Embed Size (px)
Citation preview
L 17 Lea wants a Rabbit.indd 5-1 5/07/12 11:08 AM
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Comprehension • Recall—characters, setting, plot:Explainthatthecharactersarethepeopleinthestory.Ask,Who were the characters? What did they do?Explainthattheplotiswhathappenedinthestory.Havechildrensummarizetheplot.Flipthroughthetextsochildrencanusetheillustrationstohelptheirexplanations.Ask,What happened in the beginning/middle/end?Explainthatthesettingiswherethestorytookplace.Ask,Where did the story happen?HavechildrencompleteBLM 1(page3),recordingthecharacters,setting,andplot.
• Prediction:Turntopage16andaskchildrentorecallwhathappenedattheend.Ask,What do you think will happen next in the story?HavechildrenpredictwhatLeawilldowithherrabbit.Giveeachchildapieceofpaper,andaskeachonetodrawapictureofhisorherprediction.Encouragethemtosharetheirideasandask,Why do you think that will happen next?
Phonological awareness/Graphophonics• Find‘clean’inthetextandtalkaboutthevoweldigraph‘ea’.Modelthesoundthattheselettersmaketogether.Havechildrenidentifyother‘ea’words,inthetext.Askchildrentorecordthesewords,andcirclethe‘ea’inthewords.Repeatfor‘aw’in‘straw’andhavechildrenpracticethesound.
• Explainthatusuallywhenawordendswith‘e’,the‘e’issilent,andyoumakealongvowelsoundforthepreviousvowel,insteadofashortvowelsound.Find‘take’inthetextandhavechildrenpracticesoundingit.Askthemtofindotherwordsinthetextthatusethesilent‘e’rule.
• Talkaboutthecontractionsinthetext:‘can’t’,‘we’ll’,‘I’ll’,and‘there’s’.Write‘cannot’and‘can’t’ontheboard,anddiscusshowthecontractionhasanapostropheinsteadoftheletters‘no’.Repeatfor‘we’ll’,‘I’ll’,and‘there’s’.Havechildrenfindthecontractionsinthetext.AskchildrentocompleteBLM 2(page4),matchingwordstotheircontractions.
• Find‘owner’inthetext.Discussthesoundmadewhentheletters‘er’aretogether.Talkabouthow‘owner’canbereadbysounding‘own-er’.Havechildrenidentifywordscontaining‘er’inthetext,andpracticereadingthem.Brainstormandrecordother‘er’words.
• Find‘lady’inthetext.Discusshowthe‘y’endingmakesthelongvowel‘ee’sound.Havechildrenfindotherwordsinthetextwitha‘y’endingthatmakesthissound(e.g.‘tiny’).Askthemtopracticesoundingoutandreadingthesewords.
• Talkaboutthestrategyofsegmentingwordsintoonsetandrime.Discusshow‘fresh’canbesoundedas‘fr-esh’.Emphasizetheimportanceofblendingtheinitialconsonants.Repeatfor‘sm-all’and‘br-own’.
Vocabulary • Visual recognition of high frequency words:‘clean’,‘later’,‘nowhere’,‘owner’,‘talk’,‘toward’,‘tried’,‘wanted’,‘yourself ’.Askchildrentofindthesewordsinthetext.
Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.
• Havechildrenwriteeachofthehighfrequencywordsinasentence.
Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingthetexttoeachother.
Text conventions • Commas:Asagroup,discusscommasandhavechildrenidentifythecommasinthetext.Talkabouthowreaderspauseatcommaswhentheyarereading.Modelthisandhavechildrenpracticethisskillusingthetext.
• Quotation marks:Explainthattextbetweenquotationmarksiswhatacharacterissaying.Havechildrenidentifyquotationmarksinthetext.Copythetextfrompages4–5ontoapieceofpaper.Asagroupactivity,havechildrencoloroverthewordsthatarebetweenthequotationmarks.Havethemrole-playtheconversationbyreadingthetextbetweenthequotationmarks.
Writing• Havechildrendrawpicturesoftheirpetsorpetsthattheywouldliketoown,andtowriteadescriptionincludingwhatpetslooklike,whattheyliketodo,andhowtheytakecareofthem.
• Turntopage9andask,What type of text is this?Discussthefeaturesandpurposeofaletter.Havechildrenwriteletterstotheirparentsorfriends.
English Language Learners• Collectpicturesorstuffedanimalsofrabbits.Usetheseitemstopromptadiscussionaboutrabbits.Ask,What do rabbits look like?Helpchildreninnamingthedifferentbodypartsofrabbits.Ask,What covers the rabbit’s body? How many legs do they have?Discusshowtheymoveandwhatsoundstheymake.Talkaboutwheretheyliveandwhattheydo.Brainstormandrecordontheboardwordsassociatedwithrabbits.EnlargeacopyofBLM 3(page5)ontotabloidpaperforeachchildandhavethemfollowtheinstructionstomakerabbits.Whenfinished,havechildrenretellhowtheymadetheirrabbits.
Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading
• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio
• CompleteOralReadingRecord(page6)
Main teaching focusComprehension:Discussingthecharacters,setting,andplotofastory.
Other teaching focusComprehension:Recallinginformationfromatext.
Teacher’s noteChildrenwriteaboutthecharacters,setting,andplotofthestory.Thentheydrawpicturesintheboxestomatchtheirwriting.
Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Lea Wants a Rabbit, EIL: 17 GRL: J. This page may be photocopied for educational use within the purchasing institution.
Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Lea Wants a Rabbit, EIL: 17 GRL: J. This page may be photocopied for educational use within the purchasing institution.
Characters, setting, and plotYou will need: colored pencils or crayons
• Write about the characters in the story. Add a matching picture.
• Write about the setting of the story. Add a matching picture.
• Write about your favorite part of the plot. Add a matching picture.
Characters
Setting
Plot
Main teaching focusGraphophonics:Contractions.
Other teaching focusWriting: Spellingcontractions.
Teacher’s noteChildrendrawalinetomatchthewordstothecontractions.Thentheywritethewordstomatchthecontractionsandthecontractionstomatchthewords.
ContractionsYou will need: colored pencils or crayons
• Draw lines to match the words to their contraction.
that is ___________did not ___________
I will ___________where is ___________
do not ___________
didn’t
that’s
where’s
let’s
I’m
can’t
don’t
it’s
we’ll
there’s
I’ll
I will
can not
let us
it is
did not
do not
where is
I am
we will
that is
there is
it’s ___________I’m ___________
there’s ___________let’s ___________
we’ll ___________can’t ___________
• Write the contraction to match the words.
• Write the words to match the contraction.
L 17 Lea wants a Rabbit.indd 2-4 5/07/12 11:08 AM
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Comprehension • Recall—characters, setting, plot:Explainthatthecharactersarethepeopleinthestory.Ask,Who were the characters? What did they do?Explainthattheplotiswhathappenedinthestory.Havechildrensummarizetheplot.Flipthroughthetextsochildrencanusetheillustrationstohelptheirexplanations.Ask,What happened in the beginning/middle/end?Explainthatthesettingiswherethestorytookplace.Ask,Where did the story happen?HavechildrencompleteBLM 1(page3),recordingthecharacters,setting,andplot.
• Prediction:Turntopage16andaskchildrentorecallwhathappenedattheend.Ask,What do you think will happen next in the story?HavechildrenpredictwhatLeawilldowithherrabbit.Giveeachchildapieceofpaper,andaskeachonetodrawapictureofhisorherprediction.Encouragethemtosharetheirideasandask,Why do you think that will happen next?
Phonological awareness/Graphophonics• Find‘clean’inthetextandtalkaboutthevoweldigraph‘ea’.Modelthesoundthattheselettersmaketogether.Havechildrenidentifyother‘ea’words,inthetext.Askchildrentorecordthesewords,andcirclethe‘ea’inthewords.Repeatfor‘aw’in‘straw’andhavechildrenpracticethesound.
• Explainthatusuallywhenawordendswith‘e’,the‘e’issilent,andyoumakealongvowelsoundforthepreviousvowel,insteadofashortvowelsound.Find‘take’inthetextandhavechildrenpracticesoundingit.Askthemtofindotherwordsinthetextthatusethesilent‘e’rule.
• Talkaboutthecontractionsinthetext:‘can’t’,‘we’ll’,‘I’ll’,and‘there’s’.Write‘cannot’and‘can’t’ontheboard,anddiscusshowthecontractionhasanapostropheinsteadoftheletters‘no’.Repeatfor‘we’ll’,‘I’ll’,and‘there’s’.Havechildrenfindthecontractionsinthetext.AskchildrentocompleteBLM 2(page4),matchingwordstotheircontractions.
• Find‘owner’inthetext.Discussthesoundmadewhentheletters‘er’aretogether.Talkabouthow‘owner’canbereadbysounding‘own-er’.Havechildrenidentifywordscontaining‘er’inthetext,andpracticereadingthem.Brainstormandrecordother‘er’words.
• Find‘lady’inthetext.Discusshowthe‘y’endingmakesthelongvowel‘ee’sound.Havechildrenfindotherwordsinthetextwitha‘y’endingthatmakesthissound(e.g.‘tiny’).Askthemtopracticesoundingoutandreadingthesewords.
• Talkaboutthestrategyofsegmentingwordsintoonsetandrime.Discusshow‘fresh’canbesoundedas‘fr-esh’.Emphasizetheimportanceofblendingtheinitialconsonants.Repeatfor‘sm-all’and‘br-own’.
Vocabulary • Visual recognition of high frequency words:‘clean’,‘later’,‘nowhere’,‘owner’,‘talk’,‘toward’,‘tried’,‘wanted’,‘yourself ’.Askchildrentofindthesewordsinthetext.
Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.
• Havechildrenwriteeachofthehighfrequencywordsinasentence.
Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingthetexttoeachother.
Text conventions • Commas:Asagroup,discusscommasandhavechildrenidentifythecommasinthetext.Talkabouthowreaderspauseatcommaswhentheyarereading.Modelthisandhavechildrenpracticethisskillusingthetext.
• Quotation marks:Explainthattextbetweenquotationmarksiswhatacharacterissaying.Havechildrenidentifyquotationmarksinthetext.Copythetextfrompages4–5ontoapieceofpaper.Asagroupactivity,havechildrencoloroverthewordsthatarebetweenthequotationmarks.Havethemrole-playtheconversationbyreadingthetextbetweenthequotationmarks.
Writing• Havechildrendrawpicturesoftheirpetsorpetsthattheywouldliketoown,andtowriteadescriptionincludingwhatpetslooklike,whattheyliketodo,andhowtheytakecareofthem.
• Turntopage9andask,What type of text is this?Discussthefeaturesandpurposeofaletter.Havechildrenwriteletterstotheirparentsorfriends.
English Language Learners• Collectpicturesorstuffedanimalsofrabbits.Usetheseitemstopromptadiscussionaboutrabbits.Ask,What do rabbits look like?Helpchildreninnamingthedifferentbodypartsofrabbits.Ask,What covers the rabbit’s body? How many legs do they have?Discusshowtheymoveandwhatsoundstheymake.Talkaboutwheretheyliveandwhattheydo.Brainstormandrecordontheboardwordsassociatedwithrabbits.EnlargeacopyofBLM 3(page5)ontotabloidpaperforeachchildandhavethemfollowtheinstructionstomakerabbits.Whenfinished,havechildrenretellhowtheymadetheirrabbits.
Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading
• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio
• CompleteOralReadingRecord(page6)
Main teaching focusComprehension:Discussingthecharacters,setting,andplotofastory.
Other teaching focusComprehension:Recallinginformationfromatext.
Teacher’s noteChildrenwriteaboutthecharacters,setting,andplotofthestory.Thentheydrawpicturesintheboxestomatchtheirwriting.
Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Lea Wants a Rabbit, EIL: 17 GRL: J. This page may be photocopied for educational use within the purchasing institution.
Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Lea Wants a Rabbit, EIL: 17 GRL: J. This page may be photocopied for educational use within the purchasing institution.
Characters, setting, and plotYou will need: colored pencils or crayons
• Write about the characters in the story. Add a matching picture.
• Write about the setting of the story. Add a matching picture.
• Write about your favorite part of the plot. Add a matching picture.
Characters
Setting
Plot
Main teaching focusGraphophonics:Contractions.
Other teaching focusWriting: Spellingcontractions.
Teacher’s noteChildrendrawalinetomatchthewordstothecontractions.Thentheywritethewordstomatchthecontractionsandthecontractionstomatchthewords.
ContractionsYou will need: colored pencils or crayons
• Draw lines to match the words to their contraction.
that is ___________did not ___________
I will ___________where is ___________
do not ___________
didn’t
that’s
where’s
let’s
I’m
can’t
don’t
it’s
we’ll
there’s
I’ll
I will
can not
let us
it is
did not
do not
where is
I am
we will
that is
there is
it’s ___________I’m ___________
there’s ___________let’s ___________
we’ll ___________can’t ___________
• Write the contraction to match the words.
• Write the words to match the contraction.
L 17 Lea wants a Rabbit.indd 2-4 5/07/12 11:08 AM
BLM 1Name: Date:
BLM 2Name: Date:
3 42
Comprehension • Recall—characters, setting, plot:Explainthatthecharactersarethepeopleinthestory.Ask,Who were the characters? What did they do?Explainthattheplotiswhathappenedinthestory.Havechildrensummarizetheplot.Flipthroughthetextsochildrencanusetheillustrationstohelptheirexplanations.Ask,What happened in the beginning/middle/end?Explainthatthesettingiswherethestorytookplace.Ask,Where did the story happen?HavechildrencompleteBLM 1(page3),recordingthecharacters,setting,andplot.
• Prediction:Turntopage16andaskchildrentorecallwhathappenedattheend.Ask,What do you think will happen next in the story?HavechildrenpredictwhatLeawilldowithherrabbit.Giveeachchildapieceofpaper,andaskeachonetodrawapictureofhisorherprediction.Encouragethemtosharetheirideasandask,Why do you think that will happen next?
Phonological awareness/Graphophonics• Find‘clean’inthetextandtalkaboutthevoweldigraph‘ea’.Modelthesoundthattheselettersmaketogether.Havechildrenidentifyother‘ea’words,inthetext.Askchildrentorecordthesewords,andcirclethe‘ea’inthewords.Repeatfor‘aw’in‘straw’andhavechildrenpracticethesound.
• Explainthatusuallywhenawordendswith‘e’,the‘e’issilent,andyoumakealongvowelsoundforthepreviousvowel,insteadofashortvowelsound.Find‘take’inthetextandhavechildrenpracticesoundingit.Askthemtofindotherwordsinthetextthatusethesilent‘e’rule.
• Talkaboutthecontractionsinthetext:‘can’t’,‘we’ll’,‘I’ll’,and‘there’s’.Write‘cannot’and‘can’t’ontheboard,anddiscusshowthecontractionhasanapostropheinsteadoftheletters‘no’.Repeatfor‘we’ll’,‘I’ll’,and‘there’s’.Havechildrenfindthecontractionsinthetext.AskchildrentocompleteBLM 2(page4),matchingwordstotheircontractions.
• Find‘owner’inthetext.Discussthesoundmadewhentheletters‘er’aretogether.Talkabouthow‘owner’canbereadbysounding‘own-er’.Havechildrenidentifywordscontaining‘er’inthetext,andpracticereadingthem.Brainstormandrecordother‘er’words.
• Find‘lady’inthetext.Discusshowthe‘y’endingmakesthelongvowel‘ee’sound.Havechildrenfindotherwordsinthetextwitha‘y’endingthatmakesthissound(e.g.‘tiny’).Askthemtopracticesoundingoutandreadingthesewords.
• Talkaboutthestrategyofsegmentingwordsintoonsetandrime.Discusshow‘fresh’canbesoundedas‘fr-esh’.Emphasizetheimportanceofblendingtheinitialconsonants.Repeatfor‘sm-all’and‘br-own’.
Vocabulary • Visual recognition of high frequency words:‘clean’,‘later’,‘nowhere’,‘owner’,‘talk’,‘toward’,‘tried’,‘wanted’,‘yourself ’.Askchildrentofindthesewordsinthetext.
Writethewordsoncards(twocardsforeachword)andplayagamesuchasConcentration.
• Havechildrenwriteeachofthehighfrequencywordsinasentence.
Fluency• Discusstheimportanceofreadingsmoothlyandwithoutstopping.Demonstratehowtoreadfluently.Havechildrenpracticebyreadingthetexttoeachother.
Text conventions • Commas:Asagroup,discusscommasandhavechildrenidentifythecommasinthetext.Talkabouthowreaderspauseatcommaswhentheyarereading.Modelthisandhavechildrenpracticethisskillusingthetext.
• Quotation marks:Explainthattextbetweenquotationmarksiswhatacharacterissaying.Havechildrenidentifyquotationmarksinthetext.Copythetextfrompages4–5ontoapieceofpaper.Asagroupactivity,havechildrencoloroverthewordsthatarebetweenthequotationmarks.Havethemrole-playtheconversationbyreadingthetextbetweenthequotationmarks.
Writing• Havechildrendrawpicturesoftheirpetsorpetsthattheywouldliketoown,andtowriteadescriptionincludingwhatpetslooklike,whattheyliketodo,andhowtheytakecareofthem.
• Turntopage9andask,What type of text is this?Discussthefeaturesandpurposeofaletter.Havechildrenwriteletterstotheirparentsorfriends.
English Language Learners• Collectpicturesorstuffedanimalsofrabbits.Usetheseitemstopromptadiscussionaboutrabbits.Ask,What do rabbits look like?Helpchildreninnamingthedifferentbodypartsofrabbits.Ask,What covers the rabbit’s body? How many legs do they have?Discusshowtheymoveandwhatsoundstheymake.Talkaboutwheretheyliveandwhattheydo.Brainstormandrecordontheboardwordsassociatedwithrabbits.EnlargeacopyofBLM 3(page5)ontotabloidpaperforeachchildandhavethemfollowtheinstructionstomakerabbits.Whenfinished,havechildrenretellhowtheymadetheirrabbits.
Assessment• BLMs1,2,and3completed• Notethechild’sresponses,attempts,andreadingbehaviorsbefore,during,andafterreading
• Collectworksamples,e.g.BLM1couldbekeptinthechild’sportfolio
• CompleteOralReadingRecord(page6)
Main teaching focusComprehension:Discussingthecharacters,setting,andplotofastory.
Other teaching focusComprehension:Recallinginformationfromatext.
Teacher’s noteChildrenwriteaboutthecharacters,setting,andplotofthestory.Thentheydrawpicturesintheboxestomatchtheirwriting.
Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Lea Wants a Rabbit, EIL: 17 GRL: J. This page may be photocopied for educational use within the purchasing institution.
Engage Literacy © 2013 by Capstone Classroom, a division of Capstone • Lea Wants a Rabbit, EIL: 17 GRL: J. This page may be photocopied for educational use within the purchasing institution.
Characters, setting, and plotYou will need: colored pencils or crayons
• Write about the characters in the story. Add a matching picture.
• Write about the setting of the story. Add a matching picture.
• Write about your favorite part of the plot. Add a matching picture.
Characters
Setting
Plot
Main teaching focusGraphophonics:Contractions.
Other teaching focusWriting: Spellingcontractions.
Teacher’s noteChildrendrawalinetomatchthewordstothecontractions.Thentheywritethewordstomatchthecontractionsandthecontractionstomatchthewords.
ContractionsYou will need: colored pencils or crayons
• Draw lines to match the words to their contraction.
that is ___________did not ___________
I will ___________where is ___________
do not ___________
didn’t
that’s
where’s
let’s
I’m
can’t
don’t
it’s
we’ll
there’s
I’ll
I will
can not
let us
it is
did not
do not
where is
I am
we will
that is
there is
it’s ___________I’m ___________
there’s ___________let’s ___________
we’ll ___________can’t ___________
• Write the contraction to match the words.
• Write the words to match the contraction.
L 17 Lea wants a Rabbit.indd 2-4 5/07/12 11:08 AM
L 17 Lea wants a Rabbit.indd 5-1 5/07/12 11:08 AM
L 17 Lea wants a Rabbit.indd 5-1 5/07/12 11:08 AM
