Introduction
The following lesson plans complement the Readers In Rhyme Level 3 Silver Set Readers. These plans offer a structured framework for small group instruction while reducing the need for extensive planning.
An index located at the back of the guide serves as a reference to assist with locating vocabulary and idioms used throughout the readers.
This guide was designed to aid general education teachers, reading specialists, ESL instructors, special education teachers, and any educator seeking valuable resources for teaching phonics to their students.
Lesson plans written by Deborah Kindred and Elizabeth Scagel
Copyright ©2024 Classical School Solutions
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All rights reserved. This guide is intended to be used with Readers in Rhyme curriculum.
Lesson 1
Title
Introduce the book by reading the title to the students.
Picture Walk
Go through the book and talk about the pictures. Have students share their observations.
Vocabulary
wee (P.2): very small (Is that the case here?) mend (P.4): to repair or fix something bind (P.4) to stick together brook (P.6): a small stream
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters of the story. Guide students to identify the problem and solution. Discuss how the story ends.
If time allows, have students share a favorite event in the story.
Lesson 3
Reread the story.
Comprehension Questions
1. List the items that the man needed to mend the fence. Did he need the hand? Explain why or why not.
2. What was the hand in the brook?
3. The author said the pig was silly. Who in this story do you think is the silly one?
Extras
No. 61 Piggie Wiggie introduces the phonogram ie which says E, I as in cookie or pie. Words that use the spelling pattern:
• piggie
• piece
• field
• niece
• thief
• cried
• lied
• pried
• tied
• dried
Homophone Practice: Have your students practice these spelling words that follow the ie spelling pattern. Then ask them to spell the the homophones. Supply definitions for each word to help your students with vocabulary.
• piece/peace
• pier/peer
• die/died
• die/dye
• pried/pride
• tied/tide
Lesson 1
Title
Introduce the book by reading the title aloud and asking, what does it mean to be “outfoxed”?
Picture Walk
Go through the book and talk about the pictures. Have students share their observations.
Vocabulary
sly (P.1): crafty or clever and full of tricks (ask, can you think of other words that mean the same thing as sly?)
snips (P.5): small pair of scissors
twice (P.6): two times (if twice means two times, how many times do you think the word thrice means?)
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters of the story. Guide students to identify the problem and solution. Discuss how the story ends.
Retell the main events in the story or ask students to recall specific story details.
Lesson 3
Reread the story.
Comprehension Questions
1. What could Red Hen have done when Sly Fox ran round and round?
2. If you were Sly Fox, what would you have done to catch and keep Red Hen?
3. Do you think Sly Fox should try again? Why or why not?
Extras
No. 62 Outfoxed introduces the phonogram igh the 3-letter I as in fight. Words that use the spelling pattern:
• high
• bright
• right
• sight
• tight
• might
• light
• fright
• alright
• tonight
Homophone Practice: Have your students practice these spelling words that follow the igh spelling pattern. Then ask them to spell the the homophones. Supply definitions for each word to help your students with vocabulary.
• high/hi
• sight/site
• higher/hire
• sighed/side
• sighs/size
Lesson 1
Title
Introduce the book by reading the title aloud and having students predict what may happen in the story.
Picture Walk
Go through the book and have students talk about the pictures. They can share observations about what the kittens might be doing.
Vocabulary
fear (P.1): be afraid of mew (P.2): a small cry made by a cat makes soiled (P.4): to get dirty “by and by” (P.7): after a short time
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters of the story. Guide students to identify the problem and solution. Discuss how the story ends.
Retell the main events in the story or ask students to recall specific story details.
Lesson 3
Reread the story.
Comprehension Questions
1. What made the kittens want to find their mittens?
2. How did the kittens soil their mittens?
3. When something happens “by and by” what does that mean?
Extras
No. 63 Three Kittens introduces the phonogram ew /oo/U/ that we MAY use at the end of a word. Words that use the spelling pattern:
• dew
• new
• chew
• grew
• crew
• few
• mew
• spew
• skewer
Homophone Practice: Have your students practice these spelling words that follow the ew spelling pattern. Then ask them to spell the the homophones. Supply definitions for each word to help your students with vocabulary.
• blew/blue
• brews/bruise
• chews/choose
• crews/cruise
• mewl/mule
• threw/through
*Mew is a small cry made by a cat. Mewl is a weak whimper or cry usually made by a baby.
Lesson 1
Title
Since this story may be familiar to students, introduce the book by asking if they have heard of the Billy Goats Gruff. If so, have students share what they know about the story.
Picture Walk
Go through the book and have students talk about the pictures. Ask questions such as, what is a troll? Have students describe the trolls in the pictures.
Vocabulary
“put to the test” (P.2): to test something or someone tramping (P.3): to walk with heavy steps
“be off with you” (P.4): to tell someone to go away “in a huff” (P.4): in a bad mood or annoyed
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters of the story. Guide students to identify the problem and solution. Discuss how the story ends.
Retell the main events in the story or ask students to recall specific story details.
Lesson 3
Reread the story.
Comprehension Questions
1. Could the troll have saved himself from getting knocked into the water?
2. If you lived under a bridge, over water, what is something important you should learn?
3. If someone walks off “in a huff” what kind of mood are they in?
Extras
No. 64 Billy Goats Gruff introduces the phonogram dge /j/ the 3-letter /j/. Words that use the spelling pattern:
• edge
• judge
• wedge
• badge
• ledge
• fudge
• lodge
• budge
• dodge
• sludge
Spelling Practice: English words do not end in j. If you hear the /j/ sound you know the word ends in ge or dge. But how do you know which spelling to use? If there is a short vowel sound right before the /j/ it is spelled dge. If any other sound comes before the /j/ it is spelled ge. Dictation- Practice by spelling these words:
• lodge
• page
• wedge
• cage
• large • edge
• charge
• badge
• range
• ledge
• stage
• fudge
Lesson 1
Title
Introduce the book by reading the title aloud and having students predict what may happen in the story.
Picture Walk
Go through the book and have students talk about the pictures. Have students describe what they think the lion and mouse are doing.
Vocabulary
“out of luck” (P.2): unlucky at a particular time plead (P.4): to beg
“time of need” (P.4): when help is needed bound (P.6): to be tied up
“wait and see” (P.6): to be patient until you see what happens gnaw (P.7): to bite or chew with the teeth moan (P.7): a long low sound of pain or sadness deed (P.8): something that is done, an action taken
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters in the story. Guide students to identify the problem and solution. Discuss how the story ends.
Have students retell the sequence of the story. Guide students as needed or ask them to recall specific story details.
Reread the story.
Lesson 3
Comprehension Questions/Narration
1. This story was written to teach a lesson (moral)? What is that lesson?
2. Should you wait for kindness to be shown to you before you do something kind for someone else?
3. The mice were careless. How could they have avoided being caught by the lion?
*Optional Writing Activity*
Tell about a good deed you did for someone or tell about a good deed someone did for you.
Extras
No. 65 Lion and Mouse introduces the phonograms kn /n/ 2-letter /n/ used only at the beginning of a word and gn /n/ 2-letter /n/ used both at the beginning and end of a word.
• knot
• knew
• knob
• knock
• knee
• gnaw
•
• gnat
• gnome
• gnash
• align
Homophone Practice: Have your students practice these spelling words that follow the kn or gn spelling pattern. Then ask them to spell the the homophones. Supply definitions for each word to help your students with vocabulary.
• reign/rain
• knot/not
• knows/nose
• gnu/knew/new
• knead/kneed/need
• knight/night
Lesson 1
Title
Introduce the book by reading the title aloud and having students predict what may happen in the story.
Picture Walk
Go through the book and have students talk about the pictures. Have students share their observations.
Vocabulary
“the sky is falling” (P.1): frantic or mistaken belief that disaster is about to happen
pals (P.1): close friends poor (P.2) lacking in money or worthy of pity or sympathy guide (P.2): someone that leads or directs another on course guest (P.4): someone you would entertain in your house or invite to go with you to an event.
quest (P.4): an act of seeking or searching for something den (P.8): a cave or lair of a wild animal
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters in the story. Guide students to identify the problem and solution. Discuss how the story ends.
Have students retell the sequence of the story. Guide students as needed or ask them to recall specific story details.
Reread the story.
Comprehension Questions/Narration
1. Other than Fox Lox what do all the other characters in the story have in common?
2. Would you have trusted Fox Lox? Why or why not?
3. What would you tell all the farmyard animals about foxes?
4. Discuss the idiom “the sky is falling.” Ask if they have heard this phrase before and understand it’s meaning. Discuss the origin of this idiom coming from the story of Chicken Little and how this story has been told for at least 200 years and has many versions. Why do you think the story has lasted for so long?
Extras
No. 66 Chicken Little introduces the phonogram gu /g/ 2-letter /g/ as in guest. Words that use the spelling pattern:
• guess
• guide
• guest
• guy
• guard
• guilt
• rogue
• league
• vague
• tongue
Lesson 1
Title
Introduce the book by reading the title to the students.
Picture Walk
Go through the book and talk about the pictures. Have students share their observations.
Vocabulary
wee (P.1): very small pleased: (P.2): to be very happy or satisfied with something “quiet as a mouse” (P.4): to be very quiet or silent “trust my eyes” (P.5): (form of I can’t believe my eyes) shocked by what you have just seen and find it hard to believe fright (P.6): to have fear excited by sudden danger glee (P.7): excited high spirited joy and happiness foe (P.8): an enemy in war
“sweet dreams” (P.8): used to express good wishes for nice dreams when someone is going to sleep
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters in the story. Guide students to identify the problem and solution. Discuss how the story ends.
Have students retell the sequence of events in the story. Guide students as needed or ask them to recall specific story details.
Lesson 3
Reread the story.
Comprehension Questions/Narration
1. How did Wee Wee Rabbit ask his mother about building a house? (Discuss the difference between using “may I” and “can I”? Reread last 4 lines of page 1.)
2. Did Wee Wee Rabbit live close by or far away from his mother? How can you tell?
3. How do you think mother Rabbit felt when Wee Wee Rabbit moved away?
Extras
No. 67 Wee Rabbit introduces the phonograms wr /r/ 2-letter /r/ as in write.
• wren
• wrap
• wreck
• wring
• wrong
• wrench
• wrath
• write
• wrestle
• wrinkle
Homophone Practice: Have your students practice these spelling words that follow the wr spelling pattern. Then ask them to spell the the homophones. Supply definitions for each word to help your students with vocabulary.
• wrack/rack
• wrap/rap
• wreak/reek
• write/right
• wring/ring
• wrung/rung
Lesson 1
Title
Introduce the book by reading the title to the students.
Picture Walk
Go through the book and talk about the pictures. Have students share their observations.
Vocabulary
gosling (P.1): a young goose
“leave us in peace” (P.2): stop bothering us
crept: (P.3): to have moved slowly on hands and knees
dainty (P.4): delicate and pretty
loft (P.6): an upper room or floor fright (P.6): to have fear excited by sudden danger
flock: (P.6): a group of animals such as birds or sheep shears (P.7): a big pair of scissors
fled: (P.7) to have run away
brook: (P.7) a small stream
“three cheers” (P.8): used to express joy and approval
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters in the story. Guide students to identify the problem and solution. Discuss how the story ends.
Have students retell the sequence of events in the story. Encourage students to include as many details as they can remember. If needed, ask specific questions to prompt them along.
Lesson 3
Reread the story.
Comprehension Questions/Narration
1. What is a young goose called?
2. If you want to be “left in peace” what does that mean (see p. 2)?
3. Was the wolf persistent? What did he do to show his persistence?
4. On page 6, the nasty old wolf found them all “save” the little one in the clock. What does the word “save” mean here?
Extras
No. 68 Mother Goose introduces the phonograms ough /O/ /oo/ /uff/ /off/ /aw/ /ow/. Words that use the spelling pattern:
• dough • through
• though • breakthrough
• although
• tough
• enough • thought /O/ /oo/ /uff/ /off/ /aw/ /ow/
• cough • ought • bough
• rough • trough • brought • drought
Synonym Practice: Have your students choose the right synonym from the list above for the words in the chart below:
• bread (dough)
• rugged (tough)
• scratchy (rough)
• idea (thought)
• branch (bough)
• dry spell (drought)
Lesson 1
Title
Introduce the book by reading the title to the students. Do you think this story is going to have a happy ending? Is there any clue in the title?
Picture Walk
Go through the book and talk about the pictures. Have students share their observations.
Vocabulary
fine (P.1): agreeable or to one’s liking bitty (P.1): very small “take action” (P.1): to do something to get a particular result motion (P.2): a movement addition (P.4): a part added band (P.4): a group gnaw (P.6): to bite or chew with the teeth roam (P.8): to go from place to place without a plan “there’s no place like home” (P.8) to say that home is the best place of all
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters in the story. Guide students to identify the problem and solution. Discuss how the story ends.
Have students retell the sequence of events in the story. Encourage students to include as many details as they can remember. If needed, ask specific questions to prompt them along.
Reread the story.
Lesson 3
Comprehension Questions/Narration
1. Farmer Brown wants the pigs to be fat. Why do you think that is? Do you think Bitty Pig makes the right decision to stay?
2. Is the dog an important member of the group? Why or why not?
3. List the animals and each of their jobs.
4. What is the meaning of the phrase “there is no place like home”
Extras
No. 69 Home at Last introduces the phonogram ti that says “/sh/ the tallletter sh” used at the beginning of any syllable after the first as in “na•tion”. Words that use the spelling pattern:
• nation
• caution
• notion
• section
• lotion
• suction
• mention
• option
• donation
• petition
Spelling Practice: Remembering the spelling rule above, use the words from the list below to practice when to use the phonogram ti. Dictation- Practice by spelling these words:
• shorten
• nation
• lotion
• option
• flashes
• shaken
• mention
• pushing
• washing
• caution
• shorten
• shaken
Lesson 1
Title
Introduce the book by reading the title to the students. Discuss how sometimes we cry for a good reason and sometimes we cry instead of trying to solve our problem.
Picture Walk
Go through the book and talk about the pictures. Have students share their observations.
Vocabulary
bitty (P.1): very small
turnip (P.2) a root vegetable that looks a little bit like an onion
“woe is me” (P.2) used in a funny way to show someone is sad or upset yield (P.2): to give up and surrender mission (P.2): a job or task someone is given
“wait and see” (P.4): to be patient until you see what happens sly (P.6): crafty or clever and full of tricks
flee (P.8): to run away
glee (P.8): excited high spirited joy and happiness
Read the story.
Lesson 2
Reread the story.
Discussion Ideas
Talk about the setting and characters in the story. Guide students to identify the problem and solution. Discuss how the story ends.
Have students retell the main events of the story including as many details as they can remember.
Lesson 3
Reread the story.
Comprehension Questions/Narration
1. Why did the goats run into the turnip field? What were they doing in there?
2. There is a fox in this story. Do you think the fox may have plans to eat the goats?
3. The bee teaches us a lesson. It proves you don’t have to be big and strong to solve a problem. Does this remind you of another story where someone small helped? (ie. Lion and Mouse)
Extras
No. 70 Flee the Bee introduces the phonogram si that says /sh/-/zh/ used at the beginning of any syllable after the first as in “mis•sion” and “vi•sion”. Words that use the spelling pattern:
• mission
• mansion
• passion
• tension
• pension
• vision
• fusion
• version
• division
• erosion
Spelling Practice: Remembering the spelling rule above, use the words from the list below to practice when to use the phonogram si.
Dictation- Practice by spelling these words:
• wisdom • bison
• vision • freshen
• passion
• pension
• frozen • mission
• raisin • dishpan
• version
• illusion