The Decodables - Discover Plants and Animals (Set 5) - Teacher's Guide by Norwood House Press

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TABLE OF CONTENTS GENERAL INFORMATION 1–2 Series/Set Descriptions 3–5 Lesson Components and Resources 6 Series Overview THINGS WE LIKE TO DO 7 SET OVERVIEW 8 Squeak and Cheeps: What You See and Hear in Animal Homes 10 From Seed to Seed: The Mighty Oak Tree 12 Habitats Big and Small: Where Animals Call Home 14 Gardens in the Moonlight: What Plants Do at Night 16 From Roots to Bloom: Plants Have a Purpose 18 Baby Animals in Their Homes 20 The World of Bamboo 22 What’s Down There? 24 Yellowstone National Park: A Natural Wonder 26 LETTER TILES 34 DIGRAPH TILES 36 VOWEL TEAM CARDS

featuring Emily!

She talks about the science of reading, why decodable texts work, and how to use these notes along with the books to further enhance learning in the classroom and at home.

Emily Nudds is a literacy coach and is certified to provide ongoing professional development in the Science of Reading. She holds a Masters degree in Literacy and is certified in childhood education, special education and literacy education and has taught first through fourth grades. She specializes in reading and writing instruction in the primary grades and identification and intervention of struggling readers. She lives with her husband, three children and golden retriever in Pittsford, NY.

N ORWOODH OUSE

P RESS

Introduction Series Description The Decodables series contains books following a systematic, cumulative phonics scope and sequence aligned with the science of reading. Each book allows its reader to apply their phonics knowledge in engaging and relatable texts. The words within each text have been carefully selected to ensure that readers can rely on their decoding skills as they encounter new or unfamiliar words. They also include high- frequency words appropriate for the target skill level of the reader. The lesson plans in this guide follow the scope and sequence of The Decodables and can be used as a supplement to any core phonics program. The lessons are designed using a phonics lesson plan template that requires explicit instruction. Following similar routines in each lesson allows the student to focus their energy on learning new phonic decoding skills. The lessons are systematic and cumulative, building new skills on skills that have been previously taught. They allow for a gradual release of responsibility (I do, We do, You do). The lessons provide opportunities to build spelling skills and increase vocabulary. The lessons are aligned with standards addressing foundational language and literacy skills. By following these lesson plans, teachers can ensure their students have the skills necessary to accurately, automatically, and fluently read the texts in The Decodables series. Set Descriptions Search for Sounds — In this set of lessons and texts, students will be introduced to all consonants and vowels that make up our alphabet. They will engage with the text by listening to the story read aloud, listening for words with target sounds in them and identifying the picture of the word that makes the target sound. Teachers and/or caregivers will support students in identifying the letter that makes the target sound. Afterwards, Reading Activities are provided to build vocabulary knowledge, work on comprehension skills and build early reader response skills. Friends and Family Fun — In this set of lessons and decodable texts, students will be introduced to all five short vowel sounds. They will begin reading consonant-vowel-consonant (CVC) words and move towards reading CVC words containing consonant digraphs and suffix -s. Following an explicit phonics lesson plan, students will engage their phonological processor through a phonemic awareness warm-up. From there, they will practice decoding and encoding at the word level before moving to the sentence and story level. Students will apply their phonic knowledge as they fluently read The Decodables. Things We Like to Do — In this set of lessons and decodable texts, students will be introduced to consonant blends as well the suffixes -ing and -ed. They will read words containing two and three letter blends found at both the beginning and ending of words. Students will continue to build their phonemic awareness skills through segmenting, blending and manipulating phonemes. They will decode and encode individual words before reading and spelling in sentences and stories. Students will apply their cumulative phonic knowledge as they read The Decodables.

Activities with Friends — In this set of lessons and decodable texts, students will be introduced to long vowel sounds spelled using a vowel-consonant-e (VCe) spelling pattern. Students will increase their phonemic awareness skills, focusing mostly on the advanced phonemic awareness skill: phoneme manipulation. Students will strengthen their reading and spelling skills at the word, sentence and story level. Students will build automaticity and fluency as they apply their knowledge while reading The Decodables. Discover Plants and Animals — In this set of lessons and decodable texts, students will be introduced to the many vowel teams of the English language as well as the suffix -y. Students will strengthen their advanced phonemic awareness skills through phoneme manipulation tasks, but will remove all scaffolds. Students will continue to strengthen their reading and spelling skills in multi-syllabic words containing vowel teams, suffix -y and all previously taught phonics skills. Students will continue to apply their cumulative phonics skills as they read The Decodables. Fables and Folktales — In the final set of lessons and decodable texts, students will learn about r-controlled vowels, diphthongs and complicated vowel teams. Students will continue to strengthen their phonemic awareness skills through blending, segmenting and manipulating phonemes within words without the use of scaffolds. Students will apply their increased phonic knowledge as they decode and encode multi-syllabic words, sentences and stories containing r-controlled vowels, diphthongs, complicated vowel teams and all previously taught skills. They will apply their skills in connected text while reading The Decodables.

Lesson Components and Resources This section provides an explanation of the instructional routines found in each component of the lesson plans. Lesson components are color coded for ease in use. Phonological Awareness Warm-Up: • Scaffolds: Use plastic chips, discs, cubes, etc. as scaffolds to represent the individual phonemes (sounds) in each word. Fingers may also be used to tap the individual sounds. Starting with the pointer finger, use your thumb to tap one sound per finger. To blend the sounds, sweep your thumb across each finger while saying the whole word. When a 5th sound is present, return to the pointer finger to make the final sound before sweeping your thumb to blend the whole word. • Syllable Counting: Teacher says a multisyllabic word. Students repeat the word and count the number of syllables. • Syllable/Affix Addition: Teacher says a base word. Students repeat the base word. Teacher adds a prefix or a suffix and the students blend to make a new word. (Ex: Teacher says “hope”. Students say “hope”. Teacher says “Add -ful to the end, and the word is…” Students say “hopeful”.) • Word Blending: Teacher pushes 1 chip up while saying each sound in the word. Students then blend the sounds to make a word. (Ex: Teacher says “/m/ /a/ /t/” while pushing up a disc for each sound. Students say “mat”.) • Word Segmenting: Teacher says a word. Students repeat that word. Students then push up a disc to represent each sound in the word. (Ex: Teacher says “mat”. Students repeat “mat” then push up a disc while saying “/m/ /a/ /t/”.) • Sound Deletion: Teacher (T) says a word. Students (S) repeat the word. Teacher says “Without /_/ what’s left is…” Ex: T- Say: play S- play T- Say: Without /l/ what’s left is… S- pay • Sound Substitution: Teacher says a word. Students repeat the word. Teacher says “Change /_/ to /_/ and the word is...” Students substitute the initial, medial or final sound as directed by the teacher and state the new word. Use scaffolds to indicate the position of the sound being changed as needed. Ex: T- Say: bug S- bug T- Say: Change /b/ to /r/ and the word is… S- rug • When no longer needed, remove the scaffolds. 3

Introduce New Concept: • Always model the concept being taught using multiple examples of words that fit the concept. • Letter tiles are used to show individual sounds. We’ve included 2 sets of letter tiles: larger tiles for teachers to use and smaller tiles for students. We’ve also broken the letters up by color: vowels are red and consonants are blue. • Digraphs are represented with 2 letters on 1 tile to represent 1 sound. Guided Practice: • Teacher and students should complete these activities simultaneously. • Teacher models the work while students practice using their own materials. • Teacher gives immediate, corrective feedback. • Students should correct their work. • Word Building: – Use letter tiles to build words for students to decode. – Each sound in the word should be represented with one tile. Each consonant and vowel should have its own tile. Each digraph and vowel team should be represented with its own tile. • Word Chaining: – Use tiles to build words for students to decode. – Change only one tile in the word to make a new word. Ex: bug-> rug-> rig-> jig-> jog Extended Practice: • Students complete these tasks independently while the teacher circulates and listens to individual students. • Teachers may consider pulling a small group of students to complete these tasks. • Immediate, corrective feedback should be provided. • Word Cards: – Word cards are created to move students from individual sound segmentation and blending to fluent decoding of words. – Students read the cards one at a time. – Students should be able to quickly blend the words rather than segment each sound. – Word cards can be used for a variety of games. – Word cards should not be used to flash for memorization. Their purpose is to present a word in its entirety rather than in segmented sound tiles. If students need to segment and blend the sounds on the cards, they may.

• Word Lists: – S tudents highlight the target sound within each of the words. – Students read the words across the page or down the page, as indicated by the worksheet. – Students should notice the parts of the words that remain the same and those that change. – S tudents should reread these lists for additional fluency practice. Dictation Practice: • Teacher dictates the word or sentence and students repeat the word or sentence back. • Students write the word or sentence on a piece of paper or a dry erase board. • Immediate, corrective feedback is given to the students. Connection to Word Meaning: • A student-friendly definition of identified words should be given. • Use visuals to deepen students’ understanding of word meaning whenever possible. • Students should make appropriate personal connections to the word whenever possible. Connected Text: • Students practice applying the skills that have been taught throughout the lesson in connected text. • Students should be encouraged to reread the text multiple times to build fluency. • Comprehension questions may be asked at the end of reading; however, students should have ample practice decoding prior to being asked comprehension questions.

The Decodables — Series Overview The Decodables series contains books following a systematic, cumulative phonics scope and sequence aligned with the science of reading. Each book allows its reader to apply their phonics knowledge in engaging and relatable texts. The words within each text have been carefully selected to ensure that readers can rely on their decoding skills as they encounter new or unfamiliar words. They also include high-frequency words appropriate for the target skill level of the reader. Within the 6 different sub series, readers grow comfortable with a mix of formats; wordless books and fiction and nonfiction with photos or original art illustration. Readers will also learn various components of books such as chapters, tables of contents, and word lists.

Search for Sounds

Friends and Family Fun

Fables and Folktales

Activities with Friends

Things We Like to Do

Discover Plants and Animals

The Decodables — Complete Series Search for Sounds Friends and Family Fun Things We Like to Do Activities with Friends Discover Plants and Animals Fables and Folktales

Grade K Grade K-1 Grade 1 Grade 1 Grade 2 Grade 2

Set 1 (8 books) Set 2 (12 books) Set 3 (8 books) Set 4 (6 books) Set 5 (9 books) Set 6 (9 books)

Discover Plants and Animals — Overview This series focuses on developing readers’ decoding skills using several different vowel teams and the suffix -y while also teaching them about various plants and animal habitats. Each nonfiction book offers a range of text features such as table of contents, glossary, index and fun facts. The books provide practice blending words containing specific vowel teams as well as interesting scientific information in cumulative order. Readers will gain confidence as they progress through these beautiful, informative, and fun books. Includes a note to the caregiver and a word list that is organized by Focus words, High-Frequency words and Challenge words.

From Seed to Seed: The Mighty Oak Tree

Habitats Big and Small: Where Animals Call Home

The Decodables — Discover Plants and Animals (Set 5)

Phonics Focus

Squeaks and Cheeps: What You See and Hear in Animal Homes From Seed to Seed: The Mighty Oak Tree Habitats Big and Small: Where Animals Call Home Gardens in the Moonlight: What Plants Do at Night From Roots to Bloom: Plants Have a Purpose Baby Animals in Their Homes The World of Bamboo What’s Down There? Yellowstone National Park: A Natural Wonder

Vowel Teams (ee, ea, ey) Vowel Teams (oa, oe, ow) Vowel Teams (ai, ay) Vowel Teams (ie, igh) Vowel Teams (oo, ue) Vowel Teams (y as a vowel, suffix -y) Vowel Teams in 2 syllable words Vowel Teams Review Vowel Teams Review

Squeaks and Cheeps: What You See and Hear in Animal Homes (ee, ea, ey) — Teacher Notes Component:

Lesson Plan:

Phonemic Awareness Warm-Up

● Plastic chips (5 per student) See page 3 for instructions on how to use

Blend: clean, creak, feast, gleam, squeak, screech, creek, sleep Segment: scream, greet, sleek, stream, sneak, tweet, breeze, breech

Review Previous Lesson

● L etter tiles on pages 26–33

Use letter tiles to review short and long vowel sounds. Review VCe spellings

Introduce New Concept

● L etter tiles on pages 26–33

Review long /e/ sound. Model mouth placement when making the sound. Long /e/ is sometimes spelled with e_e, but more often it’s spelled with ea, ee, or ey (only at the end of a word). Model segmenting to read words using letter tiles. Focus Words: heat, teal, seed, seek, deep, key

● L etter tiles on pages 26–33

Use letter tiles to spell the words while students spell the words using their own letter tiles. Together, segment each word into its individual sounds, then blend the sounds together to read the word. Focus Words: meal, fear, weave, feed, keep, sleep

●W ord List on page 9

Students highlight the vowel team in each word. Read each word in the list, only segmenting sounds if needed.

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Because there is no rule stating when to use ea -vs- ee, students should be told which spelling to use. Words: ea- clean, feast ee- cheep, creek Sentence: Seals sleep on the sand or rocks in a big heap.

Connect to Word Meanings

● The Book Squeak and Cheeps: What You See and Hear in Animal Homes

Turn to the glossary in the back of the book. Explain the purpose of the glossary. Find the word “key”. Discuss the meanings of key and highlight the definition used in the text. key- a tool used to open a lock - the main part of something (as used in text) - important As you read the story, look for the key habitats described in the text.

Connected Text

● T he Book Squeak and Cheeps: What You See and Hear in Animal Homes

This reading will happen over the course of a few days. Before reading, have students find the focus words they have been reading and spelling in the first few pages of the text. Explain that they should be able to read them right away, but if they need to, they may segment the sounds. Chorally read the first page of the text. Ask students to whisper-read the next few pages while you listen in on each student. Continue with this procedure until the text is complete. Consider assigning independent reading of some of the pages.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Materials:

Word List for Squeak and Cheeps: What You See and Hear in Animal Homes

beach sea beak leap seals beans least bees

green breeds seems cheek meet seen monkey 9

From Seed to Seed: The Mighty Oak Tree (oa, oe, ow) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

● Plastic chips (4 per student) See page 3 for instructions on how to use

Blend: boat, goal, float, coast, slow, Segment: cloak, roam, doe, glow, grow

Review Previous Lesson

● L etter tiles on pages 26–33

Use letter tiles to review long /e/ spelled with ea, ee, ey. Focus Words: meat, clean, creek, key

Introduce New Concept (I do)

● L etter tiles on pages 26–33

Review long /o/ sound. Model mouth placement when making the sound. Long /o/ is sometimes spelled with o_e, but it can also be spelled with oa, oe, ow. Model segmenting to read words using letter tiles. Focus Words: cloak, coast, toe, doe, blow, grow

Guided Practice (We do)

● L etter tiles on pages 26–33

Extended Practice (You do)

●W ord List on page 11

Students highlight the vowel team in each word. Read each word in the list, only segmenting sounds if needed.

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: oa- coating, coast oe- foe ow- glow Sentence: The oak seed will grow and grow.

Connect to Word Meanings

Connected Text

foe - an enemy Animals and plants have lots of foes. Brainstorm some foes of animals and plants. ● The Book From Seed to Seed: The Mighty Oak Tree

Word List for From Seed to Seed: The Mighty Oak Tree

loads

known

oak

coated

low

goat

own

soak

willow

foes

yellow

toes

know 11

Habitats Big and Small: Where Animals Call Home (ai, ay) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

● Plastic chips (5 per student) See page 3 for instructions on how to use

Blend: braid, grain, snail, gray, stay Segment: pain, strain, wait, stay, tray

Review Previous Lesson

● L etter tiles on pages 26–33

Use letter tiles to review long /o/ spelled oa, oe, ow Focus Words: boat, float, doe, slow

Introduce New Concept (I do)

● L etter tiles on pages 26–33

Review long /a/ sound. Model mouth placement when making the sound. Long /a/ is sometimes spelled with a_e, but it can also be spelled with ai and ay (at the end of a syllable). Model segmenting to read words using letter tiles. Focus Words: braid, chain, clay, day

Guided Practice (We do)

● L etter tiles on pages 26–33

Extended Practice (You do)

●W ord List on page 13

Students highlight the vowel team in each word. Read each word in the list, only segmenting sounds if needed.

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: chain, drain, stay, play Sentence: A dam is made from sticks, logs, mud, and clay.

Connect to Word Meanings

Connected Text

flail - move fast and wild Have students act out what it looks like to flail their arms like a chicken trying to fly. ● The Book Habitats Big and Small: Where Animals Call Home

Word List for Habitats Big and Small: Where Animals Call Home

laid plain quail drain nails rain tail pail

raise trail flail lay may pay way 13

Gardens in the Moonlight: What Plants Do at Night (ie, igh) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Blend: fly, flies, cry, cries, spy, spied Segment: dry, dries, lie, right, light, high

Review Previous Lesson

● Letter tiles on pages 26–33

Use letter tiles to review long /a/ spelled ai, ay. Focus words: chain, main, hay, play

Introduce New Concept (I do)

● Letter tiles on pages 26–33

Review long /i/ sound. Model mouth placement when making the sound. Long /i/ is sometimes spelled with i_e, but it can also be spelled with ie and igh. When the suffix -es or -ed is added to a word that ends in y, the y is changed to an i before adding the suffix. Most words that are spelled with igh end with t. Model segmenting to read words using letter tiles. Focus Words: flies, cries, spied, light, right

Guided Practice (We do)

● Letter tiles on pages 26–33

Extended Practice (You do)

● Word List on page 15

Students highlight the vowel team in each word. Read each word in the list, only segmenting sounds if needed.

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: die, dries, sight, fight Sentence: Plants reach to the light when they grow. sunlight - light that comes from the sun. Sunlight is a compound word. It’s a word that is made up of two smaller words that give it meaning. Read and discuss the meaning of the following compound words: daylight, moonlight, daytime, nighttime

Connect to Word Meanings

Connected Text

Lesson Plan:

● The Book Gardens in the Moonlight: What Plants Do at Night

Word List for Gardens in the Moonlight: What Plants Do at Night

die spied dries lie alright fight slight

bright night sight sunlight daylight highlight

From Roots to Bloom: Plants Have a Purpose (oo, ue) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Blend: bloom, boost, droop, scoop, tool, blue Segment: gloom, mood, proof, true, blue

Review Previous Lesson

● Letter tiles on pages 26–33

Use letter tiles to review long /i/ spelled ie and igh. Focus Words: spies, skies, high, right

Introduce New Concept (I do)

● Letter tiles on pages 26–33

Review long /u/ sound. Model mouth placement when making the sound. Long /u/ is sometimes spelled with u_e, but it can also be spelled with oo and ue. Words that end in the long /u/ sound are often spelled with ue. Model segmenting to read words using letter tiles. Focus Words: cool, boost, food, glue, true

Guided Practice (We do)

● Letter tiles on pages 26–33

Extended Practice (You do)

● Word List on page 17

Students highlight the vowel team in each word. Read each word in the list, only segmenting sounds if needed.

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: swoosh, proof, troops, blue Sentence: Even when a plant droops and dies, it continues to work. Help students segment “continues” into syllables for spelling.

Connect to Word Meanings

Connected Text

Lesson Plan:

blue - color - sad mood Colors are often used by authors and illustrators to describe moods. When the author says someone is feeling blue, it means they are feeling sad or forlorn. Discuss some other colors used to describe moods (seeing red= angry; green in the face= nauseous, etc.) ● The Book From Roots to Bloom: Plants Have a Purpose

Word List for From Roots to Bloom: Plants Have a Purpose

balloons

looped

booming

room

smooth

soothe

swoosh

toothache

ooze

loose

smoothies

blueberries

too

tissue

boots

valued 17

Baby Animals in Their Homes (y as a vowel, suffix -y) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Syllable Deletion: crabby-> without /ē/ is-> crab chilly-> without /ē/ is-> chill fluffy-> without /ē/ is-> fluff sneaky-> without /ē/ is-> sneak snowy-> without /ē/ is-> snow

Review Previous Lesson

● Letter tiles on pages 26–33

Use letter tiles to review long /ū/ spelled oo and ue. Focus Words: droop, scoop, tool, glue, blue

Introduce New Concept (I do)

● Letter tiles on pages 26–33

Review the consonant sound y makes /y/ like in the words yes and yellow. Y is a vowel when it makes the long /ē/ sound like in the word baby and the long /ī/ sound like in the word cry. It makes these sounds at the end of words. Adding y to the end of a word can be a suffix that makes the word an adjective (a word that describes something). Focus Words: try, cry, baby, belly, sandy

Guided Practice (We do)

● Letter tiles on pages 26–33

Extended Practice (You do)

● Word List on page 19

Students highlight the vowel team in each word. Read each word in the list, only segmenting sounds if needed.

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: why, try, belly, squeaky Sentence: The baby is born on dry land.

Connect to Word Meanings

Connected Text

Lesson Plan:

rely - to depend on something else. Baby animals rely on their parents for lots of things: food, safety, shelter, etc. What do you rely on your family for? ● The Book Baby Animals in Their Homes

Word List for Baby Animals in Their Homes

squeaky

dry

crabby

shy

furry

chilly

sleepy

fluffy

snowy

scary

toasty 19

The World of Bamboo (Vowel Teams in 2 syllable words) — Teacher Notes Component:

Materials:

Lesson Plan:

Phonemic Awareness Warm-Up

Syllable Deletion: bamboo-> without bam is-> boo monkey-> without mon is-> key woody-> without /ē/ is-> wood lightbulb-> without bulb is-> light below-> without be is-> low

Review Previous Lesson

Review y as a vowel and a suffix Focus words: why, by, furry

Introduce New Concept (I do)

● Letter tiles on pages 26–33

Vowel teams can be found in either syllable of two syllable words. Each syllable has at least one vowel. Focus Words: agree, below, monsoon, shallow

Guided Practice (We do)

● Letter tiles on pages 26–33

Extended Practice (You do)

● Word List on page 21

Students highlight the vowel team in each word. Read each word in the list, only segmenting sounds if needed.

Dictation Practice

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence. Words: without, below, contain, monkey Sentence: A bamboo plant blooms only once in its lifetime.

Connect to Word Meanings

● Drawing Paper

shoot - the part of the plant above the ground. Bamboo shoots are very strong. monsoon - weather that brings high wind and rain. Illustrate a picture of a bamboo shoot in a heavy monsoon.

Connected Text

● The Book The World of Bamboo

● Pencil

Word List for The World of Bamboo

floorboards released skateboards bamboo indeed repeats

tissue woody beneath monkeys season

What’s Down There? (Vowel Team Review) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Blend: beak, seed, grow, lay, bright, scoop, dry Segment: stream, sweet, stow, soap, play, trail, sight

Review Previous Lesson

Review all vowel teams spelled: ai/ay, ea/ee/ey, ie/igh, oa/oe/ow, oo/ ue, y.

Introduce New Concept (I do)

● Sorting sheet on pages 38–39

Guided Practice (We do)

● S orting sheet on pages 38–39

Extended Practice (You do)

● S orting sheet on pages 38–39

Dictation Practice

●D ry erase board / marker

● Word Cards on page 23

Connected Text

Introduce sorting sheet (with headings for each vowel team). Model reading each word card and sorting under the correct sound/ spelling heading.

Choose 3-4 words to sort together by reading aloud and sorting under the correct sound/spelling heading.

●W ord Cards on page 23 Students sort the remaining words by reading aloud and selecting the correct sound/spelling heading

●W ord Cards on page 23 Dictate 4 words for spelling and 1 sentence. Words: need, stow, stray, high Sentence: Moles do not see well because they stay underground year after year. burrow - To dig underground (verb) - An underground home (noun) Practice using the word in two different sentences to show you understand the meanings. Ex- The woodchuck burrowed in the soil. The chipmunk built a burrow in the ground for its family.

Connect to Word Meanings

Lesson Plan:

● T he Book What’s Down There?

need

stow

stray

high

Yellowstone National Park: A Natural Wonder (Vowel Teams Review) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Blend: breed, leave, squeak, crow, know, drain, might, cool, due Segment: stream, gray, trail, bright, shoot, try

Review Previous Lesson

Review all vowel teams spelled: ai/ ay, ea/ee/ey, ie/igh, oa/oe/ow, oo/ ue, y.

Introduce New Concept (I do)

● Sorting sheet on pages 38–39

Guided Practice (We do)

● S orting sheet on pages 38–39

Extended Practice (You do)

● S orting sheet on pages 38–39

Dictation Practice

●D ry erase board / marker

● Word Cards on page 25

Connected Text

Introduce sorting sheet- (with headings for each vowel team) Model reading each word card and sorting under the correct sound/ spelling heading.

Choose 3-4 words to sort together by reading aloud and sorting under the correct sound/ spelling heading.

●W ord Cards on page 25 Students sort the remaining words by reading aloud and selecting the correct sound/ spelling heading

●W ord Cards on page 25 Dictate 4 words for spelling and 1 sentence. Words: follow, boast, stray, night Sentence: The rain and snow help the water flow. hollow - empty Write hollow in the middle of the graphic organizer. Complete each section: definition in your own words; facts/ characteristics/examples/nonexamples

Connect to Word Meanings

Lesson Plan:

● T he Book Yellowstone National Park: A Natural Wonder

stray

boast

night

Name:

Date: Sorting Sheet

Name:

Date: Sorting Sheet