AL_RF27_FPBGK-5_Sampler by General

Build Skilled Readers with Confidence rts & Letters: Reading Foundations provides clear, systematic A instruction that helps students develop accurate word recognition, fluent reading, and lasting confidence.

GRADES K–5 SAMPLER

Review Lessons from Grades K, 1, and 4

Learn more at greatminds.org/english/artsletters

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Built on How Reading Develops. Designed for How Teachers Teach. Arts & Letters™: Reading Foundations gives teachers a clear, practical way to teach foundational reading. Students learn to recognize words accurately, read with fluency, and apply their skills with confidence across Grades K–5. Paired with Arts & Letters™: Language Arts, both strands create a path to proficient reading.

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Inside This Sampler

A Look Inside Reading Foundations What Makes Reading Foundations Different • Phonics as knowledge that

students carry into reading • Practice that builds strong

reading habits

Color headers provide visual cues for teachers, making lesson sets with common focus concepts easily identifiable.

Lesson 20 Short Vowels with Double-Letter Consonant Endings: -ll, -ss, -ff, and -zz

Learning Goal

Materials

Read and spell words with short vowels with double-letter consonant endings -ll, -ss, -ff, and -zz.

T E AC H E R

Agenda

Annotated Lesson Walkthrough

WAR M U P ( 2 M I NU T E S )

• Review Sounds (2 minutes) L E AR N ( 2 1 M I NU T E S )

• Introduce the New Focus Concept (10 minutes) • Decode Words (3 minutes) • Encode Words (8 minutes) AP P LY ( 7 M I NU T E S )

• Read Words and Phrases (7 minutes)

Pages 12–45 The Agenda offers an at-a-glance view of the lesson’s activities and the suggested pacing.

• Instruction that is designed

for real classrooms

• Lesson 20 Slides (digital platform) • Sound Cards: s, l, v, w, f, y, z, and short vowels i, o, u (for review) • Double-Letter Consonant Endings (Reference Charts appendix) ST U DE NTS

• L20: Spelling Words (Practice book, p. 62) • L20: Words and Phrases List (Practice book, p. 63) • highlighter

Prepare to Teach • Have access to the following observational trackers for note-taking and informal data collection: Phonemic Awareness, Decoding/ Fluency, Encoding, and Letter Formation, all located in the Assessment and Responsive Teaching Guide. • Note: The consonants l, s, f, and z are usually doubled when they appear at the end of a word or syllable with a short vowel. When this occurs, the double-letter consonants spell the same sound as their single counterpart.

152

Grade 1 | Lesson 20

Prepare to Teach provides related educative ntoes about the skill or focus concept, as well as tips to support planning.

A Trip to the Galápagos

Kindergarten Lessons 27–30: Consonant Rr

See It in Action: Sample Lessons Pages 46–167 illustrations by Allysa Hallett

First Grade Lessons 20–22 and 29: Short Vowels with Double-Letter Consonant Endings: -ll, -ss, -ff, and -zz Fourth Grade Lessons 9–12 and 17: Roots: circ/circum, aud, and scope

Arts & Letters: Reading Foundations Grades K–5 | Sampler 1

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Grounded in the Science of Reading THE MANY STRANDS THAT ARE WOVEN INTO SKILLED READING

In Grades K–5, instruction is organized around two complementary strands that work together to support skilled reading. Together, these strands develop the essential tools that students need for reading success. Both sides of Scarborough’s Reading Rope grow at the same time.

LANGUAGE COMPREHENSION

BACKGROUND KNOWLEDGE

(facts, concepts, Language Artsetc.)

Students build knowledge VOCABULARY and language throughlinks, etc.) (breadth, precision, •LANGUAGE Rich texts STRUCTURES

(syntax, semantics, etc.)

• Discussion

inc r str easi ate ng gic ly

VERBAL REASONING

•(inference, Writing metaphor, etc.)

SKILLED READING: Fluent execution and coordination of word recognition and text comprehension

Skilled Reading

LITERACY KNOWLEDGE (print concepts, genres, etc.)

Reading Foundations Students learn how words WORD RECOGNITION work through

PHONOLOGICAL AWARENESS • Explicitphonemes, instructionetc.) (syllables, • Aligned practice DECODING (alphabetic principle, spelling-sound correspondences) • Real reading

SIGHT RECOGNITION (of familiar words)

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Teach Reading Through ResearchBased Practices Reading Foundations turns that research into clear, practical instruction teachers can use every day. How Reading Foundations Builds Skilled Readers • Builds phonic skills so readers

can decode independently • Strengthens memory through

structured practice • Develops fluency that transfers

to whole books

The result? Students build the foundations they need to read complex texts with confidence.

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Teach Phonics as Building Knowledge Reading Foundations approaches phonics as knowledge students use when they read. Students learn sound and spelling patterns through explicit instruction. They encounter those same patterns again in practice and connected reading— including knowledge-building decodable texts that bring those patterns to life in real stories. Skills don’t disappear after the lesson. They show up where they matter most: in reading, writing, and thinking.

Phonological and Phonemic Awareness Morphology and Vocabulary

Fluency

Knowledge and Texts

Phonics

Multisyllabic Word Decoding

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Build Learning Across Grades Grades 3–5

Grades K–2 Phonics Development

• Students learn sound-spelling patterns step by step. Arts & Letters: Reading Foundations accelerates students’ introduction • Knowledge-building decodable texts reinforce to explicit instruction in letter-sound correspondences to expedite phonics skills and content knowledge. their opportunities to decode and encode. All phonics skills and focus concepts are introduced through explicit instruction based on a systematic scope and sequence and reviewed in subsequent lessons. Phonics Focus Concept Blends Digraphs Diphthongs Double Letter Consonant Endings Doubling Rule Letter Sounds Long VCC Endings Long vs. Short Vowels Multisyllabic Words Prefixes R-Controlled Vowels Schwa

Kindergarten

Grade 1

Grade 2

Grade X | Overview

Through a multifaceted approach to phonics instruction, students • Students continue to apply phonics knowledge to read learn sound-spelling patterns and syllabication patterns multisyllabic words.progresses in beyond letter-sound correspondence. Instruction complexity, moving students from learning the alphabet to decoding multisyllabic words.• Texts become more complex and reading becomes

more natural. As part of the explicit instruction in blending and segmenting sounds in words, students practice continuous blending, a strategy where readers slide each sound into the next to decode a word. Topic Grade 3 Grade 4 In instructional activities, teachers model continuous blending. Advanced Additionally, students utilize sound spelling chips and Sound Boxes as they learn to blend individual sounds to decode words. Cursive

Grade 5

High-Frequency Word instruction provides additional word Decoding multisyllabic recognition instruction. Practicewords begins in early Kindergarten. Many high-frequency words become decodable to students as they progress Derivational affixes from Kindergarten to Grade 2. During instruction, if a full word is not yet decodable based on the K-2Fluency Scope and Sequence, the unknown word parts are explicitlyGreek taughtand to students. Latin roots High Frequency Words

Inflectional suffixes

Irregular high-frequency words are explicitly taught, first drawing Prefixes attention to the parts of the word that follow learned phonetic patterns, then a brief introduction to phonetic patterns that students Set for variability haven’t learned yet, followed by an explanation of the word parts Suffixes that do not align with typical spelling patterns. The irregular parts get special attention and areSyllable markedtypes with a star to help students remember them. Word analysis/meaning

Silent Letters Suffixes Trigraphs Vowel Teams

Arts & Letters | © Great Minds PBC

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Make Learning Stick Students remember more when they revisit and apply learning over time. Reading Foundations strengthens memory through purposeful practice woven throughout every lesson.

Students • learn a new skill, • revisit previously taught

patterns, and • then apply both in reading.

The result: knowledge that lasts.

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Use Instructional Time Where It Matters Most Every lesson is designed with clear goals, predictable routines, and focused practice. Students spend time reading, applying, and strengthening skills—not completing disconnected activities. The instructional design supports clear teaching, targeted support, and ongoing assessment. Lessons focus on explicit instruction, guided practice, and immediate application.

Grades K–2

30 min

whole group

Grades 3–5

30 min

small group

15 min

whole group

30 min

optional additional practice

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Support Every Reader Focused practice reinforces foundational skills. Magpie Literacy™ provides engaging digital practice that supports skill development and independent learning.

Magpie Literacy includes: • Validated Rapid Online

Assessment of Reading (ROAR™) screener • Targeted practice that

reinforces skills • Instructionally precise videos • Support for small group and

independent work • Alignment with Reading

Foundations instruction

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Use Data to Drive Small-Group Instruction Support builds from what students have already learned.

Teacher Table • Small group

Independent Practice • Magpie Literacy

Partner Reading • Knowledge-building decodable texts

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Everything You Need for Strong Reading Foundations Components support clear instruction, targeted support, and ongoing assessment. Teach (Teacher Edition) Teacher-friendly lessons support instruction from startSmall Group Kit Contents: K-2 to finish.

GRADE K

Volume 1

U RS IVE Dry-EraseCMarkers

Erasers

Qty: 6

Classroom Manipulatives and Digital Resources Tools make abstract skills visible and support active learning.

Practice (Student Edition) Student consumable reinforces learning through purposeful, aligned practice.

PR ACTI C E

Decodables (K–2) Knowledge-rich texts provide students with opportunities to apply phonics skills in connected reading.

The pot got hot. “Yum!” Anansi said. “If I just had a cup . . .” What will Anansi do next?

Grade 1 Lesson 22

Handwriting Integrated handwriting instruction supports writing development, including cursive.

Review: all consonants; short vowels with double-letter consonant endings -ff, -ll, -ss, -zz; suffix -s

Magpie Literacy Digital screener and practice directly aligned to the Reading Foundations scope and sequence.

Grade 1

Spell Check

ISBN 979-8-89997-634-6

798899 976346

1. p o l l

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6. h a l l

2. r o l l

7. w a l l

3. f u l l

8. l o s s

4. b u l l

9. j a z z

5. b a l l

10. t e l l

Assessments for Responsive Teaching Assessments help teachers monitor progress and make informed decisions.

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Support That Extends Beyond the Page Lasting student outcomes happen when educators have both strong curriculum and ongoing professional learning. Professional Learning That Builds Expertise Built for the Materials Teachers Use Professional learning is grounded in the lessons, texts, and instructional decisions educators make every day. Focused on Year-Long Success, Not One-Time Training Services help educators apply learning in classrooms over time—not just during workshops. Delivered by Teams Who Know the Work Service and success teams partner with schools to support real classroom implementation.

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Annotated Lesson Samples The following lessons illustrate how Reading Foundations supports explicit instruction, purposeful practice, and application. Annotations highlight design choices that support teaching and learning.

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Look for lesson samples from Grades 1 and 4. Grade 1 Annotated Lesson Samples

Grade 4 Annotated Lesson Samples

Samples begin on the following pages:

• Teach book (Teacher Edition)

p. 14 • Practice book (Student Edition)

p. 24

p. 36 • Practice book (Student Edition)

p. 42

• Decodables book

p. 28

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Annotated Sample Lesson | Grade 1 | Teach

TEACH The Teach book is the comprehensive guide to teaching Arts & Letters: Reading Foundations. Easy-to-follow lessons and built-in supports help teachers deliver strong instruction and build confident readers.

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Annotated Sample Lesson | Grade 1 | Teach

The first page of each lesson provides an at-a-glance overview of the lesson.

Color headers provide visual cues for teachers, making lesson sets with common focus concepts easily identifiable.

Lesson 20 Short Vowels with Double-Letter Consonant Endings: -ll, -ss, -ff, and -zz

Learning Goal

Materials

Read and spell words with short vowels with double-letter consonant endings -ll, -ss, -ff, and -zz.

TEACH ER

Agenda WA RM UP (2 M I NUTES)

• Review Sounds (2 minutes) LEA RN (21 M I NUTES)

• Introduce the New Focus Concept (10 minutes) • Decode Words (3 minutes) • Encode Words (8 minutes) APPLY (7 M I NUTES)

• Read Words and Phrases (7 minutes)

The Agenda offers an at-a-glance view of the lesson’s activities and the suggested pacing.

• Lesson 20 Slides (digital platform) • Sound Cards: s, l, v, w, f, y, z, and short vowels i, o, u (for review) • Double-Letter Consonant Endings (Reference Charts appendix) STUDENTS

• L20: Spelling Words (Practice book, p. 62) • L20: Words and Phrases List (Practice book, p. 63) • highlighter

152

Grade 1 | Lesson 20

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Thumbnails provide visuals of the materials at point-of-use within the lesson.

Grade 1 | Lesson 20

WARM UP Review Sounds (2 minutes) 1. Engage students in the Sounds Review activity.

• Display each Sound Card for review one at a time. Say the sound as I show each card.

ff f

fish fish fish

more before moving on to other cards. Review the card once more at the end of the warm-up. If necessary, play the articulation video for the sound, located on the digital platform. Example with /f/:

3/19/26 2:19 PM

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Listen. This sound is /f/. What sound? /f/ Direct attention to the image of the fish and the key word below it. Yes, /f/, like in fish. What sound? /f/ Yes, what sound? /f/

LEARN Introduce the New Focus Concept (10 minutes) 1. Display the Double-Letter Consonant Endings reference chart. Direct attention to the double-letter

G1 | reference Charts

Double-Letter Consonant Endings

consonant endings.

with short vowel sounds

2. Today, we are going to learn about words with double-letter consonant endings. When a onesyllable word ends in l, s, f, or z, the letters are doubled. In those words, l-l spells /l/, s-s spells /s/, f-f spells /f/, and z-z spells /z/.

-ss

-zz

-ff

-ll

less miss toss

buzz fizz jazz

off cuff puff

bell doll will

with different vowel sounds

-all

-oll

ball fall tall

roll toll stroll

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Annotated Sample Lesson | Grade 1 | Teach

Throughout the lessons, Display cues teachers to show materials available on digital instructional slides.

Grade 1 | Lesson 20 3. Display the word bell. Say the word, and instruct students to repeat it. Use the word in a sentence. bell What word? bell The bell rang at the end of the school day. 4. Circle ll in the word bell. The double-letter consonant ending -ll spells the sound /l/. 5. Engage students in the Decoding activity with bell.

Numbered lesson steps guide the teacher in facilitating the lesson.

• Let’s blend the sounds in a word to read the whole word. First, say each sound, without stopping between the sounds. Then read the whole word quickly.

• Direct attention to each grapheme as you blend the sounds. /b//ĕ//l/; bell 6. Display the word mess. Say the word, and instruct students to repeat it. Use the word in a sentence. mess What word? mess The spilled milk made a mess. 7. Circle ss in the word mess. The double-letter consonant ending -ss spells the sound /s/. 8. Engage students in the Decoding activity with mess.

• Let’s blend the sounds in a word to read the whole word.

Student correct responses immediately follow the direct questions or prompts.

• Direct attention to each grapheme as you blend the sounds. /m//ĕ//s/; mess 9. Display the word cuff. Say the word, and instruct students to repeat it. Use the word in a sentence. cuff What word? cuff A button came off the cuff of my shirt.

154

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Color-coded text alerts teachers to who is speaking or completing an action at each point of the lesson. Black font indicates a teacher action.

Grade 1 | Lesson 20 10. Circle ff in the word cuff. The double-letter consonant ending -ff spells the sound /f/. 11. Engage students in the Decoding activity with cuff.

Dark-blue font indicates teacher talk.

Light-blue font indicates student responses.

What word? buzz Listen to the bee buzz. 13. Circle zz in the word buzz. The double-letter consonant ending -zz spells the sound /z/. 14. Engage students in the Decoding activity with buzz.

• Let’s blend the sounds in a word to read the whole word. • Direct attention to each grapheme as you blend the sounds. /b//ŭ//z/; buzz 15. Display the Double-Letter Consonant Endings reference chart. Direct attention to the double-letter

consonant endings on the chart. 16. Review the focus concept: When a one-syllable word ends in l, s, f, or z, the letters are doubled. In those words, l-l spells /l/, s-s spells /s/, f-f spells /f/, and z-z spells /z/.

Language Support To expand students’ oral language skills, invite students to form a sentence in which one word includes -ll, -ss, -ff, or -zz. Instruct students to share their sentences with a partner.

155

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Annotated Sample Lesson | Grade 1 | Teach

Grade 1 | Lesson 20

LEARN Decode Words (3 minutes)

Headings divide the lesson into sections and include pacing suggestions.

1. Let’s read words. Some of these words will end with the sound /l/ spelled -ll, /s/ spelled -ss, /f/ spelled -ff, or /z/ spelled -zz. 2. Engage students in the Decoding activity. Display each word one at a time.

• Let’s blend the sounds to read the whole word. First, say each sound, without stopping between the sounds. Then read the whole word quickly.

• Direct attention to each grapheme as you blend the sounds. bell

hill

puff

off

miss

fuss

jazz

tub

let

digs

/b//ĕ//l/

/h//ĭ//l/

/p//ŭ//f/

/ŏ//f/

/m//ĭ//s/

/f//ŭ//s/

/j//ă//z/

/t//ŭ//b/

/l//ĕ//t/

/d//ĭ//g//z/

bell

hill

puff

off

miss

fuss

jazz

tub

let

digs

Activities include word lists, which provide all words in an easy-toscan chart.

Direct attention to -ll. This sound is /l/. What sound? /l/ Let’s start from the first sound in the word. If students need additional support with blending the individual phonemes into the whole word, drag your finger very slowly across the word as you say each sound with students, without stopping between the sounds when possible. Do this several times, gradually increasing speed, and then ask this question: What word is this?

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Grade 1 | Lesson 20

Teacher Notes offer more implementation guidance and are embedded in the relevant lesson steps.

LEARN Encode Words (8 minutes) 1. Display L20: Spelling Words, and direct students to the page in their Practice books. Explain that some of

the words students will write will have double-letter consonant endings -ll, -ss, -ff, and -zz. 2. Engage students in the Word Dictation activity. Display each word after students have written it. • Let’s write words. I say a word, and you repeat it. Then you say the sounds you hear in the word. Finally, you write the letters that spell those sounds.

Grade 1 | Lesson 20

L20 Spelling Words 1.

buff

less

loss

hill

fizz

top

moss

fix

10.

pans

dull 5. 62

Teacher Notes Utilize the steps for the Word Dictation activity throughout the school day. Use this activity to support skills such as labeling practice and writing instruction. After dictating a word to students, use the word in a sentence to clarify the meaning as needed. Circulate to monitor for correct letter formation, and provide feedback when necessary.

Examples provide a model of the activity using the first word from the chart.

buff

loss

fizz

moss

dull

buff

loss

fizz

moss

dull

/b/ - /ŭ/ - /f/

/l/ - /ŏ/ - /s/

/f/ - /ĭ/ - /z/

/m/ - /ŏ/ - /s/

/d/ - /ŭ/ - /l/

1. buff

2. loss

3. fizz

4. moss

5. dull

less

hill

top

fix

pans

less

hill

top

fix

pans

/l/ - /ĕ/ - /s/

/h/ - /ĭ/ - /l/

/t/ - /ŏ/ - /p/

/f/ - /ĭ/ - /x/

/p/ - /ă/ - /n/ - /z/

6. less

7. hill

8. top

9. fix

10. pans

Example with buff buff buff, /b/ - /ŭ/ - /f/ Write buff. After all students have written the word in their Practice books, instruct them to spell it orally. ARTS & LETTERS Reading Foundations | © 2027 Great Minds PBC

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Annotated Sample Lesson | Grade 1 | Teach

Grade 1 | Lesson 20 Spell buff. b-u-f-f What word did you spell?

Offer Immediate Support notes are error corrections embedded in lesson steps, providing teachers with suggestions of how to immediately correct errors during instruction. An Offer Immediate Support note follows every activity in each lesson.

buff

Offer Immediate Support If students need additional support matching graphemes to phonemes, dictate the word sound by sound after students segment the word. Example with buff: Let’s spell buff again. Say the sounds you hear in buff. /b/ - /ŭ/ - /f/ What is the first sound? /b/ Write the letter that spells /b/. What is the next sound? /ŭ/ Write the letter that spells /ŭ/. What is the next sound? /f/ Write the letters that spell /f/.

APPLY Read Words and Phrases (7 minutes) 1. Display the L20: Words and Phrases List, and direct students to the page in their Practice books.

L20 Words and Phrases List

2. Let’s read words and phrases. Many of these words appear in passages and books that we will read soon. 3. Engage students in the Words and Phrases List activity.

Words

1. buzz 2. mess

Phrases

Grade 1 | Lesson 20

5. will

9. fuzz

6. puff

10. fill

3. off

7. huff

4. tell

8. hiss

11. on the web 12. will run off

• Instruct students to find and highlight or underline the double-letter consonant endings -ll, -ss, -ff, and -zz where they appear in words on the list. Choral Read these words.

13. what a mess

• Tell students to find and circle the high-frequency words the, a, no, and what. Choral Read the high-frequency words. • Choral Read the phrases. • Instruct students to take turns reading the list with a partner. Circulate and listen to students read. 158

Sidebars contain key information to support meeting the needs of all learners and include Language Support and Differentiation Support notes, thumbnails of Practice book pages, and reference charts. 22 Arts & Letters: Reading Foundations Grades K–5 | Sampler

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Grade 1 | Lesson 20

Offer Immediate Supports If students need additional support reading decodable words, engage them in the Decoding activity. If students need additional support reading high-frequency words, tell them the word, Choral Read the word, and instruct students to read the word on their own. Then invite students to highlight the word in a different color on the words and phrases list, located in the Practice book. Make a note on your Decoding/Fluency Observational Tracker so that students can practice the word during small group time or review the word as a

Achievement Descriptors (ADs) provide coded references to the skills students are developing, giving teachers a simple way to monitor progress and support mastery.

whole group in lesson Warm Up activities.

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.2.1 Phonemic Awareness: DF.2.1.B, DF.2.1.C, DF.2.1.D DF.3.1 Phonics and Spelling: DF.3.1.A, DF.3.1.B, DF.3.1.B.a, DF.3.1.C, DF.3.1.C.a, DF.3.1.C.c, DF.3.1.D, DF.3.1.D.a DF.4.1 High-Frequency and Irregularly Spelled Words: DF.4.1.A DF.6.1 Foundational Writing: DF.6.1.B, DF.6.1.C, DF.6.1.D, DF.6.1.E

ADs are located at the end of each lesson.

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Annotated Sample Lesson | Grade 1 | Practice

PRACTICE This student edition features in-class work pages, words and phrases lists, and decodable practice passages.

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GRADE 1

Volume 1

need book image to go here

PR ACTI C E

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Annotated Sample Lesson | Grade 1 | Practice

Grade 1 | Lesson 20

L20 Spelling Words Answer supports— available on the digital platform—help teachers ensure student accuracy.

buff

less

loss

hill

fizz

top

moss

fix

dull

10.

pans

Grade 1 | Lesson 20

Colorful borders match the color of the headers in the lesson sets of the Teach book. 26 Arts & Letters: Reading Foundations Grades K–5 | Sampler

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Lesson numbers, simple titles, and page numbers make it easy for students to navigate the materials.

L20 Words and Phrases List Words

Phrases

Grade 1 | Lesson 20

1. buzz

5. will

9. fuzz

2. mess

6. puff

10. fill

3. off

7. huff

4. tell

8. hiss

11. on the web 12. will run off 13. what a mess

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Annotated Sample Lesson | Grade 1 | Decodables

DECODABLES Used during whole group and small group instruction, our unique knowledge-rich texts align to the Arts & Letters: Reading Foundations Scope and Sequence. Decodables are at least 90% decodable and include previously learned focus concepts and high-frequency words.

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Grade 1 | Lesson 22 (-ll, -ss, -ff, and -zz).

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Annotated Sample Lesson | Grade 1 | Decodables

Vocabulary instruction is embedded into Decodables activities, ensuring students have word knowledge to support comprehension of the text. In this text, fix is introduced as a multiple-meaning word. During instruction, teachers display the image digitally to support student understanding of this new meaning.

Dig and pat.

Nan said, “If you dig, I will fix a pot Huff and puff.

of beans.”

It was hot in the sun.

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Rich, colorful illustrations engage readers from the start.

Nan put in a bit of this

She let the pot get hot.

and a dab of that.

High-frequency words—taught on the second day of a lesson set—appear in the lesson set’s corresponding Decodables book and provide authentic practice opportunities. Arts & Letters: Reading Foundations Grades K–5 | Sampler 31

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Annotated Sample Lesson | Grade 1 | Decodables Fluency skills are taught and practiced with each Decodables book. In this example, students identify words that have short vowels and double-letter consonant endings and other sound-spelling patterns that they have learned.

He put on his hat and ran. Hiss. “It is hot!”

He hid. He took off his hat. He had just fuzz! 12

Words that include the focus concept appear throughout the Decodables book, providing opportunities for purposeful practice. Hiss, off, and fuzz also appear on the Words and Phrases List in the Practice book, earlier in the lesson set sequence. 32 Arts & Letters: Reading Foundations Grades K–5 | Sampler

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More The Asante people of Ghana tell many folktales about the trickster Anansi. Anansi is mischievous. He enjoys causing trouble. He can be greedy. But he is also clever and resourceful. Sometimes he even helps people. In one famous tale, Anansi brings wisdom and stories to the people of the world.

The More section is a short informational selection that extends and enhances the knowledge in Decodables.

In West Africa, storytellers called griots are honored members of society. They share important stories, songs, and poems. This helps them preserve the history of their community.

Designed to be read aloud by a teacher, this section provides opportunities for further exploration and conversation.

The role of griot is passed down within a family. Training to become a griot starts when a person is a child and takes many years to complete.

Printed on each inside back cover, the More section can be read after the main text to extend learning or beforehand to provide additional content knowledge and set a context for reading.

Great Minds® is the creator of Eureka Math®, Eureka Math2®, Wit & Wisdom™, Arts & Letters™, and PhD Science®. Published by Great Minds PBC. greatminds.org

To this day, Anansi has no hair.

Credits: More page, Ian Fletcher/Shutterstock.com

© 2027 Great Minds PBC. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder. Printed in the USA A-Print

1 2 3 4 5 6 7 8 9 10 XXX 35 34 33 32 31 30 29 28 27 26 ISBN 979-8-89997-634-6

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Annotated Sample Lesson | Grade 1 | Decodables

A short preview, designed to be read before the main text, sparks student interest and sets a purpose for reading.

The pot got hot. “Yum!” Anansi said. “If I just had a cup . . .” What will Anansi do next?

Lesson set labels on the back cover alert teachers to each book’s corresponding grade, lesson, and reviewed skill(s).

Grade 1 Lesson 22

Review: all consonants; short vowels with double-letter consonant endings -ff, -ll, -ss, -zz; suffix -s

ISBN 979-8-89997-634-6

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Annotated Sample Lesson | Grade 4 | Teach

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Annotated Sample Lesson | Grade 4 | Teach

The first page of each lesson provides an at-a-glance overview of the lesson. Color headers provide visual cues for teachers, making lesson sets with common focus concepts easily identifiable.

Lesson 10 Root Trees: circ/circum, aud, and scope

Learning Goal

Materials

Use knowledge of the roots circ/circum, aud, and scope to read multisyllabic words and use them in context.

T EAC H ER

Agenda

ST UD ENTS

WA R M UP ( 3 M I NUT ES )

• Read Words with the Roots circ/circum LE A R N ( 7 M I NUT ES )

• Sort Words According to Their Roots A P P LY ( 5 M I NUT ES )

• Demonstrate Learning Learning Task: Use multisyllabic words with the roots circ/circum, aud, and scope in the context of a complete sentence.

The Agenda offers an at-a-glance view of the lesson’s activities and the suggested pacing.

• Lesson 10 Slides (digital platform) • L10: Root Trees for circ/circum, aud, and scope (Practice book, p. <#>)

Prepare to Teach • Determine how to display side by side the Practice book pages. See the Learn section for details. • Note: In the Root Trees activity, students read multiple words within and across word families and then sort the words based on their roots. Root trees reinforce the meanings of common roots and expand students’ knowledge of word families. • Note: Learn more in the Melissa & Lori Teaching Moment video “Roots,” located on the digital platform.

Prepare to Teach provides related educative notes about the skill or focus concept, as well as tips to support planning.

ARTS & LETTERS Reading Foundations | © Great Minds PBC

Grade 4 | Lesson 10

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Throughout the lessons, Display cues teachers to show materials available on digital instructional slides.

Grade 4 | Lesson 10

WARM UP (3 minutes) Read Words with the Roots circ/circum 1. Display circumference and recirculate.

Thumbnails provide visuals of the materials at point-of-use within the lesson.

2. Instruct students to read the words in a whisper and determine whether they sound like words they

know. Tell students that if a word sounds unfamiliar, they should try another sound. 3. Remind students that the letter c makes the /s/ sound when it comes before the vowels e and i, and the Read the list of words with a partner. Underline the root in each word. Write one root under each tree. Then sort the words onto the matching tree. Finally, write the meaning of the root under the tree.

4. Tell students that they will practice writing and saying words that contain circ or circum.

circumstance audience telescope inaudible circumnavigate audition recirculate periscope noncircular audio stethoscope audit circus videoscope circuits

LEARN (7 minutes) Sort Words According to Their Roots

Key Ideas • circumstance • circumnavigate • recirculate • noncircular • circus • circuits Meaning:

1. Explain that students will identify words with common roots and related meanings by sorting words to

create root trees. These root trees will contain words from the same word family, or root.

Numbered lesson steps guide the teacher in facilitating the lesson.

Grade 4 | Lesson 10

L10 Root Trees • circ/circum, aud, and scope

/k/ sound when it comes before the vowels a, o, and u.

2. Form pairs. Display the first two pages of L10: Root Trees for circ/circum, aud, and scope, and direct

students to the pages in their Practice books. Read aloud the directions.

Root:

circ/circum

ring; form a circle

ARTS & LETTERS Reading Foundations | © Great Minds PBC

Language Support To help students draw on their full linguistic resources, encourage them to identify words in their

3. Direct attention to the list of words. Instruct students to read the list of words and underline the root in

each word.

home language that share the same roots (e.g., the Spanish words círculo, audición, telescopio).

4. Instruct students to write one of the target roots under each tree. 5. Think aloud to model how to fill in the root trees with words from the word list.

Sample Think Aloud

6. Instruct students to work with their partners to sort the words by writing words that contain the same

The first word on the list contains the

root on the matching root tree. Encourage students to write additional words in the extra boxes. 7. Instruct students to read the words in a whisper.

root circum. I’m going to make this first tree the circ/circum tree. I’ll write the roots below the tree. Then I’ll write the first word in one of the branch boxes on this tree. The next word on the list has the root aud. I’ll put that word on the next tree.

ARTS & LETTERS Reading Foundations | © Great Minds PBC

Language Support and Differentiation Support notes offer point-of-use supports to meet the needs of all learners.

Sample Think Aloud sidebars give teachers sample language for modeling the thought process or steps of lesson activities.

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Annotated Sample Lesson | Grade 4 | Teach

Color-coded text alerts teachers to who is speaking or completing an action at each point of the lesson.

Dark-blue font indicates teacher talk.

Black font indicates a teacher action.

• aud: They all include the root aud; they all relate to hearing or listening. • scope: They all end with the root scope; they all involve a tool used for looking at or examining something closely. 10. Instruct students to write the meaning of the root below each of their trees. Direct them to the

Light-blue font indicates student responses.

Morpheme Glossary, located in the Practice book, if needed.

APPLY (5 minutes) Demonstrate Learning 1.

Headings divide the lesson into sections and include pacing suggestions.

Introduce the learning task. Instruct students to work with a partner to orally compose two sentences using two of the words from their root trees.

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The Analyze Student Progress section allows the teacher to monitor student understanding and offer immediate support to help blocked students resume progress. The section is embedded in each lesson after the learning task.

Grade 4 | Lesson 10

Analyze Student Progress Monitor: Do students apply their knowledge of the roots circ/circum, aud, and scope to use words accurately in their sentences? Offer Immediate Supports: • If students need additional support using the word in a sentence, instruct them to write a word equation (e.g., prefix + base word or root = new word). Direct students to the Morpheme Glossary, located in the Practice book, if needed. • If students need additional support reading or pronouncing the words, display the Reading Long Words reference chart and instruct them to work with a partner to practice the routine.

Achievement Descriptors (ADs) provide coded references to the skills students are developing, giving teachers a simple way to monitor progress and support mastery.

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.3.4 Phonics and Spelling: DF.3.4.A MM

Make Meaning from Text

MM.5.4 Vocabulary: MM.5.4.A, MM.5.4.A.d

ADs are located at the end of each lesson.

ARTS & LETTERS Reading Foundations | © Great Minds PBC

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Annotated Sample Lesson | Grade 4 | Practice

PRACTICE This student edition features in-class work pages to reinforce learning.

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GRADE 4

PR ACTI C E

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Annotated Sample Lesson | Grade 4 | Practice

L10 Root Trees • circ/circum, aud, and scope

Grade 4 | Lesson 10

Read the list of words with a partner. Underline the root in each word. Write one root under each tree. Then sort the words onto the matching tree. Finally, write the meaning of the root under the tree.

Lesson numbers, clear titles, and page numbers make it easy for students to navigate the materials.

circumstance audience telescope inaudible circumnavigate audition recirculate periscope noncircular audio stethoscope audit circus videoscope circuits

Key Ideas • circumstance • circumnavigate • recirculate • noncircular • circus • circuits Meaning:

Root:

circ/circum

ring; form a circle

ARTS & LETTERS Reading Foundations | © Great Minds PBC

Grade 4 | Lesson 10

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Colorful borders match the color of the headers in the lesson sets of the Teach book.

Grade 4 | Lesson 10

Key Ideas • audience • inaudible • audition • audio • audit

Root: Meaning:

aud

to hear; to listen

ARTS & LETTERS Reading Foundations | © Great Minds PBC

Answer supports—available on the digital platform—help teachers ensure student accuracy. Arts & Letters: Reading Foundations Grades K–5 | Sampler 45

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Sample Lessons Explore a few lessons from the Teach and Practice books. Grade K

Grade 1

Grade 4

• Pages 48–88

• Pages 90–131

• Pages 132–167

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Sample Lessons | Grade K

Teach (Teacher Edition) Grade K

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Sample Lessons | Grade K | Teach

Lesson 27 Consonant: Rr

Learning Goal

Materials

Apply new knowledge about the consonant Rr to read the L27: Letters List.

T E AC H E R

Agenda WARM UP (5 M I N UT E S )

• Lesson 27 Slides (digital platform) • Mnemonic Cards: d, i, l, b, p, s, a, t, m (for review) • Letter Recognition Cards: Dd, Ii, Ll, Bb, Pp, Ss, Aa, Tt, Mm (for review)

• Practice Phonemic Awareness with Phoneme Isolation (3 minutes)

• “Introducing the Letter Rr” video (digital platform)

• Review Sounds and Letter Recognition (2 minutes)

• Mnemonic Card for r

LEARN (18 M I N UTES )

• Introduce the New Letter and Sound (10 minutes) • Letter Formation (5 minutes) • Decode Words (3 minutes) AP P LY (7 M I N UTES)

• Read the Letters List (7 minutes)

• “Articulation for /r/” video (digital platform) • Letter Recognition Card for Rr ST UD E NTS

• L27: Handwriting Practice for Rr (Practice book, p. 86) • L27: Letters List (Practice book, p. 88)

Prepare to Teach • Have access to the following observational trackers for notetaking and informal data collection: Phonemic Awareness, Letter Formation, and Decoding/Fluency, all located in the Assessment and Responsive Teaching Guide. • Refer to the Letter Formation Guidelines reference chart for information about supporting students with correct letter formation during handwriting activities.

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Kindergarten | Lesson 27

WARM UP Practice Phonemic Awareness with Phoneme Isolation (3 minutes) 1. Engage students in the Phoneme Isolation activity with final sounds.

Differentiation Support

• Let’s say the last sound we hear in words. I say a word, and you repeat the word. Then you say the last sound you hear in the word.

To support students in isolating phonemes, model segmenting

rap

rim

trim

mud

crab

rap

rim

trim

mud

crab

/p/

/m/

/d/

/b/

the word by saying each phoneme slowly and pausing between them. Invite students to repeat after you, saying each sound separately. Then share the final sound and ask them

Example with rap

to identify where they heard the sound in the word. (e.g., Do you

rap

hear /p/ at the beginning, middle,

rap, /p/

or end of rap?).

Offer Immediate Support If students need additional support identifying the final sound, work with them to segment the word into each of its sounds. Invite students to tap the sounds on their arms as they segment. Example with rap: Listen. The word is rap. Let’s say the sounds we hear in rap. Tap for each sound. Confirm that students tap on their arms for each sound as they say the sound. /r/ - /ă/ - /p/ What is the last sound? /p/

WARM UP Review Sounds and Letter Recognition (2 minutes) 1. Engage students in the Sounds Review activity.

• Display each Mnemonic Card for review one at a time. Say the letter name, the picture name, and the sound as I show each card.

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 27

Offer Immediate Support If students need additional support saying a sound, model saying the sound. Then invite students to repeat the sound. Instruct students to say the sound twice more before moving on to other cards. Review the card once more at the end of the warm-up. If necessary, play the articulation video for the sound, located on the digital platform. Example with /d/: Listen. This sound is /d/ like in dog. What sound? /d/ Yes, /d/. What sound? /d/ Yes, what sound? /d/

2. Engage students in the Letter Recognition Review activity.

• Display each Letter Recognition Card for review one at a time. Say the letter name as I show each card.

Dd Dd Dd

Offer Immediate Support If students need additional support saying the letter name, model saying the letter name and invite students

to repeat it. Instruct them to say the letter name twice more before moving on to other cards. Review the card once more at the end of the warm-up. Example with Dd:

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This letter is d. What letter? d Yes, d. What letter? d Yes, what letter? d

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Kindergarten | Lesson 27

LEARN Introduce the New Letter and Sound (10 minutes) 1. Today, we are learning about the letter Rr. 2. Play the “Introducing the Letter Rr” video, located on the digital platform. 3. Display the Mnemonic Card for r. Say the letter name, the picture name, and the letter sound. r, robot, /r/ 4. Play the “Articulation for /r/” video, located on the digital platform. 5. Display the images for puzzle, kite, and ring. Say the name of each image. puzzle, kite, ring 6. Ask this question after naming each image: What is the first sound? /p/, /k/, /r/

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7. After confirming the correct responses, ask this question: Which picture begins with /r/? ring 8. Display r underneath the picture of the ring. Yes, ring begins with /r/ 9. Engage students in the Find the Letter activity.

• Let’s find letters. I will say a letter name and sound, and you will point to the letter that spells that sound. Then you will say the letter name and sound.

• Display A, D, R. • Point to R. The letter R spells /r/. • Pause for students to point, and then direct attention to R. • What letter? R What sound? /r/ • Display r, t, m. • Point to r. The letter r spells /r/. • Pause for students to point, and then direct attention to r. • What letter? r What sound? /r/

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 27

• Display d, r, i. • Point to d. The letter d spells /d/. • Pause for students to point, and then direct attention to d. • What letter? d What sound? /d/ • Display b, s, r. • Point to r. The letter r spells /r/. • Pause for students to point, and then direct attention to r. • What letter? r What sound? /r/ Offer Immediate Support If students need additional support identifying the correct letter, model saying all the letter names as you direct attention to each letter. Instruct students to say the letter names with you. Then instruct students to say the target letter name and the target letter sound once more before moving on to the next set of letters. Example with R: These letters are A, D, R. Say the letter names with me. A, D, R This letter is R. What letter? R Yes, R. What sound? /r/ Yes, /r/.

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Kindergarten | Lesson 27

LEARN Letter Formation (5 minutes) 1. Engage students in the Letter Formation activity.

• Display the Letter Recognition Card for Rr to show the letter’s uppercase and lowercase formations. • Let’s air write uppercase R. Tell students to use their pointer fingers to air write uppercase R as you say the formation guidance and model writing the letter. Start at the top. Write a line to

the bottom. Trace back to the top, curve forward to the middle, and write a diagonal line forward to the bottom.

• Now let’s air write lowercase r. Tell students to use their pointer fingers to air write lowercase r as you say the formation guidance and model writing the letter. Start at the middle. Write a line to

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the bottom. Trace up to the middle, curve forward, and stop.

• Display L27: Handwriting Practice for Rr, and direct students to page 86 in their Practice books. Trace the uppercase and lowercase r. As you trace, say r, /r/.

Kindergarten | Lesson 27

L27 Handwriting Practice • Rr

R r

• After students trace the uppercase and lowercase Rr, direct attention to the second page of L27: Handwriting Practice for Rr. Now, write the letter r on your own. Start your pencil on the dot each time you write a new letter. As you write, say r, /r/.

• Remember, we will mostly use the lowercase r when we write words during these lessons.

R R R R R R R R R R R R R R R R r r

r r

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Teacher Note

r r

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Differentiation Challenge

Students can complete this activity during small group instructional time as needed. To provide additional opportunities for engagement, use multisensory approach, such as writing the letter in shaving cream or on sandpaper.

To encourage students’ letter formation of Rr, provide them with a sheet of writing paper and a set of crayons. Encourage students to write the uppercase and lowercase

Offer Immediate Support If students need additional support with letter formation, use a highlighter to trace the letter on students’ papers. Then slowly guide students through the letter formation guidance as they trace the letter.

Rr in as many different colors as possible on the paper. Remind students to form the letters correctly, and encourage them to use the lines on the paper to help them write neatly.

ARTS & LETTERS Reading Foundations | © Great Minds PBC

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 27

LEARN Decode Words (3 minutes) 1. Let’s read words. Some of these words will have /r/ spelled with r. 2. Engage students in the Decoding activity. Display each word one at a time.

• Let’s blend the sounds to read the whole word. First, say each sound, without stopping between the sounds. Then read the whole word quickly.

• Direct attention to each grapheme as you blend the sounds. rib

ram

lip

rat

sad

/r//ĭ//b/

/r//ă//m/

/l//ĭ//p/

/r//ă//t/

/s//ă//d/

rib

ram

lip

rat

sad

Offer Immediate Supports If students need additional support saying a grapheme’s sound, pause and direct attention to the grapheme as you say the sound. Then instruct students to repeat the sound. Start over from the beginning of the word. Example with rib: Direct attention to r. This sound is /r/. What sound? /r/ Let’s say all the sounds in the word. If students need additional support with blending the individual phonemes into the whole word, drag your finger very slowly across the word as you say each sound with students, without stopping between the sounds when possible. Do this several times, gradually increasing speed, and then ask this question: What word is this?

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Kindergarten | Lesson 27

APPLY Read the Letters List (7 minutes) 1. Display the L27: Letters List, and direct students to page 88 in their Practice books. 2. Engage students in the Letters List activity.

• Let’s read some letter sounds. Direct students to the first row of letters. • Choral Read each letter sound. • Direct attention to row 2. I’ll say a sound and then you circle the letter that spells that sound.

Kindergarten | Lesson 27

L27 Letters List 1.

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• Which letter spells /r/? • Confirm students circle r. • Direct attention to the correct response. Yes, r spells /r/. • Choral Read each letter sound in row 2. • Direct attention to row 3. I’ll say a sound and then you circle the letter that spells that sound. • Which letter spells /b/? • Confirm students circle b. • Direct attention to the correct response. Yes, b spells /b/. • Choral Read each letter sound in row 3. • Direct attention to row 4. I’ll say a sound and then you circle the letter that spells that sound. • Which letter spells /r/? • Confirm students circle r. • Direct attention to the correct response. Yes, r spells /r/. • Choral Read each letter sound in row 4.

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 27

Offer Immediate Support If students need additional support identifying the letter that spells the target sound, review the sounds of each letter in the row. Example with s, d, r: Direct attention to the first letter. This is /s/. Is /s/ the same as /r/? No. Direct attention to the second letter. This is /d/. Is /d/ the same as /r/? No. Direct attention to the third letter. This is /r/. Is /r/ the same as /r/? Yes. The letter r spells /r/. Which letter spells /r/? r

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.1.K Print Concepts: DF.1.K.A, DF.1.K.B DF.2.K Phonemic Awareness: DF.2.K.C, DF.2.K.D DF.3.K Phonics and Spelling: DF.3.K.A, DF.3.K.A.a, DF.3.K.A.b, DF.3.K.B, DF.3.K.B.a, DF.3.K.C, DF.3.K.C.b DF.6.K Foundational Writing: DF.K.B, DF.6.K.E

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Sample Lessons | Grade K | Teach

Lesson 28 Consonant: Rr

Learning Goal

Materials

Apply knowledge of letter-sound correspondence to read the practice passage “A Rat and a Ram.”

T E AC H E R

Agenda WARM UP (5 M I N UT E S )

• Practice Phonemic Awareness with Phoneme Isolation (3 minutes) • Review Sounds and High-Frequency Words (2 minutes) LEARN (15 M I N UTES )

•

Review the New Letter and Sound (3 minutes)

• Lesson 28 Slides (digital platform) • Mnemonic Cards: i, l, b, p, s, a, t, m, d (for review) • High-Frequency Word Cards: I, you, can, is, as, a, see, the (for review) • Mnemonic Card for r ST UD E NTS

• L28: Labeling with r (Practice book, p. 89) • L28: Sound Boxes (Practice book, p. 90)

• Encode Words (8 minutes)

• sound chips

• Introduce the High-Frequency Word (4 minutes)

• L28: High-Frequency Word Practice (Practice book, p. 92)

AP P LY (10 M I N UTES )

• Read the Practice Passage (10 minutes)

• L28: Practice Passage “A Rat and a Ram” (Practice book, p. 94)

Prepare to Teach • Have access to the following observational trackers for notetaking and informal data collection: Phonemic Awareness, Letter Formation, Encoding, and Decoding/Fluency, all located in the Assessment and Responsive Teaching Guide. • Refer to the Letter Formation Guidelines reference chart for information about supporting students with correct letter formation during handwriting activities.

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Kindergarten | Lesson 28

WARM UP Practice Phonemic Awareness with Phoneme Isolation (3 minutes) 1. Engage students in the Phoneme Isolation activity with final sounds. • Let’s say the last sound we hear in words. I say a word, and you repeat the word. Then you say the last sound you hear in the word. ram

flat

grin

dad

rub

ram

flat

grin

dad

rub

/m/

/t/

/n/

/d/

/b/

Example with ram ram ram, /m/

Offer Immediate Support If students need additional support identifying the final sound, work with them to segment the word into each of its sounds. Invite students to tap the sounds on their arms as they segment. Example with ram: Listen. The word is ram. Let’s say the sounds we hear in ram. Tap for each sound. Confirm that students tap on their arms for each sound as they say the sound. /r/ - /ă/ - /m/ What is the last sound? /m/

WARM UP Review Sounds and High-Frequency Words (2 minutes) 1. Engage students in the Sounds Review activity.

• Display each Mnemonic Card for review one at a time. Say the letter name, the picture name, and the sound as I show each card.

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 28

Offer Immediate Support If students need additional support saying a sound, model saying the sound. Then invite students to repeat the sound. Instruct students to say the sound twice more before moving on to other cards. Review the card once more at the end of the warm-up. If necessary, play the articulation video for the sound, located on the digital platform. Example with /ĭ/: Listen. This sound is /ĭ/ like in insect. What sound? /ĭ/ Yes, /ĭ/. What sound? /ĭ/ Yes, what sound? /ĭ/

2. Engage students in the High-Frequency Word Warm Up activity.

• Display each High-Frequency Word Card for review one at a time. Say each word as I show the card.

Offer Immediate Support

If students need additional support saying a word, stop and model saying the word. Invite students to repeat

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the word. Tell students to segment the word into its sounds. Direct attention to the sounds students know and to any star parts if applicable. Instruct students to say the word twice more before moving on to other cards. Review the card once more at the end of the warm-up. Example with I: Listen. The word is I. What word? I The word I has one sound. What sound? /ī/ What word? I In this word, the letter i spells the long /ī/ sound. We know how to read and write this word! What word? I Yes, what word? I

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Kindergarten | Lesson 28

LEARN Review the New Letter and Sound (3 minutes) 1. Display the Mnemonic Card for r. Say the letter name, the picture name, and the letter sound. Invite

students to repeat the name, picture, and sound. 2.

Display L28: Labeling with r, and direct students to page 89 in their Practice books. Say the name of each picture, emphasizing the first sound in each name. Tell students to use a lowercase r to label the pictures of items whose names begin with the sound /r/. telephone, guitar, rooster, rocket,

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Kindergarten | Lesson 28

L28 Labeling with r

moon, rose Teacher Note Because this activity serves as a learning task to check for understanding, an Offer Immediate Support note is not included. If time allows, review the correct responses after the activity is completed or during small group instruction.

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LEARN Encode Words (8 minutes) 1. Display L28: Sound Boxes, and direct students to pages 90–91 in their Practice books. Distribute sound

chips to students. 2. Let’s use our sound boxes to say the sounds we hear and then to spell the words.

Kindergarten | Lesson 28

L28 Sound Boxes

3. Engage students in the Sound Box activity. Display each word after students have written it. • I say a word, and you repeat the word. Then you say each sound in the word as you push a sound chip into each box. Finally, say the sounds in the word again as you write the letters on the line.

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Teacher Note Circulate to monitor for correct letter formation, and provide feedback when necessary.

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 28 rat

lip

rim

rap

sit

rat

lip

rim

rap

sit

/r/-/ă/-/t/

/l/-/ĭ/-/p/

/r/-/ĭ/-/m/

/r/-/ă/-/p/

/s/-/ĭ/-/t/

1. rat

2. lip

3. rim

4. rap

5. sit

Example with rat rat rat Say each sound in the word rat as you push a chip into each sound box. Confirm that students push a sound chip into the corresponding box as they say each sound. /r/ - /ă/ - /t/ Say the sounds in rat again as you write the letters on the line. Confirm that students write each letter after they say the corresponding sound. /r/ - /ă/ - /t/ Spell rat. r-a-t

Offer Immediate Support If students need additional support writing a grapheme for a sound, say the sound again and then ask this question: What letter spells that sound? Example with rat: Listen. The first sound in rat is /r/. What letter spells /r/? r Yes, r. Write r on the line underneath the first box.

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Kindergarten | Lesson 28

LEARN Introduce the High-Frequency Word (4 minutes) 1. Engage students in the Introduce the High-Frequency Word activity with the word and.

Language Support

• Display the word and, and instruct students to Echo Read it. and; and

To extend beginning English

• I like art and basketball.

speakers’ abilities to use

• Let’s say the sounds we hear in the word and. /ă/ - /n/ - /d/

high-frequency words, teach

• What word? and

students to use a gesture when

• The letter a spells /ă/, the letter n spells /n/, and the letter d spells /d/.

they hear the word during the activity. Encourage them to continue to use the gesture

Teacher Note Remind students that sometimes when letters are next to each other, the vowel sounds a little different than we’d expect. Explain that the consonant n makes the short vowel /ă/ sound a little different, just like in the word and.

when they hear the word in other instructional activities throughout the day.

• In words that have /n/, the letter n spells the /n/ sound. We’ll learn this soon! • Say each letter name. a-n-d • Display the following sentence, and circle and: We have a cat and a dog. Echo Read the sentence. • Display L28: High-Frequency Word Practice, and direct students to pages 92–93 in their Practice books. Instruct them first to trace the word and on the left-hand page as they read it aloud and then to write the word and on the right-hand page once on each line.

L28 High-Frequency Word Practice

Kindergarten | Lesson 28

Trace and as you say the word aloud.

and and

Teacher Note The Practice book includes extra space for additional practice.

and and 92

• What word did you write? and

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 28

APPLY Read the Practice Passage (10 minutes) 1. Display the L28: Practice Passage “A Rat and a Ram,” and direct students to page 94 in their

Practice books.

Kindergarten | Lesson 28

L28 Practice Passage • “A Rat and a Ram”

2. Engage students in the Practice Passage activity.

I dip and dab. It is a rat! I dip and dab. A ram!

• Let’s practice reading a passage that has words with consonant r and our new high‑frequency word, and. First, we’ll practice reading some words and then we’ll read the passage.

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• Direct attention to the first word with the consonant r in the passage. Instruct students to decode the word. Say each sound without stopping between the sounds. Then read the whole word quickly.

• Direct attention to the word and where it appears. Choral Read and. • Remember, sentences are made of words. Move your finger along the practice passage to indicate the focus sentence. Place your finger on the first word of the sentence. Place your finger on the last word of the sentence.

• Instruct students to Choral Read the passage. • Instruct students to take turns reading the passage with a partner, as time allows. Circulate and listen to students read, supporting as necessary and taking notes on the Decoding/Fluency Observational Tracker. • Invite students to discuss this question with a partner: What did you read about? Teacher Note Students can illustrate the practice passage during small group time after they have read the passage again.

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Kindergarten | Lesson 28

Offer Immediate Supports If students need additional support reading decodable words, engage them in the Decoding activity. If students need additional support reading high-frequency words, tell them the word, Choral Read the word, and instruct students to read the word on their own. Then invite them to highlight the word on the practice passage. Make a note on your Decoding/Fluency Observational Tracker so students can practice the word during small group time or review the word as a whole group in lesson Warm Up activities.

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.1.K Print Concepts: DF.1.K.A, DF.1.K.B, DF.1.K.C DF.2.K Phonemic Awareness: DF.2.K.D DF.3.K Phonics and Spelling: DF.3.K.A, DF.3.K.B, DF.3.K.B.a, DF.3.K.B.b, DF.3.K.C, DF.3.K.C.b DF.4.K High‑Frequency and Irregularly Spelled Words: DF.4.K.A, DF.4.K.B DF.5.K Fluency: DF.5.K.A DF.6.K Foundational Writing: DF.6.K.B, DF.6.K.C, DF.6.K.E

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Sample Lessons | Grade K | Teach

Lesson 29 Decodable | Dip and Dab

Learning Goal Apply knowledge of letter-sound correspondence to read Dip and Dab.

Agenda WARM UP (6 M I N UT E S )

• Practice Phonemic Awareness with Phoneme Isolation (3 minutes) • Review Sounds, Letter Recognition, and High-Frequency Words (3 minutes) AP P LY (2 4 M I N UTES )

• Read Dip and Dab (24 minutes)

Materials TEAC H ER

ST UD E NTS

• Decodable: Dip and Dab

Prepare to Teach • Have access to the following observational trackers for note-taking and informal data collection: Phonemic Awareness, Decoding/ Fluency, Concepts About Print, all located in the Assessment and Responsive Teaching Guide. • Note: The book Dip and Dab provides the same benefits as the wordless books from lessons 13 and 21, but the decodable sections of Dip and Dab offer students a unique opportunity to successfully read meaningful text. • Note: Learn more in the Melissa & Lori Teaching Moment videos “Tier 1, 2, & 3 Words” and “Decodable Texts,” located on the digital platform.

• Lesson 29 Slides (digital platform) • Mnemonic Cards: r, d, i, l, b, p, s, a, t, m (for review) • Letter Recognition Cards: Rr, Dd, Ii, Ll, Bb, Pp, Ss, Aa, Tt, Mm (for review) • High-Frequency Word Cards: and, I, you, can, is, as, a, see, the (for review) • Decodable: Dip and Dab

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Kindergarten | Lesson 29

bad

crib

pat

ram

rip

bad

crib

pat

ram

/p/

/d/

/b/

/t/

/m/

Example with rip rip rip, /p/

Offer Immediate Support If students need additional support identifying the final sound, work with them to segment the word into each of its sounds. Invite students to tap the sounds on their arms as they segment. Example with rip: Listen. The word is rip. Let’s say the sounds we hear in rip. Tap for each sound. Confirm that students tap on their arms for each sound as they say the sound. /r/ - /ĭ/ - /p/ What is the last sound? /p/

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 29

WARM UP Review Sounds, Letter Recognition, and High-Frequency Words (3 minutes) 1. Engage students in the Sounds Review activity.

• Display each Mnemonic Card for review one at a time. Say the letter name, the picture name, and the sound as I show each card.

Offer Immediate Support If students need additional support saying a sound, model saying the sound. Then invite students to repeat the

sound. Instruct students to say the sound twice more before moving on to other cards. Review the card once more at the end of the warm-up. If necessary, play the articulation video for the sound, located on the digital

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platform. Example with /r/: Listen. This sound is /r/ like in robot. What sound? /r/ Yes, /r/. What sound? /r/ Yes, what sound? /r/

2. Engage students in the Letter Recognition Review activity.

• Display each Letter Recognition Card for review one at a time. Say the letter name as I show each card.

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Kindergarten | Lesson 29

Offer Immediate Support If students need additional support saying the letter name, model saying the letter name and invite students to repeat it. Instruct them to say the letter name twice more before moving on to other cards. Review the card once more at the end of the warm-up. Example with Rr: This letter is r. What letter? r Yes, r. What letter? r Yes, what letter? r

3. Engage students in the High-Frequency Word Warm Up activity.

• Display each High-Frequency Word Card for review one at a time. Say each word as I show the card.

and and and

Offer Immediate Support

If students need additional support saying a word, stop and model saying the word. Invite students to repeat

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the word. Then tell them to segment the word into its sounds. Direct attention to the sounds students know and to any star parts if applicable. Instruct students to say the word twice more before moving on to other words. Review the word once more at the end of the warm-up. Example with and: Listen. The word is and. What word? and Let’s segment the word and into its sounds. /ă/ - /n/ - /d/ What word? and The letter a spells the /ă/ sound; the letter n spells the /n/ sound; and the letter d spells the /d/ sound. In words that have n, the letter n spells the /n/ sound. We’ll learn this soon! What word? and Yes, what word? and

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 29

APPLY Read Dip and Dab (24 minutes) 1. Display Dip and Dab and distribute copies of the text to students. Read aloud the title. Then instruct

students to turn to the back of the book. Read aloud the teaser. 2. Display the vocabulary word dab.

I dip and dab.

Dip & Dab

What is the narrator doing?

3. Echo Read dab. Tell students that dab means “to quickly and lightly touch.” Direct attention to the image Grade K Lesson 29

of the boy dabbing a paintbrush opposite page 1 to help illustrate the term’s meaning.

Dip & Dab

Consonants: Bb, Dd, Ll, Mm, Pp, Rr, Ss, Tt Short Vowels: Aa, Ii

written by Melissa Thomson

4. Instruct students to work with a partner to use the term in a sentence.

illustrated by Eric Puybaret

ISBN 979-8-89997-608-7

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5. Display the vocabulary word calligraphy. Emphasize that this word will help build knowledge. 6. Echo Read calligraphy. Tell students that calligraphy means “elegant writing made by a special brush or

pen.” Direct attention to the image of the boy writing calligraphy on pages 10–11 to help illustrate the term’s meaning. 7. Introduce the concepts about print skill. Remember, print has meaning. When we read, the words in the book help us understand the story. They give us more detail and more information than just the pictures. 8. Model how print has meaning by reading all of the text on pages 2–3. The words tell me the name of this person is Grandma. Invite students to practice recognizing print has meaning. What did they write? sun

Language Support

9. Read aloud the first two pages of the text, pointing out where students will read and where the teacher

comprehension while reading,

will read. 10. Begin reading the text. Instruct students to Choral Read the student text. Read aloud the adult text.

To support students’ periodically encourage students to pause to check for understanding (e.g., at the ends of pages). Ask

11. After the entire text is read, instruct students to read the student text with a partner. Encourage repeated

students text-based questions

readings as time allows. Circulate and listen to partners read, offering support as needed and taking notes on the Decoding/Fluency Observational Tracker.

and remind them to use textual evidence or images to support their responses. Encourage students to respond to questions in full sentences, and provide sentence frames as needed.

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Kindergarten | Lesson 29 12. Instruct students to discuss this question with a partner: What did you learn from this book? 13. Congratulate students on practicing understanding the difference between text and illustrations and on

exploring a new book. Teacher Note If time allows, read aloud the “More” section of the text to build additional knowledge about the topic.

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.1.K Print Concepts: DF.1.K.A, DF.1.K.B, DF.1.K.C DF.2.K Phonemic Awareness: DF.2.K.D DF.3.K Phonics and Spelling: DF.3.K.A, DF.3.K.A.a, DF.3.K.B, DF.3.K.B.a, DF.3.K.C, DF.3.K.C.b DF.4.K High-Frequency and Irregularly Spelled Words: DF.4.K.A DF.5.K Fluency: DF.5.K.A

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Sample Lessons | Grade K | Teach

Lesson 30 Assessment | Spelling and Reading

Learning Goal Apply letter-sound knowledge of focus concepts to accurately write letters and words and to read a word list.

Agenda WARM UP (7 M I N UT E S)

• Practice Phonemic Awareness with Phoneme Isolation (3 minutes) • Review Sounds, Letter Recognition, and High-Frequency Words (4 minutes) ASSESS (2 3 M I N UT E S )

•

Whole Group Assessment Administration (23 minutes)

Materials TEAC H ER

• Lesson 30 Slides (digital platform) • Mnemonic Cards: d, i, l, b, p, s, a, t, m, r (for review) • Letter Recognition Cards: Dd, Ii, Ll, Bb, Pp, Ss, Aa, Tt, Mm, Rr (for review)

• L30: Reading Assessment Guidance and Materials (Assessment and Responsive Teaching Guide) ST UD E NTS

• L30: Spelling Assessment student form (Assessment and Responsive Teaching Guide)

Prepare to Teach • Refer to the Assessment and Responsive Teaching Guide for administration and scoring guidance, assessment forms, and responsive teaching suggestions. This guide also contains copies of student-facing forms. Print one copy of the Spelling Assessment student form for each student and one copy of the Reading Assessment—Word List: Focus Concepts student form for individual administration. • The Reading Assessment—Word List: Focus Concepts is designed for individual administration during small group time. After administering the L30: Spelling Assessment, prepare students to transition into small groups. Then administer the L30: Reading Assessment—Word List: Focus Concepts.

• High-Frequency Word Cards: I, you, can, as, is, a, see, the, and (for review) • L30: Spelling Assessment Guidance and Materials (Assessment and Responsive Teaching Guide)

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Kindergarten | Lesson 30

mad

lip

dim

bit

rib

mad

lip

dim

bit

/b/

/d/

/p/

/m/

/t/

Example with rib rib rib, /b/

Offer Immediate Support If students need additional support identifying the final sound, work with them to segment the word into each of its sounds. Invite students to tap the sounds on their arms as they segment. Example with rib: Listen. The word is rib. Let’s say the sounds we hear in rib. Tap for each sound. Confirm that students tap on their arms for each sound as they say the sound. /r/ - /ĭ/ - /b/ What is the last sound? /b/

WARM UP Review Sounds, Letter Recognition, and High-Frequency Words (4 minutes) 1. Engage students in the Sounds Review activity.

• Display each Mnemonic Card for review one at a time. Say the letter name, the picture name, and the sound as I show each card.

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 30

2. Engage students in the Letter Recognition Review activity.

• Display each Letter Recognition Card for review one at a time. Say the letter name as I show each card.

Dd Dd Dd

Offer Immediate Support If students need additional support saying the letter name, model saying the letter name and invite students

to repeat it. Instruct them to say the letter name twice more before moving on to other cards. Review the card once more at the end of the warm-up. Example with Dd:

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This letter is d. What letter? d Yes, d. What letter? d Yes, what letter? d

3. Engage students in the High-Frequency Word Warm Up activity.

• Display each High-Frequency Word Card for review one at a time. Say each word as I show

the card.

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Kindergarten | Lesson 30

Offer Immediate Support If students need additional support saying a word, stop and model saying the word. Invite students to repeat the word. Then tell them to segment the word into its sounds. Direct attention to the sounds students know and to any star parts if applicable. Instruct students to say the word twice more before moving on to other words. Review the word once more at the end of the warm-up. Example with I: Listen. The word is I. What word? I The word I has one sound. What sound? /ī/ What word? I The letter i spells the /ī/ sound. We know how to read and write this word! What word? I Yes, what word? I

Part A | Letter Sound Dictation: Focus Concepts Directions: Let’s write letters for sounds. I will say a sound. You repeat the sound then write the letter that spells the sound. 1. Write the letter that spells the sound /l/. /l/ 2. Write the letter that spells the sound /ĭ/. /ĭ/ 3. Write the letter that spells the sound /d/. /d/

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Sample Lessons | Grade K | Teach

Kindergarten | Lesson 30

Part B | Word Dictation: Focus Concepts Directions: Let’s spell words. I will say a word and a sentence. You repeat the word then write the word. 4. lid: Put the lid on the jar to close it. lid; lid 5. dip: They dip their cookies in milk. dip; dip 6. mad: When I feel mad, I take deep breaths. mad; mad 7. bid: I bid one dollar on the toy. bid; bid 8. lit: She lit the candles on the cake. lit; lit Teacher Note After analyzing student data, gather materials best aligned with student needs. Refer to the Assessment and Responsive Teaching Guide, located on the digital platform, for information on responsive teaching aligned with the L30 Spelling Assessment and the L30 Reading Assessment—Word List: Focus Concepts. Refer to the Small Group Guidance section of the Assessment and Responsive Teaching Guide for information on meeting specific student needs. Additional word lists for extra practice are included in an appendix in the Assessment and Responsive Teaching Guide.

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Kindergarten | Lesson 30

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.2.K Phonemic Awareness: DF.2.K.D DF.3.K Phonics and Spelling: DF.3.K.A, DF.3.K.A.a, DF.3.K.B, DF.3.K.B.a, DF.3.K.B.b, DF.3.K.C, DF.3.K.C.a, DF.3.K.C.b DF.4.K High-Frequency Words and Irregularly Spelled Words: DF.4.K.A DF.6.K Foundational Writing: DF.6.K.B, DF.6.K.C, DF.6.K.E

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Sample Lessons | Grade K

Practice (Student Edition) Grade K

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GRADE K

Volume 1

PR ACTI C E

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Sample Lessons | Grade K | Practice

Kindergarten | Lesson 27

L27 Handwriting Practice • Rr

R r

R R R R R R R R R R R R R R R R r r

r r

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r r

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Kindergarten | Lesson 27

Write uppercase R. Start at the dot.

Write lowercase r. Start at the dot.

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Sample Lessons | Grade K | Practice

Kindergarten | Lesson 27

L27 Letters List 1.

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L28 Labeling with r

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Kindergarten | Lesson 28

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Sample Lessons | Grade K | Practice

Kindergarten | Lesson 28

L28 Sound Boxes

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Kindergarten | Lesson 28

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Sample Lessons | Grade K | Practice

L28 High-Frequency Word Practice

Kindergarten | Lesson 28

Trace and as you say the word aloud.

and and and and 92

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Kindergarten | Lesson 28

Write and.

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Sample Lessons | Grade K | Practice

Kindergarten | Lesson 28

L28 Practice Passage • “A Rat and a Ram”

I dip and dab. It is a rat! I dip and dab. A ram!

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Sample Lessons | Grade 1

Teach (Teacher Edition) Grade 1

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Sample Lessons | Grade 1 | Teach

Lesson 20 Short Vowels with Double-Letter Consonant Endings: -ll, -ss, -ff, and -zz

Learning Goal

Materials

Read and spell words with short vowels with double-letter consonant endings -ll, -ss, -ff, and -zz.

T E AC H E R

Agenda WARM UP (2 M I N UT E S)

• Review Sounds (2 minutes) LEARN (2 1 M I N UTES )

• Introduce the New Focus Concept (10 minutes) • Decode Words (3 minutes) • Encode Words (8 minutes) AP P LY (7 M I N UTES)

• Read Words and Phrases (7 minutes)

• Lesson 20 Slides (digital platform) • Sound Cards: s, l, v, w, f, y, z, and short vowels i, o, u (for review) • Double-Letter Consonant Endings (Reference Charts appendix) ST UD E NTS

• L20: Spelling Words (Practice book, p. 62) • L20: Words and Phrases List (Practice book, p. 63) • highlighter

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Grade 1 | Lesson 20

WARM UP Review Sounds (2 minutes) 1. Engage students in the Sounds Review activity.

• Display each Sound Card for review one at a time. Say the sound as I show each card.

ff f

fish fish fish

more before moving on to other cards. Review the card once more at the end of the warm-up. If necessary, play the articulation video for the sound, located on the digital platform. Example with /f/:

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Listen. This sound is /f/. What sound? /f/ Direct attention to the image of the fish and the key word below it. Yes, /f/, like in fish. What sound? /f/ Yes, what sound? /f/

LEARN Introduce the New Focus Concept (10 minutes) 1. Display the Double-Letter Consonant Endings reference chart. Direct attention to the double-letter

consonant endings.

Double-Letter Consonant Endings with short vowel sounds

Grade 1 | Reference Charts

-ss

-zz

-ff

-ll

less miss toss

buzz fizz jazz

off cuff puff

bell doll will

with different vowel sounds

-all

-oll

-ull

ball fall tall

roll toll stroll

bull pull full

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• Let’s blend the sounds in a word to read the whole word. First, say each sound, without stopping between the sounds. Then read the whole word quickly.

• Let’s blend the sounds in a word to read the whole word. • Direct attention to each grapheme as you blend the sounds. /m//ĕ//s/; mess 9. Display the word cuff. Say the word, and instruct students to repeat it. Use the word in a sentence. cuff What word? cuff A button came off the cuff of my shirt.

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Grade 1 | Lesson 20 10. Circle ff in the word cuff. The double-letter consonant ending -ff spells the sound /f/. 11. Engage students in the Decoding activity with cuff.

• Let’s blend the sounds in a word to read the whole word. • Direct attention to each grapheme as you blend the sounds. /k//ŭ//f/; cuff 12. Display the word buzz. Say the word, and instruct students to repeat it. Use the word in a sentence. buzz What word? buzz Listen to the bee buzz. 13. Circle zz in the word buzz. The double-letter consonant ending -zz spells the sound /z/. 14. Engage students in the Decoding activity with buzz.

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Grade 1 | Lesson 20

LEARN Decode Words (3 minutes) 1. Let’s read words. Some of these words will end with the sound /l/ spelled -ll, /s/ spelled -ss, /f/ spelled -ff, or /z/ spelled -zz. 2. Engage students in the Decoding activity. Display each word one at a time.

• Let’s blend the sounds to read the whole word. First, say each sound, without stopping between the sounds. Then read the whole word quickly.

• Direct attention to each grapheme as you blend the sounds. bell

hill

puff

off

miss

fuss

jazz

tub

let

digs

/b//ĕ//l/

/h//ĭ//l/

/p//ŭ//f/

/ŏ//f/

/m//ĭ//s/

/f//ŭ//s/

/j//ă//z/

/t//ŭ//b/

/l//ĕ//t/

/d//ĭ//g//z/

bell

hill

puff

off

miss

fuss

jazz

tub

let

digs

Offer Immediate Supports If students need additional support saying a grapheme’s sound, pause and direct attention to the grapheme as you say the sound. Then instruct students to repeat the sound. Start over from the beginning of the word. Example with bell: Direct attention to -ll. This sound is /l/. What sound? /l/ Let’s start from the first sound in the word. If students need additional support with blending the individual phonemes into the whole word, drag your finger very slowly across the word as you say each sound with students, without stopping between the sounds when possible. Do this several times, gradually increasing speed, and then ask this question: What word is this?

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Grade 1 | Lesson 20

LEARN Encode Words (8 minutes) 1. Display L20: Spelling Words, and direct students to page 62 in their Practice books. Explain that some of

the words students will write will have double-letter consonant endings -ll, -ss, -ff, and -zz.

2. Engage students in the Word Dictation activity. Display each word after students have written it. • Let’s write words. I say a word, and you repeat it. Then you say the sounds you hear in the word. Finally, you write the letters that spell those sounds.

10.

Teacher Notes

Grade 1 | Lesson 20

L20 Spelling Words

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Utilize the steps for the Word Dictation activity throughout the school day. Use this activity to support skills such as labeling practice and writing instruction. After dictating a word to students, use the word in a sentence to clarify the meaning as needed. Circulate to monitor for correct letter formation, and provide feedback when necessary.

buff

loss

fizz

moss

dull

buff

loss

fizz

moss

dull

/b/ - /ŭ/ - /f/

/l/ - /ŏ/ - /s/

/f/ - /ĭ/ - /z/

/m/ - /ŏ/ - /s/

/d/ - /ŭ/ - /l/

1. buff

2. loss

3. fizz

4. moss

5. dull

less

hill

top

fix

pans

less

hill

top

fix

pans

/l/ - /ĕ/ - /s/

/h/ - /ĭ/ - /l/

/t/ - /ŏ/ - /p/

/f/ - /ĭ/ - /x/

/p/ - /ă/ - /n/ - /z/

6. less

7. hill

8. top

9. fix

10. pans

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 20 Spell buff. b-u-f-f What word did you spell? buff

APPLY Read Words and Phrases (7 minutes) 1. Display the L20: Words and Phrases List, and direct students to page 63 in their Practice books.

L20 Words and Phrases List

2. Let’s read words and phrases. Many of these words appear in passages and books that we will read soon. 3. Engage students in the Words and Phrases List activity.

Words

Phrases

Grade 1 | Lesson 20

1. buzz

5. will

9. fuzz

2. mess

6. puff

10. fill

3. off

7. huff

4. tell

8. hiss

11. on the web 12. will run off

• Instruct students to find and highlight or underline the double-letter consonant endings -ll, -ss, -ff, and -zz where they appear in words on the list. Choral Read these words.

13. what a mess

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• Tell students to find and circle the high-frequency words the, a, and what. Choral Read the high-frequency words. • Choral Read the phrases. • Instruct students to take turns reading the list with a partner. Circulate and listen to students read. 158

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Grade 1 | Lesson 20

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

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Sample Lessons | Grade 1 | Teach

Lesson 21 Short Vowels with Double-Letter Consonant Endings: -ll, -ss, -ff, and -zz

Learning Goal Read and write words and sentences with the focus concept and high-frequency words and read the practice passage “A Spider’s Web.”

Agenda WARM UP (2 M I N UT E S)

• Review Sounds (2 minutes) LEARN (2 0 M I N UTE S )

• Review the New Focus Concept (5 minutes) • Decode Words (3 minutes) • Introduce the High-Frequency Word (4 minutes) • Write Sentences (8 minutes) AP P LY (8 M I N UTES )

• Read the Practice Passage (8 minutes)

ST UD E NTS

• L21: High-Frequency Word Practice (Practice book, p. 64) • L21: Sentence Dictation (Practice book, p. 66) • L21: Proofreading Checklist (Practice book, p. 68) • L21: Practice Passage “A Spider’s Web” (Practice book, p. 69)

Prepare to Teach • Have access to the following observational trackers for note-taking and informal data collection: Phonemic Awareness, Decoding/ Fluency, Encoding, and Letter Formation, all located in the Assessment and Responsive Teaching Guide. • Refer to the Letter Formation Guidelines reference chart for information about supporting students with correct letter formation during handwriting activities. • Note: Learn more in the Melissa & Lori Teaching Moment video “Mispronunciation Correction,” located on the digital platform.

Materials TEAC H ER

• Lesson 21 Slides (digital platform) • Sound Cards: z, x, y, h, v, c, k, and short vowels a, e, o (for review) • Double-Letter Consonant Endings (Reference Charts appendix) 160

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Grade 1 | Lesson 21

WARM UP Review Sounds (2 minutes) 1. Engage students in the Sounds Review activity.

• Display each Sound Card for review one at a time. Say the sound as I show each card.

aa a

Offer Immediate Support If students need additional support saying a sound, model saying the sound. Then invite students to repeat

a pple a pple a pple

the sound. Direct attention to the image and key word, and instruct students to say the sound twice more

before moving on to other cards. Review the card once more at the end of the warm-up. If necessary, play the articulation video for the sound, located on the digital platform. Example with /ă/:

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Listen. This sound is /ă/. What sound? /ă/ Direct attention to the image of the apple and the key word below it. Yes, /ă/, like in apple. What sound? /ă/ Yes, what sound? /ă/

LEARN Review the New Focus Concept (5 minutes) 1. Review the new focus concept.

• We’re going to review the double-letter consonant endings -ll, -ss, -ff, and -zz. When a one-syllable word ends in l, s, f, or z, the letters are doubled. In those words, l-l spells /l/, s-s spells /s/, f-f spells /f/, and z-z spells /z/.

• Display the Double-Letter Consonant Endings reference chart. Direct students to the sections for the endings -ll, -ss, -ff, and -zz. • Direct attention to the grapheme on the reference chart for -ll. What sound? /l/ • Direct attention to the grapheme for -ss. What sound? /s/ • Direct attention to the grapheme for -ff. What sound? /f/ ARTS & LETTERS Reading Foundations | © Great Minds PBC

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Grade 1 | Reference Charts

Double-Letter Consonant Endings with short vowel sounds

-ss

-zz

-ff

-ll

less miss toss

buzz fizz jazz

off cuff puff

bell doll will

with different vowel sounds

-all

-oll

-ull

ball fall tall

roll toll stroll

bull pull full

ARTS & LETTERS Reading Foundations | © Great Minds PBC

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 21

• Direct attention to the grapheme for -zz. What sound? /z/ • Reinforce the focus concept: The consonants l, s, f, and z are usually doubled when they appear at the end of a word with a short vowel sound.

LEARN Decode Words (3 minutes) 1. Let’s read words. Some of these words will have /l/ spelled with -ll, /s/ spelled with -ss, /f/ spelled with -ff, and /z/ spelled with -zz. 2. Engage students in the Decoding activity. Display each word one at a time.

• Let’s blend the sounds to read the whole word. First, say each sound, without stopping between the sounds. Then read the whole word quickly.

• Direct attention to each grapheme as you blend the sounds. doll

off

kiss

bill

huff

fizz

pass

hug

wet

yap

/d//ŏ//l/

/ŏ//f/

/k//ĭ//s/

/b//ĭ//l/

/h//ŭ//f/

/f//ĭ//z/

/p//ă//s/

/h//ŭ//g/

/w//ĕ//t/

/y//ă//p/

doll

off

kiss

bill

huff

fizz

pass

hug

wet

yap

Offer Immediate Supports If students need additional support saying a grapheme’s sound, pause and direct attention to the grapheme as you say the sound. Then instruct students to repeat the sound. Start over from the beginning of the word. Example with off: Direct attention to ff. This sound is /f/. What sound? /f/ Let’s start from the first sound in the word. If students need additional support with blending the individual phonemes into the whole word, drag your finger very slowly across the word as you say each sound with students, without stopping between the sounds when possible. Do this several times, gradually increasing speed, and then ask this question: What word is this?

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Grade 1 | Lesson 21

LEARN Introduce the High-Frequency Word (4 minutes) 1. Engage students in the Introduce the High-Frequency Word activity with the word put.

• Display the word put, and instruct students to Echo Read it. put; put • I put my pen down. • Let’s say the sounds we hear in the word put. /p/ - /oo/ - /t/ • What word? put • The letter p spells the sound /p/; the letter u spells the sound /oo/; and t spells the sound /t/. L21 High-Frequency Word Practice

• In put, u spells the /oo/ sound. This is a star part!

put

• Say each letter name. p-u-t • Display the following sentence, and circle put: We put away our books. Echo Read the sentence. • Display L21: High-Frequency Word Practice, and direct students to pages 64–65 in their Practice books. Instruct them first to trace the word put on the left-hand page as they read it aloud and then to write the word put on the right-hand page once on each line. • What word did you write? put

Grade 1 | Lesson 21

Trace put as you say the word aloud.

put put put 64

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Differentiation Support If students need additional support spelling the high-frequency word, engage them in the Sound Box activity to reinforce how to encode the word. Then prompt students to read the word twice more.

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 21

LEARN Write Sentences (8 minutes) 1. Display L21: Sentence Dictation, and direct students to pages 66–67 in their Practice books. 2. Engage students in the Sentence Dictation activity.

Grade 1 | Lesson 21

L21 Sentence Dictation 1.

• I say a sentence and you repeat it. Next, you repeat it again as you count the number of words on your fingers. Then you write the sentence. Finally, we read the sentence together.

• Dictate each sentence. After students write the sentence, display the sentence and tell students to check for correct spelling.

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• Instruct students to Choral Read the sentence as they touch each word. • Display the L21: Proofreading Checklist. Lead students through the checklist. Teacher Notes

I can check for: Capital Letters

If sentences contain vocabulary that is less familiar to students, pause briefly to discuss the

benefit from seeing modeled letter formation, spacing between words, etc.

Aa Sam

Punctuation Marks

meaning or provide context. Consider modeling how to write each sentence before displaying it on the slide. Students might

Grade 1 | Lesson 21

L21 Proofreading Checklist

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Space Between Words

Correct Spelling

dog

can

run.

run

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Sentences 1. The pop will fizz. 2. My hat fell off. 3. Go up that hill. Example with The pop will fizz. The pop will fizz. Confirm that students count four words on their fingers. The pop will fizz. Write the sentence in your Practice book. After students write the sentence, display the sentence. Check your work. 164

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Grade 1 | Lesson 21 Instruct students to make spelling corrections where necessary. Model an example of how to correct spelling by inserting a letter or deleting a letter. Read the sentence as you touch each word. The pop will fizz. Lead students through the L21: Proofreading Checklist and confirm that they proofread their work and make corrections where necessary. Teacher Note Circulate to monitor for correct letter formation. Provide feedback when necessary.

Offer Immediate Supports If students need additional support spelling high-frequency words, encourage them to refer to the High-Frequency Word List. If students need additional support spelling decodable words, engage them in the Word Dictation activity. If students need additional support with capitalization or punctuation, review those sections of the proofreading checklist.

APPLY Read the Practice Passage (8 minutes) 1. Display the L21: Practice Passage “A Spider’s Web,” and direct students to page 69 in their Practice books.

L21 Practice Passage • “A Spider’s Web”

2. Engage students in the Practice Passage activity.

A spider can put up a big web. It will run off to wait. Will a bug come? Time will tell.

• Let’s practice reading a passage that has words with short vowels and doubleletter consonant endings -ll, -ss, -ff, and -zz and our new high-frequency word, put. First we’ll practice reading some words and then we’ll read the passage.

Buzz, buzz. Yes! A bug lands on the web. It can not get off. What a mess the bug is in!

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 21

• Direct attention to the first word with a double-letter consonant ending within the passage. Instruct students to decode the word: Say each sound without stopping between the sounds. Then read the whole word quickly.

• Direct attention to the word put where it appears. Choral Read put. • Direct attention to the following non-decodable words: spider, wait, and lands. Read each word aloud, and instruct students to Echo Read the words. • Instruct students to Choral Read the passage. • Instruct students to take turns reading the passage with a partner, as time allows. Circulate and listen to students read, supporting as necessary and taking notes on the Decoding/Fluency Observational Tracker. • Invite students to discuss this question with a partner: What did you read about? Teacher Note Students can illustrate the practice passage during small group time after they have read the passage again.

Offer Immediate Supports If students need additional support reading decodable words, engage them in the Decoding activity. If students need additional support reading high-frequency words, tell them the word, Choral Read the word, and instruct students to read the word on their own. Then invite them to highlight the word on the practice passage. Make a note on your Decoding/Fluency Observational Tracker so that students can practice the word during small group time or review the word as a whole group in lesson Warm Up activities.

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Grade 1 | Lesson 21

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.2.1 Phonemic Awareness: DF.2.1.B DF.3.1 Phonics and Spelling: DF.3.1.A, DF.3.1.B, DF.3.1.B.a, DF.3.1.B.b, DF.3.1.C, DF.3.1.C.a, DF.3.1.C.c, DF.3.1.D, DF.3.1.D.a DF.4.1 High-Frequency and Irregularly Spelled Words: DF.4.1.A, DF.4.1.B DF.5.1 Fluency: DF.5.1.B DF.6.1 Foundational Writing: DF.6.1.B, DF.6.1.C, DF.6.1.D, DF.6.1.E DF.7.1 Capitalization DF.8.1 Punctuation: DF.8.1.A

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Sample Lessons | Grade 1 | Teach

Lesson 22 Decodable | How Anansi Lost His Hair

Learning Goal

• Double-Letter Consonant Endings (Reference Charts appendix)

Apply knowledge of focus concepts and high-frequency words to accurately spell words on the L22: Spelling Check and to read How Anansi Lost His Hair.

• Decodable: How Anansi Lost His Hair

Agenda

ST UD E NTS

• L22: Spelling Check student form (Assessment and Responsive Teaching Guide) • Decodable: How Anansi Lost His Hair

WARM UP (2 M I N UT E S)

• Review High-Frequency Words (2 minutes) ASSESS (10 M I N UT E S )

•

Administer a Spelling Check (10 minutes)

LEARN (6 M I N UTES )

• Review a Focus Concept to Prepare for Reading (6 minutes) AP P LY (12 M I N UTES )

• Read How Anansi Lost His Hair (12 minutes)

Materials

Prepare to Teach • Have access to the following observational trackers for note-taking and informal data collection: Phonemic Awareness and Decoding/Fluency, both located in the Assessment and Responsive Teaching Guide. • Refer to the Assessment and Responsive Teaching Guide for administration and scoring guidance, assessment forms, and responsive teaching suggestions. This guide also contains copies of student-facing forms. Print a copy of the Spelling Check student form for each student.

TEAC H ER

• Lesson 22 Slides (digital platform) • High-Frequency Word Cards: come, this, by, my, that, some, they, kind, want, may (for review) • L22: Spelling Check Guidance and Materials (Assessment and Responsive Teaching Guide) 168

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Grade 1 | Lesson 22

WARM UP Review High-Frequency Words (2 minutes) 1. Engage students in the High-Frequency Word Warm Up activity.

• Display each High-Frequency Word Card for review one at a time. Say each word as I show the card.

come come come

Offer Immediate Support

If students need additional support saying a word, stop and model saying the word. Invite students to repeat

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the word. Then tell them to segment the word into its sounds. Direct attention to the sounds students know and to any star parts if applicable. Instruct students to say the word twice more before moving on to other words. Review the word once more at the end of the warm-up. Example with come: Listen. The word is come. What word? come Let’s segment the word come into its sounds. /k/ - /ŭ/ - /m/ What word? come The letter c spells the /k/ sound; the letter o spells the /ŭ/ sound; the letter m spells the /m/ sound; the letter e is silent. This word has two star parts. The letter o spells /ŭ/, and the e is silent. What word? come Yes. What word? come

ASSESS Administer a Spelling Check (10 minutes) Administer the L22: Spelling Check.

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 22 Let’s spell words. I will say a word and a sentence. You repeat the word then write the word. 1. cuffs: I button the cuffs of my sleeves. cuffs; cuffs 2. boss: My boss helps me with my job. boss; boss 3. jazz: Jazz is my favorite music. jazz; jazz 4. pass: I work hard to pass the test. pass; pass 5. quills: Porcupines have sharp quills. quills; quills 6. less: I have less water than my friend. less; less 7. buffs: She buffs the table to make it shiny. buffs; buffs 8. toss: Toss the ball over the net. toss; toss 9. well: The team played well in the game. well; well 10. doll: I hug my doll at bedtime. doll; doll Teacher Note After analyzing student data, gather materials best aligned with student needs. Refer to the Assessment and Responsive Teaching Guide, located on the digital platform, for information on responsive teaching aligned with the L22: Spelling Check. Refer to the Small Group Guidance section of the Assessment and Responsive Teaching Guide for information on meeting specific student needs. Additional word lists for extra practice are included in an appendix in the Assessment and Responsive Teaching Guide.

LEARN Review a Focus Concept to Prepare for Reading (6 minutes) 1. In this lesson, you will read How Anansi Lost His Hair. To prepare, let’s practice reading some words from the text with the double-letter consonant endings -ll, -ss, -ff, and -zz. 2. Display the terms will, off, hiss, and fuzz. Ask this question: What do you notice about the endings of these words? The words all end with double-letter consonants that spell the sound of a single consonant. 170

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Grade 1 | Lesson 22 3. Engage students in the Decoding activity with will, off, hiss, and fuzz. Direct attention to each word as

students decode it. • Let’s blend the sounds to read the whole word. First, say each sound, without stopping between the sounds. Then read the whole word quickly. Example with will Direct attention to each grapheme as you blend the sounds. /w//ĭ//l/; will will

off

hiss

fuzz

/w//ĭ//l/

/ŏ//f/

/h//ĭ//s/

/f//ŭ//z/

will

off

hiss

fuzz

Offer Immediate Supports If students need additional support saying a grapheme’s sound, pause and point to the grapheme as you say the sound. Then instruct students to repeat the sound. Start over from the beginning of the word. Example with fill: Direct attention to the double-letter consonant ending -ll. This sound is /l/. What sound? /l/ Let’s start from the first sound in the word. If students need additional support blending the individual phonemes into the whole word, drag your finger very slowly across the word as you say each sound with students, without stopping between the sounds when possible. Do this several times, gradually increasing speed, until finally asking this question: What word?

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 22

APPLY Read How Anansi Lost His Hair (12 minutes) 1. Display How Anansi Lost His Hair, and distribute copies of the text to students. Read aloud the front

cover, and invite students to read the teaser on the back cover. Provide support as needed.

The pot got hot. “Yum!” Anansi said. “If I just had a cup . . .”

2. Display the vocabulary word plant.

What will Anansi do next?

Grade 1 Lesson 22

Review: all consonants; short vowels with double-letter consonant endings -ff, -ll, -ss, -zz; suffix -s

3. Echo Read plant. Tell students that sometimes words are used in different ways and have different

ISBN 979-8-89997-634-6

meanings. In this book, plant means “to put a seed, flower, or plant into the ground to grow.” Direct attention to the image on page 2 of Anansi planting a seed to help illustrate the term’s meaning. RF27_DECG1_CVR_976346.indd 2-3

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4. Instruct students to work with a partner to use the term in a sentence. 5. Display the vocabulary word fix. 6. Echo Read fix. Remind students that sometimes words are used in different ways and have different

meanings. In this book, fix means “to make a meal.” Direct attention to the image on page 6 of Nan fixing the pot of beans to help illustrate the term’s meaning. 7. Instruct students to work with a partner to use the term in a sentence. 8. Introduce the focus fluency skill. In this book, we will practice reading accurately. We will identify words with short vowels and double-letter consonant endings, and other sound-spelling patterns we have learned. 9. Model identifying words on pages 12–13 with double-letter consonant endings. Then Echo Read pages

12–13 to practice identifying words with double-letter consonant endings. 10. Return to the beginning of the text. Choral Read the first few pages of How Anansi Lost His Hair. 11. Instruct students to read How Anansi Lost His Hair with a partner. Circulate and listen to partners read,

supporting as needed and taking notes on the Decoding/Fluency Observational Tracker.

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Grade 1 | Lesson 22 12. Instruct students to discuss this question with a partner: What did you learn from this book?

Differentiation Challenge

13. Direct attention to the new graphemes on the Double-Letter Consonant Endings reference chart.

To extend students’ knowledge of

Congratulate students on learning double-letter consonant endings, and on reading a new book. Explain that students can add this book to all the Decodables they can read during small group time.

the vocabulary terms, encourage students to create a story or passage that includes the words

Teacher Notes

they studied from the Decodable.

In previous Decodables lessons, students practiced concepts about print. From this lesson

Invite them to share their story or

on, students will learn and apply fluency skills when they engage with Decodables. If students

passage with a partner.

need more support with concepts about print, integrate additional practice into instruction as needed.

Grade 1 | Reference Charts

Double-Letter Consonant Endings

If time allows, read aloud captions and the “More” section of the text to build additional

-ss

-zz

-ff

-ll

knowledge about the topic.

less miss toss

buzz fizz jazz

off cuff puff

bell doll will

with short vowel sounds

with different vowel sounds

ACHIEVEMENT DESCRIPTORS DF

-all

-oll

-ull

ball fall tall

roll toll stroll

bull pull full

Develop Foundations

DF.2.1 Phonemic Awareness: DF.2.1.B DF.3.1 Phonics and Spelling: DF.3.1.A, DF.3.1.B, DF.3.1.B.a, DF.3.1.B.b, DF.3.1.C, DF.3.1.C.a, DF.3.1.C.b, DF.3.1.D, DF.3.1.D.a DF.4.1 High-Frequency and Irregularly Spelled Words: DF.4.1.A DF.5.1 Fluency: DF.5.1.A, DF.5.1.B

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Sample Lessons | Grade 1 | Teach

Lesson 29 Assessment | Spelling and Reading

Learning Goal Apply knowledge of focus concepts and high-frequency words to accurately write words and sentences and read a word list.

Agenda WARM UP (7 M I N UT E S)

• Practice Phonemic Awareness with Phoneme Manipulation (3 minutes) • Review Sounds and High-Frequency Words (4 minutes) ASSESS (2 3 M I N UT E S )

•

Whole Group Assessment Administration (23 minutes)

Materials TEAC H ER

• Lesson 29 Slides (digital platform) • Sound Cards: v, s, z, f, g, l, n, r, and short vowels e, i, u (for review) • High-Frequency Word Cards: put, some, come, book, that, by, have, they, my, but, this (for review)

ST UD E NTS

• L29: Spelling Assessment student form (Assessment and Responsive Teaching Guide)

Prepare to Teach • Refer to the Assessment and Responsive Teaching Guide for administration and scoring guidance, assessment forms, and responsive teaching suggestions. This guide also contains copies of student-facing forms. Print one copy of the Spelling Assessment student form for each student and one copy of the Reading Assessment—Word List: Focus Concepts student form for individual administration. • The Reading Assessment—Word List: Focus Concepts is designed for individual administration during small group time. After administering the L29: Spelling Assessment, prepare students to transition into small groups. Then administer the L29: Reading Assessment—Word List: Focus Concepts. • Note: Learn more in the Melissa & Lori Teaching Moment video “Phoneme Manipulation,” located on the digital platform.

• L29: Spelling Assessment Guidance and Materials (Assessment and Responsive Teaching Guide) • L29: Reading Assessment Guidance and Materials (Assessment and Responsive Teaching Guide)

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Grade 1 | Lesson 29

WARM UP Practice Phonemic Awareness with Phoneme Manipulation: Addition (3 minutes) Teacher Note Phoneme manipulation is the most advanced phonemic awareness skill. It requires that students use their working memories to: hold the original sounds in isolation; identify the specific phoneme for manipulation; add, delete, or substitute (the last of which requires deleting and then adding) the targeted phoneme; and then blend the new set of phonemes to create a different word. Once students begin to decode words, phoneme manipulation helps them change individual sounds from familiar words to read new, unfamiliar words with similar sound-spelling patterns.

1. Engage students in the Phoneme Manipulation: Addition activity. • Let’s add sounds to words. I say a word, and you repeat the word. I will tell you to add one sound. Then you say the new word. in

ill

all

ill

all

add /f/ to the beginning

add /s/ to the beginning

add /b/ to the beginning add /t/ to the beginning

add /h/ to the beginning

fin

sad

bill

tall

his

add /p/ to the beginning add /m/ to the beginning add /h/ to the beginning add /kw/ to the beginning add /r/ to the beginning pat

man

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has

quit

ram

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 29 Example with in in in Add /f/ to the beginning. What is the new word? fin

Offer Immediate Support If students need additional support adding a phoneme, instruct them to raise a finger for each sound in the first word. Then tell them to repeat the practice, raising a finger for all sounds, including the new sound. Finally, instruct them to blend the sounds to make the new word. Example with in: Listen. The word is in. I’ll say the sounds as I raise a finger for each sound. Slowly raise one finger at a time as you say each sound, without stopping between the sounds. /ĭ//n/

/ĭ//n/ Now, add /f/ to the beginning. Say all the sounds. Confirm that students produce the /f/ sound at the beginning as they say each sound. /f//ĭ//n/ What is the word? fin

WARM UP Review Sounds and High-Frequency Words (4 minutes) 1. Engage students in the Sounds Review activity.

vv v

• Display each Sound Card for review one at a time. Say the sound as I show each card.

volcano volcano volcano

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Grade 1 | Lesson 29

Offer Immediate Support If students need additional support saying a sound, model saying the sound. Then invite students to repeat the sound. Direct attention to the image and key word, and instruct students to say the sound twice more before moving on to other cards. Review the card once more at the end of the warm-up. If necessary, play the articulation video for the sound, located on the digital platform. Example with /v/: Listen. This sound is /v/. What sound? /v/ Direct attention to the image of the volcano and the key word below it. Yes, /v/, like in volcano. What sound? /v/ Yes, what sound? /v/

2. Engage students in the High-Frequency Word Warm Up activity.

• Display each High-Frequency Word Card for review one at a time. Say each word as I show the card.

pu† pu† pu†

Offer Immediate Support

If students need additional support saying a word, stop and model saying the word. Invite students to repeat the word. Then tell them to segment the word into its sounds. Direct attention to the sounds students know

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and to any star parts if applicable. Instruct students to say the word twice more before moving on to other words. Review the word once more at the end of the warm-up. Example with put: Listen. The word is put. What word? put Let’s segment the word put into its sounds. /p/ - /oo/ - /t/ What word? put The letter p spells the /p/ sound; the letter u spells the /oo/ sound; the letter t spells the /t/ sound. This word has a star part. In the word put, the letter u spells the /oo/ sound. What word? put Yes. What word? put

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 29

ASSESS Whole Group Assessment Administration (23 minutes) Administration Guidance: The Spelling Assessment is designed for administration in a whole group setting. Read aloud the directions for each part of the assessment as students complete the L29: Spelling Assessment. Teacher Note Because the most recent lesson cycles include a large number of sound-spelling patterns, in this assessment students are assessed on focus concepts from two lesson cycles rather than the typical three. Focus concepts from the third lesson cycle will be assessed in the following assessment.

Part A | Word Dictation: Focus Concepts Directions: Let’s spell words. I will say a word and a sentence. You repeat the word then write the word. 1. wall: Hang your picture on the wall. wall; wall 2. fizz: I heard a loud fizz when I opened my drink. fizz; fizz 3. moss: Green moss grows on the rocks. moss; moss 4. sell: We sell lemonade at our stand. sell; sell 5. fuss: Some babies fuss when they are sleepy. fuss; fuss 6. puff: I blow a puff of air to cool my soup. puff; puff 7. bell: The bell rings loudly. bell; bell 8. fall: The leaves fall from the tree. fall; fall 9. pull: Pull the door to open it. pull; pull 10. buzz: I hear the bee buzz near the flowers. buzz; buzz

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Grade 1 | Lesson 29

Part B | Word Dictation: High-Frequency Words Directions: I will say a high-frequency word and a sentence. You repeat the word then write the word. 11. come: Will you come to my house? come; come 12. put: Put the toy on the shelf. put; put 13. book: The teacher reads a book to the class. book; book

Part C | Sentence Dictation Directions: Let’s write sentences. I will say a sentence. You repeat the sentence then write it down. 14. They roll the big ball. They roll the big ball. 15. Dad will mop that mess. Dad will mop that mess. Teacher Note After analyzing student data, gather materials best aligned with student needs. Refer to the Assessment and Responsive Teaching Guide, located on the digital platform, for information on responsive teaching aligned with the L29: Spelling Assessment and L29: Reading Assessment—Word List: Focus Concepts. Refer to the Small Group Guidance section of the Assessment and Responsive Teaching Guide for information on meeting specific student needs. Additional word lists for extra practice are included in an appendix in the Assessment and Responsive Teaching Guide.

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Sample Lessons | Grade 1 | Teach

Grade 1 | Lesson 29

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.2.1 Phonemic Awareness: DF.2.1.B, DF.2.1.C DF.3.1 Phonics and Spelling: DF.3.1.A, DF.3.1.A.a, DF.3.1.A.b, DF.3.1.B, DF.3.1.B.a, DF.3.1.C, DF.3.1.C.a, DF.3.1.C.c, DF.3.1.C.d DF.4.1 High-Frequency Words and Irregularly Spelled Words: DF.4.1.A, DF.4.1.B DF.6.1 Foundational Writing: DF.6.1.B, DF.6.1.C, DF.6.1.D, DF.6.1.E DF.7.1 Capitalization DF.8.1 Punctuation

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Sample Lessons | Grade 1

Practice (Student Edition) Grade 1

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GRADE 1

Volume 1

PR ACTI C E

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Sample Lessons | Grade 1 | Practice

Grade 1 | Lesson 20

L20 Spelling Words 1.

10.

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Grade 1 | Lesson 20

L20 Words and Phrases List Words

Phrases

1. buzz

5. will

9. fuzz

2. mess

6. puff

10. fill

3. off

7. huff

4. tell

8. hiss

11. on the web 12. will run off 13. what a mess

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Sample Lessons | Grade 1 | Practice

L21 High-Frequency Word Practice

Grade 1 | Lesson 21

Trace put as you say the word aloud.

put put put put 64

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Grade 1 | Lesson 21

Write put.

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Sample Lessons | Grade 1 | Practice

L21 Sentence Dictation

Grade 1 | Lesson 21

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Grade 1 | Lesson 21

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Sample Lessons | Grade 1 | Practice

Grade 1 | Lesson 21

L21 Proofreading Checklist I can check for: Capital Letters

Aa Sam

Punctuation Marks Space Between Words

Correct Spelling

dog

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. dog

can

run.

run

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L21 Practice Passage • “A Spider’s Web”

Grade 1 | Lesson 21

A spider can put up a big web. It will run off to wait. Will a bug come? Time will tell. Buzz, buzz. Yes! A bug lands on the web. It can not get off. What a mess the bug is in!

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Sample Lessons | Grade 4

Teach (Teacher Edition) Grade 4

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Sample Lessons | Grade 4 | Teach

Lesson 9 Introduce Roots: circ/circum

Learning Goal

Materials

Pronounce and define the roots circ/circum, and recognize how their meaning relates to words that contain them.

T E AC H E R

Agenda WARM UP (3 M I N UT E S )

• Introduce the Roots circ/circum LEARN (7 M I N UTES )

• Determine the Meanings of Words with the Roots circ/circum AP P LY (5 M I N UTES)

• Demonstrate Learning Learning Task: Complete sentences by filling in words that

contain the roots circ/circum.

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• Lesson 9 Slides (digital platform) • Reading Long Words (Reference Charts appendix) ST UD E NTS

• L9: Sentence Completion for circ/circum (Practice book, p. 21)

Prepare to Teach • Determine how to display side by side the Reading Long Words reference chart and this sentence: Blood circulates throughout the entire body. See the Learn section for details. • Note: The first lesson of the root lesson set introduces the Greek or Latin root and its meaning and origin and provides examples of the target root in words within content-aligned sentences. Explicit instruction about the form, meaning, and function of Greek and Latin roots develops students’ vocabulary knowledge and decoding abilities.

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Grade 4 | Lesson 9

WARM UP (3 minutes) Introduce the Roots circ/circum 1. Tell students that the English language contains many words with Greek and Latin roots. Greek

and Latin roots are the foundations of words that carry their essential meanings. Explain that other languages, such as Spanish, French, Italian, Romanian, and Portuguese, use Latin roots as well. Tell students that they will learn several Greek and Latin roots throughout the year to help them determine the meanings and spellings of unfamiliar words. 2. Display circ, and tell students that it is a Latin root that means “ring” or “form a circle” and comes from

Language Support When introducing a new root to students with beginning English proficiency, focus on word families. Introduce a variety of words that share the same root to help students see connections across

the Latin word circum, which means “around” or “in a circle.” 3. Display the Latin word circum, and tell students that it can also be a root that means “ring” or “form a

different words and subjects.

circle.” Tell students that they can add prefixes and suffixes to Greek and Latin roots to build words. 4. Tell students that in this lesson they will learn to decode and determine the meanings of multisyllabic

words that include the roots circ and circum.

LEARN (7 minutes) Determine the Meanings of Words with the Roots circ/circum 1. Display this sentence: Blood circulates throughout the entire body. 2. Display side by side the Reading Long Words reference chart and the sentence.

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Sample Lessons | Grade 4 | Teach

Grade 4 | Lesson 9

Grade 4 | Reference Charts

Reading Long Words 1. Underline the vowels, and join the vowel teams.

r e p a i n † i ng

2. Circle any word parts that you recognize.

r e p a i n † i ng

3. Draw lines to split the word into syllables.

r e p a i n † i ng

Each syllable must have at least one vowel.

4. Read each word part.

“r e ” “p a i n †” †” “i n g” g”

5. Blend the parts together to read the whole word. If it doesn’t sound like a real word, try other possible sounds and read it again.

3. Direct students to the blank lined page 20 in their Practice books. Tell them to write the underlined word

and to break it down by practicing the Reading Long Words routine with a partner. Teacher Note Students might circle late in circulates during the Reading Long Words routine. In this word, late is not a base word; however, the suffix -ate is a word part students might recognize.

4. Echo Read the sentence. 5. Explain that students can determine the meanings of unknown words by using clues from inside the

word, such as word parts, and clues outside of the word, such as details in the sentence. 6. Ask these questions: Did you circle any word parts in circulates? What do they mean? • circ → ring; form a circle • -ate → to make • -s → shows that the action is happening now 7. Choral Read the sentence. Ask this question: Which detail in the sentence gives you a clue about the meaning of circulates? The phrase “throughout the entire body” tells you that the blood is not just in one place; it is moving around in the body.

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Grade 4 | Lesson 9 8. Think aloud to model how to use the word parts and context clues to infer the meaning of circulates.

Sample Think Aloud

9. Display and Echo Read these sentences:

I know that the Latin root circ

• My favorite heart-healthy exercise is biking on a circular path around the pond. • The roller coaster slowly rolled back to the platform after finishing its circuit. 10. Instruct students to identify the words that contain circ or circum. Ask this question:

The phrase “throughout the entire body” tells me that the blood isn’t just in one spot; it’s everywhere. Based on the meaning of the

What do those words mean?

root circ and this phrase from the

• circular: having the shape of a circle

sentence, I think circulates means

• circuit: a path or trip around something

“keeps moving around” or “moves through a place without stopping.”

APPLY (5 minutes)

Differentiation Challenge

Demonstrate Learning 1.

means “ring” or “form a circle.”

To encourage multilingual learners

Introduce the learning task. Display L9: Sentence Completion for circ/circum, and direct students to page 21 in their Practice books. Read aloud the directions, and instruct students to work with a partner to complete the sentences.

to draw on their full linguistic resources when determining the meanings of unknown words, encourage them to notice similarities and differences

Analyze Student Progress

between this root in English and a

Monitor: Do students correctly complete each sentence using a word containing the root circ or circum?

similar root or word in their home language(s). As relevant and as time

Offer Immediate Supports: • If students need additional support identifying clues outside the word, ask this question: Which details in the sentence give you clues about the meaning of the word?

allows, invite students to share any similarities or differences aloud so that all students benefit from their

• If students need additional support identifying clues inside the word, instruct them to circle each part and

peers’ linguistic knowledge.

identify the meaning. Direct students to the Morpheme Glossary, located in the Practice book, if needed. L9 Sentence Completion • circ/circum

Grade 4 | Lesson 9

Fill in the blank with the word that best completes each sentence. Choose from the words in the box below.

circulatory

circulating

circle

1. Blood vessels carry blood around the body and are part of the 2. The teacher drew a 3. A beating heart keeps blood 4. The

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circumference

system.

around the picture of the aorta in the textbook. through the body over and over again. of a heart is the distance around its outer edge.

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Sample Lessons | Grade 4 | Teach

Grade 4 | Lesson 9

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.3.4 Phonics and Spelling: DF.3.4.A, DF.3.4.B MM

Make Meaning from Text

MM.5.4 Vocabulary: MM.5.4.A, MM.5.4.A.c, MM.5.4.A.d

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Sample Lessons | Grade 4 | Teach

Lesson 10 Root Trees: circ/circum, aud, and scope

Learning Goal

Materials

Use knowledge of the roots circ/circum, aud, and scope to read multisyllabic words and use them in context.

T E AC H E R

Agenda

ST UD E NTS

WARM UP (3 M I N UT E S )

• Read Words with the Roots circ/circum LEARN (7 M I N UTES )

• Sort Words According to Their Roots AP P LY (5 M I N UTES)

• Demonstrate Learning Learning Task: Use multisyllabic words with the roots circ/circum, aud, and scope in the context of a complete sentence.

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• Lesson 10 Slides (digital platform) • L10: Root Trees for circ/circum, aud, and scope (Practice book, p. 22)

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Grade 4 | Lesson 10

WARM UP (3 minutes) Read Words with the Roots circ/circum 1. Display circumference and recirculate. 2. Instruct students to read the words in a whisper and determine whether they sound like words they

know. Tell students that if a word sounds unfamiliar, they should try another sound. 3. Remind students that the letter c makes the /s/ sound when it comes before the vowels e and i, and the

/k / sound when it comes before the vowels a, o, and u.

Grade 4 | Lesson 10

L10 Root Trees • circ/circum, aud, and scope

Grade 4 | Lesson 10

circumstance audience telescope

4. Tell students that they will practice writing and saying words that contain circ or circum.

LEARN (7 minutes)

inaudible circumnavigate audition recirculate periscope noncircular audio stethoscope audit circus videoscope circuits

Root: Meaning:

Sort Words According to Their Roots

Meaning:

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1. Explain that students will identify words with common roots and related meanings by sorting words to

create root trees. These root trees will contain words from the same word family, or root. 2. Form pairs. Display the first two pages of L10: Root Trees for circ/circum, aud, and scope, and direct

students to pages 22–23 in their Practice books. Read aloud the directions.

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Language Support To help students draw on their full linguistic resources, encourage them to identify words in their

3. Direct attention to the list of words. Instruct students to read the list of words and underline the root in

each word.

home language that share the same roots (e.g., the Spanish words círculo, audición, telescopio).

4. Instruct students to write one of the target roots under each tree. 5. Think aloud to model how to fill in the root trees with words from the word list.

Sample Think Aloud

6. Instruct students to work with their partners to sort the words by writing words that contain the same

The first word on the list contains

root on the matching root tree. Encourage students to write additional words in the extra boxes. 7. Instruct students to read the words in a whisper.

the root circum. I’m going to make this first tree the circ/circum tree. I’ll write the roots below the tree. Then I’ll write the first word in one of the branch boxes on this tree. The next word on the list has the root aud. I’ll put that word on the next tree.

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Sample Lessons | Grade 4 | Teach

Grade 4 | Lesson 10 8. Invite a few student pairs to share their root trees. • circ/circum: circumstance, circumnavigate, recirculate, noncircular, circus, circuits (extra: circle, circulate) • aud: audience, inaudible, audition, audio, audit (extra: auditorium, audible) • scope: telescope, periscope, stethoscope, videoscope (extra: microscope) 9. Tell students to Think–Pair–Share to answer this question: What do the meanings of the words on each root tree have in common? • circ/circum: They all include the root circ or the root circum; they all involve a circle or ring, moving around, or surrounding something. • aud: They all include the root aud; they all relate to hearing or listening. • scope: They all end with the root scope; they all involve a tool used for looking at or examining something closely. 10. Instruct students to write the meaning of the root below each of their trees. Direct them to the

Morpheme Glossary, located in the Practice book, if needed.

APPLY (5 minutes) Demonstrate Learning 1.

Introduce the learning task. Instruct students to work with a partner to orally compose two sentences using two of the words from their root trees.

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Grade 4 | Lesson 10

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.3.4 Phonics and Spelling: DF.3.4.A MM

Make Meaning from Text

MM.5.4 Vocabulary: MM.5.4.A, MM.5.4.A.d

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Sample Lessons | Grade 4 | Teach

Lesson 11 Sentence Fluency

Learning Goal

Materials

Analyze parts of a sentence to improve comprehension and fluency.

T E AC H E R

Agenda WARM UP (3 M I N UT E S )

• Preview a Challenging Sentence LEARN (7 M I N UTES )

• Lesson 11 Slides (digital platform) • class L11: Sentence Fluency (Practice book, p. 27) • Fluency Reference Chart (Reference Charts appendix) ST UD E NTS

• L11: Sentence Fluency (Practice book, p. 27)

• Deconstruct a Challenging Sentence AP P LY (5 M I N UTES)

• Demonstrate Learning Learning Task: Read a challenging sentence fluently.

Prepare to Teach • Note: The sentence in this lesson contains a coordinating conjunction: but. The coordinating conjunction connects two independent clauses: “The coronary circuit moves blood through the heart” and “a buildup of plaque can prevent the healthy flow of blood and oxygen.” The conjunction shows a contrast between the purpose of the coronary circuit and an element (plaque) that can impede the circuit’s function. • Note: Learn more in the Melissa & Lori Teaching Moment videos “Repeated Reading” and “Prosody,” located on the digital platform.

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Grade 4 | Lesson 11

WARM UP (3 minutes) Preview a Challenging Sentence 1. Display the class L11: Sentence Fluency, and direct students to page 27 in their Practice books. Instruct

students to follow along as you read aloud this sentence: The coronary circuit moves blood through the heart, but a buildup of plaque can prevent the healthy flow of blood and oxygen.

L11 Sentence Fluency

Grade 4 | Lesson 11

The coronary circuit moves blood through the heart, but a buildup of plaque can prevent the healthy flow of blood and oxygen.

As you read, model making a mistake and quickly addressing it by rereading the word correctly. Ask this question: What did I do when I made a mistake while reading the sentence?

You reread the word to self-correct.

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2. While demonstrating on the class page, instruct students to identify and circle any punctuation in the

sentence in their Practice books. Explain that punctuation divides this sentence into two parts. 3. Tell students that understanding the structure of a sentence can help them better comprehend the

sentence and read it more fluently.

LEARN (7 minutes) Deconstruct a Challenging Sentence 1. Display and Choral Read the sentence.

Sample Think Aloud

Explain that before students analyze the parts of the sentence, they will identify the subjects and the verbs in the sentence. Think aloud to model how to identify a compound sentence, a sentence that has more than one subject and verb. 2. Ask this question: Who or what is each part of this sentence about? first part: the coronary circuit

I noticed that the sentence we just read is a compound sentence. It has two independent clauses, or two simple sentences joined together, so I will need to identify the subject and verb in each part.

second part: a buildup of plaque

Instruct students to underline the subject in each independent clause.

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Sample Lessons | Grade 4 | Teach

Grade 4 | Lesson 11 3. Ask these questions: What does the coronary circuit do in the sentence? It moves blood through the heart. What does a buildup of plaque do in the sentence? It can prevent the healthy flow of blood and oxygen.

Language Support To support students with beginning English proficiency, direct them to the diagram showing plaque at the top of page 36 in The Circulatory Story.

Instruct students to place checkmarks above the verbs that tell the reader what the coronary circuit does and what a buildup of plaque does. moves; can prevent 4. Tell students that they will begin analyzing the first part of the sentence.

Display and Echo Read the first part of the sentence: The coronary circuit moves blood through the heart,

Ask this question: What is the first part of the sentence telling us? This part of the sentence tells us what the coronary circuit does. 5. Tell students that they will begin analyzing the second part of the sentence.

Display and Echo Read the second part of the sentence: but a buildup of plaque can prevent the healthy flow of blood and oxygen.

Ask this question: What is the second part of the sentence telling us? The second part of the sentence tells how a buildup of plaque can have a negative effect on the flow of blood and oxygen.

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Differentiation Support To help students understand what is happening in this part of the sentence, ask this question: Is this part of the sentence about what the coronary circuit does or what a buildup of plaque does?

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Grade 4 | Lesson 11 6. Ask these questions: What word joins the two parts of the sentence? but What is the role of the word but in this sentence? What does it help us understand about the coronary circuit? The word but is a conjunction that shows a contrast between the two parts of the sentence. It helps us understand that plaque can get in the way of the healthy flow of blood. 7. Instruct students to Think–Pair–Share to summarize the whole sentence in their own words. 8. Explain that now that students understand the challenging sentence, they will practice reading it with

fluency.

APPLY (5 minutes) Demonstrate Learning 1. Display the Fluency Reference Chart, and review each element.

Grade 4 | Reference Charts

Fluency Reference Chart fluency (n.): the ability to read with accuracy, phrasing, and expression at an appropriate rate

Teacher Note Students learn the elements of fluency through explicit instruction in arc A of each module in Arts & Letters: Language Arts. Fluency practice continues through repeated readings and consistent practice using fluency passages to build skills with accuracy, phrasing, expression, and rate.

accuracy

correctly decode the words

phrasing

group words into phrases, and pause for punctuation

expression

use voice to show feeling

rate

read at an appropriate speed

2. Ask this question: What can you do if you are reading and come to a word that you don’t recognize or that you mispronounce? • use the Reading Long Words routine to decode the word • try pronouncing the vowel in different ways, including the schwa sound • use context in the sentence or passage to help determine the meaning • reread the word to self-correct

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Sample Lessons | Grade 4 | Teach

Grade 4 | Lesson 11 3. Invite a student to fluently read aloud the sentence. Model how to provide positive and constructive

feedback by using the Fluency Reference Chart. 4.

Introduce the learning task. Instruct students to take turns reading with a partner to fluently read aloud the sentence two times each. Tell students to provide feedback to their partner on the elements of fluency after each reading. Analyze Student Progress Monitor: Do students read aloud the sentence accurately, with appropriate phrasing and expression, and at a reasonable speed so their audience can understand them? Offer Immediate Supports: • If students need additional support decoding circuit, model reading the word accurately. Then invite students to reread the sentence to a partner. • If students need additional support reading with appropriate rate, expression, and phrasing, Choral Read the sentence and instruct them to try to match how you read it.

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.5.4 Fluency: DF.5.4.A, DF.5.4.B, DF.5.4.C

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Sample Lessons | Grade 4 | Teach

Lesson 12 Relay: circ/circum and -ion/-tion

Learning Goal Review and apply knowledge of words containing circ/circum and -ion/-tion.

Agenda WARM UP (3 M I N UT E S )

• Read Words and Review the Meanings of circ/circum and -ion/-tion LEARN (7 M I N UTES )

• Play a Game to Generate Lists of Words with circ/circum and -ion/-tion AP P LY (5 M I N UTES )

• Demonstrate Learning Learning Task: Define a word by using knowledge of

morphemes.

Prepare to Teach • Determine how to display side by side the Reading Long Words reference chart and this sentence: Some veins have valves, which help blood circulate in the right direction. See the Warm Up section for details. • To prepare for the Relay, write the roots and suffixes on the board or on chart paper displayed in a central location in the room. Determine how students will access the board or chart paper to complete this activity. • Note: In the Relay game, students generate words from a specific morphological family. The game requires students to review their existing vocabulary in the spirit of friendly competition. Relay also expands the breadth of students’ word knowledge through the team’s collaboration and fosters a word-rich learning environment. • Note: Learn more in the Melissa & Lori Teaching Moment video “Interleaving,” located on the digital platform.

Materials TEAC H ER

• Lesson 12 Slides (digital platform) • Reading Long Words (Reference Charts appendix) STUDEN TS

• none

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Grade 4 | Lesson 12

WARM UP (3 minutes) Read Words and Review the Meanings of circ/circum and -ion/-tion 1. Display this sentence: Some veins have valves, which help blood circulate in the right direction. 2. Display side by side the Reading Long Words reference chart and the sentence. Grade 4 | Reference Charts

Reading Long Words 1. Underline the vowels, and join the vowel teams.

r e p a i n † i ng

2. Circle any word parts that you recognize.

r e p a i n † i ng

3. Draw lines to split the word into syllables.

r e p a i n † i ng

Each syllable must have at least one vowel.

4. Read each word part.

“r e ” “p a i n †” †” “i n g” g”

5. Blend the parts together to read the whole word. If it doesn’t sound like a real word, try other possible sounds and read it again.

3. Instruct students to write the underlined words and to break them down by practicing the Reading Long

Words routine with a partner. 4. Direct attention to the root circ and the suffix -ion in the underlined words. Ask this question: What do the roots circ and circum and the suffixes -ion and -tion mean? circ/circum: ring; form a circle -ion/-tion: the action or result of; changes a verb into a noun 5. Tell students that they will see how many words they can create using circ and circum and -ion and -tion.

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Sample Lessons | Grade 4 | Teach

Grade 4 | Lesson 12

LEARN (7 minutes) Play a Game to Generate Lists of Words with circ/circum and -ion/-tion 1. Form two teams, and assign each team one of the displayed roots or suffixes.

Language Support

2. Tell students that they will play a timed game called Relay. Explain that each member of the team will

To help students prepare for the

take a turn coming to the board to write a word that contains their team’s assigned root or suffix. The team with the most words that contain their assigned root or suffix wins the game. Emphasize that students must go in order and move quickly and that students cannot repeat words their teammates have already listed. Tell them that when the timer goes off the game is over.

Relay, review a list of words with

3. Set the timer for two or three minutes and begin the game.

their assigned root or affix ahead of time. Alternatively, provide the list and instruct students to review it with a partner.

4. Echo Read each list. Tally the results to determine the winning team. circ/circum: circuit, circulate, circular, circumference, circle, circus, circumstance, circulation -ion/-tion: digestion, protection, invention, reaction, infection, infusion, circulation Teacher Note Students may add words that use the suffix -sion. As needed, explain that base words that end in -d or -de use the spelling -sion (e.g., divide/division).

5. If time allows, repeat the game with new affixes or roots.

APPLY (5 minutes) Demonstrate Learning 1.

Introduce the learning task. Instruct students to select a word from their team’s list and to Think–Pair–Share to define the word.

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Grade 4 | Lesson 12

Analyze Student Progress Monitor: Do students apply their knowledge of circ and circum and -ion and -tion to correctly define their selected word? Offer Immediate Support: If students need additional support defining their selected word, instruct them to break the word into parts and to then refer to the Morpheme Glossary, located in the Practice book, to check the meaning of each part.

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.3.4 Phonics and Spelling: DF.3.4.A, DF.3.4.B MM

Make Meaning from Text

MM.5.4 Vocabulary: MM.5.4.A, MM.5.4.A.d

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Sample Lessons | Grade 4 | Teach

Lessons 17–19 Fluency Assessment

Learning Goal

Materials

Demonstrate fluency by reading a passage aloud with appropriate rate, accuracy, expression, and phrasing.

T E AC H E R

Agenda WARM UP (3 M I N UT E S )

• Introduce the Assessment LEARN (12 M I N UTES )

• Complete an Assessment Learning Task: Complete an individual Fluency Assessment.

• L17–19: Fluency Assessment and Rubric—Teacher (1 copy per student; Assessment and Responsive Teaching Guide) • L17–19: Fluency Assessment—Students (Assessment and Responsive Teaching Guide) ST UD E NTS

• materials for independent activities

Prepare to Teach • Make copies (1 per student) of L17–19: Fluency Assessment and Rubric—Teacher on which to record scores and notes. • Print out L17–19: Fluency Assessment—Students for all students to use during the assessment. • Gather the materials for independent activities. See Warm Up step 2 for details. • Note: Administer this assessment with individual students during lessons 17–19. Aim to assess one-third of your class in each lesson.

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Grade 4 | Lessons 17–19

WARM UP (3 minutes) Introduce the Assessment 1. Tell students that you will listen to each of them individually as they read a fluency passage. 2. Explain that while you listen to individual students read, the others will work on different activities

independently. Review the following options: • Arts & Letters: Language Arts fluency practice: Direct students to the fluency practice passages in the Learn book. Tell them to choose a passage and to read it fluently to a partner. • Additional fluency practice: Provide students who have already completed the assessment with a copy of the L17–19: Fluency Assessment passage. Tell them to read it fluently to a partner. • Volume of reading: Instruct students to read a volume of reading book and to search for words that contain these familiar morphemes or commonly confused words: -ion/-tion/-ation/-ition, circ/circum, and are/our. • Morpheme practice: Direct students to the Morpheme Glossary, located in the Practice book. Instruct them to choose word parts, build new words, and define them. Teacher Note Offering students more than one option increases engagement and motivation and supports deeper thinking.

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Sample Lessons | Grade 4 | Teach

Grade 4 | Lessons 17–19

LEARN (12 minutes) Complete an Assessment 1.

Introduce the learning task. Administer the Fluency Assessment to each student, one at a time, according to the directions on L17–19: Fluency Assessment and Rubric—Teacher. Analyze Student Progress Refer to the Assessment and Responsive Teaching Guide for next steps following the assessment. Use this information to score the assessment and plan reinforcements.

ACHIEVEMENT DESCRIPTORS DF

Develop Foundations

DF.5.4 Fluency: DF.5.4.A, DF.5.4.B, DF.5.4.C

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Sample Lessons | Grade 4

Practice (Student Edition) Grade 4

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GRADE 4

PR ACTI C E

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Sample Lessons | Grade 4 | Practice

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L9 Sentence Completion • circ/circum

Grade 4 | Lesson 9

Fill in the blank with the word that best completes each sentence. Choose from the words in the box below.

circulatory

circulating

circle

1. Blood vessels carry blood around the body and are part of the 2. The teacher drew a 3. A beating heart keeps blood 4. The

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circumference

system.

around the picture of the aorta in the textbook. through the body over and over again. of a heart is the distance around its outer edge.

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Sample Lessons | Grade 4 | Practice

L10 Root Trees • circ/circum, aud, and scope

Grade 4 | Lesson 10

circumstance audience telescope inaudible circumnavigate audition recirculate periscope noncircular audio stethoscope audit circus videoscope circuits

Root: Meaning:

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Grade 4 | Lesson 10

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Sample Lessons | Grade 4 | Practice

Grade 4 | Lesson 10

Root: Meaning:

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Sample Lessons | Grade 4 | Practice

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Grade 4 | Lesson 11

L11 Sentence Fluency The coronary circuit moves blood through

the heart, but a buildup of plaque can prevent the healthy flow of blood and oxygen.

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GRADES K–5 SAMPLER

Review Lessons from Grades K, 1, and 4

Learn more at greatminds.org/english/artsletters

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