ELAR Grade 01 Unit 03 Exemplar Lesson 02: Developing Readers and Writers through Stories

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1 ELAR Grade 01 Unit 03 Exemplar Lesson 02: Developing Readers and Writers through Stories This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis Students complete story maps which include story elements such as plot, beginning, middle and end, sequence of events, and problem and solution. Students continue to practice comprehension strategies including making connections to text, describing characters, and making inferences. Students use their understanding of beginning, middle, and end to write sentences and brief stories while working through the writing process. In Word Study, students decode and spell high-frequency words, alphabetize, and find meaning of compound and multiple meaning words. Previously taught print awareness and phonological awareness standards are assessed through a Performance Indicator. Performance Indicators Grade 01 ELAR Unit 03 PI 01 Demonstrate phonological and print awareness by responding to teacher prompts. Standard(s): 1.1B, 1.1D, 1.1E, 1.1F, 1.2B, 1.2C, 1.2D, 1.2E, 1.2F ELPS ELPS.c.2A, ELPS.c.2B, ELPS.c.3A, ELPS.c.4B Grade 01 ELAR Unit 03 PI 02 Using legible handwriting, create a flip book to collect and maintain words that follow the spelling and syllable patterns taught in this unit (e.g., long vowels/cvce, consonant digraphs). In a small group or with a partner, read the collected words. Standard(s): 1.3B, 1.21A, 1.22A, 1.27B, 1.3A.ii, 1.3A.iv, 1.3C.iv, 1.22B.ii ELPS ELPS.c.1C, ELPS.c.1E, ELPS.c.1H, ELPS.c.2B, ELPS.c.3A, ELPS.c.4A, ELPS.c.4B, ELPS.c.4C, ELPS.c.4D, ELPS.c.5A, ELPS.c.5B, ELPS.c.5C page 1 of 95

2 Grade 01 ELAR Unit 03 PI 03 Listen to multiple folktales and fairytales read aloud that have recurring phrases. In a small group, discuss the recurring phrases used. Use the writing process and appropriate written conventions to write a story with a clear beginning, middle, and end. Include recurring phrases in the story. Standard(s): 1.7B, 1.17A, 1.17B, 1.17C, 1.17D, 1.17E, 1.18A, 1.21A, 1.22A, 1.22E, 1.29A, 1.20A.vii ELPS ELPS.c.1E, ELPS.c.1H, ELPS.c.2A, ELPS.c.2C, ELPS.c.2D, ELPS.c.2E, ELPS.c.2G, ELPS.c.2H, ELPS.c.3E, ELPS.c.4G, ELPS.c.5B, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G Grade 01 ELAR Unit 03 PI 05 Read an independent leveled fictional text and complete a story map identifying story elements. Verbally retell the story with attention to the beginning, middle, end, sequence of events, and problem/solution. Standard(s): 1.3A, 1.3B, 1.9A, 1.9B, 1.20B, 1.28A, 1.Fig19A ELPS ELPS.c.2D, ELPS.c.3H, ELPS.c.4A, ELPS.c.4B, ELPS.c.4D, ELPS.c.4E, ELPS.c.4F, ELPS.c.4G, ELPS.c.4H, ELPS.c.4I, ELPS.c.4J, ELPS.c.5B, ELPS.c.5G Grade 01 ELAR Unit 03 PI 06 Record multiple notebook entries through writing, drawing or dictation that demonstrate connections and thoughts about texts. Standard(s): 1.4A, 1.4B, 1.4C, 1.6C, 1.7A, 1.19C, 1.Fig19A, 1.Fig19E ELPS ELPS.c.1E, ELPS.c.4D, ELPS.c.4F, ELPS.c.4G, ELPS.c.4I, ELPS.c.4J, ELPS.c.4K, ELPS.c.5G Key Understandings Awareness of sound structure of a spoken word supports the development of word reading, comprehension, and spelling. Understanding that print is associated with spoken language supports the development of word recognition and enhances oral and written communication. Awareness of word patterns supports the development of word reading, fluency, and spelling. Writers use conventions of written language to communicate clearly and effectively. Writers use literary techniques to enhance the reader s and/or listener s experience. Effective oral conventions enhance interpretation of the message. Understanding literary elements facilitates the reader s ability to make meaning of the text. Recognizing different literary genres helps readers make meaning of the text. Authors write for a purpose and readers choose text to reflect purpose and interest. Readers use strategies to support understanding of text. page 2 of 95

3 Readers create connections to make text personally relevant and useful. The Texas Essential Knowledge and Skills () listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The are available on the Texas Education Agency website at Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: 1.2B Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite). 1.2C Recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/). 1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 1.3A Decode words in context and in isolation by applying common letter-sound correspondences, including: 1.3A.ii single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i. 1.3B Combine sounds from letters and common spelling patterns (e.g., consonant blends, longand short-vowel patterns) to create recognizable words. 1.3C Use common syllabication patterns to decode words, including: 1.3C.iv vowel-consonant-silent "e" words (VCe) (e.g., kite, hide). 1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick). 1.3F Use knowledge of the meaning of base words to identify and read common compound words page 3 of 95

4 (e.g., football, popcorn, daydream). 1.3H Identify and read at least 100 high-frequency words from a commonly used list. 1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 1.4A Confirm predictions about what will happen next in text by "reading the part that tells". 1.4B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts. 1.4C Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 1.5 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: 1.5A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 1.6B Determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime). 1.6C Determine what words mean from how they are used in a sentence, either heard or read. 1.6E Alphabetize a series of words to the first or second letter and use a dictionary to find words. 1.7 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 1.7A Connect the meaning of a well-known story or fable to personal experiences. 1.7B Explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily page 4 of 95

5 ever after") in traditional folk- and fairy tales. 1.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 1.9A Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events. 1.9B Describe characters in a story and the reasons for their actions and feelings Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: 1.10A Determine whether a story is true or a fantasy and explain why Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 1.17C Revise drafts by adding or deleting a word, phrase, or sentence. 1.17D Edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: 1.18A Write brief stories that include a beginning, middle, and end Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 1.19C Write brief comments on literary or informational texts Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: page 5 of 95

6 1.20A Understand and use the following parts of speech in the context of reading, writing, and speaking: 1.20A.iv 1.20A.v 1.20A.vii adverbs (e.g., time: before, next). prepositions and prepositional phrases. time-order transition words. 1.20C Ask questions with appropriate subject-verb inversion Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 1.21C Recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 1.22A Use phonological knowledge to match sounds to letters to construct known words. 1.22B Use letter-sound patterns to spell: 1.22B.ii consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope") 1.22C Spell high-frequency words from a commonly used list. 1.22D Spell base words with inflectional endings (e.g., adding "s" to make words plurals). 1.22E Use resources to find correct spellings Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.28A Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. page 6 of 95

7 1.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.29A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. 1.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 1.Fig19A Establish purposes for reading selected texts based upon desired outcome to enhance comprehension. 1.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud). 1.Fig19D Make inferences about text and use textual evidence to support understanding. 1.Fig19E Retell or act out important events in stories in logical order. 1.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. 1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: 1.1A Recognize that spoken words are represented in written English by specific sequences of letters. 1.1B Identify upper- and lower-case letters. 1.1C Sequence the letters of the alphabet. 1.1D Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation). 1.1E Read texts by moving from top to bottom of the page and tracking words from left to right page 7 of 95

8 with return sweep. 1.1F Identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents). 1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: 1.2D Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr). 1.2E Isolate initial, medial, and final sounds in one-syllable spoken words. 1.2F Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/). 1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 1.3A Decode words in context and in isolation by applying common letter-sound correspondences, including: 1.3A.i single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z. 1.3C Use common syllabication patterns to decode words, including: 1.3C.i closed syllable (CVC) (e.g., mat, rab-bit). 1.3F Use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream). 1.3I Monitor accuracy of decoding Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: page 8 of 95

9 1.12A Read independently for a sustained period of time Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 1.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas). 1.17B Develop drafts by sequencing ideas through writing sentences. 1.17E Publish and share writing with others Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.20A Understand and use the following parts of speech in the context of reading, writing, and speaking: 1.20A.i 1.20A.ii 1.20A.vi verbs (past, present, and future). nouns (singular/plural, common/proper). pronouns (e.g., I, me) 1.20B Speak in complete sentences with correct subject-verb agreement Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 1.21A Form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto-right and top-to-bottom progression), including spacing between words and sentences. 1.21B Recognize and use basic capitalization for: 1.21B.i 1.21B.ii the beginning of sentences. the pronoun "I" page 9 of 95

10 1.21B.iii names of people 1.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.27A Listen attentively to speakers and ask relevant questions to clarify information. 1.27B Follow, restate, and give oral instructions that involve a short related sequence of actions. 1.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 1.Fig19B Ask literal questions of text. Materials Beanbag (2 per group of 3-4 students) Can or bucket (1 per group of 4) Card stock, white (6-9 sheets) Chart paper Collection of grade-appropriate fictional books for student selection (1+ per student) Colored pencil (1 per student) Dry erase board (1 per student) Dry erase marker (1 per student) Envelope (1 per pair of students) Eraser (1 per student) Grade-appropriate fairy tale or folktale with examples of recurring phrases to read aloud (3) Grade-appropriate fictional big book or picture book with large print for read aloud (2) Grade-appropriate fictional text to read aloud (2) Grade-appropriate independent level fictional book (1 per 2 students) Grade-appropriate independent level fictional book (1 per student) Grade-appropriate text with unfamiliar words (1) Highlighter (1 per student) page 10 of 95

11 Note card (multiple packs) Paper sack or other small bag (1) Paper, lined for publishing (several pages per student) Paper, plain (3 pieces per student) Pictures of real people and things and imaginary people and things (10-15) Reader s Notebook (1 per student) Scissors (1 per student) Sticky note (1 per student) Teacher Reader s Notebook (1) Teacher Writer s Notebook (1) Writer s Notebook (1 per student) Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Handout: Inference Riddle Card Sets Handout: Story Map Handout: What Good Readers Do Bookmark Handout: Word Sort Template Teacher Resource: Word Wall Routines (1) Resources and References Possible/Optional Literature Selections None identified None identified page 11 of 95

12 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.2B,C 1.1B 1.Fig19A,F 1.1F 1.4B 1.Fig19B 1.18A 1.1A,D 1.3Aii,B,Civ,D 1.3Ai,Ci 1.4A,B,C 1.20C 1.1E 1.17A 1.22A,Bii 1.9B 1.12A 1.27A,B Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Readers use strategies to support understanding of text. Readers use strategies to support understanding of text. Understanding that print is associated with spoken language reading, fluency, and spelling. Understanding literary elements - What strategies do readers use supports the development of word - How does recognizing word facilitates the reader s ability to to understand what they read? recognition and enhances oral patterns help you become a better make meaning of the text. and written communication. reader? - How do authors use character Writers use literary techniques to descriptions and actions to show enhance the reader s and/or the reader who the character is? listener s experience. - Where do writers get ideas for writing stories? Vocabulary of Instruction Vowel consonant e Describe Character Trait Question Generate ideas Materials Dry erase board (1 per student) Grade appropriate fictional text to Collection of grade appropriate Writer s Notebook (1 per Dry erase marker (1 per student) read aloud (1) fictional books for student student) Eraser (1 per student) Chart paper (if applicable) selection (1+ per student) Teacher Writer s Notebook (1) Highlighter (1 per student) Chart paper (if applicable) Chart paper (if applicable) Scissors (1 per student) Chart paper (if applicable) page 12 of 95

13 Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources Teacher Resource: Word Wall Routines Handout: Word Sort Template Advance Preparation 2. Select the words to be reviewed from the Word Wall. 3. Write words that end in i-e on Handout: Word Sort Template and duplicate one for each student. 2. Select a gradeappropriate fictional book to read aloud that contains strong character descriptions including physical traits, emotional traits, personal traits, and character actions. 2. Create an Anchor Chart: Questions Good Readers Ask. Background Information Characters can be described Literal questions (e.g., Who is Students generate ideas or topics using the following: the main character? What is the that are personally meaningful to Physical traits Personality traits (e.g., good, evil, compassionate, loving, humorous, responsible) Reasons for actions and feelings - why a character acts or feels the way he or she does story setting? What is the topic?) Students seek clarification using the following strategies: Use background knowledge Re-read a portion of the text Ask for help them as writers. Students also generate ideas on self-selected and teacher-selected topics. Teacher Notes page 13 of 95

14 Instructional Routines Daily Lesson # 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students read Content Objective: Students Content Objective: Students ask Content Objective: Students and spell words with consonant- describe characters and their relevant questions and seek generate personally meaningful vowel-silent e (i-e). traits and how these affect clarification while reading. ideas for brief stories. actions. Mini Lesson 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routine. 2. Write the letters A, E, I, O, U, on the board. Ask the students to identify and state the name of each letter and its sound. Ask: What makes these letters special? Discuss responses. 3. Remind students that these letters are vowels and that they have two sounds. Explain to the students that when a word ends in e and has the pattern v-c-e (vowelconsonant-e), the first vowel says its name and the e is silent. 1. Divide students into pairs. Ask students to describe themselves to their partner using the following sentence stems: I look I feel I am 2. After selecting one of the character traits, students share an example of behaviors or things they say or do to support the selected trait. 3. Explain to students that, during reading, authors provide words and actions to help readers create an image of the characters in their minds. 1. Remind students that good readers think while they read (Set purpose, make predictions, locate details, etc.). 2. Display prepared Anchor Chart: Questions Good Readers Ask. 3. Ask: What questions do good readers ask while reading? Discuss and record responses on the Anchor Chart. 4. Model asking questions with correct subject-verb inversion. 1. Ask: Where do writers get ideas for writing stories? Discuss responses. 2. Explain that the students will be generating ideas for writing stories. 3. Review the writing routine established in previous lessons: Think (choose a topic and think about the experience or idea) Tell (talk with a partner about that experience or idea) Write (sketch, list, or write words about your ideas) 4. Think Aloud about page 14 of 95

15 4. Display three words on the board, bit, bite, bit. Students hold up one, two, or three fingers to tell which word is different from the other two. 5. Review that the word bit follows the closed syllable pattern (vowel followed by a consonant) and so it makes the short vowel sound. Practice decoding the word together. 6. Next add e to the end to make the word bite. Review that this word follows the vowelconsonant-silent e pattern which makes the vowel say its name and the e is silent. 7. Repeat steps 4-6 with as many additional i-e words as needed. 4. Explain that good readers ask themselves questions about characters as they read, such as: What do they look like? What kind of people are they? Nice? Mean? What do they do to show us who they are? personal experiences that could become stories. Choose simple ideas that students can relate to (e.g., losing something, then finding it; or falling down in public). 5. Add several ideas to the list started in previous units in the Teacher Writer s Notebook. Explain to students that a list is like a grocery list, it should just include key words or a quick sketch to remind them of their experience. Learning Applications 1. Distribute a highlighter, scissors, and Handout: 1. Follow the Shared Reading Routine: 1. Students choose a text to read independently. 1. Students think about experiences or ideas page 15 of 95

16 Word Sort Template to each student. 2. Students highlight the i-e part of each word. 3. Next, students cut the words apart and sort them by word families. 4. Pair students. Students take turns reading the words to each other. Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Ask: What is the purpose for reading this story? Discuss. Conduct a Read Aloud of the selected text, stopping periodically to reinforce character traits and actions through modeling, thinking aloud, and interactive questioning. While reading, pose questions that elicit predictions about what happens next and guide students in confirming predictions by reading the part that tells. Students think about questions they have before reading. 2. Students read the text independently and find answers to their questions. Students think of more questions while reading. 3. Confer with individuals or small groups and ask students to share their questions with you. Check for subject-verb agreement in their verbal questions and provide correction by recasting (restating the question with correct subject-verb agreement) as appropriate. they d like to write a story about. 2. With a partner, students discuss personal experiences they could write about. 3. Students record 3-5 ideas (by writing a list or drawing a sketch to remind them) in the Writer s Notebook. 4. Confer with students to provide targeted instruction and support. 2. Involve students in discussing the physical, emotional, and personal traits of the characters. Model and involve page 16 of 95

17 students in locating details in the story to support their ideas. List the traits on a chart. Discuss the reasons for the character s actions and feelings. Engage in Guided Reading and Guided Writing Instruction Closure 1. Name words with i-e and ask students to write words on the dry erase boards. 1. Ask: Do any of the character's traits identified in this story remind you of characters with similiar traits from other stories you ve read? Discuss and support students in making connections to other texts. 1. Choose several students to share a simple Book Talk about their book by sharing the title of the book and one question they asked while reading and the answer they found. 1. In partners or small groups, students share ideas. page 17 of 95

18 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.2B,C 1.3Ai,I 1.Fig19A,F 1.1F 1.4B 1.Fig19B 1.18A 1.1A,D 1.3Aii,B,Civ,D,H 1.4A,B,C 1.20C 1.1E 1.20Avii 1.17A 1.22A,Bii,C 1.9B 1.12A 1.20Avi 1.21A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Readers use strategies to support understanding of text. Readers use strategies to support understanding of text. Understanding that print is associated with spoken language reading, fluency, and spelling. Understanding literary elements - What strategies do readers use supports the development of word - How does recognizing sight facilitates the reader s ability to to understand what they read? recognition and enhances oral words help you become a better make meaning of the text. and written communication. reader? - How do authors use character Writers use literary techniques to descriptions and actions to show enhance the reader s and/or the reader who the character is? listener s experience. - How do writers plan their stories? Vocabulary of Instruction Word Wall Describe Question Plan High frequency word Character Time order transition words Vowel consonant e Trait Materials White card stock (4 6 sheets) or Sticky note (1 per student) Collection of grade appropriate Writer s Notebook (1 per large note card (4-6) Grade appropriate fictional text to fictional books for student student) Dry erase board (1 per student) read aloud (1) selection (1+ per student) Teacher Writer s Notebook (1) Dry erase marker (1 per student) Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) Eraser (1 per student) Note card (20 per group of 3 4 page 18 of 95

19 Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING students) Beanbag (2 per group of 3 4 students) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Advance Preparation 2. Refer to the following Teacher Resource: Word Wall Routines. Select 4-6 new words to be introduced and prepare accordingly. Write or print the words in large letters on card stock or note cards. Select highfrequency word and words that reflect the patterns taught in previous Daily Lessons. 2. Select a gradeappropriate fictional book to read aloud that contains good character descriptions including physical traits, emotional traits, personal traits, and character actions. 2. Prepare to select one idea from the list made in the previous lesson and demonstrate planning the story. 3. Make a set of 20 cards for each group including sight words and vowelconsonant-e (i-e) words. Background Information Refer to Daily Lesson 9 Refer to Daily Lesson 9 Transitional words and phrases - words or phrases that help to sustain a thought or idea through page 19 of 95

20 Daily Lesson #: 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING Teacher Notes the writing. They link sentences and paragraphs together smoothly so that there are not abrupt jumps or breaks between ideas. Possible examples of time-order transition words: first, soon, immediately, while, during, occasionally, second, then, at, that time, meanwhile, when, frequently, last, now, until, already, after, in the meantime, next, finally page 20 of 95

21 Instructional Routines Daily Lesson # 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students read Content Objective: Students Content Objective: Students ask Content Objective: Students plan a and spell words high frequency describe characters and their relevant questions and seek story with a beginning, middle, words and words with vowel- traits and how these affect clarification while reading. and end. consonant-silent e (i-e). actions. Students ask relevant questions and seek clarification. Mini Lesson 1. Follow Teacher Resource: Word Wall Routines and introduce 4-6 new words including sight words and words that reflect spelling patterns recently introduced. 2. Review the vowelconsonant-e pattern (i-e) using the following steps: Teacher says the word. Students echo. Together say the phonemes in the word. Students write the word. Students read the word 1. Review that authors provide words and actions to help us create an image of the characters in our minds. 2. Review that good readers ask questions about characters as they read, such as: What do they look like? What kind of people are they? Friendly? Angry? What do they do to show us who they are? 1. Review Anchor Chart: Questions Good Readers Ask. Ask: What other questions could we add to the chart? Discuss responses and add additional questions. 2. Review asking questions with correct subject-verb inversion. 1. Continue the routine for practicing handwriting. 2. Reread the ideas generated in the Teacher Writer s Notebook from Daily Lesson Choose one idea to develop into a story with a beginning, middle, and end. 4. Retell the story of the selected personal experience aloud. Explicitly model the use of time-order transition words to retell the events. If needed, list common timeorder transition words for all to see. 5. Divide the page in the Teacher Writer s page 21 of 95

22 Notebook into three sections and label them Beginning, Middle, and End. Think Aloud about the beginning. Draw a quick sketch in the graphic organizer that represents the beginning. Label with a few key words. Repeat with the middle and end of the story. Use pronouns as appropriate and review that they are used in place of nouns. Learning Applications 1. Divide students into groups of 3-4 and 1. Distribute a sticky note to each student. 1. Students choose a text to read independently. 1. Students re-read their list of ideas in the Writer s page 22 of 95

23 distribute two beanbags and a set of 20 word cards to each group. 2. Students play Toss the Beanbag to practice the sight words and vowelconsonant-e words. 3. One student from each group spreads the word cards out on the floor. 4. The first student tosses the two beanbags and tries to land on cards. If the beanbag is touching a card, the student reads the word. If the word is read correctly, the student gets to pick up and keep that card. If the student reads the word incorrectly, then he does not keep the card. 5. The next player takes a turn and tries to Toss the Beanbag and land on two words to read correctly. 6. Play continues until all the cards have been read. 2. Follow this Shared Reading Routine: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Ask: What is the purpose for reading this story? Discuss. Conduct a Read Aloud of the selected text, stopping periodically to reinforce character traits and actions through modeling, thinking aloud, and interactive questioning. While reading, pose questions that elicit predictions about what happens next and guide students in confirming predictions by reading the part that tells. 3. Students write something they learned about the Students think about questions they have before reading. 2. Students read the text independently and find answers to their questions. Students think of more questions while reading. 3. Confer with individuals or small groups and ask students to share their questions with you. Check for subject-verb agreement in their verbal questions and provide correction by recasting (restating the question with correct subject-verb agreement) as appropriate. Notebook from Daily Lesson Students choose an idea to become a story with a beginning, middle, and end. 3. Students retell the story to a partner, using timeorder transition words as appropriate. 4. Students divide a paper into three sections and label them Beginning, Middle, and End. 5. Students draw a quick sketch of the beginning, middle, and end of the story and label with a few key words. 6. Confer with individual students or small groups to provided differentiated instruction. page 23 of 95

24 main character (how he looked, felt, acted, etc.) on the sticky note. 4. After the book is read, students share the character trait or action they wrote down. Students discuss questions they had about the character and what they read in the story that helped them find the answer to their question. Engage in Guided Reading and Guided Writing Instruction Closure 1. Using one set of cards, read through the words one at a time and sort them by sight word or vowel-consonant-e on the board. 1. Ask: How are you similiar and different from the main character in the story? Discuss responses and support students in making personal connections to the text. 1. Choose several students to share a simple Book Talk about their book by sharing the title of the book, one question they asked while reading, and the answer they found. 1. Invite 3-5 students to share their story plans. page 24 of 95

25 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.3F 1.3Ai 1.Fig19A,E 1.1F 1.Fig19F 1.Fig19B 1.18A 1.1A,D 1.6B 1.4A,C 1.4B 1.1E 1.20Avii 1.17B 1.9A 1.12A 1.21C 1.20Avi 1.20Avii 1.21A,Bi-iii 1.28A Key Understandings and Guiding Questions Readers use strategies to support understanding of text. Authors write for a purpose and readers choose text to reflect Readers use strategies to support understanding of text. Understanding that print is associated with spoken language - How do readers determine the purpose and interest. - What strategies do readers use supports the development of word meaning of unknown words? Effective oral conventions to understand what they read? recognition and enhances oral enhance interpretation of the and written communication. message. Writers use conventions of Understanding literary elements written language to communicate facilitates the reader s ability to clearly and effectively. make meaning of the text. - How do authors begin to write - How does recognizing the plot, brief stories? problem, and solution help the reader make meaning of the text? Vocabulary of Instruction Compound word Plot Problem Solution Sequence Retell Time order transition words Question Draft page 25 of 95

26 Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING Materials Note card (2 per student) Paper sack or other small bag (1) Chart paper (if applicable) Grade appropriate fictional big book or picture book with large print for read aloud (1) Chart paper (if applicable) Collection of grade appropriate fictional books for student selection (1+ per student) Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Handout: Story Map Advance Preparation 2. Select the words to be reviewed on the Word Wall. 3. Prepare and display a list of 4-5 simple compound words where they will be visible to students during the Mini Lesson. Write each part of the word in a different color to identify the two individual words that make up the compound word. Leave room beside each word to draw a simple picture. 2. Select a fictional story to read aloud that has a clear sequence, problem, and solution. 3. Duplicate Handout: Story Map for each student. 2. Prepare to model writing the beginning of the story from Daily Lesson Write compound words on slips of paper and put in a paper bag. Make at least two words per student. (It is okay to duplicate page 26 of 95

27 Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING words.) Possible words include: bedtime, cupcake, dishwasher, wheelchair, teapot, toenail, toothpaste, sunflower, spaceship, seashell, surfboard, raincoat, sailboat, pancake, notebook, mailbox, heartbeat, football, earring, fishbowl, driveway, skateboard, bookmark, bedroom. Background Information Compound word - a word made when two words are joined to form a new word Plot - the basic sequence of events in a story. The plot includes the problem and solution. Transitional words and phrases - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are not abrupt jumps or breaks between ideas. Possible examples of time-order transition words: first, soon, immediately, while, during, occasionally, second, then, at, that time, meanwhile, when, frequently, last, now, until, already, page 27 of 95

28 Daily Lesson #: 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING after, in the meantime, next, finally Teacher Notes Students are expected to describe the plot and retell a story s beginning, middle, and end with attention to sequence. This includes, but is not limited to identifying, stating, and/or acting out the beginning, middle (problem and solution), and end of a story. Daily Lessons will move from teacher-directed to more student-directed as less scaffolding is provided in each lesson. page 28 of 95

29 Instructional Routines Daily Lesson # 11 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students ask Content Objective: Students write determine the meaning of describe the plot and retell the relevant questions and seek short stories that include a compound words using the story. clarification. beginning, middle, and end. knowledge of the meaning of their individual words. Mini Lesson 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routine. 2. Display a compound word. Ask: What do you notice about this word? Discuss responses including that the word contains two individual words put together. 3. Echo Read the displayed list of simple compound words. Explain that to make meaning of a compound word, use the meaning of the individual words within the compound word. 1. Review each of the basic story elements including title, author, character, setting, plot (events), problem, and solution. 2. Follow this Shared Reading Routine: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. 1. Remind students that good readers think while they read. 2. Review Anchor Chart: Questions Good Readers Ask. Ask: What other questions could we add to the chart? Discuss responses and add additional questions. 1. Display the planning graphic organizer that was modeled in Daily Lesson Verbally retell the story using the sketches and labels. 3. Think Aloud about the beginning of the story and model writing it in complete sentences, using time-order transition words as applicable. 4. Involve students in recognizing correct usage of pronouns end punctuation marks. page 29 of 95

30 4. Beside each of the listed compound words, draw a picture for each individual word that makes up the compound word, and then illustrate its corresponding compound word. Conduct a Read Aloud of the selected text, stopping periodically to reinforce story elements including problem and solution through modeling, thinking aloud, and interactive questioning. Learning Applications 1. Instruct each student to draw two words out of the compound word draw bag. 2. Distribute two note cards to each student. 3. Students write the word (each part of the word in a different color to identify the two individual words that make up the compound word.) 4. On the other side of the card, they illustrate the three parts. 1. Distribute Handout: Story Map. 2. Students complete one section at a time with teacher guidance and modeling. 3. Pair students. Students retell the story in order using time-order transition words. 1. Students choose a text to read independently. Students think about questions they have before reading. 2. Students read the text independently and find answers to their questions. Students think of more questions while reading. 1. Students use the planning graphic organizer from Daily Lesson 10 to verbally retell their story to a partner. 2. Students write the beginning of the story in complete sentences using appropriate conventions and time-order transition words as applicable. 3. Confer with students to provide targeted individual or small group instruction. Engage in Guided Reading and Guided Writing Instruction Closure 1. Ask: How can you determine the meaning 1. Ask: How does retelling a story help a reader 1. Ask: Does the story you read today remind you 1. Conduct the Author s Chair routine. page 30 of 95

31 of a compound word? Discuss responses. understand the plot? Discuss responses. of any others you ve read? How? Students Think, Turn, Talk to share connections. page 31 of 95

32 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 12 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.6C 1.3Ai 1.Fig19A,E,F 1.4B 1.Fig19B 1.18A 1.17B 1.20Ai,ii 1.4A,B,C 1.19C 1.1E 1.20Avii 1.20Avi 1.9A 1.12A 1.21C 1.21A,Bi-iii 1.20Avii 1.28A Key Understandings and Guiding Questions Readers use strategies to support understanding of text. Effective oral conventions enhance interpretation of the Readers use strategies to support understanding of text. Writers use conventions of written language to communicate - How do readers determine the message. - What strategies do readers use clearly and effectively. meaning of unknown words? Understanding literary elements to understand what they read? - How do authors write stories? facilitates the reader s ability to make meaning of the text. - How does recognizing the plot, problem, and solution help the reader make meaning of the text? Vocabulary of Instruction Word meaning Plot Problem Solution Sequence Retell Question Draft Materials Grade appropriate text or excerpt Grade appropriate fictional big Reader s Notebook (1 per Writer s Notebook (1 per with unfamiliar words (1) book or picture book with large student) student) Chart paper (if applicable) print for read aloud (1) Teacher Reader s Notebook (1) Teacher s Writer s Notebook (1) Chart paper (if applicable) Collection of grade appropriate Chart paper (if applicable) page 32 of 95

33 Daily Lesson #: 12 WORD STUDY SHARED READING INDEPENDENT READING WRITING leveled fictional books for student selection Chart paper (if applicable) Attachments and Resources Handout: Story Map Advance Preparation 2. Select a text that has 3-5 words (either nouns or verbs) that will be unfamiliar to most first grade students. Be sure that the sentences that the words are in have enough contexts to figure out the meaning. 2. Select a fictional story to read aloud that has a clear sequence and problem/solution. 3. Duplicate Handout: Story Map for each student. 2. Select a book to use for modeling. Plan to read aloud a few pages. 2. Prepare to model writing the middle of the story from Daily Lesson Prepare to display the following sentence: The little girl smelled the yellow daffodil in the garden. Under the sentence, display a picture of a banana, a daffodil, and caterpillar. Cover the pictures. Background Information Students will determine what Refer to Daily Lesson 11 This Instructional Routine words mean from how they are assesses Performance Indicator used in a sentence, either heard 06. page 33 of 95

34 Daily Lesson #: 12 WORD STUDY SHARED READING INDEPENDENT READING WRITING or read. This includes, but is not limited to identifying the meaning of an action word in a sentence to determine the meaning of the noun. It also refers to identifying the meaning of a noun in a sentence to determine the meaning of an action word. Teacher Notes Daily Lessons will move from teacher-directed to more student-directed as less scaffolding is provided in each lesson. page 34 of 95

35 Instructional Routines Daily Lesson # 12 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students ask Content Objective: Students write determine what words mean from describe the plot and retell the relevant questions and seek short stories that include a how they are used in a sentence. story. clarification. beginning, middle, and end. Mini Lesson 1. Display and read the prepared sentence. Think Aloud about the word daffodil and pretend that it is an unfamiliar word. 2. Explain to students that sometimes readers (and listeners) come to words that they don t know what they mean. Share that the reader (or listener) has to look for clues that help him/her figure out what the word means. 3. Reveal the first picture (banana) and Think Aloud about how the banana is yellow and has a scent, but is not found in a garden. 1. Review each of the basic story elements including title, author, character, setting, plot (events), problem, and solution. Explain that every fiction story contains all of these elements. 2. Follow this Shared Reading Routine: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and 1. Review Anchor Chart: Questions Good Readers Ask. 2. Using the Teacher Reader s Notebook, complete the following sentence stem: One question I have is 3. Read aloud a few pages from the book. Add a second sentence to the notebook entry that answers the question. For example, I discovered I learned The answer is 1. Continue the routine for practicing handwriting. 2. Display the planning graphic organizer that was modeled in Daily Lesson Read aloud the beginning of the story. 4. Retell the middle of the story using the sketches and labels. 5. Think Aloud and model writing the middle of the story in complete sentences, using appropriate conventions and time-order transition words as applicable. Point out the use of pronouns to page 35 of 95

36 4. Reveal the other pictures and Think Aloud about if they match the clues or not. establish a purpose for reading. Conduct a Read Aloud of the selected text, stopping periodically to reinforce story elements including problem and solution through modeling, thinking aloud, and interactive questioning replace nouns. Learning Applications 1. Display the chosen text or excerpt. Explain that there may be words they do not know. They need to listen carefully to the clues to figure out the meaning of the unknown word. 2. Read the text up to the first unknown word. Ask: Was there a word in the sentence that you don t know? Discuss responses. 1. Distribute Handout: Story Map. 2. Students locate details in the story and complete the story map with a partner. Students retell the story in order using time-order transition words as applicable. 1. Students select a book to read independently. 2. Students complete the sentence stems in the Reader s Notebook following the procedures that were demonstrated during the Mini Lesson. Monitor and provide assistance as needed. 1. Students use the planning graphic organizer from Daily Lesson 10 to retell the middle of their story. 2. Students write the middle of the story in complete sentences using appropriate conventions. 3. Confer with students to provide targeted individual or small group instruction. 3. Reread the sentence. Students Think-Turn-Talk about the clues and what they think the word means. page 36 of 95

37 4. Ask: What do you think the word means? What were the clues? Discuss responses. 5. Repeat this process with the other selected words. If students are struggling, switch back to model how to use the clues to figure the meaning of unknown words. Engage in Guided Reading and Guided Writing Instruction Closure 1. Ask: How do readers figure out the meaning of unknown words? Discuss responses. 1. Ask: Do the events in this story remind you of another story? How? Discuss responses and support students in making connections to another text. 1. Students share Reader s Notebook entries in partners. 1. Conduct the Author s Chair routine. page 37 of 95

38 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 13 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.2B,C 1.1A,B 1.Fig19E,F 1.1F 1.Fig19C,E 1.1E 1.18A 1.1A,D 1.3Aii,B,Civ,D 1.2D,E,F 1.4B 1.6C 1.12A 1.20Avii 1.17B 1.22A,Bii 1.3Ai,Ci 1.5A 1.21C 1.20Avi 1.9A 1.21A,Bi-iii 1.20Avii 1.28A Key Understandings and Guiding Questions Awareness of sound structure of a spoken word supports the Effective oral conventions enhance interpretation of the Readers use strategies to support understanding of text. Understanding that print is associated with spoken language development of word reading, message. - How do readers determine the supports the development of word comprehension, and spelling. Understanding literary elements meaning of unknown words? recognition and enhances oral Awareness of word patterns facilitates the reader s ability to and written communication. supports the development of word make meaning of the text. Writers use conventions of reading, fluency, and spelling. - How does recognizing the plot, written language to communicate - How does recognizing word problem, and solution help the clearly and effectively. patterns help you become a better reader make meaning of the text? - How do authors write stories? reader? Vocabulary of Instruction Vowel consonant e Plot Problem Solution Sequence Retell Word meaning Draft Materials Dry erase board (1 per student) Grade appropriate independent Grade level appropriate fictional Writer s Notebook (1 per Dry erase marker (1 per student) level fictional book (1 per 2 books for student selection student) page 38 of 95

39 Daily Lesson #: 13 WORD STUDY SHARED READING INDEPENDENT READING WRITING Eraser (1 per student) Chart paper (if applicable) students) Chart paper (if applicable) Chart paper (if applicable) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Handout: Story Map Handout: What Good Readers Do Bookmark Advance Preparation 2. Select the words to be reviewed from the Word Wall. 3. Write 7 words containing the vowel-consonant-e pattern (u-e) on note cards for each group. On the other 3 cards, write a CVC word that contains short u. 2. Select independent-level fiction books that have a clear sequence and problem/solution. 3. Duplicate Handout: Story Map for each student. 4. Duplicate Handout: What Good Readers Do Bookmark for each student. 2. Write 2-3 sentences on chart paper that contain an unfamiliar word. 2. Prepare to model writing the middle of the story from Daily Lesson 12. Background Information Teacher Notes page 39 of 95

40 Instructional Routines Daily Lesson # 13 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students read Content Objective: Students Content Objective: Students Content Objective: Students write and spell words with vowel- describe the plot and retell the determine what words mean from short stories that include a consonant-silent e (u-e). story. how they are used in a sentence. beginning, middle, and end. Mini Lesson 1. Review 3-5 words from the Word Wall using the Word Wall Routine. 2. Write the letters A, E, I, O, U, on the board. Ask the students to identify and state the name of each letter and its sound. Ask: What makes these letters special? Discuss responses. 3. Remind students that these letters are vowels and that they have two sounds. Explain to the students that when a word ends in e and has the pattern v-c-e (vowelconsonant-e), the first vowel says its name and the e is silent. 1. Review each of the basic story elements including title, author, character, setting, plot (events), problem, and solution.. 2. Distribute Handout: What Good Readers Do Bookmark. 3. Model using the bookmark. 1. Display and read the prepared sentences one at a time. Think Aloud about the unfamiliar word and demonstrate how to look for clues to help determine the word meaning. 1. Display the planning graphic organizer that was modeled in Daily Lesson Read aloud the beginning and middle of the story. 3. Retell the end of the story using the sketches and labels. 4. Think Aloud and model writing the end of the story in complete sentences, using appropriate conventions and timeorder transition words as applicable. Point out the use of pronouns used in place of nouns and discuss how this makes the writing better. 4. Display three words on the board, tub, tube, tub. page 40 of 95

41 Ask students to hold up one, two, or three fingers to tell which word is different from the other two. 5. Review that the word tub follows the closed syllable pattern (vowel followed by a consonant) and so it makes the short vowel sound. Practice decoding the word together. 6. Next add e to the end to make the word tube. Review that this word follows the vowelconsonant-silent e pattern which makes the vowel say its name and the e is silent. 7. Repeat steps 4-6 with as many additional u-e words as needed. Learning Applications 1. Distribute dry erase boards, dry erase markers 1. Pair students and distribute the 1. Students select a book to read independently, and 1. Individually, students read their story drafts. page 41 of 95

42 and erasers to each student. 2. Divide students into groups of 4 and give each group a set of prepared cards. 3. Students take turns being the teacher and read the word aloud to the group. The other students write the word on their dry erase board. The teacher shows the card and the students check their word. 4. Continue with the remaining cards. independent-leveled fictional books. Students read the book in partners. 2. Distribute Handout: Story Map. 3. Students locate details in the story and complete the story map with a partner. Students retell the story in order using time-order transition words as applicable. use clues to determine the meaning of unfamiliar words. Students refer to their What Good Readers Do Bookmark as needed. 2. Students use the planning graphic organizer from Daily Lesson 10 to retell the end of their story. 3. Students write the end of the story in complete sentences using appropriate conventions and time-order transition words as applicable. 4. Confer with students to provide targeted individual or small group instruction. Engage in Guided Reading and Guided Writing Instruction Closure 1. Using one set of cards, Choral Read the words. 1. Ask: Do the events in the story you read remind you of any experiences you ve had? Explain. Discuss responses and support students in making personal connections to the plot. 1. Choose several students to share a simple Book Talk about their book by sharing the title, an unfamiliar word that they encountered, and how they determined the meaning. 1. Conduct the Author s Chair routine. page 42 of 95

43 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.2B,C 1.1A,B 1.Fig19C, E 1.Fig19C,E 1.1E 1.17C 1.21A,Bi-iii,C 1.3Aii,B,Civ,D,H 1.3Ai,Ci,I 1.4B 1.6C 1.12A 1.18A 1.22A,Bii,C 1.9A 1.20Aiv 1.20Avii 1.28A Key Understandings and Guiding Questions Awareness of sound structure of a spoken word supports the Effective oral conventions enhance interpretation of the Readers use strategies to support understanding of text. Writers use conventions of written language to communicate development of word reading, message. - How do readers determine the clearly and effectively. comprehension, and spelling. Understanding literary elements meaning of unknown words? - How do writers revise their Awareness of word patterns facilitates the reader s ability to stories? supports the development of word make meaning of the text. reading, fluency, and spelling. - How does recognizing the plot, - How does recognizing and problem, and solution help the spelling sight words help you reader make meaning of the text? become a better reader and writer? Vocabulary of Instruction Word Wall Plot Word meaning Revise Sight word Problem Adverb Vowel consonant e Solution Sequence Retell Monitor Materials White card stock (4 6 sheets) or Grade appropriate independent Grade level appropriate fictional Writer s Notebook (1 per page 43 of 95

44 Daily Lesson #: 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING large note card (4-6) level fictional book (1 per student) books for student selection student) Dry erase board (1 per student) Chart paper (if applicable) Chart paper (if applicable) Teacher Writer s Notebook (1) Dry erase marker (1 per student) Chart paper (if applicable Eraser (1 per student) Note card (25 per group of 4 students) Can or bucket (1 per group of 4) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Handout: Story Map Advance Preparation 2. Refer to Teacher Resource: Word Wall Routines. Select 4-6 new words to be introduced and prepare accordingly. Write or print the words in large letters on card stock. Select high-frequency words and words that reflect the patterns taught in previous Daily Lessons. 3. Write 22 sight words and vowel consonant e (u e) words on the note cards. Make one set per group of 4 students. Write BONUS on 3 cards per group. 2. Select independent-level fiction books that have a clear sequence, problem, and solution. 3. Duplicate Handout: Story Map for each student. 4. Students will need their What Good Readers Do Bookmark from Daily Lesson 14. Students will use this bookmark in future lessons and reading. 2. Write 2-3 sentences on chart paper that contain an unfamiliar word. 2. Rewrite the beginning of your story in the Teacher Writer s Notebook and intentionally put places where words or phrases need to be added and deleted. page 44 of 95

45 Daily Lesson #: 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING Background Information Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message based on the intended audience Adverb - a word that describes a verb, an adjective or another adverb Adverbs of time - show when an action occurs (time), or how long it lasts (duration) (e.g., When: time, before, next, yesterday) Teacher Notes page 45 of 95

46 Instructional Routines Daily Lesson # 14 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students read Content Objective: Students Content Objective: Students Content Objective: Students revise and spell words high frequency describe the plot and retell the determine what words mean from a story. words and words with vowel- story. how they are used in a sentence. consonant-silent e (u-e). Mini Lesson 1. Follow Teacher Resource: Word Wall Routines and introduce 4-6 new words including sight words and words that reflect spelling patterns recently introduced. 2. Review the vowelconsonant-e pattern (u-e) using the following steps: Teacher says the word. Students echo. Together say the phonemes in the word. Students write the word. Students read the words 1. Review each of the basic story elements including title, author, character, setting, plot (events), problem, and solution. 2. Review and discuss the What Good Readers Do Bookmark from Daily Lesson Display and read the prepared sentences one at a time. Think Aloud about the unfamiliar word and demonstrate how to look for clues to help determine the word meaning. 1. Continue the routine for practicing handwriting. 2. Ask: What is revising? Discuss responses and review that revising is adding or deleting words, phrases, and/or sentences. 3. Ask: Why do writers revise their writing? Discuss responses, including that writers revise to make their story clear so that readers will understand the message. 4. Display the prepared story excerpt in the Teacher Writer s Notebook. 5. Model revising by adding and deleting words, phrases, and/or sentences. Think Aloud page 46 of 95

47 about why the changes are being made and how it makes the story better. 6. Review that adverbs are words that tell how, when, and where. Look through the story excerpt and identify adverbs. Also look for places where adverbs can be added to give more detail. Learning Applications 1. Demonstrate how to play Pass the Can or Pass the Bucket. Directions: Mix the cards with words and the 3 BONUS cards and place them in the can. Players take turns drawing one card from the can. If they read it correctly, they keep the card. If they do not read it correctly, they put it back in the can. If they draw the BONUS card, then they keep that card PLUS take a card for another turn. Play until the can is 1. Distribute the independent-leveled fiction books and Handout: Story Map. 2. Students read the story and locate details to complete the story map. 3. Pair students to retell their story in order using timeorder transition words as applicable. 1. Students select a book to read independently and use clues to determine the meaning of unfamiliar words. Students refer to their What Good Readers Do Bookmark as needed. 1. Students reread their story and look for at least one place where words, phrases, or sentences need to be added or deleted to make the story better. Students revise by adding or deleting. 2. Students look for adverbs in their story and add additional adverbs as needed. 3. Confer with individuals or small groups to provide targeted instruction related to revision and adverbs. page 47 of 95

48 empty. The player with the most cards (counting the BONUS cards) is the winner. Engage in Guided Reading and Guided Writing Instruction Closure 1. Using one set of cards, Choral Read the words. 1. Ask: How does retelling a story help a reader understand the plot? Discuss responses. 1. Choose several students to share a simple Book Talk about their book by sharing the title and an unfamiliar word that they encountered and how they determined the meaning. 1. Conduct the Author s Chair routine. Provide feedback related to revisions and use of adverbs. page 48 of 95

49 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.6E 1.1C 1.3A, B 1.20B 1.6C 1.1E 1.17D 1.21A,Bi,C 1.3Ai,I 1.Fig19E 1.Fig19C,E 1.12A 1.18A 1.9A,B 1.21C 1.20Avii 1.22A,Bii,C, D,E 1.28A 1.28A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Effective oral conventions enhance interpretation of the Readers use strategies to support understanding of text. Writers use conventions of written language to communicate reading, fluency, and spelling. message. - How do readers determine the clearly and effectively. - How does alphabetizing words Understanding literary elements meaning of unknown words? help you become a better reader? facilitates the reader s ability to - Why do writers edit their stories? make meaning of the text. - How does recognizing the plot, problem, and solution help the reader make meaning of the text? Vocabulary of Instruction Alphabetize Plot Problem Solution Sequence Retell Word meaning Context clues Edit Materials Dry erase board (1 per student) Grade appropriate independent Grade level appropriate fictional Writer s Notebook (1 per Dry erase marker (1 per student) level fictional book (1 per student) books for student selection student) Eraser (1 per student) Chart paper (if applicable) Chart paper (if applicable) Teacher Writer s Notebook (1) Envelope (1 per pair of students) Chart paper (if applicable) page 49 of 95

50 Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING Note card (60 70) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Handout: Story Map Advance Preparation 2. Select the words to be reviewed from the Word Wall. 3. Write 10 familiar words on note cards. Choose words that start with different letters of the alphabet. 4. Prepare envelopes containing five previously introduced high-frequency words written on note cards. Make sure the words in each envelope start with different letters of the alphabet. Save the envelopes for use in Daily Lesson Select independent-level fiction books that have a clear sequence, problem, and solution. 3. Duplicate Handout: Story Map for each student. 2. Write 2-3 sentences on chart paper that contain an unfamiliar word. 2. Prepare a Teacher- Created Editing Rubric for students to use. Focus on correct spelling including CVC words, high frequency words, and base words with inflectional endings. Also include using resources to find correct spellings (word wall). Background Information This instructional routine Context clues - using other words assesses Performance Indicator and sentences that are around 05. the word to determine its meaning Teacher Notes Daily Lessons 15 and 16 page 50 of 95

51 Daily Lesson #: 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING introduce putting words in alphabetical order and will focus on alphabetizing to the first letter only. In Unit 04, students will alphabetize words to the second letter. page 51 of 95

52 Instructional Routines Daily Lesson # 15 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students edit alphabetize words to the first describe the plot and retell the determine what words mean from stories. letter. story. how they are used in a sentence. Mini Lesson 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routine. 2. Display the prepared note cards. 3. Choral Read the words. 4. Ask: How can we put the words in alphabetical order? Discuss responses including starting with A and saying the alphabet in order. 1. As needed, review each of the basic story elements including title, author, character, setting, plot (events), problem, and solution. 1. Display and read the prepared sentences one at a time. Think Aloud about the unfamiliar word and demonstrate how to look for clues to help determine the word meaning. 2. Review the information on the What Good Readers Do Bookmark, modeling as needed. 1. Review that editing is checking the story for correct grammar, spelling, capitalization, and punctuation. 2. Review the Teacher- Created Editing Rubric. 3. Display the prepared story excerpt in the Teacher Writer s Notebook. Demonstrate how to edit by checking the draft for each item on rubric. 5. Using the alphabet as a scaffold, students say the alphabet slowly and look for words that start with each letter. Call on students to put the words in order. 6. Read Aloud the new list page 52 of 95

53 of words in alphabetical order. Learning Applications 1. Students work in pairs. Distribute the prepared envelopes with five highfrequency words. 2. Students take turns shuffling the cards and then placing the words in alphabetical order. 3. Students Read Aloud the new list once they have placed the cards in alphabetical order. 4. Students exchange envelopes with another group. Repeat as time permits. 1. Distribute the independent-leveled fictional books and Handout: Story Map. 2. Students read the story and complete the story map. 3. Individually, in small groups or in partners, listen to students to retell the story with attention to the beginning, middle, end, sequence of events, and problem/solution. If this is not feasible, pair students and listen briefly as students retell the story to their partner. 1. Students select a book to read independently and use clues to determine the meaning of unfamiliar words. Students refer to their What Good Readers Do Bookmark as needed. 1. Students use the Teacher-Created Editing Rubric to edit their drafts. 4. Collect the story maps to assess the Performance Indicator. Engage in Guided Reading and Guided Writing Instruction Closure 1. Review what it means to alphabetize or put words in alphabetical order. 1. Ask: How does a story map help you as a reader? Discuss and clarify responses. 1. Choose several students to share a simple Book Talk about their book by sharing the title and an unfamiliar word that they 1. Conduct the Author s Chair routine. page 53 of 95

54 encountered and how they determined the meaning. page 54 of 95

55 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.6E 1.3Ai,I 1.Fig 19A,F 1.20B 1.Fig19C 1.1E 1.20Av 1.21A 1.4C 1.6C 1.12A 1.7A,B 1.19C 1.20B 1.28A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Readers create connections to make text personally relevant and Readers use strategies to support understanding of text. Writers use conventions of written language to communicate reading, fluency, and spelling. useful. - How do readers determine the clearly and effectively. - How does alphabetizing words Recognizing different literary meaning of unknown words? - Why and how do writers add help you become a better reader? genres helps readers make details to their writing? meaning of the text. Writers use literary techniques to enhance the reader s and/or listener s experience. - Why do authors choose to use certain phrases? Vocabulary of Instruction Alphabetize Folktale Fairy tale Recurring phrases Word meaning Context clues Preposition Materials Dry erase board (1 per student) Grade appropriate fairy tale or Reader s Notebook (1 per Writer s Notebook (1 per Dry erase marker (1 per student) folktale with examples of recurring student) student) Eraser (1 per student) phrases to read aloud (1) Teacher Reader s Notebook (1) Teacher Writer s Notebook (1) Chart paper (if applicable) Chart paper (if applicable) Grade level appropriate books Chart paper (if applicable) page 55 of 95

56 Daily Lesson #: 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING for student selection (1+ per student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Advance Preparation 2. Select the words to be reviewed from the Word Wall. 3. Using the word cards from Daily Lesson 15, reorganize the cards to make envelopes that have 10 words per set. Each word needs to start with a different letter of the alphabet. If needed, make additional word cards. 2. Select a gradeappropriate fairy tale or folktale with examples of recurring phrases 2. Create an Anchor Chart: Prepositions. Write examples of gradeappropriate prepositions. Possible words could include: of, to, at, on, in, out, up, with, from, for, by, over, under, next to, above, below, about, and after 3. Prepare a list of simple sentences to use in the lesson. (For example: They boy ran. We ate lunch. We went home.) Background Information In this lesson, students explain This Instructional Routine Preposition - a word that relates the function of recurring phrases assesses Performance Indicator its object to another word in the in traditional folktales, fairy tales, 06. sentence (e.g., at in at school or or fables. This includes, but is not of in of your writing) limited to Once upon a time and Prepositional phrase - a phrase They lived happily ever after. that begins with a preposition page 56 of 95

57 Daily Lesson #: 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING Folktale - a story originally passed down in spoken form rather than in writing. Folktales include legends, fables, tall tales, and fairy tales. They may have recurring phrases (e.g., once upon a time, they lived happily ever after). Fairy tale - a traditional story for children that is often magical and imaginary and is followed by an object (e.g., on the road and by her) Teacher Notes This lesson is an introduction to prepositions and prepositional phrases. Students will be guided in future lessons to add prepositional phrases to their writing. page 57 of 95

58 Instructional Routines Daily Lesson # 16 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students Content Objective: Students alphabetize words to the first explain the function of recurring determine what words mean from understand and use prepositions letter. phrases in traditional folktales how they are used in a sentence. and prepositional phrases. and fairy tales and make connections to personal experiences. Mini Lesson 1. Review 3-5 words from the Word Wall using Teacher Resource: Word Wall Routine. 2. Review how to alphabetize words to the first letter. 3. If needed, demonstrate using one set of word cards. 1. Ask: Do you know a story that was told to you by a grandparent or other family member? Discuss responses. 2. Read Aloud each of the following lines with emotion. Students will determine the relationship between these phrases. Once upon a time Before the beginning of time. Far, far away, in a land before time, there was a Once there was a poor boy 3. Ask students where they 1. Review the information on the What Good Readers Do Bookmark, modeling as needed. 2. Display and read the prepared sentences one at a time. Think Aloud about the unfamiliar word and demonstrate how to look for context clues to help determine the word meaning. 3. Read aloud a short section of a book and model encountering and unfamiliar word. Model using context clues to determine the meaning of the word. 4. Using the Teacher 1. Continue the routine for practicing handwriting. 2. Display Anchor Chart: Prepositions. 3. Write the following sentence on the board: The dog ran. 4. Ask: How can I add more detail to this sentence? Discuss responses. 5. In the Teacher Writer s Notebook, model rewriting the sentence and adding a prepositional phrase. For example: The dog ran over the hill. The dog ran around the car. The dog ran during the night. page 58 of 95

59 might see these phrases occur in stories (beginning, middle, end). Discuss responses and clarify any misconceptions. 4. Read Aloud each of the following lines with emotion. Students will determine the relationship between these phrases. Reader s Notebook, complete the following sentence stem: I think the word means. 6. Circle the prepositions and underline the prepositional phrase. Use the Anchor Chart to help students recognize the prepositions. 7. Repeat adding prepositional phrases to 3-4 other simple sentences. They lived happily ever after As far as anyone knows, they are living there still to this day. Now the story is yours. And so the story goes. And that is how it is to this day. 5. Ask students where they might see these phrases occur in stories (beginning, middle, end). Discuss responses and clarify any misconceptions. page 59 of 95

60 Learning Applications 1. Divide students into groups of 3-4 and distribute envelopes with ten cards. 2. Students work together and take turns shuffling the cards and then placing the words in alphabetical order. 3. Students Read Aloud the new list once they have placed the cards in alphabetical order. 4. Students exchange envelopes with another group. Repeat as time permits. 1. Follow this Shared Reading Routine: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Conduct a Read Aloud of the selected text, stopping periodically to reinforce recurring phrases and to make connections to personal experiences through modeling, thinking aloud, and interactive questioning. 1. Students select a book to read independently and use clues to determine the meaning of unfamiliar words. Students refer to Handout: What Good Readers Do Bookmark as needed. 2. Students complete the sentence stem in the Reader s Notebook following the procedures that were demonstrated during the Mini Lesson. Monitor and provide assistance as needed. 1. Write another simple sentence in the Teacher Writer s Notebook. 2. Students write the sentence and add an appropriate prepositional phrase to make the sentence more detailed. 3. Students circle the prepositions and underline the prepositional phrase. Students use the Anchor Chart to recognize the prepositions. 4. Invite students to share their sentences with a partner, small group, or the class. 2. Ask: What phrases did the author use that are familiar? Discuss responses. 3. Students divide a piece of paper in half. On the left page 60 of 95

61 side, they draw a simple picture of something that happened in the story. On the right side, they draw a simple picture of a personal experience that connects to the story picture. Challenge students to write a sentence about each picture. Engage in Guided Reading and Guided Writing Instruction Closure 1. Ask: Where are some places you see words in alphabetical order? Discuss responses. 1. Review agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. 1. Choose several students to share their Reader s Notebook entries. 1. Ask: How do prepositions and prepositional phrases improve writing? Discuss responses. 2. Divide students into groups of 3-4 to share their pictures and explain their connections. page 61 of 95

62 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.2B,C 1.1B,D,E,F 1Fig19F 1.20B 1.Fig19E, F 1.1E 1.18A 1.17A 1.3Aii,B,Civ,D 1.2D,E,F 1.7A,B 1.7A 1.12A 1.22A 1.22A,Bii 1.3Ai, I 1.10A 1.20Avii 1.20B 1.29A 1.28A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Recognizing different literary genres helps readers make Readers create connections to make text personally relevant and Writers use literary techniques to enhance the reader s and/or reading, fluency, and spelling. meaning of the text. useful. listener s experience. - How does recognizing word - How does a reader know if a Readers use strategies to - How do writers choose words or patterns help you become a better story is true or fantasy? support understanding of text. phrases to gain the readers reader? - How can you make connections interest? to support understanding of text? Vocabulary of Instruction Vowel consonant e True Fantasy Folktale Fairy tale Connection Retell Draft Recurring phrases Materials Dry erase board (1 per student) Grade appropriate fairy tale or Grade level appropriate fictional Writer s Notebook (1 per Dry erase marker (1 per student) folktale with examples of recurring books for student selection (1+ student) Eraser (1 per student) phrases to read aloud (1) per student) Teacher Writer s Notebook (1) Note card (40 per group of 4 Pictures of real people and Chart paper (if applicable) Chart paper (if applicable) students) things and imaginary people and Chart paper (if applicable) things (10-15) Chart paper (if applicable) page 62 of 95

63 Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources Teacher Resource: Word Wall Routines Advance Preparation 2. Select the words to be reviewed on the Word Wall. 3. Write vowel-consonant-e words on the note cards. Make 10 of each pattern (a-e, i-e, o-e, u-e). 2. Collect pictures of real people and things and imaginary people and things. (For example: a man, Superman; a dog, a talking dog) 3. Select a folktale or fairy tale to read aloud that includes elements that could be true and elements that are fantasy. 2. Prepare to display the recurring phrases found during Daily Lessons 16 and 17 Shared Reading. Background Information This Instructional Routine partially Fantasy story: a story (that could This Instructional Routine partially This Instructional Routine partially assesses Performance include pictures or statements) assesses Performance Indicator assesses Performance Indicator 01. that is not real or could not 01. Indicator 03. Refer to the Unit Assessment happen Refer to Word Study Instructional Appendix for applicable True story: a story (that could Routine. rubric/checklist. Plan to work with include pictures or statements) small groups and/or individual that is real or could actually students during Learning happen Applications. This Performance Indictor serves as a checkpoint for assessing print and phonological awareness. Teacher Notes Students will write a story with a page 63 of 95

64 Daily Lesson #: 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING clear beginning, middle, and end in Daily Lessons for the second part of the Performance Indicator. The reading portion will be done in Daily Lesson 20. page 64 of 95

65 Instructional Routines Daily Lesson # 17 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students read Content Objective: Students Content Objective: Students make Content Objective: Students write and spell words with consonant- determine whether a story is true connections to personal a story with a clear beginning, vowel-silent e (a-e, i-e, o-e, u-e). or fantasy and explain why. experience. Students retell the middle, and end and include events in logical order. recurring phrases. Mini Lesson 1. Review 3-5 words from the Word Wall using the Word Wall Routine. 2. Review the vowelconsonant-e pattern. 3. Using one set of cards, Choral Read the words. 1. Show the collected pictures one at a time. Ask: Is this true (real) or is this fantasy (makebelieve or imaginary)? Discuss responses and clarify misunderstandings. 2. Explain that sometimes stories contain elements that are true and elements that are fantasy. 1. Read a short story excerpt aloud to students. Demonstrate making a personal connection to the story. 2. Review that good readers make connections and remember the events in a story in order. Review time-order transition words as necessary. 1. Display the recurring phrases used at the end of stories from Daily Lesson 16 Shared Reading. 2. Discuss what impact those phrases have on a reader. Tell students that they are going to try and use at least one of these phrases in their story. 3. Invite students to share examples of something in a story that is true and something that is fantasy and explain why. 3. Show students the list of story ideas in the Teacher Writer s Notebook. 4. Choose one to develop into a story with a beginning, middle, and end. 5. Retell the story of the selected personal experience aloud and include at least one page 65 of 95

66 recurring phrase. 6. Divide the page in the Teacher Writer s Notebook into three sections and label them Beginning, Middle, and End. Think Aloud about the beginning. Draw a quick sketch in the graphic organizer that represents the beginning. Label with a few key words, demonstrating the use of phonological knowledge to match sounds to letters to spell words. Involve students as applicable. 7. Repeat with the middle and end of the story Learning Applications 1. Divide students into groups of 3-4. Distribute a 1. Follow this Shared Reading Routine: 1. Students select a book to read independently and 1. Students re-read their list of generated ideas in the page 66 of 95

67 set of cards to each group. 2. Students play Go Fish using the cards. Shuffle the cards. Each player gets 5 cards. Put the remaining cards in the middle. A match is two cards with the same pattern (a-e, i-e, o-e, u-e). If players already have a match, they may lay them down. The first player asks any other player for a card that has the same vowel pattern., do you have any? If the other player has a match, they must surrender the card. The first player lays down the match and goes again. Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Conduct a Read Aloud of the selected text, stopping periodically to reinforce recurring phrases and things that are true or fantasy through modeling, thinking aloud, and interactive questioning. 2. Pair students to finish the following sentence stems: make personal connections while reading. 2. Work with small groups or individuals to assess Performance Indicator 01. Writer s Notebook from previous Daily Lessons. 2. Students choose an idea to become a story with a beginning, middle, and end. 3. Students retell the story to a partner. 4. Students divide a piece of paper into three sections and label them Beginning, Middle, and End. 5. Students draw a quick sketch of the beginning, middle, and end of the story and label each with a few key words. 6. Confer with students to provide targeted instruction. page 67 of 95

68 If the other player does NOT have a match, they say Go Fish! and the first player draws a card from the pile. If it makes a match, then the first player goes again. If not, then the player keeps the card and the next player takes a turn. Play continues until all of the cards have been matched. One thing that was true was One thing that was fantasy was One personal connection I made was 3. Work with small groups or individuals to assess Performance Indicator 01. Engage in Guided Reading and Guided Writing Instruction Closure 1. Review the vowelconsonant-e pattern. 1. Ask: How does a reader know if a text selection is true or fantasy? Discuss responses. 1. Divide students into groups of 2-3. Students share their personal connection and briefly retell the part of the story read during Independent Reading. 1. Provide feedback related to student conduct and participation during Author s Chair for this Unit. Review agreed-upon rules for discussion as necessary. 2. Conduct the Author s Chair routine. page 68 of 95

69 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.3H 1.1B,D,E,F 1.Fig19D,F 1.20B 1.Fig19E, F 1.1E 1.18A 1.17B 1.22C 1.2D,E,F 1.7A, B 1.7A 1.12A 1.20Avii 1.20B 1.3Ai, I 1.29A 1.20Avii 1.20B 1.21C 1.21A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Readers create connections to make text personally relevant and Readers create connections to make text personally relevant and Writers use literary techniques to enhance the reader s and/or reading, fluency, and spelling. useful. useful. listener s experience. - How does recognizing word Readers use strategies to Readers use strategies to - How do writers choose words or patterns help you become a better support understanding of text. support understanding of text. phrases to gain the readers reader? - How does making inferences - How can you make connections interest? help you understand stories? to support understanding of text? Writers use conventions of written language to communicate clearly and effectively. - Why do writers write drafts? Vocabulary of Instruction Sight word Folktale Fairy tale Recurring phrase Inference Connection Retell Draft Recurring phrase Time order transition word Materials White card stock (4 6 sheets) or Grade appropriate fairy tale or Grade level appropriate fictional Writer s Notebook (1 per large note card (4-6) folktale with examples of recurring books for student selection (1+ student) Dry erase board (1 per student) phrases to read aloud (1) per student) Teacher Writer s Notebook (1) Dry erase marker (1 per student) Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) page 69 of 95

70 Daily Lesson #: 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING Eraser (1 per student) Note cards (20 per group of 3 students) Chart paper (if applicable) Attachments and Resources Teacher Resource: Word Wall Routines Handout: Inference Riddle Card Sets Advance Preparation 2. Refer to the following Teacher Resource: Word Wall Routines. Select 4-6 new words to be introduced and prepare accordingly. Write or print the words in large letters on card stock. Select highfrequency word and words that reflect the patterns taught in previous Daily Lessons. 3. On each set of 20 note cards, write high frequency words and vowel-consonant-e words. Each set should contain different words. 2. Duplicate Handout: Inference Riddle Card Sets. Duplicate one copy of Set 5 for a demonstration and one copy per 2 students of Sets Select a folktale or fairy tale to read aloud. Preread the story and look for places where inferences can be made. 2. Prepare to model using time-order words in the draft of the story. Background Information This Instructional Routine partially Inference - a logical guess made This Instructional Routine partially This Instructional Routine partially assesses Performance Indicator by connecting bits of information. assesses Performance Indicator assesses Performance page 70 of 95

71 Daily Lesson #: 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING 01. Readers make inferences by 01. Indicator 03. Refer to the Unit Assessment drawing conclusions, making Refer to Word Study. Appendix for applicable generalizations, and making rubric/checklist. Plan to work with predictions. small groups and/or individual students during Learning Applications. Teacher Notes In this lesson, students practice speed drills to help them develop automaticity with reading skills. In this lesson, students will draft their story. Additional time is provided in Daily Lesson 19 if needed. page 71 of 95

72 Instructional Routines Daily Lesson # 18 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students make Content Objective: Students make Content Objective: Students write decode and spell high-frequency. inferences about text and use connections to personal short stories that include a textual evidence to support experience. Students retell the beginning, middle, and end. understanding. events in logical order. Mini Lesson 1. Follow Teacher Resource: Word Wall Routines and introduce 4-6 new words including sight words and words that reflect spelling patterns recently introduced. 2. Explain that students will read sight words and vowel-consonant-e words quickly using a speed drill. Place one set of cards in a pocket chart and demonstrate how to read the words quickly and correctly. 3. Explain to students that they are training their brain to read the words quickly. 4. Divide students into groups of 3 and give each 1. Explain that authors give clues or little bits of information to the reader and the reader has to make a logical guess to figure out what the author means. Explain that this is called making an inference. 2. Explain to students that they will make inferences by solving riddles. 3. Reveal the clue cards from Set 1 one at a time. Instruct students to THINK (not talk or tell out loud) as they see each card. When all of the cards have been revealed, ask students to tell a partner what they think the riddle is describing. 1. Read a short story excerpt aloud to students. Demonstrate making a personal connection to the story. 2. Review that good readers make connections and remember the events in a story in order. Review time-order transition words as necessary. 1. Continue the routine for practicing handwriting. 2. Display the planning graphic organizer that was modeled in Daily Lesson Retell the story using the sketches and labels. 4. Demonstrate how to write the beginning in complete sentences. Model using time-order transition words and include at least one recurring phrase. page 72 of 95

73 group a set of prepared cards. 5. Students take turns being the card mixer, the reader, and the checker. (The card mixer shuffles the cards and lays them out. The reader reads the cards. The checker makes sure the words were read correctly.) 4. Divide students into pairs. Distribute sets 1-4 of the cards from Handout: Inference Riddle Cards. 5. Students put the cards in a pile; face down, by riddle sets. Students start with set 1. Students turn over their first clue. After all of the clues have been revealed, students guess the riddle. 6. When groups are finished, review each set together and discuss what evidence you used to figure out the riddle. Learning Applications 1. Divide students into groups of 3 and give each group a set of prepared cards 2. Students take turns being the card mixer, the reader, and the checker. (The card mixer shuffles the cards and lays them out. The reader reads the cards. The checker makes sure the words were read correctly.) 1. Follow this Shared Reading Routine: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and establish a purpose for 1. Students select a book to read independently and make personal connections while reading. 2. Work with small groups or individual students to assess Performance Indicator Students use the planning graphic organizer from Daily Lesson 17 to retell their story to a partner. 2. Students begin drafting their story. 3. Confer with students. Encourage students to use time-order transition words and at least one recurring phrase. page 73 of 95

74 3. If time allows, groups rotate through all of the sets of cards. 4. Work with small groups or individual students to assess Performance Indicator 01. reading. Conduct a Read Aloud of the selected text, stopping periodically to reinforce recurring phrases, making personal connection, and making inferences through modeling, thinking aloud, and interactive questioning. 2. Pair students to complete the following sentence stems: A recurring phrase I heard was A personal connection I made was An inference I made was Engage in Guided Reading and Guided Writing Instruction Closure 1. Ask: How does reading words quickly help you become a better reader? Discuss responses. 1. Invite students to share one inference and the clues the author gave to support their understanding. 1. Divide students into groups of 2-3. Students share their personal connection and briefly retell the part of the story read during this lesson. 1. Conduct the Author s Chair routine including time for feedback. page 74 of 95

75 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.22D 1.3Ai, I 1.Fig19D,F 1.20B 1.Fig19E, F 1.1E 1.17C 1.17B 1.7A, B 1.7A 1.12A 1.18A 1.20B 1.29A 1.20Avii 1.20B 1.20Av 1.21A 1.28A 1.29A Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Readers create connections to make text personally relevant and Readers create connections to make text personally relevant and Writers use conventions of written language to communicate reading, fluency, and spelling. useful. useful. clearly and effectively. - How does studying word Readers use strategies to Readers use strategies to - Why do writers revise their patterns help you as a reader and support understanding of text. support understanding of text. writing? writer? - How does making inferences help you understand stories? - How can you make connections to support understanding of text? Vocabulary of Instruction Inflectional ending Folktale Connection Draft Base word Fairy tale Retell Revise Recurring phrase Preposition Inference Textual evidence Materials Dry erase board (1 per student) Grade appropriate fairy tale or Grade level appropriate fictional Writer s Notebook (1 per Dry erase marker (1 per student) folktale with examples of recurring books for student selection (1+ student) Eraser (1 per student) phrases to read aloud (1) per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) page 75 of 95

76 Daily Lesson #: 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources Teacher Resource: Word Wall Routines Advance Preparation 2. Select the words to be reviewed from the Word Wall. 3. Make a list of base words with the inflectional endings s, es, ed, and ing. 2. Select a folktale or fairy tale to read aloud. Preread the story and look for places where inferences can be made. 2. Prepare to display Anchor Chart: Prepositions from Daily Lesson 16. Background Information Base word - a word that stands Textual evidence - specific details This Instructional Routine partially alone and has its own meaning or facts found in text that support assesses Performance Inflectional ending - letters that what is inferred Indicator 03. combine with a base word to express tense, number, mood or person (e.g., -s, -ing, and -ed) Teacher Notes page 76 of 95

77 Instructional Routines Daily Lesson # 19 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students spell Content Objective: Students make Content Objective: Students make Content Objective: Students write base words with inflectional inferences about text and use connections to personal a story with a beginning, middle, ending ( s, -es, ed, -ing). textual evidence to support experience. Students retell the and end and revise their drafts to understanding. events in logical order. add and delete words, phrases, and sentences. Mini Lesson 1. Review 3-5 words from the Word Wall using the Word Wall Routine. 2. Review the concept of base words and inflectional endings introduced in Unit Write the following words on the board: dog, dogs; walk, walking; miss, missed; box, boxes. 4. Ask: What is different about each pair of words? Discuss responses including that the second word has an ending added to it. 5. Underline each base word and put a box around the ending. 1. Ask: What are some examples of recurring phrases you have heard in the folktales and fairy tales we have read? Discuss responses and review common recurring phrases. 2. Review that authors give clues or little bits of information to the reader and the reader has to make a logical guess to figure out what the author means. Tell students this is called an inference. 1. Read a short story excerpt aloud to students. Demonstrate making a personal connection to the story. 2. Review that good readers make connections and remember the events in a story in order. Review time-order transition words as necessary. 1. Display Anchor Chart: Prepositions. Read through the list of prepositions. 2. Explain that writers add prepositions and prepositional phrases to their writing to give more detail. 3. Provide an oral example of how this works. Say a short 2-3 word sentence. (e.g., The man stood.) Then, add a prepositional phrase using one of the prepositions on Anchor Chart: Prepositions. (e.g., The man stood by the door.) Add an additional prepositional phrase. (e.g., The man stood by the door with an umbrella.) page 77 of 95

78 Discuss how adding the phrases adds more detail to the original sentence. 4. Ask: What is revising? Discuss responses and review that revising is adding or deleting words, phrases, and/or sentences. 5. Ask: Why do writers revise their writing? Discuss responses, including that writers revise to make their story clear so that the readers will understand the message. 6. Display and reread the story in the Teacher Writer s Notebook from Daily Lesson Model revising by adding and deleting words, phrases, and/or sentences. Think Aloud about why the changes are being made and how it makes the story better. Model adding prepositional phrases to give more detail. page 78 of 95

79 Learning Applications 1. Write a base word on the board. Students copy the word on their white board. Next say the word with an inflectional ending added. Students write the new word underneath the first, underline the base word, and box the ending. 2. Continue practicing with the preselected words. 1. Follow this Shared Reading Routine: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Conduct a Read Aloud of the selected text, stopping periodically to reinforce recurring phrases, making personal connection, and making inferences through modeling, thinking aloud, and interactive questioning. Explicitly model identifying textual evidence to support inferences. 1. Students select a book to read independently and make personal connections while reading. 1. If needed, students complete their draft. 2. When finished, students read their story to a partner and discuss places that need revision. 3. Students revise their stories by adding and deleting words, phrases, and/or sentences. Remind students to use prepositional phrases to give more detail in their writing 4. Confer with individuals or small groups to provide targeted instruction and support related to revision. 2. Review agreed-upon rules page 79 of 95

80 for discussion, including listening to others, speaking when recognized, and making appropriate contributions. 3. Pair students to complete the following sentence stems: A recurring phrase I heard was A personal connection I made was An inference I made was Engage in Guided Reading and Guided Writing Instruction Closure 1. Ask: What do you know about base words and endings? Discuss responses. 1. Invite each student to share one of their sentence stems with the class. 1. Divide students into groups of 2-3. Students share their personal connection and briefly retell the part of the story read during this lesson. 1. Continue the Author s Chair routine including time for feedback. Invite students to share examples of revisions they made. page 80 of 95

81 Developing Readers and Writers through Stories Lesson Preparation Daily Lesson #: 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING 1.3Aii, B 1.3Ai,I 1.7B 1.20B 1.Fig19E, F 1.1E 1.17D 1.17E 1.22A,Bii 1.27B 1.29A 1.7A 1.12A 1.18A 1.20B 1.19C 1.20B 1.21C 1.21A,Bi-iii,C 1.22E 1.22A 1.29A 1.27A,B Key Understandings and Guiding Questions Awareness of word patterns supports the development of word Recognizing different literary genres helps readers make Readers create connections to make text personally relevant and Writer s use the conventions of written language to communicate reading, fluency, and spelling. meaning of the text. useful. clearly and effectively. - Why is it important to identify Writers use literary techniques to Readers use strategies to - How do writers share their patterns in words? enhance the reader s and/or support understanding of text. message to an audience? listener s experience. - How does making inferences - Why do authors choose to use help you understand stories? certain phrases? Vocabulary of Instruction Vowel consonant e Recurring phrase Connection Retell Context clues Edit Publish Materials Paper (3 pieces per student) Grade appropriate fairy tale or Reader s Notebook (1 per Writer s Notebook (1 per Collection of grade appropriate folktale with examples of recurring student) student) texts for student selection phrases to read aloud (1) Teacher Reader s Notebook (1) Teacher Writer s Notebook (1) Chart paper (if applicable) Chart paper (if applicable) Grade level appropriate books Teacher Created Editing for student selection Checklist (1) Chart paper (if applicable) Colored pencil (1 per student) Publishing paper (several pages page 81 of 95

82 Daily Lesson #: 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources per student) Chart paper (if applicable) Advance Preparation 2. Make a flip book for each student. Directions for the Flip Book: Place 3 sheets of paper (8 ½ X 11) together. Spread the top of each sheet down about ½ to ¾ of an inch below the sheet behind it. Fold the bottom of all the sheets up and align the edges about ½ to ¾ of an inch below the layer edge closest to the bottom. Adjust layers to assure the layers are about the same distance apart. Staple along the top. 2. Select a folktale or fairy tale to read aloud that has examples of recurring phrases. 2. Prepare several sentences that contain errors in spelling, capitalization, punctuation, and usage. 3. Prepare a Teacher- Created Editing Checklist. Refer to Daily Lesson Determine how students will publish their stories and plan accordingly. page 82 of 95

83 Daily Lesson #: 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING 3. Collect grade-appropriate books for students to use. Background Information This Instructional Routine partially This Instructional Routine partially This Instructional Routine This Instructional Routine partially assesses Performance Indicator assesses Performance Indicator assesses Performance Indicator assesses Performance Indicator 03. Teacher Notes Consonant digraphs were The first part of this Performance previously assessed. This flip Indicator is assessed in Shared book assesses the consonant- Reading. The writing portion is vowel-e pattern (a-e, i-e, o-e, u-e). assessed in the Writing component. page 83 of 95

84 Instructional Routines Daily Lesson # 20 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students make Content Objective: Students edit collect and read words containing discuss the recurring phrases connections to personal and publish brief stories for an the consonant-vowel-e pattern. used in folktales and fairy tales. experience. Students retell the audience. events in logical order. Mini Lesson 1. Ask: Why is it important to identify patterns in words? Discuss responses. 2. Distribute the prepared flip books. 3. Model how to add Consonant Vowel E to the title and label each of the tabs with the following: a-e, i-e, o-e, u-e. 1. Review examples of recurring phrases that have been encountered in previously read folktales and fairy tales. 2. Discuss where they usually occur in the story (beginning and end) and why they are used. 3. Review agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. 1. Read aloud a short section of a book and model encountering and unfamiliar word. Model using context clues to determine the meaning of the word. 2. Using the Teacher Reader s Notebook, complete the following sentence stem: reminded me of. 1. Ask: What is editing? Discuss responses, including correcting the mistakes in writing so others can read it. 2. Display the Teacher- Created Editing Checklist. 3. Display and read the sentences with errors. Ask: What do you notice is wrong with this sentence? Discuss responses and make corrections that students notice. 4. Think Aloud about the errors that the students missed and correct them. Model using resources to correct words that don t look right. 5. Model publishing with page 84 of 95

85 correct handwriting. Learning Applications 1. With a partner, students search for words that have the consonant-vowel-e pattern. 2. Students add the words to the correct page in their flip book. 1. Follow this Shared Reading Routine: Show and discuss the cover. Read the title, author, and illustrator. Preview and discuss 2-3 illustrations. Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading. Conduct a Read Aloud of the selected text, stopping periodically to reinforce recurring phrases through modeling, thinking aloud, and interactive questioning. 1. Students select a book to read independently and make connections while reading. 2. Students complete the sentence stem in the Reader s Notebook following the procedures that were demonstrated. 3. Monitor and provide assistance as needed. 1. Distribute the Teacher- Created Editing Checklist. 2. Students reread their stories and edit for grammar, capital letters, punctuation, and spelling using a colored pen or pencil. 3. Students publish their story with recurring phrases. 4. Confer with students to support publishing efforts. 2. Divide students into small groups. Students discuss the recurring phrases from the story and what they mean. Engage in Guided Reading and Guided Writing Instruction page 85 of 95

86 Closure 1. Students read their words in a small group or with a partner and verify that all of the words fit the pattern. 2. Collect the flip books to assess students knowledge of consonantvowel-e words. 1. Invite each group to share one thing they discussed about the recurring phrases. 1. Pair students to retell the part of the story read during this lesson. 1. Conduct Author s Chair routine. 2. Collect students Writer s Notebooks and their published writing to assess for areas of strength and need. Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency page 86 of 95

87 Inference Riddle Card Sets First Grade I come in many colors. I'm faster than a bicycle. You can buy me new or used. Henry Ford helped invent me. I have a trunk. I have an engine and a muffler. I have four wheels. I need gas to go. I have a license plate. Set , TESCCC 04/25/13 Page 1 of 5

88 First Grade I am smaller than the earth. I reflect light from the sun. I have craters. Cows jump over me in rhymes. I am miles from the earth. My pull effects ocean tides. Neil Armstrong visited me. I orbit around the earth. Humans visited me by spaceship. Set , TESCCC 04/25/13 Page 2 of 5

89 First Grade My mother is a queen. I am an insect. I make honey. I buzz. I live in a hive. I can sting. I hatch from an egg. I like pollen and nectar. I'm black with yellow markings. Set , TESCCC 04/25/13 Page 3 of 5

90 First Grade I am round. I am made by the government. My favorite number is one. I am made of copper. 1 A president's face is on me. I am lucky if you pick me up. I get thrown into fountains. I am a kind of money. People make a wish on me. Set , TESCCC 04/25/13 Page 4 of 5

91 First Grade I am eaten. I am a fruit. I can make you slip and fall. I come with a peel. I grow on trees upside down. Some people eat me with cereal. I can be served with ice cream. I might have a Sticker on me. Monkeys love me. Set , TESCCC 04/25/13 Page 5 of 5

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