story in correct order; included feelings
Personal narrative: Cover had a relevant title; story told about an event in child’s life organized in a logical order with a beginning, middle, and end; middle included a feeling or thought; and end included a feeling, thought, or new understanding; lots of details and longer sentences; illustrations relevant to text
Plan: Showed ideas for beginning, middle, and end of story in correct order
Personal narrative: Had a cover with a relevant title; story told about event in child’s life organized in a logical order with a beginning, middle, and end; end included a feeling, thought, or new understanding; some details; illustrations relevant to text
Plan: Did not show ideas for beginning, middle, or end of story in correct order
Personal narrative: Cover did not have a relevant title; story did not tell about an event in child’s life or was not organized in a logical order with a beginning, middle, and end; end did not include feeling, thought, or new understanding; illustrations not relevant to text
Writing process Did not need help generating ideas, writing sentences, revising, editing, publishing, or sharing
Needed some help generating ideas, writing sentences, revising, editing, publishing, or sharing
Needed lots of help generating ideas, writing sentences, revising, editing, publishing, or sharing
Conventions Mechanics: Included most beginning uppercase letters and end marks
Spelling: Displayed very good recall of sound-spelling patterns and Memory Words taught; few errors
Grammar/Usage: Complete sentences; few errors, none that hinder understanding
Handwriting: Good letter formation and spacing
Mechanics: Included some beginning uppercase letters and end marks
Spelling: Displayed good recall of sound-spelling patterns and Memory Words taught; some errors
Grammar/Usage: Mostly complete sentences; some errors, but none that greatly hinder understanding
Handwriting: Mostly correct letter formation and spacing
Mechanics: Lots of missing beginning uppercase letters and end marks
Spelling: Displayed little recall of sound-spelling patterns and Memory Words taught; many errors
Grammar/Usage: Lots of incomplete sentences; many errors that may hinder understanding
Handwriting: Significant problems with letter formation and spacing
SK
_1_2_WC
TG
_U9_64634.indd 126
2/16/17 3:10 PM
Go to “Differentiated Instruction and Skill Practice” for additional resources used during small-group and independent practice.
Library Books1 BOOK PER LEVEL PER UNIT
Differentiated reading instruction and practice
Easy ChallengingOn-Level
30 minutesWHOLE GROUP
Assessm
entU
nits 9–17Review
– Unit 8
Intervention
WO
RD W
ORK
Instructional Focus Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials
WO
RD W
ORK
Foundational Skills• Phonological
awareness• Phonemic
awareness• Phonics• Blending• Decoding• Structural analysis• Fluency
Language Skills• Handwriting• Encoding• Spelling• Grammar• Vocabulary
REA
DIN
G
Foundational Skills• Decoding• Fluency
Reading Skills• Listening
comprehension • Reading
comprehension: literary and informational text
• Close reading• Content knowledge• Vocabulary
Speaking & Listening Skills• Oral language• Collaborative
discussion
READ
ING
WRI
TIN
G
Writing Skills• Writing process• Narrative writing• Opinion writing• Informative/
explanatory writing
Language Skills• Grammar, usage,
and mechanics• Speaking and
listening
WRITIN
GSECOND GRADE
WO
RD
WO
RK
U N I T 1 4 • L E S S O N 8 67
DAILY ROUTINES: Informal Assessment
Use the interactive whiteboard version of the routines, or follow these instructions.DecodingHave children read aloud columns 3 and 4 from page 60 of the Big Book of Decoding. oa -oke
foal croak broke spoke goal oak joke woke coal soak poke stroke cloak
SpellingDictate the words and sentence . Help children check their spelling and fix any mistakes .
broke joke soak croak coal charcoal Close the lid on the box .
EditingCopy the sentence on the board . Guide children in finding and fixing the two errors . Have them copy the corrected sentence as an Independent Activity .
wrote VoteHot Rod wroat, “Vot for peaches.”
Structural Analysis and Grammar: Teach the suffix -nessUse Word Work Book page 71.
Change these pink adjectives to nouns with the suffix -ness. Check the box when you use each word. soft fit happy ill
kind silly neat sad
1. The man is stuck in bed with an . 2. Alec was so glad he almost burst with
. 3. The girl petted the puppy. She loved to feel its
. 4. Go to the gym to improve your .
5. Lily’s went away when Sal offered her Bailey Bear.
6. The boy showed his by carrying thelady’s packages.
7. A few jokes and a little make class fun.8. Pick up your room, and amaze your parents with your
.
The suffix -ness changes an adjective into a noun.She is not afraid of a dark night.Darkness does not scare her.If the adjective ends in y, change the y to i and add -ness.lazy laziness
We do
I do
71Unit 14 • Lesson 8Structural Analysis and Grammar
1 . illness, 2 . happiness, 3 . softness, 4 . fitness, 5 . sadness, 6 . kindness, 7 . silliness, 8 . neatnessTeach the suffix -ness. Display Word Work Book page 71 and have children turn to the page . Read the first part of Ms . Blossom’s tip and the example sentences and ask why dark is underlined in the first example . (It is an adjective describing the night.) Reread the second example sentence, drawing attention
1 to the letters -ness added to dark to form darkness. Discuss how the suffix changes dark from an adjective meaning with little or no light to a noun meaning the quality of being dark . Read the second part of the tip, including the example word lazy, and review the word’s meaning . Read the word laziness and have children identify the base word (lazy) and tell what spelling change was made to add -ness. (The y changed to an i .) Have them define laziness. (the state of being lazy)Have children add the suffix -ness to adjectives . Read aloud the directions . Explain to children that they will complete the sentences in each group by adding -ness to the pink adjectives shown above to change them to nouns . Have children read aloud the first set of pink words . Then read the first sentence, saying “blank” for the missing word, and ask what word would make sense in that sentence if you added -ness. (ill) Have children check the box next to ill, spell aloud the word they will write (illness), and write it on the lines . Have them complete item 2 on their own .
Check and correct . Have children say and spell aloud the word used to complete item 2 . (happiness) Allow time to fix mistakes . Tell them they will complete items 3–8 as an Independent Activity .
SK_2_2_WCTG_U14_64917.indd 67
2/22/17 11:46 AM
WO
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WO
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14 U N I T 1 3 • L E S S O N 2
DAILY ROUTINES:
Informal Assessment
Use the interactive whiteboard version of
the routines, or follow these instructions.
DecodingHave children read aloud the words with
ea and -ief from page 54 of the Big Book of
Decoding. Discuss how the words in each
group are alike .
_ea_ _ief
beach meal brief belief
clean speak thief relief
dream scream chief
least
SpellingDictate the words and sentence . Help
children check their spelling and fix any
mistakes .
dream scream beach
thief belief relief
We had a brief meal .
WritingRead the sentence starter . Have children
copy and complete it as an Independent
Activity .
Spring fever makes you feel
_______.
Phonics and Spelling:
Practice decoding and
encoding long e words
Use Word Work Book page 52.
Remember, the long ê sound can be written as ee, ea, or ie.
Write ee, ea, or ie to finish the long ê words and complete the sentences.
1. ea
My dog likes to eat
m__t .
2. ie
The storm was
br__f .
3. ee
I have to
sw__p
the floor.
4. ee
Flowers make me
sn__ze .
5. ie
The police will find
the th__f .
6. ea
He had to
l__ve
in a hurry.
7. ea
It’s fun to play at a
b__ch .
8. ee
She likes to
sl__p there.
9. ie
May I have the largest
p__ce ?
We do
I do
52Unit 13 • Lesson 2
Phonics and Spelling
1 . meat, 2 . brief, 3 . sweep, 4 . sneeze, 5 . thief, 6 . leave,
7 . beach, 8 . sleep, 9 . piece
Review the spelling of /e/ with ee, ea, and
ie. Display Word Work Book page 52 and
have children turn to the page . Read aloud
Ms . Blossom’s reminder .
1
Have children complete long e words with
ee, ea, and ie. Read aloud the directions .
Then read aloud the sentence for item 1,
saying “blank” for the missing word . Point
out the picture and the letters that start and
end the missing word . Remind children that
the word has a long e sound . Point out the
vowel combination in the blue box above
the picture . Tell children that they will add
these letters to the word on the lines to make
a word that goes with the picture and makes
sense in the sentence . Have children write
the letters in the blank to complete the word .
Then have them read the word aloud (meat)
and then read the completed sentence aloud .
Have them read and complete item 2 on
their own as you monitor .
Check and correct . Have children read
and spell aloud the word for item 2 . (brief)
Allow them to fix any mistakes . Then have
children read the completed sentence aloud .
Tell them they’ll complete the page as an
Independent Activity .
Reinforce: Use the Ten-Minute
Tuck-Ins on page 20 to give more practice
spelling long e words .
12
6
9 3
12
4
10
8
11
57
SK_2_2_WCTG_U13_64900.indd 14
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Warm-Up Unit: 2 weeksUnits 1–16: 2 weeks each90–120 total minutes each day*
10–20 minutesWHOLE GROUP
60 minutesSMALL GROUPS
30 minutesWHOLE GROUP & INDEPENDENT
30 minutesWHOLE GROUP & INDEPENDENT
The Superkids Phonemic Awareness
Daily instruction and small-group intervention
Daily RoutinesFoundational skill reinforcement
and informal assessment
Teacher’s GuideSkill instruction and practice
Word Work BookSkill instruction and practice
ReaderFluency practice
SUPER Magazine1 MAGAZINE PER ODD-NUMBERED UNIT
Guided reading with informational text
Book Club1 BOOK PER SMALL GROUP IN EVEN-NUMBERED UNITS
Differentiated reading instruction with literary text Book Talk Journals for writing and connecting to text
Student writing examples
15–25 minutesWHOLE GROUP
Nam
eResource Page 1
Unit 14, Lesson 2
Directio
ns: H
ave children complete the sections to plan an opinion speech. They should w
rite at least two
reasons but may w
rite a third in the space provided.
Reproducible Page © Zaner-Bloser, Inc.
Opin
ion Sp
eech P
lannin
g C
hart
My O
pin
ion
Rea
son
Rea
son
Rea
son (o
ptio
nal)
Exam
ples
Exam
ples
Exam
ples (o
ptio
nal)
Reproducible Page © Zaner-Bloser, Inc.
Unit 14, Lesson 3
Resource Page 2
First paragraph
tells an interesting fact or asks a question about
your topic
gives your opinion clearly in a sentence beginning
with I think or I believe
introduces what will come next
Middle paragraphs
Each paragraph gives a reason for your opinion
and one or more examples that help show what
you mean.
Last paragraph
restates your opinion using different words
may mention reasons again quickly
may tell others they should do something
Organization of an Opinion Speech
Directions: Discuss the structure of an opinion speech with children.
SK
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_U14_64917.indd 91
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1. The sat in the middle of the sea,
far away from my rowboat and me.
2. The tells what’s on sale in this store.
things over there, right the door.
3. If you are invited to visit one night,
please send a . Be !
4. What do I spy with my little ?
Fluffy clouds in a bright blue !
5. I have an . Why don’t we try it?
Sit very still and be perfectly .
We do
I do
Complete each rhyme with words from the spelling list.
by sky reply white quite polite quiet buy idea eye sign island
66 Unit 14 • Lesson 4Phonics and Spelling
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*All times are approximate and can be adjusted to meet students’ needs. Add 10–12 minutes for The Superkids Phonemic Awareness.
NameResource Page 1
Unit 14, Lesson 2
Directions: Have children complete the sections to plan an opinion speech. They should write at least two reasons but may write a third in the space provided.
Reproducible Page © Zaner-Bloser, Inc.
Opinion Speech Planning Chart
My Opinion
Reason Reason Reason (optional)
Examples Examples Examples (optional)
Reproducible Page © Zaner-Bloser, Inc.
Uni
t 14,
Les
son
3
Reso
urce
Pag
e 2
Firs
t para
gra
ph
tells
an
inte
rest
ing
fact
or
asks
a q
uest
ion
abou
t
your
topi
c
give
s yo
ur o
pini
on c
lear
ly in
a s
ente
nce
begi
nnin
g
with
I th
ink
or I
belie
ve
intr
oduc
es w
hat w
ill c
ome
next
Mid
dle
para
gra
phs
Each
par
agra
ph g
ives
a r
easo
n fo
r yo
ur o
pini
on
and
one
or m
ore
exam
ples
that
hel
p sh
ow w
hat
you
mea
n.
Last
para
gra
ph
rest
ates
you
r op
inio
n us
ing
diffe
rent
wor
ds
may
men
tion
reas
ons
agai
n qu
ickl
y
may
tell
othe
rs th
ey s
houl
d do
som
ethi
ng
Org
aniz
ati
on o
f an O
pin
ion S
pee
ch
Dir
ecti
ons:
Dis
cuss
the
stru
ctur
e of
an
opin
ion
spee
ch w
ith c
hild
ren.
SK_2_2_WCTG_U14_64917.indd 90 2/22/17 11:46 AM
Assessm
entU
nits 9–17W
arm-U
p–Unit 8
Intervention
Superkids includes differentiated instruction to provide more support or extra challenge for students. While all students are taught the same core foundational reading and writing skills, the following materials are recommended throughout the program for differentiating Word Work, Reading, and Writing to meet students’ needs.
DIFFERENTIATED INSTRUCTIONand Skill Practice
Building Blocks of Reading
Reading-readiness activities for grade K
Superkids Skill-Building BookActivities and resources to
reinforce, enrich, and target skills for grades K–2
Interactive Games & TextsSkill practice and reading
for grades K–2
Library Books (grades K–1) & Book Club (grade 2)
Three levels for differentiated small-group reading in grades K–2
ELL SupportTeacher tips to support students
Differentiation TipsTips for below-, on-, and above-level students
Ten-Minute Tuck-InsActivities for differentiation
Classroom Resource KitsManipulatives and other
resources for grades K–2
Practice PagesSkill reinforcement for
grades K–2
Unit 22 (J ), Lesson 3
Practice Page 43
Family: Your child read the Lip Flip each Superkid said. Then he wrote a quote for each Superkid’s Lip Flip.
“ ”
“ ”
“ ”
Reproducible Page © Zaner-Bloser, Inc.
Pet pigspluck plums.
Sal slipson socks.
Big badbugs beg.
, .
.
.
,
,
Name
SK_K_2_SE_PP_65105.indd 85 1/6/16 9:37 AM
Instructional Materials for All Grades
Big Book of Blending and Big Book of DecodingWord Work support and practice
for grades K–2
AT POINT OF USE IN TEACHER’S GUIDES
U N I T 9 • L E S S O N 4 43
TEN-MINUTE TUCK-INSActivities for Differentiating Instruction
12
6
9 3
12
4
10
8
11
57
Reinforce Structural Analysis: Contractions with n’t
Give children practice recognizing when they can use contractions in writing . In advance, write the following paragraph on the board:
Ettabetta did not set up for the show. Her name was not on the list of jobs and acts. Doc had not planned to keep her out of the show. She would not be so mean! She just did not remember to list Ettabetta’s name. Ettabetta was mad, but she is not mad any longer.
Read the whole paragraph aloud . Then reread the first sentence and ask which two words can be turned into an n’t contraction . (did not) Have a child make the change by erasing not and adding n’t after did. Repeat with each sentence . When all the contractions are written, read the paragraph aloud again . Point out that the meaning has not changed .
Reinforce Comprehension: Retell and summarize a story
Use Reader story “The Spingle Spangle Talent Show,” pages 8–22.
Have each child retell a different chapter of “The Spingle Spangle Talent Show .” Give children time to look at their assigned chapter . Tell them to think about what the Superkids did and what Ettabetta did . Then have children take turns telling what happened in their chapters in the order that it happened .
When they finish, help children summarize in a few sentences what each chapter is about . For example:
Chapter 1: The Superkids set up for the talent show . Ettabetta sits on the bus because her name isn’t on the list of jobs and acts .
Chapter 2: The Superkids do three acts . Ettabetta watches from the bus and thinks all the acts are bad .
Chapter 3: Doc asks Ettabetta to do her act . She does acrobat tricks, and it’s a fantastic ending for the show .
Extend Spelling and Vocabulary: Homophones four, for; two, to
Use the interactive whiteboard activity, or write the following on the board:
two to four for
1. Golly has _____ legs. 2. Alf went _____ Ben’s shop. 3. Tic has a gift _____ Tac. 4. The number _____ is
before three.
Point to and read the words two, to with children . Explain that they’re homophones, words that sound alike but have different spellings and meanings . Ask which spelling is the name of a number . (two) Explain that to spelled t-o tells where something is going or already went . Repeat with four and for . Ask which spelling is the name of a number . (four) Explain that for spelled f-o-r means because of or something is meant to belong to someone . Read each sentence aloud and ask children to name and spell aloud the word that belongs on the lines . Have a child write the correct word in the sentence .
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READING
U N I T 9 • L E S S O N 6 65
Vocabulary: Review Unit 9 Words to Know
Use Unit 9 Words to Know Cards.
Discuss the Words to Know Cards . Say the word for each card, and have children repeat the word after you . Ask them if they remember what the word means . Reinforce or clarify their understanding by repeating the definition and context sentence . Then discuss each word as described .
audience (a group of people gathered to hear or see something: The audience at the puppet show laughed at the hand puppet.) In “The Spingle Spangle Talent Show” and Puppets, we read about performances that usually have audiences—a talent show and a puppet show . Ask how the audience reacts to the Spingle Spangle Talent Show . (They clap and cheer.) If necessary, point out the audience clapping on Reader page 22 . Ask children if they have ever been in the audience of a puppet show . Have children share their experiences of being in the audience .
6
Grade 1 Words to Know Cards, © 2017 Zaner-Bloser, Inc.
Unit 9
Photo: © withGod/Pond5
audience
Differentiate
Below-level: Point out the contractions don’t, can’t, and won’t in the story and review how to read them . Read a few lines of the story aloud, modeling a steady pace . Then listen as individuals take turns reading a character’s lines aloud . When a child makes mistakes and doesn’t self-correct, let the child finish the line. Then provide corrective feedback and have the child reread it .
On-level: Remind children that the lines in a conversation should be read the way the characters would have said them . Read the first few lines aloud at a fluent pace . Then listen as individuals take turns reading a character’s lines aloud . Have them read the story aloud several times, encouraging them to read at a fluent pace and express the characters’ excitement .
Above-level: Point out that for the story to sound like a real conversation, the lines should be read the way they would have been spoken . Model reading a few lines of the story at a fluent pace with expression . Then pair children up, and have each child read all of a character’s lines . Have them switch parts when they reread the story . Encourage them to read at a fluent pace—no long pauses between lines—while expressing the characters’ excitement .
talent (a special skill, something you can do very well: A talent show is a fun way to show others a talent you have.) Remind children that the Superkids put on a talent show . Discuss the different talents the kids showed in their acts . (Sal sang while moving around on stilts. Tic, Tac, and Toc told jokes. Oswald, Frits, Alf, and Hot Rod played in a band. Ettabetta was an acrobat.) Ask children what talent they would like to show others in a talent show . If they drew and wrote about their talent show act as an Independent Activity, have them share their work as part of the discussion .
explain (tell about something so that others understand it: The puppeteer explained how she created her puppet.) Tell children that informational text often explains a topic . Ask what the Super Smart explained . (puppets) Prompt children to share some details they learned about puppets from the Super Smart .
Grade 1 Words to Know Cards, © 2017 Zaner-Bloser, Inc.
Unit 9
Photo: © KidStock/Blend Images/Corbis
talent
Grade 1 Words to Know Cards, © 2017 Zaner-Bloser, Inc.
Unit 9
Photo: © Andres Rodriguez/Dreamstime
explain
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Backpack PagesHomework for grades 1–2
NameBackpack Page 24
Reproducible Page © Zaner-Bloser, Inc.
Family: Listen to your child read the story a few times this week. With repeated practice, the reading should become smoother and more accurate.
Unit 11, Fluency
A Big Hit
What’s a piñata (say it: peen-YAH-tah)? It’s a decoration filled with candy. Friends take turns hitting the piñata with a stick until the candy spills out. You may have been to a piñata party, but it probably wasn’t a piñata like this one!
This giant piñata was made for a party in Pennsylvania. It was as tall as a six-story building and held four thousand pounds of candy! A wrecking ball was used to crack the piñata open. Now that’s what you call a big hit!
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ASSESSMENT
Assessment Materials
PERIODIC FORMAL ASSESSMENTSReadiness TestDiagnostic assessment of emergent literacy skills, grade K
Beginning-of-the-Year TestDiagnostic assessment of skills, grades 1–2
Progress and Midyear TestsPeriodic formative and summative assessments, grades K–2
Benchmark TestsSummative assessment of skill mastery, grade K
End-of-Year TestSummative assessment of skill mastery, grades 1–2
FREQUENT INFORMAL ASSESSMENTSQuick Assessments in Superkids Skill-Building BookOne-on-one skill assessment to inform differentiation, grades K–2 mastery
Daily RoutinesOngoing observations, grades K–2
Student Book, Word Work Book, and Backpack PagesDaily ongoing observations of completed work, grades K–2
To learn more about The Superkids Reading Program, call 888.378.9258 or visit zaner-bloser.com.
ZBHR1790 06.21
Ongoing assessment reveals students’ progress and informs teachers’ decisions about reteaching, challenging students, and grouping students for instruction.
Assessment Books, online printable tests, online interactive tests, and other resources provide ample opportunities to assess students formally and informally.
Students’ online assessments can be automatically scored, providing teachers with easy-to-use, detailed individual and classroom reports to evaluate student progress.
Reproducible Page © Zaner-Bloser, Inc.
Meet the Superkids
Readiness Test: Part 1aChild marks the picture as instructed.
13
Kindergarten Concepts: Use marking conventionsChild’s Score
______ /6
Test Results (circle one)√ 5/6 ∫ç
Name
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43
Superkids’ Club
Benchmark Test: Part 1
1
2
3
Child circles the picture whose name begins or ends with the same sound as the given word.
Name
Reproducible Page © Zaner-Bloser, Inc.
SK_K_2_43_64_65266.indd 43 3/1/17 10:52 AM
Available
in Print and
Digitally