The Decodables - Fables and Folktales (Set 6) - Teacher's Guide

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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 The Greedy Dog 12 The Camel, the Deer, and the Horse 17 The Lucky Bird 23 The Boy Who Cried Wolf 28 The North Wind and The Sun 33 The Tortoise and the Hare 35 The Spindle, The Shuttle, and The Needle 37 Henny Penny 40 The Ugly Duckling 43 LETTER TILES 51 DIGRAPH TILES 53 VOWEL TEAM CARDS 55 R-CONTROLLED WORD CARDS 56 DIPTHONGS CARDS 57 COMPLICATED 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.

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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.

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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.

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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.

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• 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.

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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

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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)

Fables and Folktales — Overview This decodable series offers illustrated retellings of nine classic fables and folktales. Some will be very familiar; others may be less so. All provide a great opportunity for students to dive into cumulative lessons that feature complex letter combinations along with opportunities for critical thinking. They will learn to recognize many r-controlled vowels, diphthongs, complicated vowel teams, the -le syllable, and a range of prefixes and suffixes while also considering some life lessons. Each book includes a glossary, note to the caregiver, and a word list that is organized by Focus words, High-Frequency words and Challenge words.

The Greedy Dog

The Ugly Duckling

The Ugly Duckling

The Decodables — Fables and Folktales (Set 6)

Phonics Focus

The Greedy Dog The Camel, the Deer, and the Horse The Lucky Bird The Boy Who Cried Wolf The North Wind and the Sun The Tortoise and the Hare The Spindle, the Shuttle, and the Needle Henny Penny The Ugly Duckling

R Controlled Vowel (-ar) R Controlled Vowel (-or) R Controlled Vowel (-er, -ir, ur) Diphthong (oi, oy) Diphthong (ow, ou) Complicated Vowel Team (au, aw, oo) -le syllable Multi-syllabic words Prefixes and Suffixes

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The Greedy Dog (ar) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Teacher says each word while students repeat.

Barn, dark, hard, sharp, far, large, park, bark, farm, march, yard What sound do they all have in common? (/ar/)

Review Previous Lesson

● Letter tiles on pages 43–50

Select letter patterns to review based on student need.

Introduce New Concept

● Letter tiles on pages 43–50

Introduce /ar/ sound.

Model mouth placement when making the sound. The mouth has two placements for the sound.

Show the letter tiles for lowercase ar and explain that ar is an rcontrolled vowel sound. The r changes the sound a makes.

Model segmenting to read words using letter tiles.

Focus Words: bark, march, yard

● Letter tiles on pages 43–50

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: arch, far, started

● Word Cards on page 9–11

Flash the word cards and have students read the whole word, only segmenting if they need to.

Repeat as needed until students are able to read the words without segmenting.

Focus Words: arch, bar, bark, barn, charged, charming, dark, far, farm, hard, large, marched, market, park, Sari, sharp, started, yard

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: far, dark, marched, started Sentence: Sari let out a large bark.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

start to begin (as used in the text) to give a sudden jerk the point in time or space that something begins Discuss many meanings and practice using each definition in a sentence.

Connect to Word Meanings

Connected Text

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Lesson Plan:

● T he Book The Greedy Dog

This reading may 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.

arch

bar

bark

barn

charged

charming

dark

far

farm

hard

large

marched

market

park

Sari

sharp

started

yard

The Camel, the Deer, and the Horse (or) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Teacher says each word while students repeat. born, for, force, forest, forget, more, north, snort What sound do they all have in common? (/or/)

Review Previous Lesson

● Letter tiles on pages 43–50

Review /ar/ and its spelling-ar Practice spelling and reading focus words: bark, car, start

Introduce New Concept

● Letter tiles on pages 43–50

Introduce /or/ sound.

Show the letter tiles for lowercase or and explain that or is an rcontrolled vowel sound. The r changes the sound o makes.

Model segmenting to read words using letter tiles.

Focus Words: or, sort, thorn

● Letter tiles on pages 43–50

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: thorn, for, forest

● Word Cards on page 13–16

Flash the word cards and have students read the whole word, only segmenting if they need to.

Repeat as needed until students are able to read the words without segmenting.

Focus Words: adored, adorned, born, for, forest, forget, forked, formed, horns, horse, ignore, more, north, short, snort, sort, story, thorn, worn

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: ignore, more, north, story Sentence: Deer wished he had horns.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

Connect to Word Meanings

Connected Text

12

Lesson Plan:

forked where something divides into two or more parts.

Discuss how this word is often used to describe a path that splits into different directions. Have a discussion about where this term likely came from (a fork has many tines). It’s helpful to think about where words likely get their meaning from. ● T he Book The Camel, The Deer, and The Horse

This reading may 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.

adored

adorned

born

for

forest

forget

forked

formed

horns

horse

ignore

more

north

short

snort

sort

story

thorn

worn

The Lucky Bird (er, ir, ur) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Lesson Plan: Teacher says each word while students repeat. perch, birch, person, burn, purse, bigger, later What sound do they all have in common? (/er/)

Review Previous Lesson

● Letter tiles on pages 43–50

Review /ar/ and /or/ and their spelling- ar, or Practice spelling and reading focus words: far, for, park, pork

Introduce New Concept

● Letter tiles on pages 43–50

Introduce /er/ sound.

Show the letter tiles for lowercase er, ir, and ur and explain that it’s an r-controlled vowel sound that can be spelled 3 ways. The r changes the sound e, i and u makes.

Model segmenting to read words using letter tiles.

Focus Words: bird, perch, burn

● Letter tiles on pages 43–50

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: better, under, third, thirst, curled

● Word Cards on page 18–22

Flash the word cards and have students read the whole word, only segmenting if they need to.

Repeat as needed until students are able to read the words without segmenting.

Focus Words: birch, bird, chirped, first, shirt, sir, third, thirst, thirsty, twirl, whirled, bitter, center, father, glitter, person, under, burden, hurry, returned, slurp, sturdy, Thursday, bigger, later, luckier, sadder, woodcutter

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: first, better, return, sturdy Sentence: Father Bird put the feather on the turf. (students will need support with spelling “feather”)

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

Connect to Word Meanings

Connected Text

-er can be a suffix. It changes the word to mean “more ____” or “a person who ___”. sadder= more sad bigger= more big woodcutter= a person who cuts wood Brainstorm other words that end in suffix -er and whether they mean more ____ or a person who ____. ● T he Book The Lucky Bird

This reading may 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.

17

birch

bird

chirped

first

shirt

sir

third

thirst

thirsty

twirl

whirled

bitter

center

father

glitter

person

under

burden

hurry

returned

slurp

sturdy

Thursday

bigger

later

luckier

sadder

woodcutter

The Boy Who Cried Wolf (oi, oy) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Lesson Plan: Teacher says each word while students repeat. boil, choice, coin, foil, noise, voice, boy, annoy, destroy, ploy What sound do they all have in common? (/oi/)

Review Previous Lesson

● Letter tiles on pages 43–50

Review /ar/, /or/ and /er/ and their spelling- ar, or, er, ir, ur Practice spelling and reading focus words: bark, cork, barker, birch, burn

Introduce New Concept

● Letter tiles on pages 43–50

Introduce /oi/ sound.

Show the letter tiles for lowercase oi and oy and explain that they are called diphthongs. Diphthongs are sounds that have 2 mouth placements. Notice the mouth placement when making the /oi/ sound. When /oi/ is in the middle of a word or syllable, it is spelled with oi. When it is at the end of a word or syllable, it is spelled with oy.

Model segmenting to read words using letter tiles.

Focus Words: boil, spoil, boy, loyal

● Letter tiles on pages 43–50

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: coin, joined, destroy, toy

● Word Cards on page 24–27

Flash the word cards and have students read the whole word, only segmenting if they need to.

Repeat as needed until students are able to read the words without segmenting.

Focus Words: avoid, boil, choice, coin, foil, joined, moist, noise, pointed, soil, spoil, voices, annoyed, boy, destroy, enjoy, joy, loyal, ploy, toy, Troy

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: joined, moist, enjoy, loyal Sentence: They pointed their fingers at the boy.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

Connect to Word Meanings

Connected Text

foil a thin, flexible material made out of metal to prevent something bad from happening (as used in the text) a light sword used in fencing.

Discuss the definitions and practice using in a sentence. Show pictures of the nouns to support understanding. ● T he Book The Boy Who Cried Wolf

This reading may 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.

23

avoid

boil

choice

coin

foil

joined

moist

noise

pointed

soil

spoil

voices

annoyed

boy

destroy

enjoy

joy

loyal

ploy

Troy

toy

The North Wind and the Sun (ou, ow) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Teacher says each word while students repeat. cloud, foul, round, trouser, cowl, frown, scowl What sound do they all have in common? (/ow/)

Review Previous Lesson

● L etter tiles on pages 43–50

Review /oi/ spelled oi and oy Practice spelling and reading focus words: point, moist, joy, boy

Introduce New Concept

● L etter tiles on pages 43–50

Introduce /ow/ sound.

Show the letter tiles for lowercase ou and ow and explain that they are called diphthongs. Diphthongs are sounds that have 2 mouth placements. Notice the mouth placement when making the /ow/ sound.

Model segmenting to read words using letter tiles.

Focus Words: found, shout, brow, town

● L etter tiles on pages 43–50

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: proud, wound, down, crown

●W ord Cards on page 29–32

Flash the word cards and have students read the whole word, only segmenting if they need to.

Repeat as needed until students are able to read the words without segmenting.

Focus Words: amount, around, clouds, counted, crouched, flour, ground, grouchy, loud, allow, brow, cowl, down, eyebrow, frown, growled, howled, scowled, town

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: round, sound, wow, brown Sentence: North Wind was very grouchy and he pouted.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

Review: Adding the suffix -ed to a verb makes it a past tense word, or something that has happened in the past. Read the following words and discuss the past tense meaning of them: counted, crouched, groused (complained), pounded, growled, howled, scowled

Connect to Word Meanings

Connected Text

28

Lesson Plan:

● T he Book The North Wind and The Sun

This reading may 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.

amount

around

clouds

counted

crouched

flour

ground

grouchy

loud

allow

brow

cowl

down

eyebrow

frown

growled

howled

scowled

town

The Tortoise and the Hare (au, aw, oo) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Lesson Plan: Teacher says each word while students repeat. awful, brawny, claw, draw, yawned, caused, jaunt, paunch What sound do they all have in common? (/au/)

Review Previous Lesson

● L etter tiles on pages 43–50

Review /oi/ spelled oi and oy and /ow/ spelled ou and ow Practice spelling and reading focus words: foil, foul, boy, bow

Introduce New Concept

● L etter tiles on pages 43–50

Introduce /au/ sound.

Show the letter tiles for lowercase au and aw and explain that they are vowel teams. They sound similar to the short /o/ sound. Show the letter tiles for oo. This is also a vowel team that can make the long /u/ sound like in “food” or the /oo/ sound like in “book”.

Model segmenting to read words using letter tiles.

Focus Words: haul, claw, food, book

● L etter tiles on pages 43–50

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: launch, sprawl, moon, wood

●W ord List (organized by sound) page 34

Students highlight the vowel team in each word.

Read each word in the list, only segmenting sounds if needed.

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: hawk, launched, spool, took Sentence: Hare sprawled on a pile of straw by the side of the path.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

Connect to Word Meanings Connected Text

paunch - a big belly Draw a picture of an animal that has a paunch. ● T he Book The Tortoise and the Hare

This reading may 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.

33

Word List for The Tortoise and the Hare

34

applauded

hawks

because

scrawny

paused

brawny

August

paw

caused

shawl

jaunt

fawn

paunch

saw

awful

raccoons

crawled

woodchucks

The Spindle, the Shuttle and the Needle (-le) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Lesson Plan: Teacher says each word while students repeat. bangle, dimple, giggle, needle, settle, tangle, wrinkle What sound do they all have in common? (/l/ in the second syllable)

Review Previous Lesson

● L etter tiles on pages 43–50

Review /oi/ spelled oi and oy; /ow/ spelled ou and ow; /au/ spelled au and aw and long /u/ and /oo/ spelled oo Practice spelling and reading focus words: coil, coy, mouth, cow, haul, paw, broom, book

Introduce New Concept

●D ry erase marker / chalk

Introduce the -le syllable type. This syllable always occurs at the end of a word. A consonant is followed by -le.

Model segmenting to read 2 syllable words ending in -le. When there are two consonants in the middle of the word, the syllables should be divided between the two consonant graphemes (do not split digraphs or trigraphs).

Focus Words: dimple, gaggle, table

● L etter tiles on pages 43–50

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: handle, bundle, eagle

●W ord List (organized by short and long vowel in first syllable) page 36

Students highlight the consonant -le in each word.

Read each word in the list, only segmenting sounds if needed.

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: wiggle, handle, cradle, needle Sentence: The girl waited in the middle of the room.

(I do)

Guided Practice (We do)

Extended Practice (You do)

Dictation Practice

gaggle A chaotic or noisy group Share many examples of gaggle (gaggle of preschoolers following their teacher; gaggle of geese; etc.)

Connect to Word Meanings

Connected Text

● T he Book The Spindle, The Shuttle and The Needle

This reading may 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.

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Word List for The Spindle, The Shuttle and The Needle

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ambled

sniffle

example

tumble

simple

boggled

fiddled

saddle

puzzled

candle

single

huddled

tingle

little

baubles

shuffled

rattled

struggled

Henny Penny (Multisyllabic Words) — Teacher Notes Component:

Materials:

Phonemic Awareness Warm-Up

Lesson Plan: Repeat the word and count the number of syllables in each word: acorn, chipmunk, darker, hungry, lucky, scratching, something, tractor, yummy

Review Previous Lesson

● Dry erase board / marker

Review vowel teams as needed by your students. Review the -le syllable type. Review splitting syllables between two consonant graphemes in the middle of the word.

Focus Words: scramble, sparkle, shuffle

Introduce New Concept

●D ry erase board / marker

Introduce splitting words into two syllables by writing the words on the board and drawing a slash to split the syllable.

Each syllable has to have a vowel grapheme.

Identify the two separated vowel graphemes (ex- after).

If there are two consonant graphemes in between the vowels, divide the syllable in between the two consonant graphemes (ex- af/ter).

If there is only one consonant phoneme, split the syllable after the consonant to create a closed, short vowel-first syllable and read the word. (ex- duck/y- reminder ck is a single consonant grapheme as it represents one sound).

If closing in the first syllable and making a short vowel sound does not make a word that makes sense, try splitting before the consonant grapheme. This makes the first syllable an open, long vowel syllable (ex- tru/ly) *Syllable division for reading does not always align with syllable division in dictionaries.

Focus Words: trac/tor, scratch/ing, be/gan

●D ry erase board / marker

Write the focus words on the board, one at a time, and work through syllable division with students.

Together, segment each word into its syllables, then blend the syllables together to read the word.

Focus Words: lifted, driving, whimper

●W ord List on page 38

Students divide the syllables of each word using a slash, then read the words.

Dictation Practice

●D ry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Words: forest, penny, happen, scratching Sentence: The king was standing on a wagon.

Connect to Word Meanings

● 4 square vocabulary graphic organizer on page 39

scurry - to move quickly Drawing to represent, student-friendly definition, synonyms, antonyms,

Connected Text

● T he Book Henny Penny

This reading may 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.

(I do)

Guided Practice (We do)

Extended Practice (You do)

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Word List for Henny Penny

clucking Henny seven other standing beside falling Rooster under busy 38

Foxy listen scamper upon cannot little waddled chicken looking Goosey

Name:

Date: Graphic Organizer

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The Ugly Duckling (Prefixes and Suffixes) — Teacher Notes Component:

Materials: Add suffixes to the end of base words.

Phonemic Awareness Warm-Up

Say _____. Add __ to the end and the word is _______. fear(ful); sleep(less); get(ing); grace(ful); ask(ed); lead(er) Lesson Plan: Add prefixes to the beginning of base words.

Say _____. Add __ to the beginning and the word is ______. (un)fair; (dis)like; (mid)day; (non)sense

Review Previous Lesson

● Dry erase board / marker

Use a dry erase board to review vowel teams as needed by your students. Review syllable division rules by writing sample words and reviewing where to split each syllable. Review suffixes -s, -es, -ing, -ed.

Introduce New Concept

● Chart paper

(I do)

● Markers

Prefixes and suffixes are morphemes (meaningful parts) that can be added to a base word to change the meaning of the word.

Understanding the meaning of common prefixes and suffixes helps readers understand the meaning of words more quickly and efficiently.

Create an anchor chart with your student that lists the prefixes and suffixes and their meanings. Add to the anchor chart throughout the year.

Suffixes: -ed (past tense verb) -en (made of) -er (person or comparison that means more ___) -est (comparison that means the most ___) -ful (full of) -ing (present tense verb) -ish (a little) -less (without) -ly (adverb) -ward (direction) Prefixes: dis- (not, opposite of) im- (not) non- (not) un- (not) up- (higher) ** It’s important to note that not all prefixes mean “not”. This text has many examples of prefixes that mean not.

** This lesson should be split between multiple days.

Focus on suffixes first, then prefixes, then both.

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Component: Guided Practice (We do)

Materials: ● Dry erase board / marker

Lesson Plan: Write the focus words on the board.

Divide the words into base words and prefix or suffix.

Decode the words and discuss meaning.

Focus Words: Suffix: hopeful, lovely, colder, roaring Prefix: uncertain, dislike, unhappy, nonsense

Extended Practice (You do)

Dictation Practice

● Prefix and Suffix Sorting Sheet on page 59

Read and sort words based on their prefix or suffix.

● Dry erase board / marker

Dictate 4 words for spelling and 1 sentence.

Identify the meaning of each word.

Words: childish, unfair, longer, dislike Sentence: The farmer lives in a little house near the lake.

Word meaning lessons occur throughout the lesson plan by exploring meanings of prefixes and suffixes.

Connect to Word Meanings Connected Text

● The Book The Ugly Duckling

This reading may 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.

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Word List for The Ugly Duckling

asleep mistreated overstuffed unkind untrue disappear nonsense uncertain adorable continued leader 42

seated timidly careful graceful longer sleepily woken childish having worried

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44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

Name:

Date: Sorting Sheet

59

Name:

Date: Sorting Sheet

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