• To identify a Closed Syllable as a syllable with only one vowel with one or more consonants after it and a vowel phoneme that is us ually short.
• To decode multisyllabic words comprised only of Closed Syllables.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• SyllaBoards™ Kit
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• Unit 1 Home Connection Letter – printed and copied (Supply Room)
• pencil
• Reading Playground
What You Need to Know
• Welcome to Orbit ! In this program, you will help your students practice reading and spelling with their established phonics skills and build upon those skills to develop fluent and accurate readers able to comprehend what they read.
• There are three components of fluency: reading rate (often measured as WCPM, or Words Correct Per Minute), prosody (reading with expression), and accuracy. The purpose of Orbit i s to improve students’ accuracy, vocabulary, and reading rate. Improving these three areas increases comprehension because meaning is
Phonics
achieved through careful and accurate reading paired with a robust receptive vocabulary and the ability to make meaning of new words based on morphological units.
• This goal is accomplished by providing students with the sub-skills that lead to accurate and automatic decoding, namely:
– A firm understanding of the structure of English words, both in syllable structure and in morphological structure;
What You Need to Know
– Automatic recognition of key phonics patterns;
– Practice reading controlled text (that is, text that contains only the letter patterns and sounds that students have previously learned);
– Practice reading connected text similar to the texts read in content area classes. Students read this text aloud with the goal of reading with 98% accuracy with the Decodable Oral Reading passage. See below for more information about these passages.
• During phonics lessons (Lessons 1, 3, and 5 of alternating units beginning in Unit 2), your students will use manipulatives to make abstract concepts about sounds and letters more concrete.
– You will use virtual manipulatives, which you will access via Orbit Online
– Your students will use a SyllaBoard ™ Kit SyllaBoards™ are used to read and spell multisyllabic words.
– The Orbit lessons have been designed so that all teachers, regardless of their experience with and background knowledge in teaching phonics, will feel comfortable and confident teaching the content. For this reason, many of the teacher directions provide quoted text that you can utilize as is. It is important that you follow the script when you are presenting the reading content to students unless you feel extremely well-versed in the specifics of the content you are teaching.
Syllables
• A syllable is a unit of spoken language that is organized around a vowel phoneme. Every syllable has a vowel sound. Most syllables have one or more consonant phonemes, but this is not necessary (oh, I, you).
• There are six types of syllables: Closed, Open, Vowel-Consonant-e, Vowel Team, R-Controlled Vowel, and Consonant-le. Students learn about each of these syllable types in Orbit.
Closed Syllables
• The term Closed Syllable refers to a syllable pattern that occurs with great regularity in English. Some researchers estimate that Closed Syllables make up more than half of the syllables in English words.
• A Closed Syllable consists of one vowel letter followed by, or closed in by, one or more consonant letters (at, pat, splat, patch).
• A syllable can be closed even if there is no consonant letter before the vowel ( if, at, ash, itch).
• The vowel phoneme in a Closed Syllable is usually a short vowel.
• Closed Syllables occur in single-syllable and multisyllabic words; stretch, sub -tract, es - tablish, Wis - con - sin, and un-in - hab -it- ed are all examples of words that are solely comprised of Closed Syllables.
• A Closed Syllable may be referred to as a spelling pattern (vowel-consonant or VC), which is helpful for both encoding (spelling) and decoding (reading).
Reading Multisyllabic Words
• Even good readers break unfamiliar long words into syllables to decode them.
• The most effective way to read an unfamiliar multisyllabic word is by looking for the vowels and breaking the word into syllables around the vowel spellings.
• Every syllable has a vowel sound, and almost every syllable has a vowel letter. Exceptions
What You Need to Know
include words like prism and rhythm
• When one vowel letter is by itself, not next to another vowel or part of a vowel team, it is typically the only vowel in the syllable ( Wis - consin, es -tab - lish, ta - ble). It is a Closed Syllable most of the time, as in all of the syllables in Wisconsin and establish . In other instances, as in the first syllable in ta - ble, it is an Open Syllable. Other times, it is part of a VowelConsonant-e Syllable, as in kite.
Utilizing Syllable Types to Decode Multisyllabic Words
• Syllable types are one common way to divide words into decodable chunks because they help predict the vowel sound in the syllable.
• Complete directions for reading multisyllabic words as well as Positive Error Correction can be found in Appendix 8 on page 11.
Decodable Oral Reading Passages
• Each phonics unit in Orbit contains a Decodable Oral Reading passage. The words in the passage adhere to the following guidelines:
– Words comprised of phonics concepts in 2nd Grade Texas standards are considered decodable.
–
High-frequency words from the Pre-Primer through Grade 2 lists on the Dolch 220 list are considered decodable.
– The target concept in each unit, such as Closed Syllables in this unit, is featured with word lists in the Teacher Guide for more exploration.
– A Words to Preview list at the beginning of each passage includes words that are irregular or not yet decodable or that may
require a definition. A definition is provided for each of these words. These words are gray in the passage.
– A Point and Say Words list is also given at the beginning of each passage. These are words that are irregular or not decodable yet but do not require a definition as they are common. These words are also gray in the passage.
– Taught high-frequency words, or Heart Words, from the current unit are listed and are underlined in the passage.
• In Lesson 1 of each phonics unit, the teacher will model reading the passage aloud accurately, fluently, and with appropriate rate and prosody.
• In Lesson 3, students will work in pairs to practice reading a portion of the passage, focusing on accuracy. The readers will be able to ask for support from their partner if needed.
• In Lesson 5, students will work with the same partner, reading the same portion of the passage. This time, they will be timed for a one-minute read and will focus on accuracy and fluency. Each student will chart their WCMP (Words Correct Per Minute) and accuracy percentage.
Student Supports
Student support recommendations are included in the sidebars within the lessons of the Orbit teacher guides. These notes are broken into three categories:
Comprehension Boost Suggestion
Comprehension Boost supports ensure greater accessibility and understanding for all learners. These suggestions include additional multi-sensory strategies that teachers can implement during lessons.
What You Need to Know
Comprehension Boost Visuals
This feature is built into our Online Teacher Tool. When additional lesson support is available as a pop-up on the screen, this icon will appear. Visual supports, word banks, and animated snippets can be accessed at the teacher’s fingertips, in realtime, during lesson presentations. The purpose of these supports is to clarify and reiterate instructional content being presented in the lesson’s corresponding slide.
The above supports are particularly beneficial for the following groups:
English Learners (ELs)
Language scaffolding: Visual supports and word banks help reinforce meaning in academic English.
Reinforcement through multiple modalities: Animated snippets offer context and repetition, helping with vocabulary retention and concept mastery.
Reduced language load: Supports simplify complex content in the new language, helping students focus on essential information and build understanding more effectively.
Real-time clarity: Teachers can provide immediate support without interrupting the flow of instruction.
504 Students
Immediate accessibility features: Students with attention, processing, or comprehension challenges benefit from simplified visuals and key terms reinforced in multiple ways.
Reduced cognitive load: Supports help break down complex content, allowing students to focus on essential information.
Accessibility of instruction: Ensures that students receiving classroom accommodations can access the same content as their peers in a more manageable format.
Special Education (SPED)
Differentiated instruction built in: Helps teachers provide tailored support aligned with IEP goals— without the need for extra prep.
Enhanced engagement: Animation and visual elements support student engagement by delivering content in a clearer, more manageable format— particularly helpful for learners with developmental or learning differences.
Specific English Learner Supports
This icon indicates supports thoughtfully designed to assist English Learners in accessing and engaging with the content.
These supports include instructional videos available in multiple languages to frontload key concepts, along with specific recommendations for differentiating instruction and activities.
Differentiation is based on student groupings, proficiency levels, total physical response, and other recommendations that enable active participation and make instruction more meaningful and comprehensible for your English Learner student.
Home Connection Letters
A Home Connection letter is provided for each unit of study in the Orbit program. This letter offers key vocabulary, key concepts, spelling lists, and suggestions for practice to help caregivers support their child’s learning. The spelling list included in the Home Connection letter is the list of words students will be tested on in Lesson 5 of each unit. Students will not practice all of these words explicitly in class, but they will practice reading and spelling words with the same phonics concepts. Encourage students to practice these words at home.
Click the Comprehension Boost icon to display the Anchor Charts for Closed Syllables and Reading Multisyllabic Words. The physical Anchor Charts can be displayed in the classroom for consistent reference as well.
As students watch the animation, pause and check for understanding after key ideas.
There is a Closed Syllable explanation video available in multiple languages in RGR's Multilingual Supply Room.
Start Teaching
Multisyllabic Closed Syllable Words
1. State Objectives
OPEN Orbit Online to Unit 1, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify a Closed Syllable as a syllable with only one vowel with one or more consonants after it and a vowel phoneme that is usually short.
– read multisyllabic words made up of only Closed Syllables.
– These longer words have two-, three-, or four-syllables, so we call them multisyllabic words because multi- is a prefix that means ‘many’ or ‘more than one.’
• Today, we are going to read words with a simple syllable type, but some of the words are going to look quite complicated.
• I’ll show you how to break longer words into smaller syllables to make them easy to read.”
2. View Closed Syllable Animation
CLICK TO DISPLAY Closed Syllable Animation.
SAY “Let’s watch this animation to review Closed Syllables and to learn how to break longer words with Closed Syllables down into smaller, easierto-read parts.”
CLICK TO PLAY animation.
3. Review Reading Longer Words With Closed Syllables
SAY “Let’s review what we just learned.”
ASK:
• “What is the pattern we can look for to find a Closed Syllable?”
(A: vowel-consonant)
Use hand gestures to reinforce the concepts of together and apart, and hold up the appropriate number of fingers to reinforce the number of syllables in each word.
• “What is the hand signal we can use to help us remember Closed Syllables?” (A: closed fist)
• “When trying to read a longer word, what should we look for first?” (A: the vowels)
• “What is the first question we should ask ourselves?” (A: How many vowels are there?)
• “What is the second question?” (A: Are the vowels together or apart?)
• “If there are three vowels that are apart in a word, how many syllables are probably in the word?” (A: three)
SAY “I’m going to show a word but please do not read it out aloud if you know it.”
CLICK TO DISPLAY Review: prosthetic
SAY “This is a word you may not have seen or heard before, but by asking our questions, we can read it accurately.”
ASK:
• “How many vowels are in this word?” (A: three)
• “Are they together or apart?” (A: apart)
CLICK TO UNDERLINE the three vowel letters.
ASK “How many syllables are in this word?” (A: three)
SAY “Since there are three syllables, we’ll need three SyllaBoards™.”
CLICK TO PLACE three SyllaBoards™ under the word.
ASK “What should we add to the boards first?” (A: one vowel to each board)
CLICK TO ADD one vowel letter to each board.
SAY “Lastly, we’ll bring down our consonants, closing in the vowels.”
CLICK TO ADD the consonants to each board.
SAY “Each syllable has one vowel, and each syllable has a consonant closing in that vowel, so the syllables are all Closed Syllables.”
ASK “Is the vowel phoneme, or sound, in a Closed Syllable normally short or long?” (A: short)
SAY:
• “Now that we have our word broken up into smaller, easy to read syllables with short vowels, all we need to do is read each syllable on its own and then blend them together.
• As I point to each syllable, read aloud with me and then we’ll blend them together.
Phonics
Click to play the Word Sort routine explanation video if needed.
1 Syllable
• (Point to 1st board) prŏs (point to 2nd board) th ĕt (point to 3rd board) ĭc (sweep pointer finger under boards from left to right), prosthetic .”
CLICK TO REVEAL the contextual image for prosthetic
SAY “This athlete has a prosthetic leg that allows him to compete in track races. A prosthetic body part is an artificial, or man-made, device that replaces a part of the body.”
4. Word Sort
SAY “Now, we’re going to sort words into three groups. We will place words with one syllable in the left column, words with two syllables in the middle, and words with three syllables in the right column.”
CLICK TO DISPLAY Word Sort. Read the column headers: 1 SYLLABLE, 2 SYLLABLES, 3 SYLLABLES.
CLICK TO REVEAL the word debit
SAY “I see two vowels, e and i, and they are apart, so this word must have two syllables.”
ASK a student to read the word debit
CLICK TO MOVE the word debit under 2 SYLLABLES.
CLICK TO REVEAL the word scratch .
SAY “This word has more letters than debit, but let’s look for the vowels.”
ASK:
• “How many vowels do you see and what are they?” (A: one, a)
• “So, how many syllables does this word have?” (A: one)
CLICK TO MOVE the word scratch under 1 SYLLABLE.
CLICK TO REVEAL , read aloud, and then click to sort the remaining words.
ASK INDIVIDUAL STUDENTS to identify the number of vowels, if they are together or apart, and how many syllables the word has. (Answers are below the words in the table.)
Answer Key
2 Syllables
3 Syllables scratch one vowel - a debit two vowels, apart – e, i investing three vowels, apart – i, e, i
tenth one vowel - e banish two vowels, apart – a, i athletic three vowels, apart – a, e, i
grump
one vowel - u
c o m p a c t
c o m p a c t
c o m p a c t
c o m p a c t
o a
spandex
two vowels, apart – a, e
subcontract three vowels, apart – u, o, a
5. Read Real Closed Syllable Words Using the Multisyllabic Word Reading Procedure
SAY:
• “Let’s practice a routine for decoding, or reading words, syllable by syllable. Longer words with multiple syllables need to be broken down to read them as if they were shorter words. We will use SyllaBoards™ to read these words.
• Place your SyllaBoards™ , dry erase marker, and eraser on your desk.”
WE DO compact
SAY:
• “Let’s look at a word together. Do not say the word if you know it.
• We will use our questions to help us read the word.”
CLICK TO DISPLAY We Do: compact
ASK:
• “How many vowels are in this word?” (A: two)
• “Are the vowels together or apart?” (A: apart)
CLICK TO UNDERLINE the two vowels.
SAY:
• “The vowel letters are apart, so each vowel letter is on a different SyllaBoard ™.
• This word has two syllables because there are two vowel letters and they are not next to each other. I’ll need two SyllaBoards™.”
CLICK TO PLACE two SyllaBoards™ under the word compact and ask students to put two boards on their desks.
SAY “I’ll write the first vowel on the first board and the second vowel on the second board.”
CLICK TO ADD one vowel to each board and ask students to do the same.
SAY “Next, I’ll add the consonants in order while separating them on the boards to surround the vowel spelling. A lot of the time, when you see
c o m p a c t com pact
two consonants between the vowels and they are NOT a digraph, we split those up between the boards. These are the two syllables in the word.”
CLICK TO ADD the consonant letters to each board and ask students to do the same.
SAY:
• “Breaking the word down into syllables gives me two chunks that are like smaller words. Now we have two Closed Syllables where each vowel has a consonant after it. The vowel sound in Closed Syllables should be short.
• Let’s use Touch & Say to read the syllables together, one at a time:
• /k/ /ŏ/ /m/, com (touch the first board)
• /p/ /ă/ /k/ /t/, pact (touch the second board)
• Compact (sweep hand under boards from left to right).”
CLICK TO REVEAL the contextual image for compact
SAY:
• “Compact is an adjective that means small, like a compact car. It can also be a noun as in a small case that has face powder, or makeup.
• This spelling is also a different word pronounced /kuhm/ /păkt/. This pronunciation of the word is a verb that means to press something together tightly.
• In order to know which pronunciation and meaning are intended, you would need context. That means that you need to read the rest of the words around compact to help you figure out how to say the word and what it means.
• Clear your boards for the next word.”
FOLLOW THE SAME PROCEDURE as above for the word establish establish - 'If you establish a strong foundation, a building is likely to last a long time.
Underline e, a, and i, put down three boards, add the vowels to the boards, add the consonants [es] [tab] [lish].
YOU DO credit, Atlantic, frantic, locksmith
SAY “Now it’s your turn to follow the routine on your own. Clear your boards.”
For each word:
• show the word,
*Point out that the letters in Atlantic and frantic that spell the sounds /ĭk/ at the end of the words, i- c, are a common spelling of those sounds at the end of multisyllabic words.
l o c k s m i t h
o i lock smith
• allow students time to complete the procedure independently,
• circulate to check student boards and note any misconceptions,
• and review after each word to segment and read the words correctly, by clicking through the procedure until you reach the confirming image if students are struggling.
– *If students do not need a step-by-step review of a particular word, click through the procedure quickly to reach the confirming image.
Remember, this independent work is critical and consolidates transfer of skills.
CLICK TO DISPLAY You Do.
• credit
– "Sometimes there is an extra charge when you use a credit card."
– Underline e and i, put down two boards, add the vowels, add the consonants [cred] [it].
REVIEW student boards after each word and walk through the procedure below if students are struggling to segment and read the word correctly. Provide Positive Error Correction as needed.
• Atlantic
– “The Atlantic Ocean is the second largest ocean on Earth.”*
– Underline A , a, and i, put down three boards, add the vowels, add the consonants [At] [lan] [tic].
• frantic
– “The man was frantic because he lost his keys.”
– Underline a and i, put down two boards, add the vowels, add the consonants [fran] [tic].
• locksmith
– “A locksmith can help you get back into your house if you lose your keys.”
– Underline o and i, put down two boards, add the vowels, add the consonants [lock] [smith].
There is a Touch & Say explanation video available in multiple languages in RGR's Multilingual Supply Room.
For English Learner (EL) students participating in the Word Hunt activity, it is highly effective for the teacher to model the task and practice it side by side with the student. This guided approach helps ensure that ELs clearly understand the task expectations, vocabulary, and process. Additionally, consider pairing the EL with a peer who has higher intermediate to advanced English proficiency or a native English speaker. This strategic pairing can offer meaningful language support, reinforce vocabulary development, provide an appropriate level of challenge for both students, and promote collaborative learning in a supportive, low-stress environment.
Routine for Teacher Reference:
• “How many vowels do you see?” (Answers vary.)
• “Are they together or apart?” (A: apart)
• Put down the corresponding number of SyllaBoards™. (If there are two vowels in the word, students should put down two boards.)
• Write each vowel on its own board.
• Fill in the consonants, making sure each syllable is closed.
• Use Touch & Say to read the syllables.
Positive Error Correction for Reading Multisyllabic Words
If a student misreads a multisyllabic word, provide Positive Error Correction:
1. IDENTIFY which syllables the student read correctly.
2. PROMPT STUDENT to use Touch & Say to reread the incorrect syllable. Then, have the student read the whole word.
• If necessary, guide student to ask the vowel questions for multisyllabic words. (How many vowels are in the word? Are they together or apart? How many syllables are there?)
3. IF NECESSARY, GUIDE STUDENT TO ASK the vowel questions for multisyllabic words. (How many vowels are in the word? Are they together or apart? How many syllables are there?)
4. PROMPT STUDENT to read each syllable separately and blend the syllables to read the whole word.
5. HAVE STUDENT INDEPENDENTLY REREAD the word correctly.
6. If a student decodes all the sounds in a word correctly but pronounces the word incorrectly:
• IDENTIFY which syllables the student pronounced correctly.
• PROMPT STUDENT to read the incorrectly pronounced syllable again.
• ALWAYS FINISH WITH THE STUDENT READING the whole word independently and correctly.
6. Word Hunt
OVERVIEW In Word Hunt, students work with a partner to search for specific words and then answer a few questions about the words. Students must analyze the various phonics features of words and sometimes their parts of speech. By working in pairs, students have the ability to become the teacher and provide one another with positive feedback.
Answer Key
1. Underline all the vowels.
popl i n, s a ndwich, vent, s u bm itti ng, u npi n, fro l ic, wombat, gla ss, i nh i bit, cosmetic, Br iti sh, a nnex, magnetic, com ic
2. Which word is a proper noun? (A: British)
3. Write the words that end with ic (A: frolic, cosmetic, magnetic, comic)
4. Alphabetize the following words: cosmetic, British, comic. (A: British, comic, cosmetic)
5. Circle the words that have 3 syllables. (A: submitting, inhibit, cosmetic, magnetic)
Click to play the Decodable Passage routine explanation video if needed.
PAIR students and have them sit together.
SAY “Now, we’ll read words. The words will all have only Closed Syllables. Then, with your partner, you will hunt for the words that answer a few questions. Open your workbooks to page 1.”
CLICK TO DISPLAY Word Hunt.
SAY “Each partner will read one box of words aloud while the other partner checks if the word is being pronounced correctly. Then we will check the words together.”
PROVIDE students time to read the two boxes to each other. Then, have a pair read the words aloud to the class.
SAY “Read through and complete the Hunt & Answer questions with your partner.”
7. Decodable Passage Teacher Read
SAY:
• “Open your workbooks to page 2.
• Our passage for this unit is called ‘Grill Master Jr.,’ and it includes Closed Syllable words like the words we’ve been practicing.
• Today, I’m going to read it aloud to you while you follow along in your books.
• But let’s answer a few questions first.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the questions and quickly discuss answers with students.
SAY:
• “Next, we’ll look at the Words to Preview and Point and Say words.
• The Words to Preview are words that you might not have heard of before or that you might be unfamiliar with.”
CLICK TO DISPLAY Words to Preview. Read through the words and definitions and have students repeat the words.
SAY “The Point and Say words are words that you are probably familiar with, but you may not know how to read them because they have tricky parts like some of our Heart Words.”
CLICK TO DISPLAY Point and Say Words. Read through them and have students repeat the words.
SAY “Now, pay attention to the way I read with accuracy and how I read smoothly, with fluency, and with intonation, how my voice changes to help the listener understand the text.”
For English Language Learner (ELL) students, it is important to model the steps involved in the Quick Check activity. Demonstrating the process helps ensure that students clearly understand what is being asked, allowing them to engage meaningfully with the task. This support also enables you to more accurately assess what each student is learning, rather than what they may be misunderstanding due to language differences.
Answer Key bath | m at
READ ‘Grill Master Jr.’ aloud with appropriate fluency and intonation.
ASK "Were your predictions on what the passage was going to be about correct?"
IF TIME ALLOWS, EXPLAIN anything new you have learned from the text and allow students to do the same.
8. Play in the Reading Playground
CLICK TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
9. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 1, Lesson 1 Quick Checks.
SAY:
• “At the end of each lesson, we’ll do something called a Quick Check. It’s a fast way for me to know what you learned during the lesson.
• For today’s Quick Check, you will show me that you can break a longer word into syllables to read it.
• First, underline the vowels, then draw a straight line up and down to show where you would divide the syllables.
• Lastly, circle the image that best matches each word you’ve read.”
Unit 1 Lesson 2
What Is a Morpheme Base?
Objectives
• To demonstrate the understanding of free base morphemes and the role they play in words.
• To identify free base morphemes in words.
• To use academic vocabulary to orally define a morpheme.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• Reading Playground
What You Need to Know
Significance of a Base in Morphological Word Structures
• A morpheme is the smallest unit of meaning within a word; it cannot be broken down any further.
• A base (free or bound) supplies the core meaning: adding prefixes or suffixes adjusts the tense, number, or nuance, but the base still anchors the idea. When students can spot the base first, they decode unfamiliar words more efficiently and spell them with greater accuracy, which directly impacts vocabulary growth and reading comprehension.
Morphology
Free vs. Bound Bases
• A free base can stand alone as a complete word—think play or use. Students typically master these first, so this lesson focuses on helping them locate free bases inside longer words (replay, usable). We intentionally delay the term root until they are comfortable with the structural elements of morphemes.
• A bound base must be attached to another morpheme to form a real word; struct in construct and spect in inspect are common examples. The Orbit curriculum introduces a deeper study of bound bases in Unit 9.
What You Need to Know
Affixes
• Affixes are morphemes attached to a base and root to alter meaning. Prefixes are added to the beginning of a base (un-, re-, pre-), and suffixes are added to the end (-ed, -f ul, -l y). Affixes are considered bound morphemes that carry their own meaning. Beginning in Lesson 4 of this unit, students examine how prefixes and suffixes change word meaning and grammatical function. Recognizing these attachments lets them parse unfamiliar words quickly and see spelling patterns across word families.
Importance of Morphology
When students learn to see words as combinations of meaningful parts—a base plus prefixes and suffixes—they read more efficiently and with greater confidence. Identifying the base first lets them chunk words into manageable segments, which speeds up decoding and frees mental energy for comprehension. Because spelling now follows a logical pattern instead of rote memorization, accuracy improves, and students begin to notice consistent word families across texts. Morphological awareness also accelerates vocabulary growth. Once they understand a single morpheme, they can intuit the meanings of many related words and apply that knowledge to unfamiliar terms, ultimately strengthening overall reading comprehension.
Start Teaching
What Is a Morpheme Base?
1. State Objectives
OPEN to Orbit Online, Unit 1, Lesson 2, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– explain what a base is and why it matters in longer words.
– identify free bases inside longer words.
– use the word morpheme correctly when explaining the meaning.”
2. Exploring Words
CLICK TO DISPLAY Exploring Words.
SAY “It is time for you to be a detective. Look closely at these words.”
ASK “What do you notice about these words?” (A: Answers will vary. Some of the words we know have different endings, they are all multisyllabic, the longer words have smaller parts we recognize.)
If needed, ask scaffolding questions:
• “What do they have in common?”
• “What is different?”
• “Can you spot familiar letter chunks?”
• “Can you spot familiar words inside the longer words?” (Pause for answers.)
SAY:
• “Each of these words has a smaller foundational part inside the longer word.
• Let’s identify and read the foundational part.
• Look for words that are familiar, and foundational parts that can stand alone when taken out of the longer word.”
CLICK TO HIGHLIGHT the base match
SAY “Let’s all read the underlined part of this word: match .”
Morphology
Note: If students express that limitless is also a compound word, let them know that in this case less is not a base, but is an added morpheme. They will learn more about that in Lesson 4.
Click to display the Free Base visual support.
CLICK TO UNDERLINE AND READ the rest of the bases: judge, zest, prompt, back , pack , limit, credit, polish, plug , bed, bug.
ASK “Did you notice that two of the words in the chart had two foundational words? What are these words called?” (A: compound words)
CLICK TO REVEAL the words without the affixes.
ASK “What happens to the words in the chart if we remove the extra parts?” (A: The words can stand alone.)
ASK “Do the smaller foundational words make sense on their own?” (A: Yes, they can stand alone as real words.)
SAY:
• “Let’s read them to check if they are real words. (Choral read each word with the students.)
• Now, let’s watch a short animation to learn more about these word parts.”
3. Morpheme Introduction Animation
CLICK TO PLAY the Morpheme Introduction Animation. SAY “Let’s review what you have learned.”
ASK:
• “What are morphemes?” (A: Morphemes are letter chunks within a word that have a meaning.)
• “What information can morphemes provide?” (A: Answers may vary: where a word comes from, explains why a word is spelled the way it is, and helps us say a word the right way)
• “What is the difference between a free base and a bound base?” (A: a free base can stand alone; a bound base needs an added morpheme to make sense)
CLICK TO DISPLAY Definition: Free Base.
ASK:
• “What kind of morphemes are the smaller foundational parts of the longer words?” (A: free bases)
• “How do you know they are a free base?” (A: they can stand alone as real words)
READ (OR HAVE A STUDENT READ) “A Free Base is a morpheme that can stand alone. It is a real word that makes sense on its own.”
SAY:
• “Remember, a morpheme is the smallest unit of meaning in a word.
• A free base is a morpheme that can stand alone and forms the foundation of longer, more complex words.
• Identifying free bases as you read helps you decode and understand unfamiliar words.”
4. Word Sort
I DO scrap
CLICK TO DISPLAY the word sort Free Bases, Free Base + and Not a Word.
SAY:
• “Now we will do a word sort to practice identifying free bases
• You will see different types of words on the screen.
• This will include free bases, bases with an added morpheme, and morphemes that cannot stand alone.”
CLICK TO SHOW the first word scrap
SAY:
• “This is the word scrap
• Scrap is a free base because it can stand alone. It is the only morpheme in this word.
• There are no other parts that can stand alone or have meaning.
• A scrap is a small piece of something that is left over after the rest has been used.”
CLICK TO REVEAL that scrap is a Free Base and the image.
CLICK TO SHOW AND READ “I scribbled my idea on a scrap of paper.” (Ask students to read in various ways: choral whisper, an individual, or a group.)
Free Base
scrap
A scrap is a small piece of something that is left over after the rest has been used.
I scribbled my idea on a scrap of paper.
scrap is a single morpheme that can stand alone.
Free Base + Not a Word
Morphology
WE DO limitless
SAY:
• “Open your workbook to page 5.
• Let’s do a few together.
• When the word appears at the bottom of the screen, silently read the word and use your finger in front of your chest to point to the left side for Free Base, point up for Free Base +, or point to the right side for Not a Word.
• Then we will write the answer in our workbook.”
CLICK TO SHOW the next word limitless
SAY:
• “This is the word limitless
• If something is limitless, there is, or appears to be, so much of it that it will never be exhausted.”
PAUSE to allow students time to indicate their answer.
CLICK TO REVEAL that limitless is a Free Base + and the image.
PAUSE to allow students to write the answer in their workbook. Free Base Free Base + Not a Word
If something is limitless, there is, or appears to be, so much of it that it will never be exhausted.
Her imagination seemed limitless, creating stories that amazed everyone she met.
ASK INDIVIDUAL STUDENTS to explain how they know their answer.
SAY “ Limitless has the free base limit plus an additional morpheme - less.”
CONTINUE THIS PROCESS for the morphemes and words: graph, -tion, problem, distrust .
Free Base Free Base + Not a Word
graph
A graph is a diagram that is often used in math to represent data.
We made a graph to show the amount of temperature change that happened this month.
-tion
-tion indicates a state, condition, action, process, or result.
problem
A problem is a situation that is unsatisfactory and causes difficulties for people.
There are multiple ways to solve the math problem.
distrust
If you distrust someone or something, you think they are not honest, reliable, or safe.
Distrust among the teams made it hard to work together.
YOU DO
CLICK TO DISPLAY Student Workbook page 5.
SAY:
• “Now it is your turn to identify free bases
• First, you will circle all the free bases. Do not forget the ones that have additional morphemes added.
• Indicate if the word is a free base, a free base plus an additional morpheme, or not a word.”
CLICK TO REVEAL the Free Base Sort answers.
SAY “Check you answers. Correct any mistakes if necessary.” (Discuss any misconceptions.)
5. Play in the Reading Playground
CLICK TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 1, Lesson 2 Quick Checks.
Answer Key
1. thi ckest
2. scr ub 3. rebou nd 4. -eous 5. sm elled
SAY:
• “For the Quick Check in this lesson you will identify free bases in the list.
• This list consists of free bases, words that have bases plus additional morphemes, and some non-words.
• Circle all the free bases
• You will have the rest of this time to complete the Quick Check independently.”
Closed Syllables Practice
Unit 1 Lesson 3 Phonics
Objectives
• To identify a Closed Syllable as a syllable with only one vowel with one or more consonants after it and a vowel phoneme that is usually short.
• To read and spell multisyllabic words comprised of Closed Syllables.
• To practice oral reading fluency with decodable texts.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• Reading Playground
What You Need to Know
Lesson 3 of each phonics unit is dedicated to both collaborative and independent practice with the Lesson 1 concept. The following activities are repeated in each Lesson 3 going forward:
Partner Phrase Reading
• In Partner Phrase Reading, students take turns as Reader and Checker while reading all phrases in the columns.
• The phrases contain Heart Words from the Dolch 220 Pre-Primer through 2nd grade lists and decodable words with phonics patterns students have learned in and up to the current unit. Once
Heart Word instruction begins in Unit 2, the words taught in these lessons may also be included.
Procedure
1. Students are given time to quietly read through all phrases independently. During this time, they may mark up any words they are struggling with to aid them in decoding the word correctly.
2. The teacher then assigns partners, and the partners swap workbooks. The teacher can also help designate which student will be the first Reader.
3. Reader 1: – Reader 1 reads Column 1 as Reader 2 acts as
What You Need to Know
Checker, marking any errors silently. Students will learn marking conventions in this lesson.
• If a Reader reads a word incorrectly or skips a word, the Checker crosses the word out.
• If a Reader self-corrects a miscue, the Checker writes SC above the crossedout miscue.
• If a Reader adds a word, the Checker inserts a caret
– Once Reader 1 has read all six phrases in Column 1, the Checker then tells the Reader to reread any phrases that were read incorrectly, providing Positive Error Correction. See page 30 for details on Positive Error Correction for Partner Phrase Reading.
– Lastly, Reader 1 correctly rereads phrases that were misread.
4. Reader 2 then reads Column 2 as Reader 1 becomes the Checker. The same procedure is followed.
5. Reader 1 then reads Column 2 and Reader 1 reads Column 1. This gives each student a chance to read a column of phrases first, before hearing it read by the other student.
Detect & Decode
• In Detect & Decode, students will be working independently in their workbooks to read a set of sentences and to search for, or detect, words containing a target concept. After reviewing findings with the whole class, each student will read at least two sentences aloud to the group, striving for accurate and fluent reading.
• When not a Reader, all other students will act as silent Checkers, providing feedback after the Reader has read the entire sentence.
• Checkers are instructed to mark up any miscues with light marks as they may read one of the sentences already read aloud.
Split It!
• Split It! is an activity that can be used to spell multisyllabic words. In Split It!, students listen for the number of syllables in longer words, spell the sounds in each syllable, and then write the whole word. This activity reinforces the importance of hearing the syllables in longer words and spelling each syllable by listening to the individual sounds in that syllable. Split It! is similar to using SyllaBoards™ to spell multisyllabic words, but students work in their workbooks without boards.
• The procedure is as follows:
1. Teacher dictates a multisyllabic word.
2. Students Whale Talk the word. (See explanation on p. 33 of this lesson.)
3. Students fill in one dot for each syllable they hear in the word.
4. Students spell each syllable in a section by listening for the sounds in that syllable.
5. Students write the whole word on the line.
Sentence Dictation Practice
• In Sentence Dictation Practice, students listen to and, with legible cursive, write complete sentences, focusing on spelling, accurate capitalization and punctuation, and legibility.
Procedure:
1. The teacher will read the sentence fluently while displaying an associated image.
2. Students repeat the sentence back to the teacher and count the number of words in the sentence. They write this number at the end
What You Need to Know
of the sentence line so they can check that they have written all words.
3. The teacher will repeat the sentence slowly a number of times as students write.
4. The teacher displays all three sentences on the board to review spelling, capitalization, and punctuation with students.
5. Students make any necessary corrections.
Decodable Passage Practice
• In Lesson 1 of each phonics unit, the teacher reads the unit’s decodable passage aloud to students, modeling accuracy, fluency, and prosody.
• In Lesson 3 of each phonics unit, students practice reading half of the same decodable passage (‘Grill Master Jr.’ in this unit) to a partner.
• It is important to note that the point of this activity is practice and collaborative support, not assessment. Students will complete a timed read in Lesson 5. The same pairs should be utilized for the Lesson 5 timed read with each partner reading the section they read today. In Lesson 5, the Checker will keep track of miscues and students will track their own Words Correct Per Minute (WCPM) and accuracy.
Procedure:
1. Each student will read their own section of the text without being timed or assessed by a Checker. Reader 1 will read the entire Reader 1 section of the text while Reader 2 follows along and provides support if asked.
2. Reader 2 will then read their section as Reader 1 follows along, providing support if asked.
3. Remind students to underline the vowels and segment the syllables of words they struggle with before asking their partner for help.
4. Remind students to reread if something they read does not make sense.
Start Teaching Closed Syllables Practice
1. State Objectives
C LICK TO OPEN Orbit Online to Unit 1, Lesson 3, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify a Closed Syllable as a syllable with only one vowel with one or more consonants after it and a vowel phoneme that is usually short.
– read and spell multisyllabic words made up of Closed Syllables.
– read words, sentences, and our passage with greater fluency.
• Let’s review what we know about Closed Syllables.”
2. Review
ASK:
• “What is the pattern we look for to see if a word or a syllable is a Closed Syllable?” (A: one vowel with one or more consonants after it)
• “What phoneme, or sound, does the vowel typically spell in a Closed Syllable?” (A: a short vowel phoneme)
3. Partner Phrase Reading
CLICK TO DISPLAY Partner Phrase Reading Overview.
SAY:
• “You are going to be reading phrases with a partner.
• The phrases include Heart Words, which are words we see a lot in text. They’re words you have most likely learned in kindergarten, 1st, and 2nd grades.
• The rest of the words in the phrases only have the types of syllables we have learned to read in second grade and in our last phonics lesson.
• Before we read in pairs, I will give you a chance to preview the phrases. If you get stuck on a word, underline the vowels and divide
Phonics
the word into syllables around the vowel like we learned to do with our SyllaBoards™.
• Let’s do one example together. Do not say the word if you know it.”
CLICK TO DISPLAY Review: expect
A SK “How many vowels do you see? What are they?” (A: two; e, e)
CLICK TO UNDERLINE the two vowels.
ASK:
• “Are the vowels together or apart?” (A: apart)
• “How many syllables are in this word?” (A: two)
SAY “Instead of pulling out our SyllaBoards™ right now, let’s use the same strategy but just draw a line between our syllables. This is a strategy you can use any time you are reading on a page you can write on.”
ASK “Where would you draw your first line to break apart the first syllable?” (A: after the x) (Click to draw a line between the x and the p.)
SAY “Let’s read the word together, one syllable at a time using Touch & Say: ex – pect, expect .”
CLICK TO REVEAL the contextual image for expect
SAY “The word expect means to believe something will happen, as in, ‘Jabari will happily expect a gift on his birthday.’”
CLICK TO DISPLAY Partner Phrase Reading.
SAY:
• “Now, get out your workbooks and open them to page 6 and quietly read the phrases to yourself. If you get stuck on a word, underline the vowels and break up the syllables to help you figure it out.
• After you have a few minutes to read on your own, you’ll work with your partner. One partner will be the Reader first, and the other will be the Checker. Then, you’ll switch roles.
• When you are the Checker, you will follow along carefully and silently mark any errors.
• After you practice reading the phrases on your own, we’ll go over how to mark errors.”
STUDENTS QUIETLY READ TO THEMSELVES as many phrases as they can in the time given.
CLICK TO DISPLAY Marking Oral Reading.
SAY:
• “If the Reader reads a word incorrectly or skips a word, simply cross the word out.
• (Click to display the next direction.) If the Reader corrects their mistake on their own, write the letters SC above the crossed-out word to show that they ‘self-corrected.’
• (Click to display the next direction.) If the Reader adds a word that isn’t on the page, draw a caret where they added the word.”
ASSIGN PAIRS OF STUDENTS to work together.
STUDENTS SWAP workbooks and then read phrases fluently to each other and check each other’s work. Determine which student will act as the Reader first and which will be the Checker.
Have your blank copy of the workbook available as you monitor pairs throughout the room.
Procedure:
Students trade workbooks before reading to each other.
For Column 1:
*Each member of the pair takes a turn as Reader and as Checker. Be sure that both students read the phrases in Column 1.
1. Reader 1 reads the phrases in Column 1.
2. Checker marks errors and records the number of phrases read correctly at the bottom of the column.
3. Checker tells Reader how many phrases were read correctly.
4. Checker tells Reader to reread any phrases that were read incorrectly, providing Positive Error Correction (see below).
5. Reader correctly rereads phrases that were misread.
6. If there is disagreement about a phrase, students ask the teacher for help.
7. Partners switch roles and repeat the steps for Column 1. The first Checker becomes the new Reader, and the first Reader becomes the Checker.
For Column 2, students repeat the steps from Column 1. Be sure that both students read the phrases in Column 2. The student who reads Column 1 first should read Column 2 second. This gives each student a chance to read a column of phrases first, before hearing it read by the other student.
Positive Error Correction for Partner Phrase Reading
If a student misreads a word in a phrase, provide Positive Error Correction:
1. CHECKER IDENTIFIES the number of misread phrases. Checker points to the misread word(s) in the phrase, without saying the word itself
2. Reader uses Touch & Say to read the misread word(s), then reads the
Click to play the Detect & Decode routine explanation video if needed.
whole phrase again.
• If Reader reads the phrase correctly, move on.
• If Reader misses any words again:
– Checker assists by using Touch & Say to read the word(s).
– Reader independently uses Touch & Say to read the word(s) correctly.
– Reader reads the phrase correctly.
Suggestions for Differentiation
Support:
1. Students can find words in the phrases containing the phonics concepts with which they need more practice and circle or underline the target phonics concepts in those words. For example, students find and circle all the digraphs.
2. Students can “scoop” parts of the phrases with their pencil, finger, or eraser to break the phrases into smaller, meaningful chunks for easier decoding. For instance, the phrase catch the insect in the cobweb can be scooped into two parts: catch the insect and in the cobweb. To scoop, students simply draw or trace a curved line underneath a portion of the phrase.
Challenge:
For a small group challenge, students can choose several phrases and write sentences containing those phrases. Challenge students to write sentences containing at least 6, 8, or 10 words, depending on the ability level of the students. For an added challenge, have students answer the following questions in their sentences: Who? What? Where? When? Why? How?
4. Detect & Decode
SAY “Now, we will be looking at complete sentences, looking for particular spellings, or syllable types, and then reading them with fluency. Turn to page 6.”
CLICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are done, we will discuss what you found and then we’ll all have a few chances to read sentences aloud.”
After students have had time to complete their Detect tasks, discuss their findings.
Answer Key
3-Syllable Words:
For the first few words discussed, ask students how they know the word has 3 syllables (because it has 3 vowels, and they are ok apart).
Sentence #2: Our [tim][id] [mas][cot], [Bob] the [Bob][cat], [had] a [mis][hap].
Click to play the Split It! routine explanation video if needed.
SAY:
• “I will be calling on individual students to read sentences out loud to the whole group.
• Our goal is to read each sentence accurately the first time.
• Our secondary goal is to read fluently, as if we were talking to a friend.
• When you are not the Reader, you will be a Checker.
• When you are the Reader, make sure you read loudly enough for everyone to hear.
• When you are a Checker, pay careful attention to the Reader and the text. You will mark any errors in your workbook just like we did for our Phrase Reading activity.
• You may be asked to read one of the already marked up sentences, so make your marks light.”
CALL ON INDIVIDUAL STUDENTS to read sentences, one at a time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all of the words correctly or a thumbs to the side if the Reader misreads a word(s). If the Reader misreads any words, follow Positive Error Correction instructions.
All students should read at least two sentences. It is expected that students will read sentences already read by another student. It may be beneficial to have struggling readers read a sentence after it has already been heard by the group.
Suggestions for Differentiation
Support:
Students needing extra accuracy and fluency practice can work with these same sentences in a small group setting. They can chunk the sentences into meaningful phrases using their pencils to scoop under each phrase.
5. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “We are going to spell some longer words with more than one syllable. Instead of using SyllaBoards™ though, we are going to write them out on paper.
• We are going to Whale Talk each word first so we can hear how many syllables that word has. That means that we’ll keep our lips shut tight and say the word. Each push of breath, or each time our chin goes down, equals a syllable.
Phonics
• Let’s try a word together. Keep your lips shut tight and say the word ordinary : or – di – nar – y.”
ASK “How many pushes of breath did you feel? How many times did your chin go down?” (A: four)
SAY:
• “That means that ordinary has four syllables.
• After we Whale Talk each word, we’ll spell the word one syllable at a time by listening to the sounds in each syllable.
• Let’s spell the first word together. Turn to page 7.”
• Cosmetic, as in, ‘Dad said the car’s dent was just a cosmetic scratch.’
• Now, let’s Whale Talk cosmetic together. (Whale Talk cosmetic by holding your lips together and shouting cos-met-ic. Students Whale Talk with you.)
ASK “How many syllables did you feel in cosmetic?” (A: three)
SAY:
• “Since cosmetic has three syllables, cos - met-ic, we will fill in dots in the first three boxes.
• As you fill in each dot, say the syllables in the word cosmetic with me.
• /kŏz/ (click to fill in 1st dot), /mĕt/ (click for 2nd dot), /ĭk/ (click for 3rd dot).”
SAY:
• “Now, let’s spell each syllable in cosmetic by listening to the sounds in that syllable.
• The first syllable is cos - /k/ /ŏ/ /z/, cos.
• /k/ is spelled with the letter c (PAUSE for students to write c in the first section.)
• /ŏ/ is spelled with the letter o. (PAUSE for students to write o in the first section.)
• /z/ is spelled with the letter s in this syllable, not z . (PAUSE for students to write s in the first section.)”
CLICK TO ADD the syllable cos to the first box.
SAY “The second syllable is met - /m/ /ĕ/ /t/, met .”
cos met
cos met ic
Note: If students struggle with the word potluck , point out that it is a compound word that can easily be spelled by focusing on each individual Closed Syllable word.
ASK “How do we spell the syllable, or the word, met?” (A: m-e-t)
SAY “Write the syllable met in the second section.”
CLICK TO ADD the syllable met to the second box.
Ask “And how do we spell the syllable /ĭk/ at the end of a multisyllabic word?” (A: i-c)
CLICK TO ADD the syllable ic to the third box.
SAY:
• “Let’s check our work using Touch & Say. We’ll touch each section as we read the syllable, and then we’ll blend the whole word together: cos – met – ic, cosmetic
• Write the whole word together on the line on the right in your best cursive handwriting.”
CLICK TO ADD the word cosmetic to the final line.
CONTINUE the above process for the remaining words, one at a time. Because this process is new, choose to either keep a high level of support for all words, or, if students are ready, give them the opportunity to spell the syllables independently and review answers at the end.
REMIND students to write legibly. They should write the complete word in cursive.
2. extract - [ex] [tract]
“ I add vanilla extract to almost everything I bake.”
3. s ubtropics – [sub] [trop] [ics]
“ Many types of citrus fruits grow in the subtropics.”
4. potluck – [pot] [luck]
“ Hoping that no one else has the same idea, Penny is bringing mac and cheese to the potluck dinner.”
5. disinfect – [dis] [in] [fect]
“Vinegar can be used to disinfect naturally without chemicals.”
Positive Error Correction for Split It!
If a student misspells a word during the Split It! activity, provide Positive Error Correction.
1. Tell the student which syllable(s) were spelled correctly.
2. Repeat the word.
3. Prompt student to Whale Talk the word, repeat the misspelled syllable, and stretch the sounds in that syllable. Then, have the
Click to play the Sentence Dictation routine explanation video if needed.
Note: Target phonics concept words are underlined and bold. These are words students should be able to spell based on what they have been taught in this unit.
student correct the spelling by changing one or more graphemes.
4. If necessary, you or other students may identify the misspelled sound(s) and spelling(s) for the student.
5. Prompt student to independently use Touch & Say to verify that the word is spelled correctly.
6. Sentence Dictation Practice
SAY:
• “Now, we’re going to put our Closed Syllable word spelling practice into use by writing whole sentences.
• I’ll say a sentence, and then I’ll repeat it slowly a number of times while you write it down.
ASK:
• “How do all sentences start?” (A: with a capital letter)
• “How do all sentences end?” (A: with a period, a question mark, or an exclamation point)
SAY “Do your best to listen for places you might need a comma or quotation marks and pay attention to appropriate end punctuation.”
For each sentence:
CLICK TO DISPLAY Dictation Sentence Images, one at a time.
READ each sentence once with appropriate fluency and intonation.
STUDENTS REPEAT the sentence and count the number of words in the sentence. They write the number of words at the end. This will help them check that they’ve written each word.
REPEAT the sentence several times slowly as students write.
1. Cosmetics can make a fake blemish on your skin . (9)
2. Don’t distract me from finishing the quiz . (7)
3. Could we inspect the mantis without grabbing it? (8)
CLICK TO DISPLAY Dictation Sentences. Review as necessary. Students then make any necessary corrections.
7. Decodable Passage Practice
SAY:
• “You heard me read the passage ‘Grill Master Jr.’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner.
For your English Learner student, be sure to tap into background knowledge. For example:
ASK: “Have you ever been to a barbecue?” or “What do you know about grilling?” Students may be able to relate to words or elements of a new word based on their lived experiences.
When Grouping your EL students, pair ELs with either a supportive peer who is a native English speaker or with a partner who has a slightly higher English proficiency. This ensures less frustration and patience and a mutually beneficial learning experience.
Alternate EL Procedure:
Reader 1 (the stronger reader) reads the Reader 1 section while the partner follows along closely and whisper reads along with Reader 1.
Reader 2 then reads the Reader 2 section. Reader 1 may also whisper read along with them.
If both peers share the same language, be sure to encourage and allow native language to be used when discussing the passage.
• You should focus on reading the words correctly, but this is also a time to work on your fluency.
– If you see a question mark at the end of a sentence, change your voice to make it sound like a question.
– If something you read doesn’t sound right, go back and reread it. There is no need to rush.
• Let’s go back to page 2.”
CLICK TO DISPLAY Words to Preview. Review quickly.
CLICK TO DISPLAY Point and Say Words. Review quickly.
GROUP students into pairs and determine which student will be Reader 1 and which will be Reader 2.
STUDENTS READ with their partner.
Procedure:
*The point of this activity is practice and collaborative support, not assessment. Students will complete a timed read in Lesson 5. The same pairs should be utilized for the Lesson 5 read with each partner reading the section they read today. In Lesson 5, the Checker will keep track of miscues and students will track their own Words Correct Per Minute (WCPM) and accuracy.
• Each student will read their own section of the text without being timed or assessed by a Checker. Reader 1 will read the entire Reader 1 section of the text while Reader 2 follows along and provides support if asked.
• Reader 2 will then read their section as Reader 1 follows along, providing support if asked.
• Remind students to underline the vowels and segment the syllables of words they struggle with before asking their partner for help.
• Remind students to reread if something they read does not make sense.
SAY:
• “With your partner, find four words in the passage that have two or three Closed Syllables. Write those on your workbook page at the end of the passage.
• Use your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concept. The lists below contain all Closed Syllable Words with short vowels.
Unit 1: Decodable Passage Target Concept Words
*words listed only include Closed Syllables
Single-Syllable Closed Syllable Words (non-Heart Words): Multisyllabic Closed Syllable Words:
• best
• spent
• grill
• kids
• tent
• dish
• chop
• dust
• lit
• mint
• left
• bland
• fast
• shelf
• dash
• top
• fish
• grin
• plump
• hug
• quick
• next
• set
• gift
• left
• French
• Yasmin • splendid
• Willis
• grilling
• contest
• catfish
• Atlantic
• radish
• unpack
• suspect
• thinking
• nutmeg
• tidbit
• fantastic
8. Play in the Reading Playground
CLICK TO DISPLAY Play in Playground.
• winnings
• expand
Students play independently in the Reading Playground for up to 10 minutes.
9. Quick Check
CLICK TO DISPLAY Quick Checks.
DISTRIBUTE the Unit 1, Lesson 3 Quick Checks.
SAY:
• “For today’s Quick Check, you’ll spell two words with Closed Syllables, and then you’ll break two words down into Closed Syllables.
1. The first word you’ll spell is hectic, as in, ‘We have a hectic day of running errands, so we packed snacks for the car,’ hectic
2. Your second word is subtract, as in, ‘In math class, we learned how to subtract a two-digit number from a three-digit number,’ subtract .
3. For numbers 3 and 4, follow the procedure we use for reading multisyllabic words by underlining the vowels and then drawing a line between syllables.”
Unit 1 Lesson 4
What Is an Affix?
Objectives
• To identify affixes in words.
• To identify the number of syllables versus morphemes.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• Reading Playground
Start Teaching
1. State Objectives
OPEN to Orbit Online, Unit 1, Lesson 4, Morphology.
CLICK TO DISPLAY the Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify the prefixes and suffixes inside a word.
– count the number of morphemes and syllables in a word.
– use the words prefix and suffix correctly when talking about morphemes."
Morphology
Note: Be prepared to discuss how some of the morphemes sound like words that can stand alone: mis - and -ful Less is a word; however, in this word it is the suffix, - less
2. Exploring Words
CLICK TO DISPLAY Exploring Words.
SAY:
• “It is time for you to be a detective again. Let’s look at the list of words we examined during the last morphology lesson.
• Now that we have identified the bases, let’s look at the additional parts.”
CLICK TO REVEAL the affixes underlined.
SAY “Let’s all choral read the underlined parts.”
CLICK TO SHOW the list of words without the bases.
ASK:
• “Can these word parts stand alone?” (A: no)
• “Why not?” (A: they are not complete words)
CLICK TO SHOW the original list of words.
SAY:
• “Affixes change the meaning of a word.
• Once an affix has been added to the beginning or end of a base it will change the meaning of the word or how it is used in a sentence.
• Notice that in our word list the added affixes change the meaning to make a new word.”
3. Exploring Morphemes
CLICK TO DISPLAY Exploring Morphemes .
SAY:
• “Let’s analyze the word rematch
• The free base is match . A match is an organized game of football, tennis, cricket, or some other sport.”
Click to display the visual supports for match and rematch .
CLICK TO REVEAL the sentence.
SAY “Let’s choral read this sentence: After losing to their rival team, they wanted a rematch to get back on top.”
ASK “What do you think rematch means in the sentence?” (A: Answers will vary; to compete again.)
SAY “They wanted another chance to beat their rivals in a match, so they wanted to compete again.”
Morphology
ASK “Based on the context, what do you think the morpheme remeans?” (A: again)
CLICK TO ADVANCE the definition. READ the definition: re - means again
Word Free Base Definition
Contextual Sentence Ask Say Affix Definition
misjudge judge To form an opinion based on evidence or information that you have. Please be careful so that you do not misjudge the amount of milk to pour.
zestful zest The quality in an activity or situation that you find exciting. The speaker’s zestful delivery kept the entire audience engaged from start to finish.
What does misjudge mean in this sentence?
What does zestful mean in this sentence?
You can form the wrong opinion. mis- means wrong
promptly prompt
Someone is on time or quick to act.
limitless limit The largest or smallest amount of something.
After the event, they promptly cleaned up the mess without being told.
Her interest in helping others gave her what felt like limitless energy.
What does promptly mean in this sentence?
The speakers spoke with excitement to hold people’s interest. -ful means having a lot of something; being full.
What does limitless mean in this sentence?
They cleaned up right away. -ly describes an action.
It seems that she never lost energy when it came to helping. -less means without; lacking
discredit credit To praise and give respect for something you are responsible for. Despite efforts to discredit her leadership, she remained focused and earned everyone's respect.
What does discredit mean in this sentence? Instead of giving her credit they tried to do the opposite. They tried to take away respect and praise. dis- means the opposite of.
CLICK TO REPEAT this routine with the rest of the words.
SAY:
• “All of the additional morphemes are called affixes
• Notice that affixes can be added to the beginning or the end of a base.
• They each have their own meaning and function, which changes the meaning of the word.”
CLICK TO DISPLAY the definition of an affix
READ (OR HAVE A STUDENT READ) “An affix is a meaningful word part that is added to a base to change the meaning or function. There are two main types of affixes: prefixes and suffixes.”
CLICK TO DISPLAY the definition of a prefix .
READ:
• “A prefix is a meaningful word part that is added to the beginning of a base.
• For example, re - was added to the beginning of the free base match to make the word rematch .”
CLICK TO DISPLAY the definition of a suffix
READ:
• “A suffix is a meaningful word part that is added to the end of a base.
• For example, -ful was added to the end of the free base zest to make the word zestful.”
SAY:
• “Affixes help us understand unfamiliar words.
• It is important to be able to recognize prefixes and suffixes while we are reading.
Morphology
Click to display the visual supports for the new words.
• Once we can recognize more affixes in words, we will begin to understand what they mean.”
4. Word Chain
SAY “Now we will create new words by adding and deleting prefixes and suffixes.”
CLICK TO DISPLAY and read the first free base, polish
CLICK TO SHOW the sentence.
READ (select students to read, or read chorally) “After cleaning the car, please polish it so that it will shine.”
ASK “What is the new word when you add the suffix - ed to the free base polish?” (A: polished)
CLICK TO REVEAL AND READ the word, polished
CLICK TO SHOW the sentence.
READ (select students to read, or read chorally) “Yesterday, to prepare for the party, they polished the furniture and floors.”
REPEAT this routine with the words below.
What word do you get when you…
New Word Sentence
change the base in polished to plug? plugged I am so glad I plugged the phone in so that it is fully charged.
add the prefix un - to the word plugged ? un plugged I unplugged the sink by pouring baking soda and vinegar down the drain.
change the base in unplugged to limit? un limited At the movie party, we enjoyed unlimited popcorn.
delete the prefix un - limited Our teacher gave us a limited number of hints.
delete the suffix - ed limit My parents set a limit on screen time after school.
5. Syllable vs. Morpheme Identification
CLICK TO DISPLAY Syllables vs. Morphemes Animation.
Morphology
SAY:
• “We just changed the words and their meanings by changing the morphemes, the smallest meaningful parts of a word.
• In previous lessons we learned to divide words by their syllables to help us decode their phonemes.
• In that same way, we will continue to learn how to divide words by their morphemes to help us understand their meanings.
• When we can recognize both syllables and morphemes, we are able to read words faster and fully understand their meaning.
• Let’s watch a quick animation that shows us an example and explains a little bit more about this process.”
CLICK TO PLAY Syllables vs. Morphemes Animation
SAY “Now that we understand what the difference between syllables and morphemes can look like, we will practice with some new words.”
CLICK TO DISPLAY the word limitless
ASK “To find the number of syllables in this word, what is the first thing we do?” (A: identify the vowels)
C LICK TO REVEAL the word limitless with the vowels underlined.
SAY:
• “I see three vowels in this word, and they are apart.
• Remember that when the vowel letters are apart, each vowel letter is in a different syllable and on a different SyllaBoard ™.”
CLICK TO DISPLAY the word limitless on SyllaBoards™.
SAY “This word has three Closed Syllables.”
USE TOUCH & SAY to read the word limitless
SAY “Now we will break this word into morphemes.”
C LICK TO DISPLAY the word limitless a second time.
SAY “We learned today that limit is a free base. The word also ends with the suffix - less.”
CLICK TO REVEAL the word limitless on Morpheme Puzzles.
SAY:
• “The base limit means the largest or smallest amount of something.
• The suffix - less means without.
• Limitless means without a limit .
Morphology
• For example, 'My imagination is limitless when I sketch pictures.'”
EXPLAIN:
• When I divide this word into morphemes, after I divide it by syllables, I find that there are two meaningful parts: limit and the suffix - less
• Notice the number of syllables is different than the number of morphemes. There are three syllables, but there are only two morphemes.
• The syllables help us decode the word, and the morphemes help us understand the meaning.
CLICK TO DISPLAY the word limits.
ASK “How many vowels do you see?” (A: two)
CLICK TO REVEAL the word limits with the vowels underlined.
SAY:
• “I see two vowels in this word, and they are apart.
• Remember that when the vowel letters are apart, each vowel letter is in a different syllable and on a different SyllaBoard ™.”
CLICK TO SHOW the word limits on SyllaBoards™.
SAY “This word has two Closed Syllables.”
USE TOUCH & SAY to read the word limits
SAY “Now we will break this word into morphemes.”
CLICK TO DISPLAY the word limits a second time.
SAY “We learned today that limit is a free base. This time limit ends with the suffix -s.”
CLICK TO REVEAL the word limits on Morpheme Puzzles.
SAY:
• “The free base limit means the largest or smallest amount of something.
• The suffix - s means more than one.
• Limits means having two or more large or small amounts.
• For example, 'The teacher set time limits for each learning station.'”
EXPLAIN:
• When I divide this word into morphemes, after I divide it by syllables, I find that there are two meaningful parts: limit and suffix - s
• For this word the number of syllables is the same as the number of morphemes. There are two syllables, and there are two morphemes.
Morphology
• Remember, the syllables help us decode the word, and the morphemes help us understand the meaning.
6. Analyze Words
CLICK TO DISPLAY Analyze Words Chart.
SAY:
• “Now we are going to analyze more words.
• We have learned that some words have different numbers of syllables and morphemes, but they can also have the same number of syllables and morphemes.
• We will divide words into syllables by looking at the vowels.
• We will identify the familiar bases and affixes to help us decide the number of morphemes.
• We will determine if a word has the same number or a different number of syllables and morphemes.”
I DO unpack
SAY:
• “I'll analyze the first word.
• I see two vowels and they are apart.”
CLICK TO SHOW the syllable division and the number of syllables.
SAY:
• “I can divide the syllables like this: un - pack
• Now I will look for a base, prefix, or suffix that I recognize.
• I see the prefix un - and the free base pack .
• There are two morphemes.”
CLICK TO SHOW the morpheme division and the number of morphemes.
SAY “This word, unpack , has the same number of syllables and morphemes.”
CLICK TO SHOW the S indicating same.
WE DO plants, unwilling
SAY:
• “The next word is plants
Morphology
• Open your workbook to page 8 and find the word plants at the top of your chart.“
ASK “How many vowels do you see? Are they together or apart?” (A: one, together)
CLICK TO SHOW the syllable division and the number of syllables.
ASK “How many morphemes do you recognize? What are they?” (A: two, the free base plant and the suffix -s)
SAY “I see the suffix -s and the free base plant . There are two morphemes.”
CLICK TO SHOW the morpheme division and the number of morphemes.
ASK “Does the word plants have the same or different number of syllables and morphemes?” (A: different)
CLICK TO SHOW the D indicating different. (Pause to ensure students complete the answers for plants in their workbook.)
SAY “The next word is unwilling .”
ASK “How many vowels do you see? Are they together or apart?” (A: three, apart)
SAY “There are three syllables: /ŭn/ /wĭl/ /ing/.”
CLICK TO SHOW the syllable division and the number of syllables.
ASK “How many morphemes do you recognize? What are they?” (A: three, prefix un-, free base will, and suffix -ing)
SAY “I see the prefix un - and the suffix -ing . There is a free base, will. There are three morphemes.”
CLICK TO SHOW the morpheme division and the number of morphemes.
SAY “This word, unwilling , has the same number of syllables and morphemes.”
CLICK TO SHOW the S indicating same. (Pause to ensure students complete the answers for unwilling in their workbook.)
YOU DO
SAY “Work independently to analyze the rest of the words in your workbook.”
CLICK TO REVEAL the answers so students can check their work.
Answer Key
(Answers will vary)
7. Play in the Reading Playground
CLICK TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
8. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 1, Lesson 4 Quick Checks.
SAY:
• “For the Quick Check in this lesson you will create a word chain.
• You will add, delete, or change one morpheme to create each new word.
• Create six new words from the starting free base trust .
• You may use the morphemes from the idea boxes or think of others to use as well. If you are stuck, use the idea boxes to create as many real words as possible.
• You will have the rest of this time to complete the Quick Check independently.”
Knowledge Checkpoint: Closed Syllables
Unit 1 Lesson 5 Phonics
Objectives
• To define a Closed Syllable as a syllable with only one vowel followed by one or more consonants where the vowel usually spells its short vowel phoneme.
• To decode and encode Closed Syllable words in isolation and in connected text.
• To read the unit's decodable passage with Closed Syllable words accurately, fluently, and with understanding.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Spelling & Dictation page –printed and copied (Supply Room or page XX in the Appendix)
• Lesson 5 of each unit is dedicated to systematically practicing the phonics concept that students have learned in the current unit and in previous units.
• Lesson 5 contains two summative assessment activities:
– Spelling & Dictation
– Decodable Oral Reading Procedure
Spelling & Dictation
In each unit, students review or learn a new phonics concept and have opportunities to practice reading and spelling words with that concept. In Lesson 5, students are tested on the spelling list included in the Home Connection letter. You may choose to use a term other than “Spelling Test,” but it is important for students to know that they are to try their best in Lesson 5 to show what they know and to do so neatly.
What You Need to Know
Spelling & Dictation consists of 16 spelling words and 2 sentences. Beginning in Unit 2, this list will include the Heart Words, or high-frequency words, that students are specifically taught in each unit. The remainder of the words on the list will consist of words containing only the phonics concepts taught in and up to the current unit.
The words in the Dictation Sentences follow the same guidelines. You will dictate two sentences to students, reminding them to use proper capitalization, punctuation, and spelling and to write in legible cursive. A chart showing the cursive alphabet is located on the inside front cover of each Orbit Student Workbook
Brief Overview of the Decodable Oral Reading Procedure
In Lesson 1, the teacher provided a fluent reading of the unit’s decodable passage. In Lesson 3, students practiced a section of the same passage with a partner, focusing on accuracy and fluency. In Lesson 5, students will read the same section as in Lesson 3 with the same partner. However, in Lesson 5, students will read just for one minute and the Checker will record miscues so each student can chart their own WCPM (Words Correct Per Minute) and accuracy percentage.
• The goal of Decodable Oral Reading is for students to read decodable text with an accuracy percentage rate of 98% or higher. The secondary goal is for students to improve fluency and prosody.
• In Decodable Oral Reading, two students (Readers 1 and 2) take turns reading aloud to each other for one minute each. The student who is not the Reader is the Checker, marking the Reader’s miscues. After each Reader finishes, the Checker reviews the errors the Reader made. The teacher guides all Reader 1s to calculate their WCPM and accuracy in the calculation box at the end of the passage.
• Reader 2 will then read the Reader 2 section for one minute with Reader 1 acting as Checker. The teacher will lead all Reader 2s through calculating their WCPM and accuracy percentage. Students will fill in the calculations.
• All Readers then record their performance on their Tracking Charts, which are found at the back of their workbooks. This will be done in every Lesson 5 so students can see their progress throughout the year.
For more detailed information on marking errors, see the Unit 1, Lesson 3, page 29.
Oral Reading Scoring
• During the Decodable Oral Reading procedure, students will calculate their Accuracy Percentage and Words Correct Per Minute (WCPM).
• WCPM is the number of words a Reader reads correctly in one minute. It is calculated as Total Words Attempted minus Number of Errors.
• Accuracy Percentage is the percentage of words the Reader reads correctly in one minute. It is calculated as Total Words Read Correctly (WCPM) divided by Total Words Attempted (words at bracket).
What You Need to
Charting Student Progress
• The next step of the Decodable Oral Reading procedure is for each Reader to chart their performance [Accuracy Percentage and Words Correct Per Minute (WCPM)].
• Students will chart these two scores in each Lesson 5 on the chart provided in the back of their student workbooks. This will allow students to see progress over time.
• Students will learn to chart their scores in this lesson.
Investigate the Text Questions
• After reading the passage in Lesson 5, students will answer a series of comprehension questions. Students search the text and underline the answers in the passage for the first four questions. The last two questions require students to either synthesize information from the text or to make a personal connection to some aspect of the text.
• Students will write complete sentences in legible cursive to answer the final two questions.
• The answers to Questions #1-4 are located at the end of the Decodable Oral Reading section of each Lesson 5 in the Teacher Guide. They also appear in Orbit Online in the same area.
• The goal of the Decodable Oral Reading procedure is for students to practice reading accurately and fluently. Although comprehension is the ultimate goal of all reading, and the Investigate the Text questions provide a way to monitor students’ basic understanding of the passage, the primary goal of the activity is still for students to read with 98% accuracy. When accuracy, fluency, and vocabulary instruction are combined, comprehension will follow.
CLICK TO OPEN Orbit Online to Unit 1, Lesson 5, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– read and spell Closed Syllable words on your own,
– and to read these words accurately, with fluency and understanding within our passage.”
2. Optional Warm-Up Activity
CLICK TO DISPLAY Warm Up: Closed or Not Closed.
SAY “To warm up, let’s play Closed or Not Closed. I’m going to show a word and if all the syllables are closed, move to the Closed side of the room. If any of the syllables do not follow the Closed Syllable pattern, move to the Not Closed side of the room.”
ASK:
• “What is the Closed Syllable pattern?” (A: one vowel with one or more consonants after it)
• “What vowel phoneme does a Closed Syllable typically have?” (A: short vowel phoneme)
CLICK TO REVEAL the word rad-ish .
SAY “The first word is rad-ish . Look at the word and listen carefully. If the word has only short vowels and each syllable is closed, move to the left. If you hear any other vowel sound and at least one of the syllables is not closed, move to the right.”
STUDENTS MOVE to the Closed side because each syllable is closed and the vowel phoneme is short, /răd/ /ĭsh/.
REPEAT rounds of the game with the remaining words: un-hitch, (Closed), cra-zy (Not Closed), ig-nite (Not Closed), rus-tic (Closed), in-dex (Closed), daunt-ed (Not Closed), sleep-y (Not Closed), dis-tract (Closed), and ep-ic (Closed).
3. Spelling and Dictation
CLICK TO DISPLAY Spelling & Dictation.
SAY “We have been practicing spelling multisyllabic words with Closed Syllables. Instead of writing the words on SyllaBoards™ today, for our spelling test, we will write the words in your best cursive handwriting on handwriting paper.”
DISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon lines and Star lines to size letters.
READ aloud the 16 words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing. They can write this number at the end of the sentence line so they can check that they have written all words.
Spelling Words:
1. blemish – The coffee spill created a blemish on the book cover.
2. inhabit – Many bears inhabit caves.
3. optic – The optic nerve sends visual information to the brain.
4. pandemic – So many people helped others during the pandemic
5. dispel – The fish began to dispel in all directions when a rock was thrown into the pond.
6. toxin – A snake’s venom, a toxin, could be very dangerous.
7. admonish – My mom will admonish me for eating candy before dinner.
8. candid – Can we please take some candid photos? I don’t like to pose.
9. contact – Did you make contact through a phone call or a text?
10. extract – Almond extract is a great addition to cookie frosting.
11. insist – I insist you follow all directions to keep you safe.
12. transcript – The book’s transcript still needs to be reviewed before it is printed.
13. investing – Will you be investing money in the library fund?
14. mishap – There was a mishap on the stage when two actors collided.
15. extend – Can you please extend the deadline for the book report?
Note: Although students are going through the entire timed procedure, this first unit can be considered a practice because Checkers may need support marking errors.
Model this activity for your English Learner student, and partner lower proficiency students with higher proficiency students. Allow for peer interaction in the native language if it is shared by both peers.
16. prospect – She was excited about the prospect of going back to camp.
Dictation Sentences:
1. My intent was to limit my time in the sun. (10)
2. The vanishing wombat was a complex trick. (7)
4. Decodable Passage Fluency and Comprehension
SAY:
• “We have read ‘Grill Master Jr.’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll also track your growth with your partner.
• Open your workbooks to page 2.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher. There should also be an improvement in prosody today, as you have practiced reading with appropriate phrasing, expression, and pacing throughout the week.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today. Reader 2 will begin as Checker.
Procedure :
1. Click to display and briefly review “Words to Preview” and “Point and Say Words” with students.
2. Readers swap workbooks.
3. Click to display the 1-minute timer.
4. When the timer starts, the first Reader reads the Reader 1 section of the passage aloud independently. The Checker keeps track of miscues:
a. If the Reader reads a word incorrectly or skips a word, the Checker crosses that word out. However, if the student corrects the word on their own, write SC above the miscue and do not count it as an error.
b. If the Reader adds a word, the Checker marks a caret and writes the word in where it was added.
5. After the initial reading, the Checker reviews errors with the Reader, explaining what was misread and giving the student the opportunity to reread the sentences that were misread on the initial reading (this does not change the number of errors).
6. Students switch roles and repeat the procedure as the second reader reads the Reader 2 section of the passage aloud independently.
If your student has beginning language proficiency, allow for one-word written answers instead of complete sentences in questions #5-6.
7. Each student charts their own Accuracy Percentage & Words Correct Per Minute using the chart in the back of their workbook.
a. C alculating Words Correct Per Minute:
i. Total Words Attempted – Number of Errors
b. C alculating Accuracy Percentage:
ii. Total Words Read Correctly (WCPM) ÷ Total Words Attempted (Words at Bracket)
c. Charting with the Tracking Chart
i. Record the date on the “Date” line
ii. Record the Accuracy % for the passage your student just read
iii. Co lor in the vertical bar from the bottom of the section UP TO their accuracy percentage for the passage they just read
iv. Record the Words Correct Per Minute
v. Co lor in the vertical bar from the bottom of the section UP TO their WCPM
ASK:
• “What is something you did well in the oral reading compared to your practice read?”
• “What is something to improve in your oral reading?”
• “Would a few students share their growth?”
SAY:
• “With practice, we can improve our reading accuracy, prosody, and speed. Improving these skills allows us to better understand what we are reading.
• Let’s see what we understood by answering the Investigate the Text questions.”
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage and write the question number at the beginning of the answer sentence. Students will write answers to questions #5-6 on the handwriting lines. Their answers should be complete sentences written in legible cursive handwriting.
CLICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
Answer Key
1.Where did Yasmin and Willis do all their cooking?
They spent their weekends trying new dishes in Yasmin's kitchen. 13 28
2. What type of catfish did they decide to grill?
"Let's make Atlantic catfish with radish salsa !" she said. 78
3. What did Yasmin and Willis forget?
Yasmin began to suspect they had forgotten the spice!
4. What did they win?
They took their winnings, a new grill tool set and a gift card each, and they left for home.
5. How did Yasmin and Willis feel about coming in second place? How do you know?
6. How would you deal with being disappointed about not winning first place?
5. Play in the Reading Playground
CLICK TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 1, Lesson 5 Quick Checks. Do not read the words or sentences on the Quick Check to students.
SAY:
• “In number one, read the two words and underline the word with three Closed Syllables. Then circle the picture that matches that word.
• In number two, read the sentence. Underline the words with two Closed Syllables.
• Last, write a response to the question in number three. Write a complete sentence in your best cursive handwriting.”
2. compact | columnist
3. H ow do you distract a rabbit?
Unit 2 Lesson 1
Multisyllabic Closed Syllable Words with Schwa Phonics
Objectives
• To identify the schwa phoneme within Closed Syllable words.
• To decode Closed Syllable words with and without schwa
• To build recognition of the following Heart Words: both, don’t, talk , walk , and watch
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• SyllaBoards™ Kit
• Orbit Student Workbook 1
• Reading Playground
• Quick Check – printed and copied (Supply Room)
• Unit 2 Home Connection Letter – printed and copied (Supply Room)
• pencil
What You Need to Know
Reminders about Closed Syllables
• A Closed Syllable consists of one vowel letter followed by, or closed in by, one or more consonant letters (at, pat, splat, patch).
• A syllable can be closed even if there is no consonant letter before the vowel ( if, at, ash, itch).
• The vowel in a Closed Syllable is usually a short vowel.
Schwa
• In some multisyllabic words, the vowel in an unstressed syllable is not fully articulated with the short or long vowel sound we expect. Instead, the vowel is articulated as a weak sound similar to the short u or the short i sound (but with reduced emphasis or energy). This sound is called schwa
• The most common sound for schwa is /uh/, as in problem (the vowel phoneme in the second syllable that is articulated similarly to the short u phoneme). The second sound is /ih/, as in bonnet
What You Need to Know
(the vowel phoneme in the second syllable that is articulated similarly to the short i phoneme). Both vowel phonemes are pronounced with less energy than a typical vowel sound.
• Dialect can impact which schwa sound, /uh/ or /ih/ , is used in a word. The o in the word wagon is an example of this. In some dialects, the final vowel sound is /ih/, while in others, it is pronounced /uh/.
• Some people call the schwa sound “schwi” when it makes the short i sound, /ih/, as in comet, rather than the more common short u sound, /uh/.
• The symbol for the schwa sound is //, but you will see it written as /uh/ or /ih/ in this guide to show which schwa sound is being pronounced. If the version of schwa that you see written in this guide conflicts with the version you pronounce, use your personal discretion.
• Single vowel letters can make a long, short, or schwa sound. Any of the vowel letters can spell the schwa sound:
a: met a l
e: basket
i: tons i l
o: wag on
u: campu s
• Schwa is not a problem for most students when reading because most students automatically pronounce a schwa sound when they are reading; however, some students need to explicitly learn to “flex” a vowel sound to schwa if the word does not make sense with the long or short vowel sound. For example, if a student first pronounces seldom as /sĕl/ /dŏm/ (with a short o in the second syllable) and then flexes the vowel sound in the second syllable to schwa, the student will get to the pronunciation /sĕl/ /d m/ (in which the second syllable sounds like /duhm/).
• Common spellings of the schwa sound:
- Schwa often occurs at the beginning or end of words spelled with the letter a
• When the words about, around, and amid are pronounced, the first syllable is a schwa and does not sound like short or long a. It spells the sound /uh/.
• When the words panda, Linda, and Anna are pronounced, the last syllable contains a schwa, and the vowel sound does not sound like short or long a. It makes the sound /uh/.
• S ome words have schwa sounds in both the first and last syllables, such as Alaska, vanilla, and banana . Both schwas make the sound /uh/.
- Schwa often occurs at the end of words spelled with - on, as in button, dragon, wagon, and pardon, commonly pronounced as /ih/.
- Schwa often occurs at the end of words spelled with - et, as in helmet, bracelet, and basket, commonly pronounced as /ih/.
- Schwa often occurs at the end of words spelled with -al, as in rival, dismal, or dismissal, commonly pronounced as /uh/ followed by /l/, or /uhl/.
- Schwa often occurs at the end of words spelled with consonant- le, as in table, pebble, and entitle, commonly pronounced as /uh/ followed by /l/, or /uhl/.
- Schwa often occurs when the first syllable of a multisyllabic word is com or con, as in condition, commence, comply, or concentric, commonly pronounced as /uh/.
• Schwa is troublesome for spelling because the letter sound for the letter that spells schwa is not articulated when the word is spoken. Students must look up or ask for the spelling of the schwa sound and then memorize it for the word.
What You Need to Know
Handwriting
Encourage students to focus on writing legible cursive in their Orbit Student Workbooks whenever they see handwriting lines versus a plain line. They can refer to the cursive alphabet chart on the inside front cover of their workbooks. Cursive capital and lowercase letter formation animations are also available in the Supply Room.
• Lesson 5 of each unit is dedicated to systematically practicing with the phonics concept that students have learned in the current unit and in previous units.
• Lesson 5 contains two standard assessment activities. The two activities are:
- Spelling & Dictation
- Decodable Oral Reading Procedure
• For more information on Spelling & Dictation, see the What You Need to Know section of Unit 1, Lesson 5 on page 49.
For more detailed information on the Decodable Oral Reading Procedure, on marking errors, and on charting student progress, see the What You Need to Know in Unit 1, Lesson 1, on page 3.
Start Teaching
Multisyllabic Closed Syllable Words with Schwa
1. State Objectives
OPEN Orbit Online to Unit 2, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– find the vowels spelling schwa in longer words with Closed Syllables.
– read Closed Syllable words with schwa
– begin to recognize some very common words we call Heart Words.
• Let’s start off by observing a new group of words.”
2. Word Observatory
SAY:
• “An observatory is a place where people can go to use an astronomical telescope to observe, or study, the sky.
• We will begin our lessons by observing, or studying, a group of words.”
CLICK TO DISPLAY Word Observatory.
SAY “Take a moment to carefully observe these words: salad, frantic, index , pamphlet, cancel, wagon . Look for things that all or a few of the words have in common. One example is that all the words have two syllables.”
ASK “What are other things all or some of these words have in common?”
• Possible answers include: some words are nouns (salad, index , wagon, pamphlet), all have an accented first syllable, all have Closed Syllables, and some contain the schwa sound (salad, pamphlet, cancel, wagon).
• Additional prompts: What do you notice about the vowels? Think about parts of speech. Are there any consonant letters that made a sound you didn’t expect?
Phonics
• SAY “We will practice observing carefully again in each phonics unit. The common feature of these words that we will focus on in this unit is the schwa sound.”
3. View Schwa Animation
CLICK TO DISPLAY Schwa Animation.
SAY “Let’s watch this animation to review the schwa sound.”
CLICK TO PLAY animation
4. Review Schwa
SAY “Let’s review what we just learned.”
ASK:
• “What happens when a vowel makes a sound that is not its normal short or long vowel sound?” (A: vowels can flex to another sound called schwa)
• “What are the two sounds of schwa?” (A: /uh/ like in tuna and /ih/ like in basket)
• “Which vowels can make the schwa sound?” (A: all the vowels)
• “Where does the schwa sound occur?” (A: in the unaccented syllable of a word; beginning, middle, or end)
• “What is the symbol for schwa?” (A: an upside-down e)
C LICK TO DISPLAY Review Schwa: canvas
SAY “Let’s look at this word together. Don’t say the word if you know it.”
ASK:
• “How many vowels are in this word?” (A: two)
• “Are the vowels together or apart?” (A: apart)
CLICK TO UNDERLINE the two vowel letters.
ASK “How many syllables are in this word?” (A: two)
SAY:
• “Remember that when the vowels are apart, each vowel is in a different syllable and on a different SyllaBoard ™.
• This word has two syllables because there are two vowels and they are not next to each other.”
CLICK TO ADD two SyllaBoards™ under the word canvas
Phonics
SAY “Our next step is to write one vowel on each board.”
CLICK TO ADD one vowel to each board.
SAY “Then, we add our consonants around the vowels.”
CLICK TO ADD the consonant letters to each board.
SAY “Each syllable has a vowel. The vowels each have a consonant after them, so both syllables are Closed Syllables.”
ASK “What kind of vowel phoneme do we expect to hear in each syllable?” (A: short)
POINT TO AND READ each SyllaBoard ™ with a pause in between, mispronouncing the word with a short a in the first syllable and short a in the second syllable – căn văs.
SWEEP your hand (left to right) under the syllables and read the word – cănvăs
SAY “The word cănvăs (be sure to mispronounce the word with a short a in the final syllable) does not sound right. I will flex the last vowel phoneme to schwa to see if I get a word I have heard before.”
POINT TO and read the first SyllaBoard ™ with a short a sound – /kăn/.
POINT TO and read the second SyllaBoard ™ with a schwa sound – /vihs/.
SWEEP your hand (left to right) under the syllables and read the word correctly – canvas
CLICK TO REVEAL the contextual image for canvas
SAY:
• “Since the word didn’t sound right when I read it with a short a vowel phoneme in the last syllable, I flexed that vowel phoneme to schwa, /ih/.
• Canvas is a word I know. Canvas is a strong cloth used to make sails for boats and as a surface for oil painting.
• Learning to flex the vowel sound when the word you read doesn’t sound quite right is an important skill we’ll be practicing.”
5. Word Sort
SAY “Now, we’re going to sort words into two groups. We will place words that contain schwa in one column and words that do not contain schwa in a second column.”
CLICK TO DISPLAY Word Sort. Read the headers: SCHWA and NO SCHWA.
CLICK TO REVEAL the word falcon
Phonics
Answer Key
Schwa No Schwa falcon
o in second syllable spells the schwa sound /uh/ onset Each vowel makes the sound we expect.
triplet e in second syllable spells the schwa sound /ih/ splendid Each vowel makes the sound we expect. happen
e in second syllable spells the schwa sound /ih/ plastic Each vowel makes the sound we expect. conflicting o in first syllable spells the schwa sound /uh/ shelling Each vowel makes the sound we expect.
velvet
v e lv e t
SAY “This word has two Closed Syllables. If we pronounce the Closed Syllables with short vowel phonemes, it would be /făl/ and /kŏn/(with a short o in the second syllable), which doesn’t sound right. We need to flex the second syllable, /kŏn/, to the schwa phoneme, /kuhn/. The word is /făl/ /cuhn/. A falcon is a type of hawk, such as the peregrine falcon .”
CLICK TO MOVE the word falcon under SCHWA.
CLICK TO REVEAL the word expand .
SAY “This word has two Closed Syllables. Both syllables have a short vowel sound, /ĕks/ and /pănd/, so there is no schwa in expand. This word is placed in the NO SCHWA column.”
CLICK TO REVEAL , read aloud, and then click to sort each word.
ASK INDIVIDUAL STUDENTS if the word has a schwa or no schwa sound, allowing the students to do the work.
ASK the students to explain how they know. (Answers are below the words in the table.)
6. Read Real Words With Schwa Using the Multisyllabic Word Reading Procedure
SAY:
• “Let’s practice our routine for decoding, or reading, words syllable by syllable. Longer words with multiple syllables need to be broken down to read them as if they were shorter words. We will use SyllaBoards™ to read words with the schwa phoneme, /uh/ or /ih/, in one of the syllables.
• Place your SyllaBoards™ , dry erase marker, and eraser on your desk.”
WE DO: velvet
SAY:
• “Let’s look at another word. Do not say the word if you know it.
• We will use our questions to help us read the word and decide if we should flex any of the vowel sounds to the schwa phoneme.”
CLICK TO DISPLAY We Do: velvet
ASK:
• “How many vowels are in this word?” (A: two)
• “Are the vowels together or apart?” (A: apart)
CLICK TO UNDERLINE the two vowel letters.
v e l v e t
vel v e t
SAY:
• “The vowel letters are apart, so each vowel letter is on a different SyllaBoard ™.
• This word has two syllables because there are two vowel letters, and they are not next to each other. I’ll need two SyllaBoards™.”
• “ Velvet is a soft fabric that feels fuzzy. v e l v e t
CLICK TO REVEAL two SyllaBoards™ under the word velvet
SAY “I’ll write the first vowel on the first board and the second vowel on the second board.”
CLICK TO ADD one vowel to each board.
SAY “Next, I’ll add the consonants in order while separating them on the boards to surround the vowel spelling. These are the two syllables in the word.”
CLICK TO ADD the consonant letters to each board.
SAY:
• “ Breaking the word down into syllables gives me two chunks that are like smaller words. Now we have two Closed Syllables where the vowel has a consonant after it. The vowel sound in Closed Syllables should be short.
• I ’ll use Touch & Say to read the syllables, one at a time:
– /v/ /ĕ/ /l/, vel
– /v/ /ĕ/ /t/, vet (Be sure to pronounce the short e sound, which is an incorrect pronunciation of the second syllable in velvet.)
– Vĕlvĕt. (Read the second syllable incorrectly with a short e sound.)
• T his doesn’t sound like a real word even though both syllables are Closed Syllables that should have short vowels.”
CLICK TO UNDERLINE the letter e in the second syllable.
SAY:
• “Since short e doesn’t sound right in the second syllable, we’ll flex the vowel phoneme to schwa
• I’ll use Touch & Say to read the second syllable as schwa instead of as short e - /v/ /ih/ /t/, viht
• /vĕl/ /viht/, velvet (sweep your hand under the boards as you say the word).”
CLICK TO REVEAL the contextual image for velvet
SAY:
Answer Key
droplet
d r o p l e t
o e
d r o p l e t
drop l e t
• Let’s try another word before you work on your own.”
FOLLOW THE SAME PROCEDURE as above for the word droplet .
droplet - ‘The droplet of water stayed in a perfect sphere on the leaf.’
– Underline o and e, put down two boards, add the vowels to the boards, add the consonants [drop] [let] to create Closed Syllables. Underline the e that spells schwa
YOU DO: limitless, ribbon, uncommon
SAY “Now it’s your turn to follow the routine on your own.”
ASK for each word:
SAY “Now it’s your turn to follow the routine on your own. Clear your boards.”
For each word:
• show the word,
• allow students time to complete the procedure independently,
• circulate to check student boards and note any misconceptions,
• and review after each word to segment and read the words correctly, by clicking through the procedure until you reach the confirming image if students are struggling.
– *If students do not need a step-by-step review of a particular word, click through the procedure quickly to reach the confirming image. Remember, this independent work is critical and consolidates transfer of skills.
HELP students remember that if the word they read does not make sense, they should change the placement of one of the consonants or flex one of the vowels to the schwa phoneme.
CLICK TO DISPLAY You Do.
limitless - “Our student athletes are limitless.”
• Underline i, i, and e, put down three boards, add the vowels, add the consonants [lim] [it] [less] to create Closed Syllables. Underline the e that spells schwa.
REVIEW student boards after each word and walk through the procedure below if students are struggling to segment and read the word correctly. Provide Positive Error Correction as needed.
ribbon - “Petra wore a purple ribbon in her hair to match her shirt.”
• Underline i and o, put down two boards, add the vowels, add the consonants [rib] [bon] to create Closed Syllables. Underline the o that spells schwa.
Phonics
Answer Key
u n c o m m o n
u o o
u n c o m m o n
un com m o n
uncommon - “It is uncommon for a person to have eyes that are different colors, but it can happen.”
• Underline u, o, and o, put down three boards, add the vowels, add the consonants [un] [com] [mon] to create Closed Syllables. Underline the final o that spells schwa
Routine for Teacher Reference:
“How many vowels do you see?” (Answers vary.)
“Are they together or apart?” (A: apart)
Put down the corresponding number of SyllaBoards™. (If there are two vowels in the word, students should put down two boards.)
Write each vowel on its own board.
Fill in the consonants.
Use Touch & Say to read the syllables.
Adjust for schwa if present.
Positive Error Correction for Reading Multisyllabic Words
If a student misreads a multisyllabic word, provide Positive Error Correction:
1. IDENTIFY which syllables the student read correctly.
2. PROMPT STUDENT to use Touch & Say to reread the incorrect syllable. Then, have the student read the whole word.
3. IF NECESSARY, GUIDE STUDENT TO ASK the vowel questions for multisyllabic words. (How many vowel letters are in the word? Are they together or apart? How many syllables are there?)
4. PROMPT STUDENT to read each syllable separately and blend the syllables to read the whole word.
5. HAVE STUDENT INDEPENDENTLY REREAD the word correctly.
• IDENTIFY which syllables the student pronounced correctly.
• PROMPT student to read the incorrectly pronounced syllable again.
• ALWAYS FINISH WITH THE STUDENT READING the whole word independently.
6. If student correctly decodes all the sounds in a word except for the schwa:
• TELL the student they correctly decoded the word.
Phonics
Answer Key
1. Underline all the vowels that spell the schwa sound.
• cotton, kingd om, prosthetics, Dalla s, crims on, insistent, tripl et
3. Which 3 words do NOT include schwa? prosthetics, distract, disinfect
4. What are 3 words that can be adjectives that describe fabric? cotton, crimson, flannel
5. Circle the words that have 3 syllables. prosthetics, insistent, embellish
• SAY the correct pronunciation of the word and point out the vowel that is making the schwa sound.
• PROMPT STUDENT to repeat the correct pronunciation of the word.
• PROMPT STUDENT to read the word correctly.
• PROMPT ALL STUDENTS to read the word correctly.
• ALWAYS FINISH WITH STUDENT INDEPENDENTLY REREADING the word correctly.
7. Word Hunt
OVERVIEW In Word Hunt, students work with a partner to search for specific words and then will answer a few questions asked by their partner. Students must analyze the various phonics features of words and sometimes their parts of speech. By working in pairs, students have the ability to become the teacher and provide one another with positive feedback.
PAIR students and have them sit together.
SAY “Now, we’ll read words. Some will include the schwa phoneme and some will not. Then, with your partner, you will hunt for the words that answer a few questions. Open your workbooks to page 9.”
CLICK TO DISPLAY Word Hunt.
SAY “Each partner will read one box of words aloud while the other partner checks if the word is being pronounced correctly. Then we will check the words together.”
PROVIDE students time to read the two boxes. Then, have a pair read the words to the class, checking the proper pronunciation and use of the schwa phoneme.
SAY “Read through and answer the questions below the words together.”
REVIEW answers as a whole class, and have students adjust answers as necessary.
8. Decodable Passage Teacher Read
SAY:
• “Open your workbooks to page 10.
• Our passage for this unit is called ‘Peanut Butter: A Tasty Tale,’ and it includes our Heart Words and Closed Syllable words with and without schwa
• Today, I’m going to read it aloud to you while you follow along in your books.
• But let’s answer a few questions first.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the Activating Prior Knowledge questions and quickly discuss answers.
C LICK TO DISPLAY Words to Preview. Read through the words and definitions and have students repeat the words.
CL ICK TO DISPLAY Point and Say Words. Read through them and have students repeat the words.
SAY:
• “The Heart Words we are learning this week are also in this passage: both, don’t, talk , walk , and watch
• These words are underlined in the passage. When you notice one, circle it lightly.
• Now, pay attention to the way I read with accuracy and how I read smoothly, with fluency, and with intonation, how my voice changes to help the listener understand the text.”
READ ‘Peanut Butter: A Tasty Tale’ aloud with appropriate fluency and intonation.
ASK “Were your predictions on what the passage was going to be about correct?”
SAY:
• “Let’s go back through and find those Heart Words before we learn more about spelling them.
• Find the first underlined word, point to it, and say it with me.”
CONTINUE with the remaining Heart Words.
IF TIME ALLOWS, EXPLAIN anything new you have learned from the text and allow students to do the same.
9. Heart Word Magic
CLIC K TO DISPLAY Heart Word Magic.
SAY:
• “Let’s watch an animation about the Heart Words for the unit: both, don’t, talk , walk , and watch
• We will practice reading and spelling these words in isolation and in context throughout the unit.”
Answer Key
pret zel lap top span dex ran dom
1. We split the soft pretzel for a snack.
2. I picked a random book from the shelf to read.
CLICK TO PLAY the Heart Word Magic animation.
10. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
11. Quick Check
C LICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 2, Lesson 1 Quick Checks.
SAY:
• “For your Quick Check, you will break down two pairs of 2-syllable words.
• Circle the word that has the schwa phoneme and underline the vowel that is flexing to spell schwa.
• Then, fill in the blanks in the sentences below with one of these words.”
Unit 2 Lesson 2
Exploring Word Meaning: Understanding Semantic Relationships and InferCabulary Vocabulary
Objectives
• To explain the concept of semantic links (word relationships).
• To log in to InferCabulary and start climbing independently.
Teacher Materials
• O rbit Online and Teacher Dashboard
Student Materials
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
What You Need to Know
A key goal of Orbit Vocabulary lessons is to support oral language development through the exploration of word relationships and to learn how words work. Teachers will provide direct instruction and supported practice to students, teaching the concept of semantic relationships between words and common semantic links to express these meaning relationships. Through the lessons, students will work to consolidate prior learning by recalling, applying, and extending their knowledge of semantic links in a collaborative and engaging way. Both the teacher-led and small group activities are designed to reinforce vocabulary knowledge and key concepts, promote flexible thinking, and foster the development of oral language skills.
Semantic Word Relationships
• When we learn a new word, our brain tries to understand it by connecting it to other words or ideas we already know. Words are not stored in our brains as isolated bits of information but as related parts of a network.
• In these lessons, students will learn how two words can be associated based on their meanings. We call these connections semantic word relationships Semantics refers to the meaning of language.
• Students will be presented with a series of common semantic links. These links consist
What You Need to Know
of two words connected by “linking words” that explain the association between their meanings.
Semantic Links and the ObjectAction Link
• In Units 2-5, students will be introduced to eight common semantic links.
• For each link, students will learn the name of the link, the two graphic icons that represent the word relationship, and a brief linking phrase.
• In Unit 2, students will learn the object-action semantic link. For the initial introduction, an icon of a rabbit represents the object, while an image of a rabbit hopping signifies the action. The linking phrase/word “can” is found between the two icons. The linking phrase provides a framework for constructing complete sentences that explain the word relationship.
• Using this link’s framework, a student can independently form the sentence “A rabbit can hop.” The object icon, the rabbit hopping icon, and its linking phrase will always represent the object-action concept, regardless of the two words being linked in this way.
• The reversal of the object-action link is the action-object link. In this reversed link, the hopping icon (the action) is shown first, and the rabbit image (the object) is next. In reversing this link, there is not only a change in the order of the words but also in the placement of the linking phrase. The phrase “we can” is placed at the beginning of the framework.
• In the original object-action link, the rabbit is the “agent,” or the “doer,” of the action. In the reversed link, action-object, the rabbit is now the “receiver” of the action. The action is being done to the rabbit by a third party (“we”).
• You may need to remind students that the “hopping” icon represents any action, not specifically the act of hopping. It would not make sense to say, “We can hop the rabbit.”
• However, there are other actions we could do to a rabbit, such as patting, feeding, or chasing. When teaching this structure, we use the word “pat” as an example. Students can use this new framework to construct the sentence, “We can pat a rabbit.”
• When working with two versions of a semantic link, students need to analyze each word pair to determine the correct order of the words and to use the appropriate linking phrase.
InferCabulary
• This will be students’ first experience with InferCabulary and the process of semantic reasoning. They will learn a think-aloud process to enhance engagement during independent play.
• Students in districts with manual rostering will log in using personal passwords generated by the teacher on the Manage Classes page of the Teacher Dashboard. In districts with automatic rostering, students will log in directly through the RGR app.
• Fifteen minutes of independent play is scheduled in almost every lesson, including Phonics and Morphology lessons. During this time, students will engage with 50 words that will be targeted throughout the four-week module.
• These 50 words must be starred before the first day of independent play.
• To star these words from the InferCabulary Teacher Dashboard, open the Word Set Tab from the menu on the left and search for the word set entitled Orbit Module 1.
• Mark the box for Added Words and select Star Selected Words.This action saves
What You Need to Know
automatically. Click back to Word Set List in the upper left-hand corner.
InferCabulary Expedition
• The Expedition Game is only available as an assigned activity and does not appear during independent student work (e.g., climbing the mountain). This makes it a unique tool for monitoring progress beyond single-word identification.
• Students will first watch a brief introduction explaining the game, followed by a field of nine choices. Their task is to match target words with other related words selected by InferCabulary
• Once completed, the assignment is autoscored for quick feedback.
• This activity promotes generalization, encouraging students to think critically about how the target word connects to other words. It is recommended as a pretest at the beginning of each module and will be reassigned as a posttest at the end of each module for comparison
• The first Expedition can feel challenging because students are only beginning to connect words through semantic links. We will start with eight concrete words from this module and gradually add more as the curriculum progresses.
How to Create the Expedition Game Assignment in InferCabulary
NAVIGATE TO ASSIGNMENTS:
• Select the My Assignments tab from the menu of options on the left.
• Click Add New Assignment in the upper righthand corner.
SET ASSIGNMENT DETAILS:
• Title the assignment Orbit Module 1 Expedition Pretest
• Select Expedition Game from the Game Type drop-down menu.
• The start date will auto-populate, and you may set a due date if desired.
SELECT THE WORD SET:
• In the Assign Words section, click Word Set
CHOOSE THE WORD LIST:
• Select Orbit Module 1 Expedition Pretest from the premade Word Set list.
Vocabulary
What You Need to Know
• Check the box to select all 8 words and click Save.
ASSIGN TO STUDENTS:
• Check the boxes next to all student recipients and click Save
STUDENT ACCESS:
• Students will see the assignment in the upper right-hand corner of their Student Dashboard
TRACK PROGRESS:
• Assignment results will be recorded under the My Assignments tab. Further data is available under the View tab.
• These results will be compared with the posttest in Unit 5 to monitor progress over time.
Start Teaching
Exploring Word Meaning: Understanding Semantic Relationships and InferCabulary
1. State Objectives
OPEN Orbit Online to Unit 2, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives
SAY:
• “At the end of today’s lesson, you will be able to:
– explain how words are connected by semantic links.
– log in to InferCabulary and encounter new vocabulary words.”
2. Introduction to Semantic Word Relationships
CLICK TO DISPLAY Do I know you?
SAY:
• “ When you first meet someone, you can identify what they look like, how they dress, and how they act. You might learn their name, but you don’t really know them.
• O ver time you can discover more about a person, such as where they live, what activities they like to do, and what their personality is like. (Click to show new images) Then you have a deeper understanding of what makes this person unique.
• We can learn about words in the same way!”
CLICK TO DISPLAY Deep Word Knowledge.
SAY:
• “On the surface, we need to know what a word looks like, how it is spelled, and how to pronounce it. Sometimes these details might give us clues to the history of a word. (Click to show new image.)
• H owever, if we dig more deeply below the top layer, we can also learn what a word means, or its definition.”
CLICK TO DISPLAY Layers of Word Meaning.
SAY:
• “ Word meanings can have multiple layers! (Click to show new images.) A word might have several meanings, or just slight shifts in meaning, depending on how the word is used in a sentence.
Vocabulary
• J ust like learning about a friend, we can learn more about words to better understand them. The more you know about a word, the deeper your connection to it becomes.
• D eep word knowledge can help you to be a better writer and to better understand the things you read.”
CLICK TO DISPLAY Connections.
SAY:
• “ When you make a new friend, it is often because you have something in common with the other person.
• Maybe you are both in the same class at school or live in the same neighborhood, so you have a place or location in common.
• S ometimes you connect because you play the same sport or like the same hobby, so you are linked by your similar interests.
• Words can also connect in different ways!”
CLICK TO DISPLAY Word Connections.
SAY “Word connections are called semantic links.”
ASK “When you hear the word link , what do you think of?” (A: links in a chain, they are all connected)
CLICK TO ADD chain image.
SAY “The word semantic refers to the meaning of words. So, a semantic link is a way to show a connection between words!”
CLICK TO DISPLAY Semantic Links.
SAY:
• “ This picture represents a semantic relationship, or connection, between words. The circles are like the links of a chain that hold the words together.
• O ur first word, (click to reveal) target word, is connected to the (click to reveal) related word because they are linked in some way by their meanings.”
CLICK TO DISPLAY How Words Are Linked.
SAY:
• “Just like there are many reasons that two friends might be connected, there are also different (click to reveal) explanations for the way word meanings are linked.
• We will learn about several kinds of semantic links and practice explaining how two words are connected by their meanings.”
Answer Key
Accept any words that rhyme with each word.
1. d og - bark, tail, pet
2. n ut - crack, snack, shell
3. s un - hot, shine, sky
4. top - wear, shirt, sleeve
3. Introduction to InferCabulary
CLICK TO DISPLAY Introduction to InferCabulary.
SAY “We will use a new program called InferCabulary to learn the meaning of target words. Let’s watch this video to find out how it works.”
CLICK TO PLAY the video.
4. Logging in to InferCabulary
CLICK TO DISPLAY Logging In to InferCabulary
SAY “Now let’s watch a video that will show us how to log in. “
PLAY the video.
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 2, Lesson 2 Quick Checks.
SAY “For each word, write a rhyming word in the box below it. Then, use the word bank to find three words that relate to it. Write the words in each of the boxes beneath the word.”
Unit 2 Lesson 3
Closed Syllables with Schwa Practice Phonics
Objectives
• To decode and encode multisyllabic words comprised of Closed Syllables, including the schwa phoneme.
• To encode and decode the Heart Words: both, don’t, talk , walk , and watch .
• To practice oral reading fluency with decodable texts.
Teacher Materials
• O rbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
Start Teaching
Closed Syllables with Schwa Practice
1. State Objectives
OPEN Orbit Online to Unit 2, Lesson 3, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– read and spell Closed Syllable words with schwa by themselves and in phrases and in sentences.
1. b o th
– spell our Unit 2 Heart Words.
– read words, sentences, and our passage with greater fluency.
• Let’s start off with our Heart Words.”
2. Practice Heart Word Spelling
CLICK TO DISPLAY Heart Word Review.
SAY “Before we dive into spelling, let’s do a quick review of the tricky parts of these words.”
ASK:
• “ What is the first word?” (A: both)
• “And what letter or letters aren’t making the sound we expect?” (A: o)
C LICK TO CHANGE the o from black to red and add a heart above it.
SAY “Right, we are expecting the o to spell its short phoneme because this is a Closed Syllable, but it really spells its long phoneme, /ō/.”
REVIEW each of the five words, asking the same questions as above and clicking to add the hearts.
• don’t = o spells long o phoneme, /ō/
• talk & walk = a spells the phoneme /aw/, the l is silent *Because the letter l is silent, it does not have its own Spell It! box, so it must go somewhere. As the silent l in the words could, would, and should is generally thought of as a part of the vowel spelling, here, we place the l in the box with the a
• watch = a spells the short o phoneme, /ŏ/
STUDENTS PLACE materials on desks.
SAY “Turn to page 13 in your workbooks, and we’ll practice spelling the words we just went over.”
CLICK TO DISPLAY Heart Word Spelling.
DICTATE the words, one at a time: don’t, both, talk , watch, walk . Words correspond with images on screen.
For each word, students:
• Fill in a dot for each sound they hear.
• Write the whole word on the final line. Answer Key
• Write a grapheme in each box with a dot.
• Fill in the heart above the tricky part(s).
Phonics
embellish
e m b e l l i s h
e m b e l l i s h
Note: This word can also be segmented as em | bel | lish . Both divisions would lead to the same pronunciation.
REMIND STUDENTS to use their phonics knowledge to spell the phonetically predictable parts of each word and to write the spellings legibly in print. Students should write the final word in cursive.
After students have spelled each word, click to highlight the rows and reveal the answers to review them, one at a time. (Click once for each dot representing a phoneme, then once for each grapheme, again to display hearts over the tricky graphemes, and then once again to display the completed word.)
3. Partner Phrase Reading
SAY:
• “Next, we’ll be working in pairs to read a group of phrases.
• T he phrases include Heart Words, and the rest of the words only have the types of syllables we have learned to read in second grade and in this program so far.
• B efore we read in pairs, I will give you a chance to preview the phrases. If you get stuck on a word, underline the vowels and divide the word into syllables around the vowel like we learned to do with our SyllaBoards™.
• Let’s do one example together.”
CLICK TO DISPLAY Review: embellish
ASK “How many vowel letters do you see? What are they?”
(A: three; e, e, i)
CLICK TO UNDERLINE the three vowel letters.
ASK:
• “Are the vowels together or apart?” (A: apart)
• “ How many syllables are in this word?” (A: three)
SAY “Instead of pulling out our SyllaBoards™ right now, let’s use the same strategy but just draw a line between our syllables. This is a strategy you can use any time you are reading on a page you can write on.”
ASK:
• “ Where would you draw your first line to break apart the first syllable?” (A: after the m) (Click to draw a line between the m and the b.)
• “ Where would you break between the second and third syllables?” (A: after both ls or between the ls) (Click to draw a line between the l and the i.)
SAY “Let’s read the word together, one syllable at a time, using Touch & Say: /ĕm/ /bĕl/ /ĭsh/, embellish .”
CLICK TO REVEAL the contextual image for embellish
SAY “The word embellish means to make beautiful or to decorate, as in, ‘Kalani likes to embellish her notebooks with stickers.’”
CLICK TO DISPLAY Partner Phrase Reading.
SAY:
• “ Now, open your workbooks to page 14 and quietly read the phrases to yourself. If you get stuck on a word, underline the vowels and break up the syllables to help you figure it out.
• You’ll have a few minutes to read on your own to figure out any tricky words and to build your fluency. Remember, if something doesn’t sound quite right, go back and reread.
• Then, I’ll choose partners. One partner will be the Reader first, and the other will be the Checker. Then, you’ll switch roles.”
STUDENTS QUIETLY READ TO THEMSELVES as many phrases as they can in the time given.
ASSIGN PAIRS OF STUDENTS to work together to read phrases fluently to each other and to check each other’s work. Determine which student will act as the Reader first and which will be the Checker. Use the procedure learned in Unit 1 for Checkers marking miscues and then providing feedback.
Have your blank copy of the workbook available as you monitor pairs throughout the room.
Procedure
STUDENTS TRADE workbooks before beginning the activity.
For Column 1:
1. Each member of the pair takes a turn as Reader and as Checker. Be sure that both students read the phrases in Column 1.
2. Reader 1 reads the phrases in Column 1.
3. Checker marks errors and records the number of phrases read correctly at the bottom of the column.
4. Checker tells Reader how many phrases were read correctly.
5. Checker tells Reader to reread any phrases that were read incorrectly, providing Positive Error Correction (see below).
6. Reader correctly rereads phrases that were misread.
7. If there is disagreement about a phrase, students ask the teacher for help.
8. Partners switch roles and repeat the steps for Column 1. The first
Checker becomes the new Reader, and the first Reader becomes the Checker.
For Column 2, students repeat the steps from Column 1. Be sure that both students read the phrases in Column 2. The student who reads Column 1 first should read Column 2 second. This gives each student a chance to read a column of phrases before hearing it read by the other student.
Positive Error Correction for Partner Phrase Reading
1. If a student misreads any phrases, the student’s partner provides Positive Error Correction.
2. Checker identifies the number of misread phrases. Checker points to the misread word(s) in the phrase, without saying the word itself
3. Reader uses Touch & Say to read the misread word(s), then reads the whole phrase again.
a. If Reader reads the phrase correctly, move on.
b. If Reader misses any words again:
• Checker assists by using Touch & Say to read the word(s).
• Reader independently uses Touch & Say to read the word(s) correctly.
• Reader reads the phrase correctly.
Suggestions for Differentiation
SUPPORT:
1. Students can find words in the phrases containing the phonics concepts with which they need more practice and circle or underline the target phonics concepts in those words. For example, students find and circle all the digraphs or schwas.
2. Students can “scoop” parts of the phrases with their pencil, finger, or eraser to break the phrases into smaller, meaningful chunks for easier decoding. For instance, the phrase catch the insect in the cobweb can be scooped into two parts: catch the insect and in the cobweb. To scoop, students simply draw or trace a curved line underneath a portion of the phrase.
CHALLENGE:
For a small group challenge, students can choose several phrases and write sentences containing those phrases. Challenge students to write sentences containing at least 6, 8, or 10 words, depending on the ability level of the students. For an added challenge, have students answer the following questions in their sentences: Who? What? Where? When? Why? How?
4. Detect & Decode
SAY “Now, we will be looking at complete sentences, looking for particular spellings, or syllable types, and then reading the sentences with fluency. Turn to page 14.”
CLICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are done, we will discuss what you found and then we’ll all have a few chances to read sentences aloud.”
After students have had time to complete their Detect tasks, discuss their findings.
SAY:
Answer Key
3-Syllable Words:
For the first few words discussed, ask students how they know the word has 3 syllables (because it has 3 vowels, and they are apart).
Heart Words: don’t, walk (sentence 1) talk (2) watch (3) both (7)
• “ I will be calling on individual students to read sentences out loud to the whole group.
• O ur goal is to read each sentence accurately the first time, but if you notice that you made a mistake, you should go back and reread the sentence.
• O ur secondary goal is to read fluently, as if we were talking to a friend. When you are not the Reader, you will be a Checker.
• When you are the Reader, make sure you read loudly enough for everyone to hear.
• When you are a Checker, pay careful attention to the Reader and the text. You will mark any errors in your workbook.
• You may be asked to read one of the already marked up sentences, so make your marks light.”
CALL ON INDIVIDUAL STUDENTS to read sentences, one at a time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all of the words correctly or a thumbs to the side if the Reader misreads a word(s). If the Reader misreads any words, use Positive Error Correction. See full directions on page 81.
All students should read at least two sentences. It is expected that students will read sentences already read by another student. It may be beneficial to have struggling readers read a sentence after it has already been heard by the group.
Suggestions for Differentiation
SUPPORT:
• Students needing extra accuracy and fluency practice can work with these same sentences in a small group setting. They can chunk the sentences into meaningful phrases using their pencils to scoop under each phrase for fluency practice. Students can underline
the vowels and segment the syllables with a straight line if needing decoding support.
5. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “ We are going to spell some longer words with more than one syllable. Instead of using SyllaBoards™ though, we are going to write them out on paper.
• We are going to Whale Talk each word first so we can hear how many syllables that word has. Remember, that means that we’ll keep our lips shut tight and say the word. Each push of breath, or each time our chin goes down, equals a syllable.
• Let’s try a word together. Keep your lips shut tight and say the word complicated: com – pli – ca – ted.”
ASK “How many pushes of breath did you feel? How many times did your chin go down?” (A: four)
SAY:
• “ That means that complicated has four syllables.
• After we Whale Talk each word, we’ll spell the word one syllable at a time by listening to the sounds in each syllable.
• Let’s spell the first word together. Turn to page 15.”
• Volcanic, as in, ‘The volcanic rock, obsidian, was black and smooth after it cooled.’
• Now, let’s Whale Talk volcanic together. (Whale Talk volcanic by holding your lips together and shouting vol-can-ic. Students Whale Talk with you.)
ASK “How many syllables did you feel in volcanic?” (A: three)
SAY:
• “Since volcanic has three syllables, vol - can -ic, we will fill in dots in the first three boxes.
• As you fill in each dot, say the syllables in the word volcanic
• /vŏl/ (click to fill in 1st dot), /kăn/ (click for 2nd dot), /ĭk/ (click for 3rd dot).”
Phonics
• “Now, let’s spell each syllable in volcanic by listening to the sounds in that syllable.
• The first syllable is vol - /v/ /ŏ/ /l/, vol
• /v/ is spelled with the letter v (PAUSE for students to write v in the first section.)
• /ŏ/ is spelled with the letter o (PAUSE for students to write o in the first section.)
• /l/ is spelled with the letter l . (PAUSE for students to write l in the first section.)”
CLICK TO ADD the syllable vol to the first box.
SAY “The second syllable is can - /k/ /ă/ /n/, can .”
ASK “How do we spell the syllable, or the word, can?” (A: c-a-n)
SAY “Write the syllable can in the second section.”
CLICK TO ADD the syllable can to the second box.
ASK “And how do we spell the syllable /ĭk/ at the end of a multisyllabic word?” (A: i-c)
CLICK TO ADD the syllable ic to the third box.
SAY:
• “Let’s check our work using Touch & Say. We’ll touch each section as we read the syllable, and then we’ll blend the whole word together: /vŏl/ /kăn/ /ĭk/, volcanic
• Write the whole word together on the line on the right.”
CLICK TO REVEAL the word volcanic in cursive on the final line.
CONTINUE the above process for the remaining words, one at a time. Because this process is new, choose to either keep a high level of support for all words, or, if students are ready, give them the opportunity to spell the syllables independently and review answers at the end.
REMIND students to write legibly. They should write the complete word in cursive.
Spelling with Schwa
Spelling words containing schwa is tricky because the phoneme can be spelled with any of the five vowels. When applicable, point out common spellings of schwa in these words.
• For example, in the word figment below, the syllable /mihnt/ is spelled ment . Help students find these predictable patterns. The vowels spelling the schwa phoneme are underlined in the words
below. The spelling of schwa can be provided if needed.
1. magnetic - [mag] [net] [ic]
“The front of my fridge isn’t magnetic, so we had to use tape.”
2. figment - [fig] [ment]
“She thought she saw a unicorn, but it was just a figment of her imagination.”
3. pendant - [pen] [da nt]
“Juan always wore a basketball pendant around his neck to show his love for the game.”
4. invalid (/ĭn/ /văl/ /ĭd/) - [in] [val] [id]
“The test was invalid because ink leaked all over it.”
Positive Error Correction for Split It!
If a student misspells a word during the Split It! activity, provide Positive Error Correction.
1. Tell the student which syllable(s) were spelled correctly.
2. Repeat the word.
3. Prompt student to Whale Talk the word, repeat the misspelled syllable, and stretch the sounds in that syllable. Then, have the student correct the spelling by changing one or more graphemes.
4. If necessary, you or other students may identify the misspelled sound(s) and spelling(s) for the student. The spelling of schwa will be particularly difficult.
5. Prompt student to independently use Touch & Say to verify that the word is spelled correctly.
6. Sentence Dictation Practice
SAY:
• “Now, we’re going to put our Heart Word and Closed Syllable word spelling practice into use by writing whole sentences.
• I’ll say a sentence, and then I’ll repeat it slowly several times while you write it down.”
ASK:
• “How do all sentences start?” (A: with a capital letter)
• “How do all sentences end?” (A: with a period, a question mark, or an exclamation point)
Note: The point of this activity is practice and collaborative support, not assessment. Students will complete a timed read in Lesson 5. The same pairs should be utilized for the Lesson 5 read with each partner reading the section they read today. In Lesson 5, the Checker will keep track of miscues and students will track their own Words Correct Per Minute (WCPM) and accuracy.
SAY “Do your best to listen for places you might need a comma or quotation marks and do your best to spell the schwa sound when you hear it.”
For each sentence:
CLICK TO DISPLAY Sentence Dictation Images, one at a time. READ each sentence once with appropriate fluency and intonation and then repeat the sentence several times slowly as students write.
1. Mix this gall o n of milk with inst a nt humm u s (8).
2. Watch out for the catfish swimming by the dock (9).
3. Don’t talk while we watch this fantastic film on bobcats. (10)
C LICK TO DISPLAY Dictation Sentences. Review as necessary. Students then make any necessary corrections.
7. Decodable Passage Practice
S AY:
• “You heard me read the passage ‘Peanut Butter: A Tasty Tale’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner.
• You should focus on reading the words correctly, but this is also a time to work on your fluency.
– If you see a question mark at the end of a sentence, change your voice to make it sound like a question.
– If something you read doesn’t sound right, go back and reread it. There is no need to rush.
• Let’s go back to page 10.”
CLICK TO DISPLAY Words to Preview. Review quickly.
C LICK TO DISPLAY Point and Say Words. Review quickly.
GROUP students into pairs and determine which student will be Reader 1 and which will be Reader 2.
STUDENTS READ with their partner.
Procedure:
• Each student will read their own section of the text without being timed or assessed by a Checker. Reader 1 will read the entire Reader 1 section of the text while Reader 2 follows along and provides support if asked.
• Reader 2 will then read their section as Reader 1 follows along, providing support if asked.
Phonics
Single-Syllable Closed Syllable Words (nonHeart Words):
• Remind students to underline the vowels and segment the syllables of words they struggle with before asking their partner for help.
SAY:
• “With your partner, find four words in the passage that include the schwa phoneme. Write those on your workbook page at the end of the passage.
• Use your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concepts. The lists below contain all Closed Syllable Words with and without schwa and words that have exceptions.
Unit 2: Decodable Passage Target Concept Words
Multisyllabic Closed Syllable Words (without schwa):
Multisyllabic Closed Syllable Words with Schwa: Closed Syllable Exception Words Closed Syllable Words with -ng and -nk Chunks: plant(s) well peg hand plot rest bin shells back bags sent step skins shelled split add chop small just glass sent lot sandwich expand digging shelling until splendid plastic picnic collected attached tunnels travel added enrich happens complex find mold compost grinder grind kinds long thank
8. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
Answer Key
Word Parts New Real Words (in cursive)
con•fess confess
cam•pus campus
com•mand command
den•t al dental
con•sis•tent consistent
cac•tus cactus
com•pass compass
mam•mal mammal
9. Quick Check
CLICK TO DISPLAY Quick Checks.
DISTRIBUTE the Unit 2, Lesson 3 Quick Checks.
SAY:
• “For today’s Quick Check, you will create words using common word beginnings and endings that include a vowel spelling schwa
• For Part 1, add a word beginning or a word ending to each word part to create a real word.
• Then write the whole word in cursive on the line on the right.
• For Part 2, write your own sentence in legible cursive that includes one of the words from your list. Remember the features of a sentence: capital first letter and punctuation. Your sentence needs to include at least five words.”
Unit 2 Lesson 4
The Object-Action Semantic Link and Introduction to Parts of Speech Vocabulary
Objectives
• To recognize and form word meaning connections using object-action and actionobject semantic links.
• To identify the function and examples of nouns, verbs, adjectives, and adverbs in a complete sentence.
Teacher Materials
• O rbit Online and Teacher
Dashboard
Student Materials
• InferCabulary
• Quick Check – printed and copied (Supply Room)
• pencil
Start Teaching
The Object-Action Semantic Link and Introduction to Parts of Speech
1. State Objectives
OPEN Orbit Online to Unit 2, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– use the object-action link to connect words.
– explain the function, or job, of nouns, verbs, adjectives, and adverbs in a sentence.”
2. Object-Action Link
C LICK TO DISPLAY Object-Action.
SAY:
• “We can use a semantic link to connect an object (or a person or an animal) to actions. A rabbit can hop, nibble, and dig. We can feed, pat, or chase a rabbit. By linking, or connecting, words in this way, we are using the object-action connection.
• In this link, a rabbit represents the object and now we have a hopping rabbit to represent the action .”
CLICK TO DISPLAY Object-Action Link.
SAY:
• “When we connect words using the object-action link, we first name an object, such as rabbit, and then name an action it can do, like hop The word above the center circle explains how the words are linked. (Click to reveal the sentence “A rabbit can hop.” )
• A rabbit can hop.”
CLICK TO DISPLAY Action-Object Link.
SAY:
• “We can reverse the order of the two words to create an action-object link. In this case, the words above the action tell you that someone or something else is doing an action to the object.
• First, we name the action or function, such as pat, and then name the object, such as rabbit, that receives that action or function. (Click to reveal the sentence “We can pat a rabbit.” )
• We can pat a rabbit.”
C LICK TO DISPLAY Object-Action Linking.
SAY:
• “Listen to these words: finger, dog , bird, bark, fly, point .
• Let’s use our object-action link to make some word connections. When I look at the link picture ( point to the semantic link graphic), I see the object first, so I know that my target word will be an object (or noun).
• Next, I see the hopping picture, so I know my second word will be an action that the first object can do.
• The first word is finger (Click to move finger to the box.) I know that finger is a noun, so it will go in the first box.”
ASK “Can you find a word that is an action a finger can do? Finish my sentence: “A finger can…” (A: point) (Click to move point to the box.)
Vocabulary
Answer Key
• A dog can bark.
• A bird can fly.
Answer Key
• We can eat a cookie.
• We can play a game.
Answer Key
• A ball can roll.
• Scissors can cut.
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE each word to the boxes.
C LICK TO DISPLAY Action-Object Linking.
SAY:
• “Listen to these words: read, eat, story, cookie, play, game.
• Let’s use our action-object link to make some word connections. When I look at the link picture ( point to the semantic link graphic), I see the hopping picture first, so I know that my target word will be an action (or verb).
• Next, I see the object picture, so I know my second word will be an object that receives the action.
• The first word is read (Click to move read to the box.) I know that read is a verb, so it will go in the first box.”
ASK “Can you find a word that is an object that can be read ? Finish my sentence: “We can read a…” (A: story) (Click to move story to the box.)
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE each word to the boxes.
CLICK TO DISPLAY Which Link Should We Use? (cut and paper).
SAY:
• “Look at these word links. We must decide which semantic link explains each word connection.
• The first word pair is cut and paper
• Does this show an object-action link or an action-object link? Let’s try each option. Ready?
• A cut can paper. Hmmm, that doesn’t sound right.
• We can cut paper. (Wait for student response.)
• Yes, we can cut paper. This word pair has an action-object link because the target word cut is an action, and the word paper is an object. (Click to add action-object link.)
• Let’s try the next one: kick and ball.”
CLICK TO DISPLAY Which Link Should We Use? (kick and ball).
ASK “Which one is correct: A kick can ball ?, or We can kick a ball ?” (A: We can kick a ball.) (Click to add action-object link.)
SAY “Remember to try it out with both explanations to decide which one is right.”
C ALL ON student volunteers to complete the remaining two connections using the same routine. CLICK TO DISPLAY each connection, then click to move each link. Guide students as needed.
3. Introduction to Parts of Speech and Sentence Structure
CLICK TO DISPLAY Sentences Are Built with Words.
SAY:
• “We have discussed the way connected language is made up of many smaller, interchangeable parts.
• In the same way that spoken words are built with sounds ( point to color tiles) and written words are built with letters ( point to letter tiles), we use words to build sentences. (Point to the sentence.)
• Listen to the word hedge. It has three phonemes: hedge - / h / /e/ / j / ( point to a tile as you say each sound).
• We see three graphemes, or spellings, to represent these sounds: h e dge ( point to each letter tile as you name it).
• The word hedge is one of five words in this sentence. (Touch each word tile as you read the sentence). Listen: ‘Dad cuts the tall hedge.’”
CLICK TO DISPLAY Sequence and Types of Words in Sentences.
SAY “But not just any group of words can be called a sentence! Listen: ‘hedge cuts tall Dad the.’ We see the same five words, but this makes no sense. The order of the words in a sentence matters.”
CLICK TO ADD the red line through the sentence and to add the sentence “Dad cuts the tall hedge” with subject-action notations.
SAY:
• “The types of words you include in your sentence are also important.
• Every sentence must have at least two parts:
– a subject, which tells us who or what the sentence is about ( point to Dad),
– and an action, which tells us what the subject does ( point to cuts).
• Sometimes this action is called the predicate of a sentence, but we will call it the action of the subject.
• In the sentence ‘Dad cuts the tall hedge,’ Dad is the subject and cuts is the action that Dad does.
• The subject of a sentence is a noun, and the action of a sentence is a verb.”
CLICK TO DISPLAY Word Classes.
SAY “There are several types of words in the English language and each type can play a role in building a sentence. Sometimes these word
Vocabulary
categories are called ‘the parts of speech,’ but we will call them word classes.”
ASK “What type of word do we use to show the subject of a sentence?” (A: a noun)
CLICK TO ADD the noun words and images.
ASK “Yes, a noun names a person (or animal), a place, or a thing. What type of word do we use to show the action of a sentence?” (A: a verb)
CLICK TO ADD the verb words and images.
SAY “A verb can show visible actions, like hopping, but also invisible actions such as hoping. Some verbs just show a state of being, like the word is in the sentence, ‘The rabbit is soft.’ Other verbs show possession, like the word has in the sentence, ‘The rabbit has an apple.’”
CLICK TO ADD the adjective words and image.
SAY “Another class of word is the adjective. These words describe nouns like the word dark in the sentence, ‘Dark clouds filled the sky.’”
CLICK TO ADD the adverb words and image.
SAY “The last word class we will talk about today is the adverb. In the same way that adjectives describe a noun, an adverb tells us more about a verb. An adverb can give more information about when, where, how, or why an action happened like the word quickly in the sentence, ‘The jet flew quickly.’”
CLICK TO DISPLAY Word Roles in Sentences.
SAY “The main words in this sentence belong to four different word classes. Listen: ‘The brown rabbit runs quickly.’”
ASK:
• “Which word is the subject of this sentence?” (A: rabbit)
• “What word class does it belong to?” (A: noun) (Click to add ‘nounthe subject’ above the word rabbit.)
• “Which word is the action of this sentence?” (A: runs)
• “What word class does it belong to?” (A: verb) (Click to add ‘verbthe action of the subject’ above the word runs.)
• “What class of word is brown?” (A: adjective) (Click to add ‘adjective – a noun describer’ above the word brown.)
• “Finally, who can tell me about the word quickly ? What is its word class and what does it do in this sentence?” (A: it’s an adverb; it describes the action runs) (Click to add ‘adverb – a verb describer’ above the word quickly.)
CLICK TO DISPLAY “The brown rabbit runs quickly.”
Vocabulary
SAY “Remember, every sentence must have at least two parts: a subject and an action, or what the subject does. We can take away the describing words and still have a complete sentence.”
CLICK TO REMOVE the words brown and quickly
SAY:
• “Listen to this sentence: ‘The rabbit runs.’
• This is a short sentence, but it is complete because it has two basic parts, a subject and its action.”
CLICK TO RESTORE all words.
SAY “Now let’s see what happens when I change the sentence again.”
CLICK TO REMOVE the word runs
ASK:
• “Listen: ‘The brown rabbit quickly.’ Is this a complete sentence?” (A: no)
• “Why not?” (A: it doesn’t have an action word)
SAY:
• “That’s right. It has a subject, rabbit, but no action word.
• When we see a group of words that is missing a subject, or that subject’s action, it cannot be a complete sentence.
• We call these groups of words sentence fragments, or just fragments.”
CLICK TO RESTORE all words and add subject and action labels .
SAY “Remember, you must always start with the two building blocks, a subject and its action, as the foundation for your sentence. Later, we’ll do some more work with sentence building.”
4. InferCabulary Expedition
CL ICK TO DISPLAY Introduction to the Expedition Assignment.
SAY “There is a new activity waiting for you on your InferCabulary dashboard today.”
CLICK TO DISPLAY Finding the Expedition Assignment.
SAY “When you open your Student Dashboard, you will see an Assignment button. Click this button to open your Assignments. These Assignments will be special activities that I have created for you to complete.”
CLICK TO DISPLAY Opening the Expedition Assignment.
Vocabulary
SAY “Click this green Get Started button and watch the quick demonstration video.”
CLICK TO DISPLAY Using the Audio Button.
SAY “This button will read whatever word is in that box. If you are not sure how to decode or pronounce a word, use this helpful icon to hear it read aloud.”
CLICK TO DISPLAY Continuing to the Next Page.
SAY “Once you have matched all of the words on one screen, be sure to click continue to keep working.”
CLICK TO DISPLAY Expedition Feedback.
SAY “When you have completed the activity, you will see all of your correct and incorrect answers. Click Back to Assignments to see your score.”
CLICK TO DISPLAY Expedition Score.
SAY “Here is where you will see your score.” (Click to highlight the score.) Click on the word climb to return to the mountain.” (Click to highlight the climb button.)
CLICK TO DISPLAY Expedition Assignment .
CLICK the timer start button when students are ready to begin .
Answer Key
Possible responses:
• We can climb a tree.
• We can rake leaves.
• A fish can swim.
• The sun can shine.
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 2, Lesson 4 Quick Checks.
SAY “Use the word bank to build four object-action connections.”
Unit 2 Lesson 5
Knowledge Checkpoint: Closed Syllables with Schwa Phonics
Objectives
• To decode and encode Closed Syllable words with and without schwa.
• To read controlled text with Closed Syllable words accurately, fluently, and with understanding.
• To decode and encode the Unit 2 Heart Words: both, don’t, talk , walk , and watch
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Spelling & Dictation page –printed and copied (Supply Room or page XX in the Appendix)
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check – printed and copied (Supply Room)
• pencil
Start Teaching
Knowledge Checkpoint: Closed Syllables with Schwa
1. State Objectives
OPEN Orbit Online to Unit 2, Lesson 5, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
Note: You may wish to give students a choice of writing in print or cursive for Spelling and Dictation as this is an assessment and the focus should be on the target skill of encoding, or spelling.
– show that you can read and spell Closed Syllable words with schwa by themselves and in phrases and in sentences.
– show that you can spell our Unit 2 Heart Words.”
2. Optional Warm-Up Activity: Schwa or No Schwa
CLICK TO DISPLAY Schwa or No Schwa.
SAY “To warm up, let’s play Schwa or No Schwa. I’m going to say a word and if you hear the schwa phoneme in it, move to the schwa side of the room. If you do not hear the schwa phoneme in the word, move to the no schwa side of the room.”
ASK “What is the schwa phoneme?” (A: /uh/ like in tuna and /ih/ like in basket)
SAY “If you hear either /uh/ like in tuna or /ih/ like in basket, move to the schwa side.”
CLICK TO REVEAL the word planet
STUDENTS read each new word with the teacher offering support as needed.
STUDENTS MOVE to the schwa side because the e in planet makes the schwa sound /ih/.
CLICK TO REMOVE EACH WORD AND REVEAL the next word.
REPEAT rounds of the game with the remaining words: nonstop (no schwa), pilot (schwa), seven (schwa), sapling (no schwa), tendon (schwa), tomcat (no schwa), vandal (schwa), wisdom (schwa), and expand (no schwa).
3. Spelling and Dictation
CLICK TO DISPLAY Spelling & Dictation.
SAY “We have been practicing spelling Heart Words and multisyllabic words with schwa. Instead of writing the words on SyllaBoards™ today, for our spelling test, we will write the words in your best handwriting on handwriting paper.”
DISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon lines and Star lines to size letters.
READ aloud the 16 words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing.
1. travel – I prefer to travel by train because I like the scenery.
2. distant – The mountains look small and distant from our backyard.
3. consonant – A consonant is any letter that is not a vowel.
4. talented – The talented scientist developed a new medication.
5. blossoms – When a tree blossoms, the flowers attract bees.
6. contract – He had to sign a contract when he accepted the job.
7. snapdragon – The purple snapdragon grew in my mother’s garden.
8. pigment – How much pigment will you need to color the paint?
9. problem – The math problem was tricky, but I figured it out.
10. uncommon – It is uncommon for a runner to stop during a race.
11. enrichment – Our enrichment activity was learning to knit.
12. watch – Watch out for the bumps in the road.
13. both – Both of us want the last piece, so we’ll have to split it.
14. talk – We aren’t supposed to talk loudly in the library.
15. walk – When I’m tired, I walk more slowly.
16. don’t – Please don’t talk with your mouth full of food.
DICTATION SENTENCES:
1. The timid bobcat ate from the basket. (7)
2. She expects to win the sandwich contest. (7)
4. Decodable Passage Fluency and Comprehension
SAY:
• “We have read ‘Peanut Butter: A Tasty Tale’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll also track your growth with your partner.
• Open your workbooks to page 10.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher, but remember that you can always reread if you notice you made a mistake or if something you read doesn’t make sense.
• There should also be an improvement in prosody today, as you have
practiced reading with appropriate phrasing, expression, and pacing throughout the week.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today. Reader 2 will begin as Checker.
Procedure
1. CLICK TO DISPLAY AND BRIEFLY REVIEW the “Words to Preview” and “Point and Say Words” at the top of the passage with students.
2. Readers swap workbooks.
3. The first Reader reads the Reader 1 section of the passage aloud independently. The Checker keeps track of miscues as the teacher sets a 1-minute timer. The timer screen will appear on the next click after the “Point and Say Words.”
• As the Reader reads, the Checker marks any errors.
• If the Reader reads a word incorrectly or skips a word, the Checker crosses that word out. However, if the student corrects the word on their own, write SC above the miscue and do not count it as an error.
• If the Reader adds a word, the Checker writes the word in where it was added.
4. After the initial reading, the Checker reviews errors with the Reader, explaining what was misread and giving the student the opportunity to reread the sentences that were misread on the initial reading (this does not change the number of errors).
5. Students switch roles and repeat the procedure as the second reader reads the Reader 2 section of the passage aloud independently.
6. Each student charts their own Accuracy Percentage & Words Correct Per Minute on the Tracking Chart at the back of their workbooks.
- CALCULATING WORDS CORRECT PER MINUTE:
• Total Words Attempted – Number of Errors
- CALCULATING ACCURACY PERCENTAGE:
• Total Words Read Correctly ÷ Total Words Attempted
- CHARTING WITH THE TRACKING CHART
• Record the date on the “Date” line
• Check the box for Reader 1 or Reader 2
• Record the Accuracy %
ASK:
• H ave the student color in the vertical bar from the bottom of the section UP TO their accuracy percentage for the passage the student just read
• Record the Words Correct Per Minute
• H ave your student color in the vertical bar from the bottom of the section UP TO their WCPM
• “What is something you did well in this reading compared to your practice read?”
• “What is something to improve in your oral reading?”
• “Would a few students share their growth?”
SAY “With practice, we can improve our reading accuracy, prosody, and speed. Improving these skills allows us to better understand what we are reading.”
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage and will write answers to questions #5-6 on the handwriting lines. Their answers should be complete sentences written in legible cursive handwriting.
CLICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
Answer Key
1.*How long does it take for peanuts to grow before they can be harvested? They like it here because it is sunny and warm for at least five months . This is how long it takes peanuts to grow.
2. *Where do peanuts grow on the plant?
A peg from a flower on the peanut plant droops. Then, it tunnels down into the dirt and grows into a peanut.
3. * Why do peanuts need to dry before they are stored?
peanuts are not dried properly, they can mold.
4. *Why are the peanuts shaken while they are roasting?
are shaken so they bake evenly and don’t burn.
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 2, Lesson 5 Quick Checks. Do not read the words or sentences on the Quick Check to students.
SAY:
• “In number one, read the three words and circle the word where a is spelling the schwa sound.
• In number two, read the three words and circle the word where o is spelling the schwa sound.
• In number three, read the sentence. Underline the three-syllable word, and circle any words with schwa.
• Last, write a response to the direction in number three. Write a complete sentence in your best cursive handwriting.”
Answer Key
bathmat metal compact cobweb method mascot
3. Write a compliment about a yellow flannel blanket.
Unit 3 Lesson 1
Morphological
Word Structure
Objectives
• To review the morphological structure of words including prefixes, suffixes, and bases.
• To learn and use Morpheme Addition to build new words with prefixes, free bases, and suffixes.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Q uick Check – printed and copied (Supply Room)
• U nit 3 Home Connection Letter –printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
What You Need to Know
Morphological Word Structure
• Students will review the morphological word structure outlined in Unit 1. This will include free bases, prefixes, and suffixes. They will build words within this structure using familiar affixes and decodable free bases.
• Students will use a new routine called Morpheme Addition to combine morphemes and to define the new word. Students will add the following morphemes using addition equations:
– Free bases – It is important to note that free bases stand alone before a prefix or suffix is added; they do not require an affix to be
Morphology
considered a real word. Students will be able to decode the syllable types within the free base and then add a prefix and suffix. The primary focus will be to build and define new words using individual morphemes.
– Prefixes – Prefixes will be added to the beginning of the base before the suffix. Students will be taught to understand how the meaning of the word changes once the prefix is added.
– Suffixes – Students will add the suffix as the final piece and will notice how the structure of the word now includes all three morphemes. In this lesson, the suffixes will include inflectional endings and derivational suffixes.
What You Need to Know
Suffixes -ment, -ness, and -y
• - ment : Suffix - ment describes an action or process. It is added to the end of a base or root to form a noun. This suffix helps turn verbs into nouns. For example, the verb pay means to give money for something. When the suffix - ment is added to make payment , the word now refers to the act of paying or the money that has been paid.This suffix will help students discuss and write about the action in a different way, focusing on the outcome or process of the action rather than the action itself.
• - ness: Similarly to -ment, this suffix forms a noun, but the suffix - ness is added to the end of adjectives to turn them into nouns. It indicates that the word describes a state, quality, or condition of being related to the adjective it derives from. For example, if you take the adjective happy, which means feeling joy or pleasure, and make happiness, it becomes a noun that refers to the state of being happy.
• -y : The suffix -y is added to the end of nouns or adjectives to create new adjectives. It is added to the end of a base or root to imply that something has the qualities or characteristics of that base. For example, the noun dust, which refers to fine, dry particles, becomes dusty, which is now an adjective that describes something that is covered in or filled with dust.
Prefixes un -, dis-, in-, and im-
• un: The prefix un - is added to the beginning of a base to create new words that mean not or the opposite of the original base. It is pronounced /ŭn/. The prefix un is added to a base that is an adjective or verb. For example, if you take the adjective happy, which means feeling joy or pleasure, and add un -, you get unhappy Unhappy is an adjective that describes someone who is not happy or is feeling sad.
• dis: The prefix dis - is added to a base to indicate a reversal of the action or state; like the prefix un -, it can mean the opposite of the original base. It is pronounced /dĭs/. The prefix dis - is mainly added to verbs and sometimes nouns or adjectives. For example, if you take the verb agree, which means to have the same opinion or to consent, and add dis -, it will become disagree. Disagree is a verb that means to not share the same opinion or to not consent; with the addition of the suffix it is now the opposite of agree.
• in: The prefix in - is often added to adjectives to mean not or without, creating an antonym of the original word. For example, if you take the adjective visible, which means able to be seen, and add in - to it, you get invisible Invisible is an adjective that describes something that cannot be seen.
• im: The prefix im - is a variant of in - used before starting with p or b to mean not or without. For example, if you take the adjective perfect, which means completely free from faults or as good as possible, and add im - to it, you get imperfect . Imperfect is an adjective that describes something that has faults or is not flawless.
Morpheme Puzzles
• In Lesson 3, students will learn and use the Morpheme Puzzles routine in multiple ways, but its purpose is to create a visual representation of putting together and taking apart the parts of words to change the meaning. It is important for students to understand the structural elements of morphemes and how they can be added or removed to change a word. Morpheme Puzzles will support students to “piece” together new words by their morphemes.
Start Teaching
Morphological Word Structure
1. State Objectives
OPEN Orbit Online to Unit 3, Lesson 1, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson you will be able to:
– identify the morphological structure of words using the terms free base, prefix , and suffix
– build new words by adding prefixes and suffixes to a free base.
– explain the meaning of morphemes and new words.”
2. View King Prefix and Queen Suffix Animation
CLICK TO DISPLAY King Prefix and Queen Suffix Animation.
SAY “Before we review the morphological structure of words, let’s watch an animation to remind us about prefixes and suffixes.”
CLICK TO PLAY the animation.
SAY “In this animation we meet the characters of King Prefix and Queen Suffix. They explained a little bit more about prefixes and suffixes.”
ASK:
• “What did King Prefix tell us about the purpose of a prefix?” (A: it comes at the beginning of a base; it changes the meaning of a base)
• “What did Queen Suffix tell us about the purpose of a suffix?” (A: it comes at the end of a base; it can transform the word’s function or how it is used in a sentence)
• “How did the King and Queen change the words that came to their feast?” (A: answers may vary; discuss how the words happy and help were modified and how the King and Queen each had a specific purpose)
3. Morphological Word Structure
CLICK TO DISPLAY Morphological Word Structure.
S AY:
• “Morphemes are the smallest parts of a word that provide meaning. You will see this icon to represent smallest .
• A word can be just one morpheme, but multiple morphemes can be added to create more complex words.
• The morpheme structure includes a base with the addition of affixes.
• Remember, prefixes and suffixes are types of affixes.”
CLICK TO SHOW the vocabulary word unfinished
SAY “This is the vocabulary word unfinished . Let’s look at the morphological structure in this word.”
CLICK TO REVEAL the morphological structure of unfinished
SAY:
• “Each morpheme in this word has its own meaning.
• The free base, finish, is a vocabulary word you know. It can stand on its own, and it means to reach the end of something.
• We can think of the base as the foundation of our morpheme structure. When reading new words, it will help us if we find the base first.”
CLICK TO HIGHLIGHT the prefix un -.
SAY:
• “A prefix has been added to the free base finish, it is the prefix u - n . This is pronounced /ŭn/.
• Remember the prefix un - means not or opposite of. When added to the base it changes the meaning.”
ASK “How does the meaning change when the prefix un - is added?”
(A: it explains that something is not done)
CLICK TO HIGHLIGHT the suffix - ed
SAY:
• “In order to make this a complete word we can use in a sentence, a suffix will need to be added to the end of the word finish
• Remember the suffix - ed means that an action has happened in the past.
• This changes the function of the word and how it is used in a sentence.”
ASK:
• “What are the smallest morphemes in the word unfinished ?” (A: un- and -ed)
• “How would you use the word unfinished in a sentence?” (A: Answers may vary; give students an example if they struggle to produce one on their own: ‘Yesterday, I left my drawing unfinished because it was time for dinner.’)
SAY “Today we’re going to practice building and defining new words using prefixes and suffixes. We will begin with the base, then use addition equations to add new layers. This will create a word with a new meaning.”
4. Build Words With Morpheme Addition
I DO pretests
CLICK TO DISPLAY Morpheme Addition: I Do.
SAY:
• “In this activity, we will use addition equations to build new words.
• We will add morphemes to create real and nonsense words.
• Your job will be to add the morphemes, make the new word, and define the word based on the meaning of each morpheme.”
CLICK TO SHOW the free base test on the black line.
ASK “What is the free base, or the foundation we will start with?” (A: test)
SAY:
• “The free base is test
• A test is a set of questions or activities made to see what you know or how well you can do something.
• Let’s add to the base and see how the word changes.”
CLICK TO SHOW the prefix pre - on the green line.
ASK “What is this prefix that we will add to the base?” (A: p-r-e)
SAY “This is the prefix p - r- e, pronounced /prē/. This prefix changes the meaning to tell us something happened before.”
ASK:
• “If we were to only add the prefix and base, what would the new word be?” (A: pretest)
• “What does this new word, pretest, mean?” (A: a test that happens before)
Morphology
CLICK TO REVEAL the word pretest after the equal sign.
SAY:
• “A pretest is a test you take before learning something new to see what you already know about the topic.
• The prefix adds meaning to the free base test because the prefix has its own meaning.
• When we combine the meaning of each morpheme, there is a new definition.
• Let’s add one more morpheme to see how the word continues to change.”
CLICK TO MAKE a new equation with the suffix -s on the final line.
ASK:
• “What suffix has been added to our equation?” (A: suffix -s)
• “What does suffix - s mean when it is added to a base?” (A: it makes it plural; it means more than one)
SAY “Let’s add the all the morphemes together for the final word.”
ASK “If the previous word was pretest, what will the new word be with the final suffix added?” (A: pretests)
CLICK TO REVEAL the word pretests after the equal sign.
SAY:
• “Great, let’s create a definition for the word pretests.
• I know that pretest is a test you take before you learn new information to see what you already know.
• If it is now plural, there is more than one. That must mean there are many pretests, possibly for a class of students.
• Let’s look at another word together.”
WE DO disgraceful
CLICK TO DISPLAY Morpheme Addition: We Do.
SAY:
• “Open your workbooks to page 16.
• This time we will be adding three morphemes together.
• I will display each morpheme, and we will use them to make a new word.
• Let’s look at the base first.”
Morphology
CLICK TO SHOW the free base grace on the middle line.
ASK:
• “What is the base and the foundation of our equation?” (A: grace)
• “What does the free base grace mean?” (A: a word that describes an action or manner of elegance or beauty)
SAY:
• “The word grace describes someone who shows or acts with poise or charm. It can be an action or a personality trait.
• For example, ‘The ballerina moved across the stage with such grace and poise.’
• When I picture a ballerina or dancer, I think of someone who moves and acts with grace.”
STUDENTS WRITE the free base grace in their equation.
CLICK TO SHOW the prefix dis - on the first line.
ASK:
• “What prefix will we add to grace?” (A: d-i-s, /dĭs/)
• “What does the prefix dis - mean?” (A: dis- means not or opposite of)
SAY “Correct, dis - means not or opposite of, so it will change the meaning of grace to be a negative description of someone.”
STUDENTS WRITE the prefix on the first line of their equation.
CLICK TO SHOW the suffix -ful on the final line.
ASK:
• “What suffix we will add to grace?” (A: f-u-l, /fuhl/)
• “What is the meaning of -ful ?” (A: full of)
STUDENTS WRITE the suffix on the final line of their equation.
SAY:
• “The suffix -ful means ‘full of’.
• The suffix -ful will change the word to describe something that is ‘full of’; in this case someone is full of grace
• For example, ‘The graceful ballerina dances across the stage.’
• The suffix changes how we use the word in a sentence.
• Let’s add all three morphemes together.”
ASK “What is the new word when we put all three morphemes together?” (A: disgraceful)
Morphology
SAY “Write the new word after your equal sign in the equation.”
CLICK TO REVEAL the new word disgraceful
SAY “The new word is disgraceful. Let’s build a definition for the new word based on the meaning of each of the morphemes we added.”
CLICK TO SHOW the meaning under each morpheme.
SAY “From the meanings of each morpheme, we understand that the word disgraceful is negative and is an adjective.”
ASK “How would you define the word disgraceful using the meanings of each morpheme?” (A: Answers will vary; allow students to discuss the definition of the word disgraceful and use their own words to describe the meaning of each morpheme.)
SAY “I could put the meanings together and define disgraceful as describing something or someone who is the opposite of being full of grace or elegance.”
DIRECT students to write their definition of the word disgraceful under their equation.
ASK one to two students to share their definition with the group.
SAY:
• “Now it is your turn to solve three morpheme equations on your own.
• I will display the base, prefix, and suffix in the equation, and you will form a new word.
• Let’s start with a word that will only have two morphemes.”
YOU DO speechless, reheating, impassable
CLICK TO DISPLAY Morpheme Addition: You Do.
SAY “Now it is your turn to follow the routine on your own. Go to the second addition equation in your workbook.”
CLICK TO SHOW the free base speech on the middle line.
STUDENTS WRITE the free base speech in their equation.
CLICK TO SHOW the suffix - less on the last line.
STUDENTS WRITE the suffix in their equation.
CLICK TO SHOW the meaning of each morpheme.
STUDENTS WRITE the answer to the equation.
SAY “Write the definition of the new word under your equation.”
ASK students to share their definitions with a partner.
Morphology
Equation
re + heat + ing = reheating
im + pass + able = impassable
CLICK TO REVEAL the answer to the equation.
REPEAT this routine with the next two equations.
Answer Key
Morpheme Meanings
re – again, back; heat – to warm, hot; ing - added to a verb, shows the present tense
im – not, without; pass – move something through or over; able – able to
Definition
reheating: making something warm again, described in the present tense
impassable: something that cannot be passed through
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 3, Lesson 1 Quick Checks.
SAY:
• “Now, you will complete a quick check by adding and identifying the morphemes.
Answer Key
1. fl exing = flex + ing
2. u n + mask + ed = unmasked
3. rebuyer = re + buy + er
4. d is + trust + s = distrusts
• Each word will have two or three morphemes. You will either use the equation to add the morphemes or identify the morphemes and fill them into the equation.
• Begin by identifying the base. This will help you to determine if there are additional affixes.
• Some words will be nonsense words, but we can still identify the morphemes.”
STUDENTS COMPLETE the quick check by adding and identifying morphemes.
Unit 3 Lesson 2
The Object-Description and Object-Location Semantic Links
Objectives
• To recognize and form word meaning connections using object-description, description-object, objectlocation, and location-object semantic links.
• To use semantic links to find related words.
Teacher Materials
• O rbit Online and Teacher Dashboard
Student Materials
• InferCabulary and Reading Playground
• Q uick Check - printed and copied (Supply Room)
• pencil
What You Need to Know
In Unit 3, students will learn the object-description, object-location, and part-whole links.
The Object-Description and Description-Object Links
• An image of an apple represents the object, while an icon depicting our senses signifies the description.
• The linking phrase contains the options “is; looks; feels; sounds; tastes” and is found between the two icons.
• Using this framework, a student can
Vocabulary
independently form several sentences such as, “An apple is round,” “An apple looks red,” or “An apple tastes sweet.”
• This same pair of icons and its linking phrase/ words will always represent the objectdescription concept, regardless of the two words being linked in this way.
• The reversal of an object-description link is the description-object link. In this reversed link, the senses icon (the description) is shown first, and the apple image (the object) is next.
• The linking phrase must be changed to “describes” to express the new semantic link. Students can use this new framework to
What You Need to Know
construct the sentence, “Round describes an apple.”
The Object-Location and Location-Object Links
• An image of a dolphin represents the object, while an icon of the ocean signifies the location
• The linking phrase, “can be found in/at/on/near” is between the two icons. The linking phrase provides a framework for constructing complete sentences that explain the word relationship.
• In this case, a student can independently form the sentence “A dolphin can be found in the ocean.” This same pair of icons and its linking phrase will always represent the object-location concept, regardless of the two words being linked in this way.
• The reversal of an object-location link is the location-object link. In this reversed link, the ocean icon (the location) is shown first, and the dolphin image (the object) is next.
• The linking phrase must be changed to “is a place where you can find” to express the new semantic link. Students can use this new framework to construct the sentence “The ocean is a place where you can find a dolphin.”
The Part-Whole and Whole-Part Links
• An image of a wheel represents the part, while an icon of a car signifies the whole. The linking phrase “ is (can be) part of ” can be found between the two icons. The linking phrase provides a framework for constructing complete sentences that explain the word relationship.
• In this case, a student can independently form the sentence “A wheel is part of a car.”
• This same pair of icons and its linking phrase
will always represent the part-whole concept, regardless of the two words being linked in this way.
• The reversal of a part-whole link is the wholepart link. In this example, the car icon (the whole) is shown first, and the wheel image (the part) is next.
• The linking phrase must be changed to “ has (can have)” to correctly express the new semantic link. Students can use this new framework to construct the sentence “A car has a wheel.”
Fragments vs. Complete Sentences
• A complete sentence includes the answers to these questions:
– Who or what? (the subject of a sentence)
– Is what, has what, or does what? (the predicate of the sentence)
– It must also express a complete thought
For example:
– The dog ran quickly. (complete sentence)
– Ran quickly. (fragment – no subject)
• A fragment is a group of words that is an incomplete sentence; it may be missing a subject, a verb, or both.
For instance:
– The boy playing in the yard. (fragment – no verb)
• While grammatical terms like “subject” and “predicate” are helpful, they can be too abstract for young learners. Instead, use simple, relatable language.
What You Need to Know
For example:
– Ask: “Who or what is this sentence about?”
– Ask: “Is what?” “Has what?” “Does what?”
• When identifying and correcting fragments, it helps students to determine what information is missing. Prompt students by asking the above questions.
• The following lessons provide students with opportunities to hear and to read fragments and complete sentences in the same context, allowing them to differentiate between them.
Semantic Reasoning Word Work
Throughout the Orbit Vocabulary curriculum, there will be several activities dedicated to the idea of Word Work. Word Work refers to structured vocabulary activities that help students develop a deep understanding of words by exploring their meanings, relationships, and uses. The components of Word Work will include:
• Exploring Semantic Relationships – Students analyze words based on semantic links rather than memorizing definitions in isolation.
• Applying the Think Aloud Process – Teachers and students verbalize their thought process when making connections between words, reinforcing critical thinking and comprehension skills.
• Using Multimodal Learning – InferCabulary supports Word Work by incorporating images, context clues, and interactive activities to help students infer meaning.
• Engaging in Meaningful Word Study –Activities like categorizing words, analyzing morphemes (prefixes, suffixes, roots), and comparing word usage help students develop word awareness and vocabulary depth.
As the curriculum progresses, this word work will provide the foundation for follow-up application tasks such as defining and sentence generation.
Note: In the future, the apple icon will be used to represent objects in general —not tied to any specific word relationship or semantic connection.
Start Teaching
The Object-Description and ObjectLocation Semantic Links
1. State Objectives
OPEN Orbit Online to Unit 3, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– use the object-description and object-location links to connect words.”
2. Object-Description Link
CLICK TO DISPLAY Object-Description.
SAY:
• “We can use our senses, such as seeing, hearing, touching, and tasting, to observe an object’s physical features and we use describing words to tell about them.
• Remember, a noun is a person, place, thing, or animal. Words that describe nouns are called adjectives.”
ASK:
• “Think about an apple. What does it look like?” (A: round, red, shiny, small)
• “What does it feel like?” (A: hard, smooth)
• “What does it taste like?” (A: sweet, tart, juicy)
• “What does it sound like?” (A: crunchy)
SAY:
• “We can link, or connect, words using the object-description connection.
• Let’s use this apple picture to represent the object (or noun) and the picture of our senses (an eye, ear, mouth, and fingers) to represent the descriptions of a noun.”
CLICK TO DISPLAY Object-Description Link.
Vocabulary
SAY:
• “To use the object-description link, name an object, such as apple, then name words that describe its features.
• In this example, round tells what an apple looks like. The words above the middle circle explain how the words are linked. (Click to add the sentence “An apple looks (is) round.” )
• An apple looks/is round.”
CLICK TO DISPLAY Description-Object Link.
SAY:
• “We can reverse the order to create a description-object link. First, we name the description(s), such as round, and then name the object, such as apple
• The words above the center circle explain how the words are linked. (Click to add the sentence “Round describes an apple.” )
• Round describes an apple.”
CLICK TO DISPLAY Object-Description Linking.
SAY:
• “Listen to these words: candy, rock , sweet, gem, shiny, hard.
• Let’s connect words with the object-description link. The object comes first in the link picture ( point to the semantic link graphic), so the target word will be a noun (a person, place, thing, or animal)
• The second word will be a description.
• The first word is candy. Candy is an object, or noun, so it goes in the first box.” (Click to move the word candy.)
ASK:
• “Which word describes candy? Finish my sentence: ‘Candy is…’” (Wait for student response.)
• “Several words can describe candy if we use the linking word is. Candy can be hard, sweet, or even shiny! We can also be more specific and say, ‘Candy feels hard.’ Finish this sentence: ‘Candy tastes…’” (A: sweet) (Click to move the word sweet.)
• (Click to move the word rock.) “Listen carefully: ‘A rock feels…’” (A: hard) (Click to move the word hard.)
• (Click to move the word gem.) “Look at the next object, gem, as in, ‘She has a blue gem on her ring.’ Now finish my sentence: ‘A gem looks…’” (A: shiny) (Click to move the word shiny.)
SAY “A gem might also feel hard, but I wanted to describe how it looks.”
Vocabulary
CLICK TO DISPLAY Description-Object Linking.
SAY:
• “Listen to these words: bright, cold, sun, cute, puppy, ice cream.
• In this link ( point to the semantic link graphic), describing words will go in the first column of boxes. Nouns will go in the second column of boxes. Let’s use the description-object link to make some word connections.”
CLICK TO MOVE the word bright .
ASK “Finish my sentence: ‘ Bright describes…’” (A: the sun) (Click to move the word sun.)
Answer Key
• Cold describes ice cream
• Cute describes a puppy
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE each word to a box.
CLICK TO DISPLAY Which Link Should We Use? (salty and popcorn).
SAY “Look at these word links. We must decide which semantic link explains each word connection.”
ASK:
• “The first word pair is salty and popcorn . Does it show an object-description link or a description-object link? Let’s try each option. Ready?”
• “‘Salty is popcorn.’ (Click to show incorrect response.) Does that sound right?” (A: no)
• “How about ‘Salty describes popcorn’?” (Click to show correct response.) (A: yes)
SAY “Yes, this word pair has a description-object link because salty is a description and popcorn is a noun. Let’s try the next one: pin and sharp.”
CLICK TO DISPLAY Which Link Should We Use? (pin and sharp).
ASK “Which one is correct: ‘A pin is sharp,’ or ‘Pin describes a sharp’? (A: A pin is sharp.)
CLICK TO MOVE the object-description link.
SAY “Correct. Remember, we can be more specific and say, ‘A pin feels sharp.’”
CALL ON student volunteers to complete the remaining two connections using the same routine. CLICK TO DISPLAY each connection, then CLICK TO MOVE each link. Guide students as needed.
Word Pair
Answer Key
Linking Phrase
Semantic Link
salty - popcorn describes description-object
pin - sharp is object-description
thunder - loud is object-description
round - baseball describes description-object
3. Object-Location Link
CLICK TO DISPLAY Object-Location.
SAY:
• “When we ask the question ‘where?’ we want to know about the place or location of a person, animal, or object. Sometimes nouns are related to one another because they are found or used in the same location.
• For example, a dolphin can be found in the ocean. Can you think of other things located in the ocean? We can link, or connect, words using this object-location connection.
• Let’s use this picture of a dolphin to show the object and the ocean picture to represent the location.”
CLICK TO DISPLAY Object-Location Link.
SAY:
• “When we connect words using the object-location link, we first name an object, such as a dolphin, and then name a location where we can find it, in this case, the ocean
• The words above the center circle explain how the words are linked. Where can we find a dolphin? (Click to reveal the sentence “A dolphin can be found in the ocean.” )
• A dolphin can be found in the ocean.”
CLICK TO DISPLAY Location-Object Link.
SAY:
• “When we connect words using the location-object link, we first name a location, such as ocean, and then name an object that can be found in this place, such as a dolphin
• The words above the center circle explain how the words are linked. What can be found in the ocean? (Click to reveal the sentence “The ocean is a place where you can find a dolphin.” )
Vocabulary
Answer Key
• A teacher can be found in a school
• Money can be found in a wallet
Answer Key
• An office is a place where you can find a desk
• A grocery store is a place where you can find food.
• The ocean is a place where you can find a dolphin.”
CLICK TO DISPLAY Object-Location Linking.
SAY:
• “Listen to these words: book , teacher, library, money, wallet, school
• Let’s use the object-location link to make some word connections. (Point to the semantic link graphic.) I see the dolphin first, so I know the first word will be an object.
• Next, I see the ocean, so I know my second word will be a location where this object might be found.
• (Click to move the word book.) I know that book is an object. Where can I find a book? Complete this sentence.
• ‘A book can be found in a…’ (Wait for student response.)
• Yes, a book can be found in a library. Some other things we might find in a library are bookshelves, tables, computers, and a librarian.” (Click to move the word library.)
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE each word to the box.
CLICK TO DISPLAY Location-Object Linking.
SAY:
• “Listen to these words: garage, office, car, grocery store, food, desk
• Let’s use the location-object link. (Point to the semantic link graphic.) I see the ocean first, so I know the first word will be a location or place.
• Next, I see a dolphin, so I know my second word will be an object that might be found in this location.
• (Click to move the word garage.) I know that a garage is a place where you can store or keep things. What item from this list can be found in a garage? Complete this sentence.
• ‘A garage is a place where you can find…’ (Wait for student response.)
• Yes, a car can be found in a garage. (Click to move the word car.) Where is another place we might find a car?”
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE each word to the box.
CLICK TO DISPLAY Which Link Should We Use? (school and teacher).
SAY “Look at these word links. We must decide which semantic link explains each word connection.”
Word Pair
school – teacher
ASK:
• “The first word pair is school and teacher. Does it show an objectlocation link or a location-object link? Let’s try each option. Ready?”
• “‘School can be found in a teacher.’ Does that sound right?” (A: no)
• “How about ‘A school is a place where you can find a teacher.’” (A: yes)
SAY “Yes, this word pair has a location-object link because a school is a place and a teacher is a person we might find there. (Click to move location-object link.) Let’s try the next one: tree and apple.”
CLICK TO DISPLAY Which Link Should We Use? (tree and apple).
ASK “Which one is correct: ‘A tree can be found in an apple,’ or ‘A tree is a place where you can find an apple’?” (A: A tree is a place where you can find an apple.) (Click to move location-object link.)
SAY “Correct. Remember to try both links for each word pair and decide which is right.”
CALL ON student volunteers to complete the remaining connections using the same routine. CLICK TO DISPLAY each connection, then CLICK TO MOVE each link. Guide students as needed.
Answer Key
Linking Phrase
Semantic Link
is a place where you can find location-object tree – apple is a place where you can find location-object
tiger – jungle can be found in object-location hanger – closet can be found in object-location
4. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
Answer Key
1. Possible responses:
The gum tastes minty. Minty describes gum.
The basketball is round. Round describes the basketball.
The dress looks pretty. Pretty describes the dress.
The slippers feel cozy. Cozy describes the slippers.
2. Possible responses:
Food can be found at the market.
The market is a place where you can find food.
A lifeguard can be found at a swimming pool.
A swimming pool is a place where you can find a lifeguard.
A cactus can be found in the desert.
The desert is a place where you can find a cactus.
A slide can be found on a playground.
A playground is a place where you can find a slide.
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 3, Lesson 2 Quick Checks.
SAY “Use the word bank to build four object-description connections. Then, use the word bank to build four object-location connections.”
Unit 3 Lesson 3
Suffixes -ment, -ness, and -y
Objectives
• To learn and identify the meaning of suffixes -ment, -ness, and -y.
• To review the morphological word structure of words using Morpheme Puzzles.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check - printed and copied (Supply Room)
• pencil
Start Teaching
Suffixes -ment, -ness, and -y
1. State Objectives
OPEN Orbit Online to Unit 3, Lesson 3, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson you will be able to:
– identify a suffix and its role in the morphological word structure.
– explain the meaning of the suffixes - ment, - ness and -y.”
– identify the suffixes - ment, - ness, and -y
Morphology
2. Review the Morphological Structure and Suffixes
CLICK TO DISPLAY Morphological Word Structure: Suffixes.
SAY:
• “Today, we will work on identifying suffixes and building words using a new routine called Morpheme Puzzles.
• Let’s review the morphological structure before we begin.
• Remember, in our example of the word structure, we have three morphemes. Notice that one of the morphemes is highlighted this time.”
ASK “What is the highlighted morpheme?” (A: suffix e-d)
SAY:
• “Correct. Remember, a suffix is added to the end of a base to sometimes change the meaning and how it is used in a sentence.
• In our example here, suffix - ed changes the word to mean that the action happened in the past.
• Now we will look at a few morpheme families to help us identify new morphemes.”
3. Identify Morphemes
CLICK TO DISPLAY Morpheme Family Sets: Suffixes.
DIRECT students to turn to page 17 in their Orbit Student Workbook 1
SAY:
• “Here are three morpheme families. Morpheme families are groups of words that have a common morpheme.
• The morpheme families we look at will share morphemes or similar word structures.
• Morpheme families will help us to see how words are connected and recognize familiar parts.
• Take a minute to silently look at the morpheme families here and find similarities. Write your ideas in your workbook.”
(Allow students one minute to review the morpheme families and take notes in their student workbook.)
ASK “What similarities do you notice in each morpheme family?” (A: they each have two morphemes, there is a base and a suffix for each family, each family has a different suffix, each base is one syllable)
• “How many morphemes are in each word in this family?” (A: 2)
• “What is the name of those morphemes?” (A: base and suffix)
• “What suffix makes up this morpheme family?” (A: n-e-s-s, /nĕss/)
CLICK TO REVEAL the suffix - ness highlighted in morpheme family one.
CLICK TO SPOTLIGHT morpheme families two and three.
SAY “Great, look at morpheme families two and three. Talk with a partner about what you noticed in morpheme families two and three.” (Allow students to discuss morphemes families two and three with a partner for 2-3 minutes.)
ASK:
• “How many morphemes do these words have?” (A: 2)
• “What types of morphemes are in these families?” (A: and suffixes)
• “What is the suffix in each family?” (A: m-e-n-t, /mĕnt/; y)
CLICK TO HIGHLIGHT the suffixes - ment and -y in morpheme families two and three.
CLICK TO SHOW all morpheme families.
SAY:
• “I notice that in each morpheme family there are two morphemes: a base and a suffix.
• Next, we’ll learn about the suffixes in these morpheme families.
• Then, we will build and find the meaning of words by their morphemes.”
4. Learn Suffixes -ment, -ness, and -y
CLICK TO DISPLAY Suffixes - ment, - ness, and -y
DIRECT students to the chart on page 17 of their workbook. -ment -ness -y an action or process quality of, state of qualities, characteristics of makes a noun makes a noun makes an adjective pay ➞ pay ment bad ➞ bad ness dust ➞ dust y
Morphology
SAY:
• “Before we build new words, let’s learn the meaning of the suffixes that we found in the morpheme families.
• These are the suffixes m-e-n-t /mĕnt/, n-e-s-s /nĕs/, and y /ē/
• Let’s learn the meaning, function, and an example of each suffix.”
CLICK TO REVEAL the meaning of - ment
SAY:
• “Suffix - ment describes an action or process
• When this suffix is added to the end of a word, it changes the word into a noun.
• For example, the word pay is a verb. You pay for your food when you buy it at a grocery store.”
ASK “When - ment is added to the free base pay, what is the new word?” (A: payment)
CLICK TO REVEAL the example word payment .
SAY:
• “The verb pay becomes the noun payment, as in ‘My mom made a payment for the groceries.’
• You will write the meaning and example word in your workbook.” (Allow students time to write the necessary information on the chart in their student workbook.)
• Let’s look at the next suffix.”
CLICK TO REVEAL the meaning of - ness
SAY:
• “Suffix - ness describes the state or quality of something. This means that it will now describe how something is.
• The word will begin as an adjective and then become a noun after the suffix is added.
• For example, we can start with the base bad . This is an adjective that describes something that is not good or is unpleasant.”
ASK “What is the new word once suffix - ness is added to the end?” (A: badness)
CLICK TO REVEAL the example word badness
SAY:
• “The word badness is a noun. It describes the bad qualities of something.
Morphology
• For example, ‘Everyone was surprised by the badness of the weather this summer.’
• In this sentence badness does not directly describe the weather as the adjective bad might.
• The suffix - ness changes how we use the word in a sentence.
• Take a moment to write this information in your chart.”
CLICK TO REVEAL the meaning of -y
SAY:
• “Suffix -y explains the qualities or characteristics of something. This means that something is ‘full of’ or ‘has a lot of.’
• The word will begin as a noun and then become an adjective after the suffix is added.
• For example, the base dust is a noun that describes a light layer of dirt that typically covers tables and shelves.”
ASK “What is the new word once we add suffix -y ?” (A: dusty)
CLICK TO REVEAL the example word dusty
SAY:
• “The suffix -y adds the long e syllable to the end of the base.
• The word dusty is an adjective. It describes something that has the qualities of having dust ; it is full of dust
• For example, ‘I will need to clean my dusty bookshelf before I add more books.’
• In this sentence, with the help of suffix -y, dusty explains that the bookshelf is showing qualities of having dust or that it is full of dust.
• The suffix -y changes how we use a noun. We can add it to a noun to help describe something.
• Take a moment to write this information in your chart.”
5. Build Words With Morpheme Puzzles
I DO frosty
DIRECT students to the Morpheme Puzzles routine on page 18 of their workbook.
CLICK TO DISPLAY Morpheme Puzzle: I DO frosty
Morphology
SAY:
• “Let’s look at the first piece of our puzzle.
• When trying to identify morphemes in an unknown word, our first step will be to look for the part we know. Typically, this will be the base.
• The Morpheme Puzzles we will build in this lesson will help us train our brain to think about how the base is the first layer to a longer word.
• In a Morpheme Puzzle, the black puzzle piece will signify a base. It will include an indented triangle on the left side and a rounded edge on the right side.” (Run your finger along the edges of the puzzle shape to illustrate.)
ASK “What is the base in the first puzzle?” (A: frost)
SAY “The base is frost . Let’s discuss what we know about the word frost .” (Allow students to discuss with the group or with a partner what they know about the word frost.)
ASK:
• “Is frost a noun, adjective, or verb?” (A: a noun)
• “If frost is a noun, is it a thing; how would you describe frost to a friend?” (A: Answers may vary. Allow students to share ideas. Prompt students to explain what it looks like, how it feels, and where or when you find it.)
CLICK TO SHOW the blank sentence frame. means because .
SAY:
• “Our next step is to fill in the sentence frame with the definition of the base.
• I know that frost is a light layer of ice crystals that cover things like grass or windows when it gets cold.
• I want to fit my description in the sentence frame for a clear and concise definition.
• I will start with the base.”
CLICK TO ADD the base frost to the first line.
Frost means because .
SAY “The words I want to use as a synonym, or words that have nearly the same meaning, for frost is ice crystals. I will add that to my frame on the second line with the word formed. If there is frost it means ice crystals have formed on something.”
CLICK TO ADD the words ice crystals formed to the second line.
Frost means ice crystals formed because .
Morphology
SAY “Finally, I want to explain a little more about frost . I will give a short explanation of why frost is formed on something using the word because.”
CLICK TO ADD the rest of the definition on the third line.
Frost means ice crystals formed because it is cold
SAY:
• “Our definition says, ‘ Frost means ice crystals formed because it is cold.’
• Write this in the sentence frame of puzzle one in your workbook.
• Now that we have a clear definition of the base, we can move forward with building the rest of the puzzle.’’
CLICK TO DISPLAY the suffix puzzle piece options.
SAY:
• “We will use the puzzles to build a real word.
• The purple pieces represent a suffix, so I need to choose which suffix fits with the base. The purple suffix pieces have a round opening to fit on the right side of the black base pieces. (Run your finger along the edges of the puzzle shape to illustrate.)
• My options are suffix - ment, - ness, and -y. Discuss with a partner which suffix you think would fit this puzzle.” (Allow students to discuss with a partner which suffix makes the most sense with the base frost. Remind students of the parts of speech they have in their chart from the beginning of the lesson to help them decide.)
ASK “Which suffix piece fits with the free base frost?” (A: suffix -y)
SAY “Yes, suffix -y completes this puzzle because we noticed that frost is a noun and suffix -y works with nouns to create an adjective.”
CLICK TO REVEAL the completed puzzle.
SAY “Write suffix -y in the suffix piece in your workbook to complete the first puzzle.”
ASK “What is the new word with suffix -y added to the free base?” (A: frosty)
SAY “Yes, the new word is frosty, so that means our final step to Morpheme Puzzles is to define the new word.”
CLICK TO SHOW the empty sentence frame. describes the quality of .
Morphology
SAY:
• “We know suffix -y changed the base word frost into an adjective so the sentence frame helps us define the word frosty as a description of something.
• I will start my sentence frame with the new word, frosty, and then explain what it describes. ‘ Frosty describes the quality of something covered in ice.’
• Fill in the second sentence frame under puzzle one in your workbook.”
CLICK TO REVEAL the completed sentence frame.
Frosty describes the quality of something covered in ice .
WE DO sadness
SAY “Now we will build Morpheme Puzzles together. Find the first base sad and sentence frame in your workbook. Let’s start with the definition.”
CLICK TO DISPLAY Morpheme Puzzle: We Do sadness
SAY “Work with a partner to fill in the sentence frame to define the base sad.” (Allow students to discuss and write for 2-3 minutes in their workbook.)
ASK “Using the sentence frame in your workbook, what is the definition of sad ?” (A: Answers may vary. An example answer can include, Sad means being upset because something went wrong.)
CLICK TO REVEAL the complete sentence frame.
Sad means being upset because something went wrong .
ALLOW STUDENTS TO check their work or use the example sentence to define sad
CLICK TO DISPLAY the suffix puzzle piece options.
SAY “Work with a partner to choose the correct suffix and write it in the suffix piece of the second puzzle. Think about and discuss how each suffix will affect the base.” (Support struggling students by prompting them to discuss the parts of speech of each morpheme and how we would use the base plus a suffix in a sentence.)
ASK “Which suffix will best complete the morpheme puzzle?” (A: -ness)
CLICK TO REVEAL the completed puzzle and show the blank sentence frame.
is the state of being .
ASK “What is the completed puzzle?” (A: sadness)
Morphology
SAY “Work with a partner to discuss and complete the sentence frame to define sadness. Use your chart from the beginning of the lesson and the definition of the base to help you.”
ASK “What is the definition of sadness?” (A: Answers will vary. An example answer can include, Sadness is the state of being upset.)
CLICK TO REVEAL the definition of sadness.
Sadness is the state of being upset .
ALLOW STUDENTS TO check their work or use the example sentence to define sadness
YOU DO government
CLICK TO DISPLAY Morpheme Puzzle: You Do government
STUDENTS COMPLETE the final puzzle following the routine above.
SAY "Follow the same routine to complete the final puzzle in your workbook. Use the suffix chart from the beginning of the lesson to help you complete the puzzle and definitions."
(Support students with definitions as needed and have students share out ideas with the whole group.)
CLICK TO REVEAL the answers after students have complete the final puzzle.
Definition Answers:
• Govern means controlling or ruling something because it involves making rules and laws.
• Government is the process of someone who governs.
6. Climb In InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
Morphology
Answer Key
ness thick thickness
Thickness is the state of being thick . y crunch crunchy
Crunchy describes the quality of something that has a crunch .
DISTRIBUTE the Unit 3, Lesson 3 Quick Checks.
SAY:
• “Now you will complete a Quick Check by building new words with Morpheme Puzzles.
• Each puzzle will have a free base and a suffix.
• You will see two free bases in base puzzle pieces. Your job is to write the correct suffix in the suffix piece to complete the puzzle.
• Your options are suffixes - ment, - ness, and -y.”
STUDENTS COMPLETE the Quick Check by building two morpheme puzzles and writing the final definition.
Unit 3 Lesson 4
The Part-Whole Link, Complete Sentences, and Semantic Reasoning Vocabulary
Objectives
• To recognize and form word meaning connections using part-whole and whole-part semantic links.
• To identify complete sentences and fragments.
• To create complete sentences.
• To use semantic links to find related words.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check - printed and copied (Supply Room)
• pencil
Start Teaching
The Part-Whole Link, Complete Sentences, and Semantic Reasoning
1. State Objectives
OPEN Orbit Online to Unit 3, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
Vocabulary
SAY:
• “At the end of today's lesson, you will be able to:
- use the part-whole link to connect words.
- identify complete sentences and fragments.
- correct fragments by turning them into complete sentences.
- use semantic links to find related words.”
2. Part-Whole Link
CLICK TO DISPLAY Part-Whole.
SAY:
• “We use words to name the people, places, and objects in our world. We also use words to name their parts. For example, wheels, doors, windows, and an engine are all parts of a whole car. We can connect words using a part-whole link.
• Let’s use this picture of a wheel to represent a part of something and use this image of a car to represent the whole.”
CLICK TO DISPLAY Part-Whole Link.
SAY:
• “When we connect words using the part-whole link, we first name a part, such as wheel, and then explain how it is related to the whole in this case, car. The words above the center circle explain how the words are linked. (Click to add the sentence “A wheel is part of a car.”)
• A wheel is part of a car.”
CLICK TO DISPLAY Whole-Part Link.
SAY:
• “We can reverse the order of the two words to create a wholepart link.
• First, we name the whole— car—and then explain how it is related to the part—wheel . The words above the center circle explain how the words are linked. (Click to add the sentence “A car has a wheel.”)
• A car has a wheel.”
CLICK TO DISPLAY Part-Whole Linking.
SAY:
• “Listen to these words: finger, wing , leaf, butterfly, hand, plant
• When I look at the link picture ( point to the semantic link graphic),
Vocabulary
Answer Key
• A wing is part of a butterfly
• A leaf is part of a plant
Answer Key
• A mug has a handle
• A pencil has an eraser.
I see the wheel first, so I know that my target word will be a part of something bigger. Look at the word finger. (Click to add finger to the box.)
• I can use the phrase ‘is part of’ to help me connect this word to another on the list. Listen. I will start a sentence and when I point to you, try to finish it with one of the words on the list. Ready?
• A finger is part of a... (Wait for student response.) Yes, a finger is part of a hand! (Click to add hand to the box.) Finger is the part and hand is the whole. Let’s try some more.”
COMPLETE the remaining connections using the same routine and the provided answer key.
CLICK TO MOVE the words to the boxes.
CLICK TO DISPLAY Whole-Part Linking.
SAY:
• “Here is a new list of words: handle, roof, eraser, house, mug , pencil .
• I notice that now the car comes first in our link picture. (Point to the semantic link graphic.)
• The car represents a whole, so I know my target word will not be a smaller part, but a whole thing.
• I can use the word has to help me connect each target word to another word on the list. Listen. (Click to add house to the box.) I will start a sentence with the word house, and when I point to you, try to finish it with one of the words on the list. Ready?
• A house has... (Wait for student response.) Yes, a house has a roof! (Click to add roof to the box.) Let’s try some more.”
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE the words to the boxes.
CLICK TO DISPLAY Which Link Should We Use? (plant and leaf).
SAY “Here are some related word pairs. Let’s think about the part-whole and whole-part semantic links and decide which one best explains the connection between each pair of words.”
ASK “How does the word plant connect to the word leaf ? Is a plant part of a leaf or is a leaf part of a plant?” (A: a plant has a leaf) (Click to move whole-part link.)
COMPLETE the remaining connections using the same routine. CLICK TO DISPLAY each connection, then CLICK TO MOVE each link.
Word Pair
Answer Key
Linking Phrase
Semantic Link
plant – leaf has (can have) whole-part
butterfly – wing has (can have) whole-part
hand – finger has (can have) whole-part
3. Complete It!
STUDENTS OPEN their workbooks to page 19, “Complete It!”
CLICK TO DISPLAY Complete Sentences.
SAY:
• “Today, we will learn about complete sentences.
• A complete sentence shares a complete idea. Every complete sentence must have the answers to these questions:
– (Click to add) Who or what? The answer will be a noun, or nouns.
– (Click to add) Is what, has what, or does what? This answer will be a verb, which can be a visible action or a state of being.”
C LICK TO DISPLAY Example.
SAY “Listen: ‘Farmers fertilize the soil to help their crops grow.’”
ASK:
• “Do we know who or what the sentence is about? (Click to circle the word farmers.) Yes, farmers.”
• “Do we know what the farmers do? (Click to circle the word fertilize.) Yes, they ‘fertilize the soil.’”
SAY “We have the answers to both questions, so this is a complete sentence.”
CLICK TO DISPLAY Fragments.
SAY:
• “Fragments are parts of a sentence that do not express a complete idea.
• A fragment will be missing the answer to ‘who or what?’ or ‘is what, has what, does what?’ (Click to add fragment example.)
• Listen to this fragment: ‘plants perfect rows of potatoes with a machine.’ We do not know who or what this sentence is about.” (Click
Vocabulary to add x beside “who or what” and a check beside “is what, has what, does what?”)
CLICK TO DISPLAY Part 1: Find the Fragments.
SAY “Let’s practice finding fragments. We will put an F next to each fragment we find. We will put a C next to each complete sentence. I will do the first one.”
CALL ON a student to read the first line.
SAY:
• “First, I will ask the question ‘Who or what is the sentence about?’ The answer is ‘a branch.’
• Then I will ask, ‘Is what, has what, or does what?’ The sentence does not give me the answer to that question.
• Because I don’t have the answer to both questions, this is a fragment. I will put an F next to the fragment.”
CLICK TO ADD an F and the question “is what, has what, or does what?” next to “a branch.” Direct students to write an F on the line in their worksheets.
SAY “Let’s do the rest together.”
For each example:
CALL ON a student to read the line. After a student reads the line, ASK:
• “Who or what is the sentence about?”
• “Can we answer the question ‘is what, has what, or does what”
• “Is this a sentence or a fragment?”
IF THE LINE IS A FRAGMENT, CLICK TO ADD an F. If the line is a sentence, CLICK TO ADD a C next to it. Call on a student to read the next line.
SAY “Now we have our fragments. The next step is to use semantic links to help us turn these fragments into complete sentences.”
CLICK TO DISPLAY Part 2: Fix the Fragments.
SAY:
• “We will use the part-whole semantic link to help us match the fragment with the information that completes it. Then, we will create a complete sentence.
• The linking words and phrases have been highlighted to help us.
• The linking words and phrases give the answer to ‘is what, has what, or does what?’ I will do the first one.”
Vocabulary
Answer Key
• A branch is part of a tree.
• Cheese can be part of a sandwich.
• A potato plant has green leaves and small flowers.
CALL ON a student to read the first fragment.
SAY:
• “This fragment is missing the answer to ‘is what, has what, or does what?’ I will try choice A: ‘A branch can have cheese.’
• This isn’t correct. Cheese isn’t part of a branch!
• I will try choice C next. A branch is part of a tree. That’s true!”
CLICK TO ADD the first complete sentence.
SAY “We have fixed the first fragment! Write the complete sentence on your worksheet. Use your best cursive handwriting.”
PAUSE TO GIVE students time to write the complete sentence.
SAY “Now, you will work in small groups to fix the remaining two fragments.”
STUDENTS COMPLETE Part 2: Fix the Fragments in small groups. When students have finished working, review the answers as a whole group using the same routine and the provided answer key. CLICK TO REVEAL each fragment, then CLICK TO ADD the complete sentence.
4. Semantic Reasoning Word Work – Shell
CLICK TO DISPLAY Review of Semantic Links.
SAY:
• “We have already learned how words can be connected by what they do with the action link (click to add the icon and label),
– how they are described using the description link (click to add the icon and label),
– where they are with the location l ink (click to add the icon and label),
– and if they’re part of something or a whole thing with the partwhole link (click to add the icons and labels).
– We are going to use these links to help us find related words.”
CLICK TO DISPLAY Shell Deep Dive.
SAY:
• “Let’s practice with the word shell (Click to add three images.)
• When we work in InferCabulary, we usually see six pictures, but for this activity we’ll start with three pictures.
• Remember, the first step is to try and figure out why these pictures go together.”
Vocabulary
Redirection
If students answer with more general characteristics, such as food or animals, help them to focus on the part of the pictures that refer specifically to the shell. For example, “Are you saying that a shell is a type of food or an animal?”
Redirection
If a student selects eat or meat, explain that both relate to what is inside the coconut, not the shell.
ASK “I’ll start by asking if a shell is a part of something in the picture or the whole thing.” (A: a part of something) (Click to add the part icon next to the word shell.)
S AY “A shell is a part of the things in each of these pictures.”
ASK (Click to add the whole icon.) “What are the whole objects?”
SAY:
• (Click to add the word coconut.) “Coconut. (Click to add the word walnut.) Walnut. (Click to add the word turtle.) Turtle.
• Now that we have looked at the pictures, let’s read the captions to find more related words. Listen to each caption as I read them aloud.”
CLICK TO ADD caption #1.
SAY “’Remove the outside layer to eat the coconut meat inside.’ We already identified coconut as the whole object that has a shell, so it is already underlined.”
ASK “Are there any other related words we should notice in this caption?” (A: A shell is found on the outside of the coconut – location) (Click to underline the word outside in the caption and to add it next to the location icon.)
SAY “The word outside tells us where the shell is located.”
CLICK TO ADD caption #2.
SAY “’Walnuts are hard on the outside.’ We already identified walnuts and outside, so they are already underlined.”
ASK “Are there any other related words we should notice in this caption?” (A: A shell is hard – description) (Click to underline the word hard in the caption and to add it next to the description icon.)
SAY “The word hard describes how the shell of a walnut feels.”
CLICK TO ADD caption #3.
SAY “’This outer layer protects the turtle.’”
ASK “Are there any other related words in this caption?” (A: A shell can protect – action) (Click to underline the word protects in the caption and to add it next to the action icon.)
SAY:
• “ Protects is the action of a shell. It is what a shell does.
• From now on, when you think about the word shell, you now have related words such as coconut, walnut, turtle, outside, hard, and protects stored along with it.
• You will soon see how these words are very helpful when you are reading the word shell or writing about it.”
Answer Key
1. Possible responses:
A lobster has a claw.
A claw is part of a lobster.
A wolf has a fang.
A fang is part of a wolf.
An apple has a core.
A core is part of an apple.
A flashlight has a battery.
A battery is part of a flashlight.
2. Fragment: has a beak; Question to be answered: Who or what?
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 3, Lesson 4 Quick Checks.
SAY “Use the word bank to build four part-whole connections. Then, read each sentence and put an F beside the one that is a fragment. Circle the information that is missing from the fragment.”
Unit 3 Lesson 5
Prefixes un -, dis -, in -, and im - Morphology
Objectives
• To learn and define the prefixes un -, dis -, in -, and im -.
• To practice identifying, combining, and defining morphemes using Morpheme Puzzles and Morpheme Addition.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• Q uick Check - printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
Start Teaching
Prefixes un-, dis-, in-, and im-
1. State Objectives
OPEN Orbit Online to Unit 3, Lesson 5, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• "At the end of today’s lesson, you will be able to:
– identify the prefixes un -, dis -, in -, and im -.
Morphology
– explain the meaning of prefixes un -, dis -, in -, and im -.
– interpret the meaning of multisyllabic words using the morphemes.”
2. Review Morphological Structure
C LICK TO DISPLAY Morphological Structure: Prefixes.
SAY “Remember, in the example of the morphological word structure, we have three morphemes. Notice that one of the morphemes is highlighted.”
ASK “What morpheme is highlighted for this lesson?” (A: the prefix, u-n)
SAY:
• “Correct. Remember that a prefix is added to the beginning of a base to change the meaning of the word.
• In our example here, it changes the word to mean that something is NOT done.
• Now we will look at a few morpheme families to help us identify new morphemes. You might notice a similarity in one of the morpheme families to our example here.”
3. Identify Morphemes
CLICK TO DISPLAY Morpheme Families: Prefixes.
DIRECT students to turn to page 20 in their Orbit Student Workbook 1.
SAY “Here are four morpheme families. Take a minute to silently look at the morphemes in each word and see if you can find similarities. Write your ideas in your workbook.” (Allow students one minute to review the morpheme families and take notes in their student workbook.)
ASK “What similarities do you notice in each morpheme family?” (A: they each have two morphemes, there is a prefix and a base for each family, each family has a different prefix)
SAY “Let’s look at morpheme family one.”
CLICK TO SPOTLIGHT morpheme family one.
ASK:
• “How many morphemes are in each word in this family?” (A: 2)
• “What are the names of those morphemes?” (A: base and prefix)
• “What prefix makes up this morpheme family?” (A: u-n, /ŭn/)
CLICK TO HIGHLIGHT the prefix un - in morpheme family one.
CLICK TO SPOTLIGHT morpheme family two.
SAY “Great, look at morpheme family two. Talk with a partner about what you noticed in morpheme family two.” (Allow students to discuss morpheme family two with a partner for about 1 minute.)
ASK “What is the prefix in family two?” (A: d-i-s, /dĭs/)
CLICK TO HIGHLIGHT the prefix dis - in morpheme family two.
CLICK TO SPOTLIGHT morpheme families three and four.
SAY “Great, look at morpheme families three and four. Talk with a partner about what you noticed in these morpheme families.” (Allow students to discuss morpheme families three and four with a partner for about 1 minute.)
ASK:
• “What is the prefix in family three?” (A: i-n, /ĭn/)
• “What is the prefix in family four?” (A: i-m, /ĭm/)
CLICK TO HIGHLIGHT the prefixes in - and im - in morpheme families three and four.
CLICK TO SHOW all morpheme families.
SAY:
• “I notice that in each morpheme family there are two morphemes: a base and a prefix.
• Our next step is to learn the prefixes in these morpheme families.
• Then, we will use Morpheme Puzzles to find the meaning of words using the morphemes.”
4. Learn Prefixes un-, dis-, in-, & im-
CLICK TO DISPLAY Teach Prefixes un -, dis -, in -, im -. un- dis- in- imnot, opposite of opposite of, reversal not not fit ➞ un fit like ➞ dis like complete ➞ in complete polite ➞ im polite
DIRECT students to the chart on page 20 of their workbook.
SAY:
• “Before we work with Morpheme Puzzles, let’s learn the meaning of the prefixes we found in our morpheme families.
Morphology
• Displayed on this chart are the prefixes un -, dis -, in -, and im -.
• Let’s learn the meaning, and an example of each prefix.”
CLICK TO REVEAL the meaning of un -.
SAY:
• “Prefix un - means not or the opposite of
• When this prefix is added to the beginning of a base, it will change the meaning of the word.
• For example, the word fit can mean someone is capable of something. ‘He was fit for the job because he had all the right skills.’”
ASK “When un - is added to the base fit, what is the new word?” (A: unfit)
CLICK TO REVEAL the example word unfit
SAY:
• “Yes, if I add the prefix un -, it will become unfit, and now it means he is not fit for the job.
• You will write the meaning and example words in your workbook. (Allow students time to write the necessary information on the chart in their student workbook.)
• Let’s look at the next prefix.”
CLICK TO REVEAL the meaning of dis -.
SAY:
• “The prefix dis - means the opposite of or a reversal, and it will also change the meaning of the word.
• For example, we can start with the base like Like means to enjoy something or someone.
• ‘I like when my friends and I play on the slide.’”
ASK :
• “What is the new word once the prefix dis - is added to the beginning?” (A: dislike)
• “What changes about the base like when dis - is added?” (A: it becomes the opposite of like; it reverses the base)
CLICK TO REVEAL the example word dislike
SAY:
• “The new word is dislike
• It is now the opposite of liking something. We would use this word to describe things we do not enjoy.
Morphology
• For example, ‘I dislike when it rains during recess.’”
CLICK TO REVEAL the meanings of prefixes in - and im -.
SAY:
• “The prefixes in - and im - mean not. When one of these prefixes is added to a word, it changes the meaning to be negative. We will see the prefix in - used more commonly.
• Prefix im - is a form of the prefix in - that is only used with bases that begin with the letters p and b."
ASK:
• “The base complete begins with the letter c, so which prefix will we use to make a new word?” (A: in-)
• “What is the new word?” (A: incomplete)
CLICK TO REVEAL the example word incomplete
SAY:
• “The new word is incomplete and now means that something is not finished.
• Now let’s look at the example for the suffix im -; the base is polite
• Polite means being kind and respectful to others.”
ASK:
• “What is the new word once we add prefix im -?” (A: impolite)
• “What letter does the base start with?” (A: p)
CLICK TO REVEAL the example word impolite.
SAY:
• “The new word means that someone is not polite. Notice the difference in the base and which form of the prefix they use based on the beginning letter.
• Take a moment to write this information in your chart.”
DIRECT students to the Morpheme Puzzles in their workbook once they are finished writing.
5. Morpheme Puzzles
SAY:
• “Now we will look at some new words that include the prefixes we just learned.
Morphology
• We will use Morpheme Puzzles to help us identify the morphemes of each word.
• Pay attention to how the word changes as we dissect or pull apart each puzzle.
• We’ll do the first one together.”
I DO unclip
CLICK TO DISPLAY Morpheme Puzzle: I Do unclip.
SAY “This is the first puzzle. Let’s identify the morphemes.”
ASK:
• “How many morphemes are in this word? How do you know?” (A: 2, because there are two puzzle pieces)
• “What are the morphemes in this puzzle?” (A: un- and clip, a prefix and a free base)
CLICK TO SEPARATE the puzzle pieces
SAY:
• “If we take the puzzle apart, we see a prefix and a free base: unand clip
• Write these morphemes in the first set of puzzle pieces on page 21 of your workbook."
ASK “What is the meaning of each morpheme in this puzzle?” (A: answers may vary; allow 1-2 students to share their thoughts for the meaning of un- and clip )
CLICK TO SHOW the meaning of each morpheme
SAY:
• “The example here explains that the meaning of the prefix un - is not .
• In this word the meaning of clip means to attach something together. For example, ‘I will clip the papers together using a paper clip.’”
ASK “How does the prefix un - change the meaning of the word?” (A: it means that something no longer has a clip holding it together)
SAY “The prefix makes it the opposite or explains that something is no longer clipped together. Now, you will look at two more puzzles and identify the morphemes and their meaning.”
WE DO dishonest
C LICK TO DISPLAY Morpheme Puzzle: We Do dishonest .
Morphology
SAY “Look at the second puzzle. Work with a partner to identify the morphemes and write them in your workbook.” (Allow students to work on the second puzzle for 1-2 minutes.)
ASK “What are the morphemes in the second puzzle?” (A: prefix dis- and base honest)
CLICK TO SEPARATE the puzzle pieces.
SAY “Great, now work with your partner to define each morpheme.”
ASK “What is the definition of each morpheme?” (A: dis- is the opposite of; answers for honest may vary; direct students toward using key words such as truth, telling the truth, being truthful)
CLICK TO SHOW the definition of each morpheme.
ASK “How does the addition of the prefix dis - change the meaning of the word?” (A: it is the opposite of being honest, or not being truthful)
YOU DO indirect
C LICK TO DISPLAY Morpheme Puzzle: You Do indirect .
SAY “Now it is your turn to complete a Morpheme Puzzle on your own. Go to the third puzzle and dissect the morphemes in this puzzle.”
(Allow students to work on the third puzzle for 1-2 minutes.)
SAY “Great, now we will work to define each morpheme.”
ASK “What are the morphemes in the third puzzle?” (A: prefix in- and base direct)
CLICK TO SEPARATE the puzzle pieces.
ASK “What is the definition of each morpheme?” (A: in- means not; answers for direct may vary; direct students toward using key words such as straight, clear, in the right direction)
CLICK TO SHOW the definition of each morpheme.
ASK “How does the addition of the prefix in - change the meaning of the word?” (A: it means that something is not clear or not in a good direction)
SAY “Now we will move on to Morpheme Addition. You will work on two equations and then complete a Quick Check with the final equations. The equations will add prefixes, bases, and suffixes we have learned.”
6. Morpheme Addition
CLICK TO DISPLAY Morpheme Addition.
DIRECT students to the Morpheme Addition section of their workbook on page 21.
Morphology
dis + grace = disgrace
dis + grace = disgrace
Someone having the opposite of grace
un + luck + y =
un + luck + y = unlucky
un + luck + y = unlucky
Someone who does not have the qualities of luck
ASK “What morphemes does our first equation add together?” (A: prefix dis- and free base grace)
SAY “Complete the equation in your workbook.”
ASK “What is the answer to the first equation?” (A: disgrace)
CLICK TO REVEAL the completed equation.
SAY:
• “We need to find the meaning to the new word disgrace.
• If we use our chart on page 20 of our workbook, we know that dismeans the opposite of.
• We can define the word disgrace as someone having the opposite of grace
• Write the definition on the line under your equation.”
CLICK TO SHOW the meaning of disgrace under the equation.
SAY “Let’s complete one more equation before you work on the Quick Check.”
CLICK TO DISPLAY the second Morpheme Addition equation.
ASK “What morphemes are going to be added in the new equation?” (A: prefix un-, free base luck, and suffix -y)
SAY “Add the morphemes in the second equation.” (Allow time to add and write the new word in their workbook.)
ASK “What is the new word and the answer to our equation?” (A: unlucky)
CLICK TO REVEAL the answer to the equation.
SAY:
• “Now create a definition for the new word unlucky
• There are three morphemes in this word, but we will start with the base and the prefix to help us with the meaning.
• The prefix un - means not, so the free base luck will be turned into a negative. Someone does not have luck .
• Go back to the previous chart on page 17 of your workbook to look for the meaning of the suffix -y.”
ASK “What is the meaning of the suffix -y ?” (A: having the qualities or characteristics of something)
SAY “If we add this to the definition of un and luck , it will become ‘someone who does not have the qualities of luck.’
CLICK TO SHOW the definition underneath the equation.
Answer Key
im + possible = impossible
in + edible = inedible
un + pack = unpack
“The opposite of packing.” (Answers may vary. Look for key words that explain the act of unpacking.)
7. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
8. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 3, Lesson 5 Quick Checks.
SAY:
• “Now you will complete Morpheme Addition equations on your own.
• Then you will interpret the meaning of the last word you solve on the line provided.
• You will be able to use your workbook to help you with combining the morphemes and making meaning of the new word.”
STUDENTS COMPLETE the Quick Check by finding the answer to three addition equations and making meaning of the final word.
Unit 4 Lesson 1
Multisyllabic Open Syllable Words
Objectives
• To define an Open Syllable as a syllable with only one vowel that is at the end of the syllable and that typically has a long vowel phoneme.
• To decode multisyllabic words with Open Syllables.
• To build recognition of the Heart Words for the unit: today, together, toward, and only.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• SyllaBoards™ Kit
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• U nit 4 Home Connection Letter - printed and copied (Supply Room)
• pencil
What You Need to Know
Open and Closed Syllable Types
• An Open Syllable is a syllable that ends in a single vowel letter. Some examples are me, pi- lot, and o - pen
• A syllable can be Open even if there is no consonant letter before the vowel (mel - o - dy, e - rupt, tux- e - do).
Phonics
• Most of the time, the vowel sound in an Open Syllable is long.
• A Closed Syllable consists of one vowel letter followed by, or closed in by, one or more consonant letters (at, pat, splat, patch).
• A syllable can be Closed even if there is no consonant letter before the vowel ( if, at, ash, itch).
What You Need to Know
• The vowel sound in a Closed Syllable is usually a short vowel.
The Letter y
• When y is the last letter in a syllable, it spells a vowel sound.
• When a single-syllable word ends with the long i phoneme, it is most commonly spelled with the letter y, as in cry, by, and my. These words are all Open Syllables. This is because in English, very few single-syllable words end in the letter i. (The most common exception is hi.)
• The letter y usually spells the long e sound at the end of multisyllabic words, like lady, baby, and moody
• The letter y can also spell the long i sound at the end of multisyllabic words, as in occupy, verify, and rely, but this is less common.
• The letter y is a consonant letter when it comes before a vowel, as in yap, yet, yip, yon, yuk , and can -yon
• When the letter y follows a vowel in a syllable, it becomes part of the vowel spelling, as in alleyway, flamboyant, and buyback . The syllables ley, way, boy, and buy are vowel team syllables.
• The letter y sometimes spells the short i sound when it is the vowel in a Closed Syllable, as in myth, system, sycamore, and chlorophyll
Reminders about Reading Multisyllabic Words
• The most effective way to read an unfamiliar multisyllabic word is by looking for the vowels and breaking the word into syllables around the vowel letters.
• Every syllable has a vowel sound, and almost every syllable has a vowel letter.
• If the words do not sound familiar when broken into Closed Syllables, students may try breaking the words differently. When using strategies, it is important to know which strategy to try first (i.e., first try breaking the word into Closed Syllables as they are the most common syllable type, but if that doesn’t sound familiar, try reading some of the syllables as Open Syllables). The English language requires readers to be flexible when applying strategies and “rules.”
Flexing Vowel Sounds in Open and Closed Syllables
• Many phonics programs teach complex syllabication rules. Students often memorize rules but do not know how to apply them. Orbit teaches strategies instead of rules whenever possible.
• The strategy of teaching two specific syllable types (open and closed) and knowing the limited set of sounds a letter or letter combination can spell makes decoding and reading unfamiliar words easier than thinking through a set of rules.
– For example, in the words rabid, robin, exotic, and anesthetic, it is important to know whether a consonant is closing a syllable or not. Since Closed Syllables account for more than 50% of English syllables, the words should be divided to make Closed Syllables first, as in rab -id, rob -in, ex- ot-ic, and anes -thet-ic . This helps students to see that the vowel sounds in these syllables are short.
• If words do not sound familiar when broken into Closed Syllables, students may try breaking the words differently. Students should learn to “flex” (or adjust) the vowel sound to either a long vowel or schwa until they produce a familiar-sounding word. By learning to try different vowel sounds— starting with the most common sound—students avoid the cumbersome process of thinking about rules or exceptions to the rules.
What
Pronouncing Unfamiliar Words
• When a student pronounces the word pretend with a short e (prĕt-end), he has decoded the word accurately but pronounced the word inaccurately. If the word pretend is not in the student’s vocabulary, they will not know to go further and try another vowel sound.
• In this case, you can say, “You would have decoded the word accurately if the first syllable was a Closed Syllable with a short vowel, but you need to make the first syllable an Open Syllable with a schwa sound for the correct pronunciation.” You can then praise the student when they pronounce the word correctly (changing the short e to schwa) and briefly give the word’s meaning. When the word is read in a sentence, coaching the student to the correct pronunciation reinforces the word’s meaning.
• This point underscores the importance of explicit vocabulary instruction and wide reading. Students with larger receptive vocabularies have a better chance of coming to the correct pronunciation of words because they have heard and understood more words.
Start Teaching
Multisyllabic Open Syllable Words
1. State Objectives
OPEN Orbit Online to Unit 4, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– define an Open Syllable as a syllable with only one vowel that is at the end of the syllable and that usually has a long vowel sound.
– read multisyllabic words with Open Syllables.
– recognize four new Heart Words.
• Let’s start off by observing a new group of words.”
2. Word Observatory
SAY:
• “Here is a group of words to observe like we did in Unit 2.
• An observatory is a place where people can go to use an astronomical telescope to observe, or study, the sky.”
CLICK TO DISPLAY the Word Observatory word group: we, no, try, began, be, bunny, hotel, mango
SAY “Take a moment to carefully observe these words: we, no, try, began, be, bunny, hotel, and mango. Look for things that all or a few of the words have in common. One example is that four of the words have two syllables.”
ASK “What are other things some or all of these words have in common?”
• Possible answers include words that are nouns (bunny, hotel, mango), single-syllable words (we, no, try, be), or words that have a long e sound (we, began, be, bunny).
• Additional prompts: What do you notice about the vowels? Think about parts of speech. Are there any letters that made a sound you didn’t expect?
SAY “We will practice observing carefully again in each phonics unit. The common feature of these words that we will focus on in this unit is they have Open Syllables.”
3. View Open Syllables Animation
CLICK TO DISPLAY Open Syllable Animation.
SAY “Let’s watch this animation to review Open Syllables.”
CLICK TO PLAY the animation.
4. Review Open Syllables
SAY “Let’s review what we just learned.”
ASK:
• “What kind of syllable has only one vowel followed by one or more consonants?” (A: closed)
• “What kind of vowel sound does a Closed Syllable usually have?” (A: short)
• “How many vowels are in an Open Syllable?” (A: one)
• “What type of letter is always at the end of an Open Syllable?” (A: vowel)
• “What kind of vowel sound does an Open Syllable usually have in a single-syllable word?” (A: long)
CLICK TO DISPLAY Review: got .
ASK “Is this syllable Closed or Open?” (A: closed; students can show Closed Syllable hand signal)
CLICK TO REVEAL the Closed Syllable hand signal.
ASK:
• “What is the word?” (A: got)
• “What kind of vowel sound is in this word?” (A: short)
CLICK TO REMOVE the letter t from got .
ASK “Is this syllable Closed or Open?” (A: open; students can show Open Syllable hand signal)
CLICK TO REVEAL the Open Syllable hand signal
ASK:
• “What is the word?” (A: go)
• “What kind of vowel sound is in this word?” (A: long)
SAY:
• “When there is only one vowel letter with a consonant to close it in as
Phonics in got, it is a Closed Syllable with a short vowel sound.
• When there is only one vowel letter with no consonants after it, as in go, it is an Open Syllable with a long vowel sound.”
SAY “Lastly, we’ll bring down our consonants, closing in the vowels.” my baby try funny sky
C LICK TO DISPLAY Words Ending in y
SAY:
• “When y is the last letter in a syllable and there is no vowel before it, it spells a vowel sound.
• Y can spell either long e or long i at the end of a syllable.”
ASK:
• “Which words have only one syllable?” (A: my, try, sky)
• “What vowel sound is y making in the one-syllable words?” (A: /ī/)
SAY “ Y usually spells the long i sound in a one-syllable word.”
ASK:
• “What sound do you hear y spelling in these words: baby, funny ?” (A: /ē/)
• “What about in the word rely ?” (A: /ī/)
SAY:
• “Most of the time, a y at the end of a longer word spells the sound /ē/, but sometimes it spells the sound /ī/.
• Let’s look at one more word together before we sort some words.”
CLICK TO DISPLAY Review Flexibility.
S AY “ Let’s break this word down by asking our questions, and remember, when a vowel doesn’t sound right on our first attempt, we need to flex the vowel. We need to try out the schwa sound.”
ASK “How many vowels do you see?” (A: three)
CLICK TO UNDERLINE the vowels: a, o, and i.
ASK:
• “Are they together or apart?” (A: apart)
• “How many syllables are there?” (A: three)
CLICK TO PLACE three SyllaBoards TM under the word.
A SK “What should we add to the boards first?” (A: one vowel to each board)
CLICK TO ADD one vowel letter to each board.
CLICK TO ADD the consonants to each board.
SAY “Each syllable has one vowel, and I added the consonants, making sure to have a consonant after each vowel, to make Closed Syllables.”
CLICK TO REVEAL and read the word in -vest- ment and have a student read it. a b o l i s h
ASK “Is the vowel phoneme, or sound, in a Closed Syllable normally short or long?” (A: short)
SAY:
– “As I point to each syllable, read aloud with me and then we’ll blend them together.
– (Point to 1st board) ăb (point to 2nd board) ŏl (point to 3 rd board) ĭsh (sweep pointer finger under boards from left to right), ăbolish (read incorrectly with a short a sound)
– Wait, that doesn’t sound right. Let me move the b over to the second board (click to move the b) so that the first syllable is an Open Syllable, /ā/ /bŏl/ /ĭsh/, ābolish
– That’s not quite right either, but now I remember that the letter a at the beginning of a word often spells the schwa sound, /uh/. /uh/ /bŏl/ /ĭsh/, abolish .
– That’s it! Sometimes we need to adjust the consonants on our boards and sometimes we need to flex to the schwa sound.”
CLICK TO REVEAL the contextual image for abolish .
SAY “A school might abolish the allowance of peanuts in the school because of severe allergies. Abolish means to do away with, to not allow.”
5. Word Sort
SAY “Now we are going to sort words into two groups. We will place words that have only Closed Syllables in one column and words that include Open Syllables in a second column.”
CLICK TO DISPLAY Word Sort. Read the column headers: ONLY CLOSED and INCLUDES OPEN.
CLICK TO REVEAL the word pro - gram and have a student read it.
ASK:
• “What syllable types do you see?” (A: open and then closed)
• “Are both vowel letters making the sound we expect, or do you hear a schwa sound?” (A: both make the sounds we’d expect)
CLICK TO MOVE the word program under the INCLUDES OPEN heading.
Answer Key
Only Closed Includes Open
in-vest-ment all Closed; ment includes schwa pro-gram
pro is Open; no schwa gal-lon all Closed; lon includes schwa max-i-mum i is Open; i is also schwa
con-son-ant all Closed; son and ant include schwa ga-ze-bo all Open; ga includes schwa
lock-et all Closed; et includes schwa ex-tra tra is Open; tra includes schwa
Note: Point out that the letter i is often in an Open Syllable spelling schwa in the middle of longer words. It is also helpful for students to notice other common schwa patterns: the letter a at the very beginning or the very end of a word often spells schwa, and the letters et at the end of a word often spell /iht/ with a schwa sound.
ASK:
• “What syllable types do you see?” (A: all closed)
• “Are all vowel letters making the sound we expect, or do you hear a schwa sound?” (A: the last vowel, e, spells schwa)
SAY “The suffix - ment is a Closed Syllable that includes the schwa sound. When you see this chunk at the ends of words, it will say /mihnt/.”
CLICK TO MOVE the word investment under the ONLY CLOSED heading, and then click again to underline the final e to indicate the schwa sound.
CLICK TO REVEAL, have students read the word aloud, and then click again to move each word. If the word includes the schwa, a final click will underline the vowels.
ASK INDIVIDUAL STUDENTS if the word includes an Open Syllable or only Closed Syllables and then if the word includes the schwa sound.
ASK the students to explain how they know.
6. Read Real Words With Open Syllables Using the Multisyllabic Word Reading Procedure
SAY:
• “Let’s break down some words with multiple syllables that have Closed and Open Syllables and schwa.
• Place your SyllaBoards™, dry erase marker, and eraser on your desk.”
WE DO tuxedo
SAY:
• “Let’s look at a word together. Do not say the word if you know it.
• We will use our questions to help us read the word.”
CLICK TO DISPLAY We Do: tuxedo.
ASK:
• “How many vowels are in this word?” (A: three)
• “Are the vowel letters together or apart?” (A: apart)
CLICK TO UNDERLINE the three vowels.
ASK “How many SyllaBoards™ will we need?” (A: three)
CLICK TO PLACE three SyllaBoards™ under the word tuxedo and ask students to put three boards on their desks.
t u x e d o
tux ed o
t u x e d o
tux e do
ASK “What do I write on each board first?” (A: the vowels; u on the 1st board, e on the 2nd, o on the third)
CLICK TO ADD one vowel to each board and ask students to do the same.
ASK “What is my next step?” (A: add the consonants around the vowels)
CLICK TO ADD the consonant letters to each board and ask students to do the same.
ASK:
• “Is the first syllable Closed or Open?” (A: closed)
• “What vowel sound should we hear, short or long?” (A: short)
• “Let’s try it. What does the first syllable say?” (A: /tŭks/)
• “Is the second syllable Closed or Open?” (A: closed)
• “What vowel sound should we hear, and how would we pronounce this?” (A: short and /ĕ/)
• “Is the last syllable Closed or Open?” (A: open)
• “What vowel sound should we hear, and how would we pronounce this?” (A: long and /ō/)
SAY:
• “Let’s use Touch & Say to read the syllables together:
– /tŭks/, tux
– /ĕd/, ed
– /ō/, o, tuxĕdo
• D - o is also how you spell the Heart Word do, but as an Open Syllable in a longer word, it is pronounced /dō/.”
ASK:
• “Does that sound like a word you know?” (A: no)
• “Which consonant can we move to change a vowel sound?” (A: the d can move to the last board)
CLICK TO MOVE the d to the third board.
ASK:
• “If we move the d to the last board, what type of syllable is on the middle board?” (A: open syllable)
• “How would we read the middle syllable?” (A: /ē/ - open syllable)
SAY:
• “Let’s Touch & Say this word again:
– /tŭks/, tux
– /ē/, e
– /dō/, do, tuxedo.”
CLICK TO REVEAL the contextual image for tuxedo
SAY:
• “A tuxedo is a fancy suit that includes a jacket and pants.
• Clear your boards for the next word.”
FOLLOW THE SAME PROCEDURE as above for the word document document - ‘The document contains information about the new building project.’
HELP students remember that if the word they read does not make sense, they should flex the placement of one of the consonants or one of the vowels to the schwa phoneme. Answer Key
Underline o, u, and e, put down three boards, add the vowels to the boards, add the consonants [doc] [u] [ment]. Underline the e that spells schwa
*If students begin with closing the middle syllable by writing um, point out that suffix - ment is present and that noticing it can help students determine the middle syllable and the vowel sound in it.
YOU DO tripod, equipment, Oklahoma
SAY “Now it’s your turn to follow the routine on your own. Clear your boards.”
For each word:
• show the word,
• allow students time to complete the procedure independently,
• circulate to check student boards and note any misconceptions,
• and review after each word to segment and read the words correctly, by clicking through the procedure until you reach the confirming image if students are struggling.
– *If students do not need a step-by-step review of a particular word, click through the procedure quickly to reach the confirming image.
Remember, this independent work is critical and consolidates transfer of skills.
Answer Key
tripod
tri pod i o
tr i p o d tri pod
equ i pm e nt
equ i pm e nt
e i e
equ i pm e nt
e quip m e nt
*Note that the vowel u is part of the letter q so it is not written on a board.
Oklahoma
C LICK TO DISPLAY You Do.
tripod - “I set my camera on a tripod to keep it stable while I took a picture.”
• Underline i and o, put down two boards, add the vowels, add the consonants [tri] [pod].
REVIEW student boards after each word and walk through the procedure below if students are struggling to segment and read the word correctly. Provide Positive Error Correction as needed.
equipment - “Our camping equipment is all packed and ready to go into the car.”
• Underline e, i, and e, put down three boards, add the vowels, add the consonants [e] [quip] [ment]. Underline the first and last e that spell schwa
*If necessary, remind students that the u after a q does not count as a vowel because it works with the q
Oklahoma - “Oklahoma is called the panhandle state because the piece of land on on the left looks like the handle of a cooking pan.”
• Underline o, a, o, and a, put down four boards, add the vowels, add the consonants [O] [kla] [ho] [ma]. Underline the a on the second and fourth boards that spells schwa
ROUTINE FOR
TEACHER REFERENCE:
If a student misreads a multisyllabic word, provide Positive Error Correction:
“How many vowels do you see?” (Answers vary.)
“Are they together or apart?” (A: apart)
Put down the corresponding number of SyllaBoards™. (If there are two vowels in the word, students should put down two boards.)
Write each vowel on its own board.
Fill in the consonants.
Use Touch & Say to read the syllables.
Adjust for schwa if present.
7. Word Hunt
PAIR students and have them sit together.
SAY “Now, you’ll read some words with your partner, and then you’ll hunt through them together to answer a few questions about the words. Open your workbooks to page 22.”
Answer Key
1. Underline all the vowels that spell the long vowel sound in an Open Syllable:
r ecant, tr ophy, Wisconsin, b eyond, *electric, cr az y, l ad ybug,
r ecast, exp o, unsp oken, pr y, m atrix, pr olific, c oz y
*The first e in the word electric is an Open Syllable and is often pronounced with a schwa sound, but it is also pronounced with a long e sound.
2. Which word is a proper noun? (A: Wisconsin)
3. Which word does NOT include an Open Syllable?
(A: Wisconsin)
4. What are 4 words that have prefixes? (A: recant, recast, expo, unspoken, prolific)
*Note that expo is an abbreviation for exposition, and thus includes the prefix ex-
5. Underline the compound word. (A: ladybug)
6. Circle the words that have 3 syllables. (A: Wisconsin, electric, unspoken, prolific, ladybug)
CLICK TO DISPLAY Word Hunt.
SAY “Each partner will read one box of words aloud while the other partner checks if the word is being pronounced correctly. Then we will check the words together.”
PROVIDE students time to read the two boxes. Then, have a pair read the words to the class, checking the proper pronunciation.
SAY “Read through and answer the questions below the words together.”
REVIEW answers as a whole class, and have students adjust answers as necessary.
8. Decodable Passage Teacher Read
SAY:
• “Open your workbooks to page 23.
• Our passage for this unit is called ‘Potato Vending Machine.’ It includes our Unit 4 Heart Words and words with both Closed and Open Syllables and schwa
• Today, I’m going to read it aloud to you while you follow along in your books.
• Let’s answer a few questions first.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the questions and quickly discuss answers with students.
SAY “Next, we’ll look at the Words to Preview and Point and Say words.”
CLICK TO DISPLAY Words to Preview. Read through them and have students repeat the words.
CLICK TO DISPLAY Point and Say words. Read through them and have students repeat the words.
SAY “Now, pay attention to the way I read with accuracy and how I read smoothly, with fluency and intonation, how my voice changes to help the listener understand the text.”
READ “Potato Vending Machine” with appropriate fluency and intonation.
ASK “Were your predictions on what the passage was going to be about correct?”
SAY:
• “Let’s go back through and find those Heart Words before we learn more about spelling them.
• Find the first underlined word, point to it, and say it with me.”
Answer Key
sil ent vol can ic quin tup let un ti dy
1. The woods were still and silent on my early morning hike.
2. A quintuplet has four siblings the same age.
IF TIME ALLOWS , explain anything new you have learned from the text and allow students to do the same.
9. Heart Word Magic
CLICK TO DISPLAY Heart Word Magic.
SAY:
• “Let’s watch an animation to introduce the Heart Words for the unit: today, together, toward, and only
• We will practice reading and spelling these words in isolation and in context throughout the unit.”
CLICK TO PLAY the Heart Word Magic animation.
10. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
11. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 4, Lesson 1 Quick Checks.
SAY:
• “For your Quick Check, you will break down two pairs of words.
• Circle the word that has the Open Syllable and underline the vowel(s) that is/are spelling the long vowel sound.
• Then, fill in the blanks in the sentences below with one of these words.”
Unit 4 Lesson 2
The Example-Category Semantic Link, Unscrambling Sentences, and Building a Definition
Objectives
• To recognize and form word meaning connections using example-category and category-example semantic links.
• To unscramble a scrambled sentence.
• To use related words to build a definition.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check - printed and copied (Supply Room)
• pencil
What You Need to Know
In Unit 4, students will learn the example-category and object-materials links.
The
Example-Category and Category-Example
Links
• An image of a triangle represents the specific example, while an icon of a group of shapes signifies the more general category. The linking phrase “is an example of (is a type of)” can be found between the two icons. The linking phrase provides a framework for constructing complete
Vocabulary
sentences that explain the word relationship.
• In this case, a student can independently form the sentence “A triangle is an example of a shape” or “A triangle is a type of shape.” This same pair of icons and its linking phrase will always represent the example-category concept, regardless of the two words being linked in this way.
• The reversal of an example-category link is the category-example link. In this reversed link, the shapes icon (the category) is shown first, and the triangle image (the example) is next.
• The linking phrase must be changed to “is the
What You Need to Know
category for” to express the new semantic link. Students can use this new framework to construct the sentence “Shapes is the category for a triangle.”
The Object-Materials and Materials-Object Links
• An image of a wooden table represents the object, while an icon of a chopped tree signifies the material of which it is made. The linking phrase “ is made of (contains)” can be found between the two icons. The linking phrase provides a framework for constructing complete sentences that explain the word relationship.
• In this case, a student can independently form the sentence “A table is made of wood.”
• The reversal of the object-materials link is the materials-object link. In this example, the chopped wood icon (the material) is shown first, and the wooden table image (the object) is next.
• The linking phrase must be changed to “ is used to make” to correctly express the new semantic link. Students can use this new framework to construct the sentence “Wood is used to make a table.”
Unscrambling Sentences
• Unscrambling words to create sentences is an activity that reinforces a student’s understanding of the necessary components of a complete sentence, of correct word order, and of capitalization and punctuation conventions.
• When generating sentences to use for this type of activity, avoid using too many articles (a, an, the) or other words that could logically go in multiple places in a sentence. Also avoid capitalizing the first word of the sentence and providing punctuation unless using these for student support.
• While statements, questions, and exclamations can be used in unscrambling activities, commands should not be used. Because the subject you is understood, but not often included in these types of sentences, commands may cause confusion for students.
• Students who are just beginning to practice this skill should be given shorter sentences to unscramble.
Building Definitions
• The ability to generate a definition is a fundamental skill that supports language development, critical thinking, and academic success.
• This lesson teaches students how to generate definitions using a structured process that relies on semantic links to gather descriptive information about a word. The process begins with identifying the word’s broader category using the example-category link. For instance, when defining “bird,” students recognize that it belongs to the category of “animal.”
• Next, students refine the definition by including details from various semantic links. The partwhole link helps identify specific components of the object, such as “a bird has a beak.” The object-description link adds defining features, like “a parrot is colorful.” The object-action link describes what the object does, such as “a bird can fly,” while the object-location link specifies where it can be found; for example, “a bird may be found in a nest.” Although not directly applied in the bird example, the object-materials link— explaining what something is made of—is also introduced earlier in the lesson as a useful tool for defining other objects.
• Once students discover semantic relationships to their target word, they are shown how to list these associations in brief sentences, to highlight important words, and to cross out repeated or unnecessary words.
What You Need to Know
• Students then build a clear definition using a structured framework. A typical format is “A [word] is a type of [category] that [key characteristics],” as demonstrated in the example: “A bird is a type of animal that has a beak, can fly, and can be found in a nest.”
• By following this process, students learn how to systematically generate comprehensive definitions, starting with a word’s category and then using semantic links to build a complete and informative explanation.
• The lesson uses the example of defining “bird” to illustrate each step, providing students with a clear framework they will be able to apply independently with future words.
Start Teaching
The Example-Category Semantic Link, Unscrambling Sentences, and Building a Definition
1. State Objectives
OPEN Orbit Online to Unit 4, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– use the example-category link to connect words.
– unscramble scrambled sentences.
– use related words to build definitions.”
2. Example-Category Link
CLICK TO DISPLAY Example-Category.
SAY:
• “Just as we can sort a pile of blocks into groups based on their colors or shapes, we can also put words into groups called categories.
• A category is a collection of things, or examples, that belong together because they have common characteristics.
• A triangle, circle, and square are examples in the ‘shapes’ category.
• We might say, ‘A triangle is an example of a shape.’
• We can link, or connect, words using the example-category connection.
• Let’s use a picture of a triangle to represent an example, and this image of a group of shapes to represent the category.”
CLICK TO DISPLAY Example-Category Link.
SAY:
• “To connect words with the example-category link, first name an example, such as triangle, then explain how it is related to the category, or group. In this case, the category is shapes.
Vocabulary
Answer Key
• Red is a type of color
• Happy is an example of a feeling
• The words above the center circle explain how the words are linked. (Click to add the sentence ‘A triangle is an example of a shape.’)
• ‘A triangle is an example of a shape.’”
CLICK TO DISPLAY Category-Example Link.
SAY:
• “We can reverse the order of the two words to create a categoryexample link. First, we name the category— shape, for example—and then explain how it is related to the example—triangle.
• The words above the center circle explain how the words are linked. (Click to add the sentence ‘Shape is the category for a triangle.’ )
• Shape is the category for a triangle.”
CLICK TO DISPLAY Example-Category Linking.
SAY:
• “Listen to these words: spoon, red, happy, color, feeling , utensil
• Let’s use the example-category link. (Point to the semantic link graphic.) I see the triangle first, so I know the first word will be an example from a category.
• Next, I see the shapes, so the second word will be a group to which the first word belongs.
• The first word is spoon (Click to move spoon to the box.) Could it be an example of something? Listen.
• ‘A spoon is an example of…’(Wait for student response.)
• Yes, a spoon is one example of a utensil. (Click to move the word utensil.) Utensils are tools we use to prepare and eat food. Some other examples of this group are forks and knives.”
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE the words to the boxes.
CLICK TO DISPLAY Category-Example Linking.
SAY:
• “Listen to these words: vehicle, hammer, penny, tool, truck, coin.
• Let’s use the category-example link. (Point to the semantic link graphic.) I see the group of shapes first, so I know the first word will be a category.
• (Click to move the word vehicle.) Finish this sentence: Vehicle is the category for... (Wait for student response.)
• Yes, a truck is one type of vehicle. (Click to move truck to the box.) Who can name more types of vehicles?”
Vocabulary
Answer Key
• Tool is the category for hammer.
• Coin is the category for penny
Word Pair
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO MOVE the words to the boxes.
CLICK TO DISPLAY Which Link Should We Use? (peanut butter and jelly and sandwich).
SAY “Here are some related word pairs. Let’s think about the examplecategory and category-example semantic links and decide which one best explains the connection between each pair of words.”
ASK “How do the words peanut butter and jelly connect to the word sandwich? Finish my sentence: ‘Peanut butter and jelly is…’” (A: a type of sandwich) (Click to move example-category link.)
CLICK TO DISPLAY Which Link Should We Use? (vegetable and carrot).
ASK “How can we connect vegetable and carrot? A vegetable is an example of a carrot? Or, Vegetable is the category for carrot?” (A: vegetable is the category for carrot) (Click to move categoryexample link.)
COMPLETE the remaining connections using the same routine. CLICK TO DISPLAY each connection, then CLICK TO MOVE each link.
Answer Key
Linking Phrase
Semantic Link
peanut butter and jelly – sandwich is a type of example-category vegetable – carrot is the category for category-example milk – beverage is a type of example-category sport – hockey is the category for category-example
3. Unscramble It!
STUDENTS OPEN their workbooks to page 26, “Unscramble It!”
SAY “Today, we will unscramble mixed-up sentences. This activity helps us understand the parts of a complete sentence.”
CLICK TO DISPLAY Scrambled Sentence #1.
SAY:
• “‘ways in people potatoes cook many.’ This is a scrambled sentence. The words are out of order.
• Follow along with me in your workbooks. First, find the linking word or phrase. This will give us the verb.
• Next, find the person, place, or thing the sentence is about.
• Finally, put any remaining words in the correct order.
Vocabulary
• We can use the object-action semantic link to help us.
• I see the verb cook . I will write that word down first, then I will look for the answer to ‘who or what cooks?’”
CLICK TO ADD the word cook and cross it out in the scrambled sentence, then direct students to do the same in their workbooks.
SAY:
• “Remember, the answer to this question needs to be a noun. I see three nouns in the scrambled sentence: ways, people, and potatoes.
• Which noun makes sense with the verb cook ? People!”
CLICK TO ADD the word People and cross it out in the scrambled sentence.
SAY “Next, I will add the rest of the words to the sentence. People cook what? Potatoes!”
CLICK TO ADD the word potatoes and cross it out in the scrambled sentence.
SAY “We have three words left: ways, in, and many. We can rearrange these words and add them to the sentence.”
CLICK TO ADD unscrambled sentence.
SAY:
• “The unscrambled sentence is ‘People cook potatoes in many ways.’
• A sentence begins with a capital letter and ends with a punctuation mark. I have capitalized people and put a period at the end of the sentence.”
CLICK TO DISPLAY Scrambled Sentence #2.
SAY “Let’s unscramble another sentence. We will use the object-action semantic link.”
ASK “What is the verb?” (A: fertilize)
CLICK TO ADD the word fertilize and cross it out in the scrambled sentence.
ASK:
• “We can ask, ‘Who or what fertilize?’” (A: farmers)
• “Put farmers before the verb. (Click to add farmers before fertilize.)
• We have one word left: soil. How is soil connected to the words we already have in the sentence?” (A: it receives the action; it answers the question ‘Farmers fertilize what?’) (Click to add the word soil.)
Vocabulary
Answer Key
Wheat is a type of crop.
Answer Key
A plow is an example of equipment.
SAY “Our unscrambled sentence is ‘Farmers fertilize soil.’” (Click to add the unscrambled sentence.)
CLICK TO DISPLAY Scrambled Sentence #3.
SAY “To unscramble the next sentence, we will use the whole-part semantic link.”
ASK “Which word is a linking word?” (A: have)
CLICK TO ADD the word have and cross it out in the scrambled sentence.
SAY:
• “The remaining words are fluffy, tails, and rabbits
• The word have tells us that the noun the sentence is about will be the whole in the whole-part link.”
ASK:
• “Which of the remaining words are nouns?” (A: tails and rabbits)
• “Which noun is the whole: tails or rabbits?” (A: rabbits is the whole)
CLICK TO ADD the word rabbits before have and cross it out in the scrambled sentence.
ASK “That means tails is the what?” (A: tails is the part) (Click to add tails and cross it out in the scrambled sentence.)
SAY “Add tails to the unscrambled sentence in your worksheet.”
ASK “Where can we put fluffy in this sentence?” (A: before tails) (Click to add the word fluffy.)
SAY “Our unscrambled sentence is ‘Rabbits have fluffy tails.’” (Click to add the unscrambled sentence.)
CLICK TO DISPLAY Scrambled Sentence #4.
SAY “You will work with a small group to unscramble sentence #4. Use the example-category semantic link to help you unscramble this sentence.”
STUDENTS WORK in small groups to unscramble the sentence.
CLICK TO ADD the unscrambled sentence and review the answer with students.
CLICK TO DISPLAY Scrambled Sentence #5.
STUDENTS WORK independently to unscramble the sentence.
CLICK TO ADD the unscrambled sentence and review the answer with students.
4. Build A Definition
CLICK TO DISPLAY Let’s Talk About a Shell.
SAY:
• “We’ve used semantic links to talk about a word that we explored in InferCabulary—like the word shell . Let’s review what we know.
• A shell is a part of some animals and foods, like coconuts, walnuts, and turtles.
• A shell is a type of covering. (Click to add.)
• A shell feels hard (Click to add.)
• A shell can protect something. (Click to add.)
• A shell is found on the outside of something.” (Click to add.)
CLICK TO DISPLAY Shell Facts.
SAY:
• “Here are the facts we learned about a shell using semantic links:
– ‘A shell is a covering.’
– ‘A shell feels hard.’
– ‘A shell can protect.’
– ‘A shell can be found on the outside of something.’
• Now let’s highlight some keywords we want to include when we tell someone about what makes a shell a shell.”
CLICK TO HIGHLIGHT the following words in red: shell, covering, hard, protect, and outside.
ASK “How can we put this information together to show what we know?” (Listen to student responses.)
C LICK TO DISPLAY Sentence Framework for “Talking About.”
SAY:
• “When you want to explain what a word means, this sentence framework helps you decide what details to include and how to organize them.
• I usually start with the target word and the category it belongs to. (Click to add the group of shapes icon.)
• Then, I add details that describe it (click to add the senses icon), what parts it has (click to add the tire icon), what it does (click to add the hopping icon), or where to find it (click to add the ocean icon).”
CLICK TO DISPLAY Sentence Framework - Shell .
Vocabulary
SAY:
• “Here’s what I did: I listed facts about a shell using semantic links.
• Then I highlighted key words. (Point to the red words: shell, covering, hard, protect, and outside.)
• I made sure to use these words in my sentence framework.
• Listen: ‘A shell is an example of a covering that is hard, can protect, and is found on the outside of something.’”
CLICK TO DISPLAY Sentence - Shell
SAY:
• “Finally, I revised my sentence. I kept all the important words but changed their order to make the sentence sound smoother.
• Listen: ‘A shell is a hard covering found on the outside of something that protects what is inside.’
• We’ll learn more about revising sentences later.”
CLICK TO DISPLAY Sentence Framework - Deer.
SAY “Here is another example using the sentence framework to talk about a deer.”
CLICK TO ADD the sentence “A deer is an animal that is wild, has antlers, and eats plants in the woods.”
ASK:
• “What’s the semantic link between deer and animal ?” (A: examplecategory)
• “ Deer and wild ?” (A: object-description)
• “ Deer and antlers?” (A: whole-part)
• “ Deer and eats?” (A: object-action)
• “ Deer and forest?” (A: object-location)
CLICK TO DISPLAY Sentence – Deer
SAY:
• “Let’s read our sentence that tells about a deer: ‘A deer is an animal that is wild, has antlers, and eats plants in the woods.’
• Talking about a word is how we build a definition . Let’s work together to build a definition for a new word by using what we have learned.”
CLICK TO DISPLAY Let’s Define Tractor
Vocabulary
SAY “Let’s talk about a tractor using the same semantic links we used for shell and deer. Use the words at the bottom to help.” (Point to and say: pull, helpful, farm, machine.)
ASK:
• “What kind of thing is a tractor?” (Point to example-category.) (A: A tractor is an example of a machine.) (Click to move the word machine to its box.)
• “How can we describe it?” (Point to object-description link.) (A: A tractor is helpful.) (Click to move the word helpful to its box.)
• “What can it do?” (Point to object-action link.) (A: A tractor can pull.) (Click to move the word pull to its box.)
• “ Where can you find it?” (Point to object-location link.) (A: A tractor can be found on a farm.) (Click to move the word farm to its box.)
• Next, let’s put this all together to show what we know about tractors.”
CLICK TO DISPLAY Tractor Facts.
SAY:
• “Let’s start with the sentences we made using semantic links.
• First, we’ll highlight important words. (Click to make these red: tractor, machine, helpful, pull, and farm.)
• Next, let’s cross out words that we don’t need. We can remove ‘an example of’ and just say, ‘A tractor is a machine.’”(Click to cross out these words in black: an example of.)
ASK “Which words do you see repeated many times?” (A: a tractor)
SAY:
• “Let’s cross out those extra words in the second, third, and fourth sentences. (Click to cross out the words A tractor in the last three sentences and the words can be found in the last sentence.)
• Finally, let’s combine these ideas using a definition framework.”
CLICK TO DISPLAY Definition Framework - Tractor.
SAY:
• “Let’s use the sentence framework to create a definition. Now we will call this our definition framework.
• When defining a noun, we usually start with a word’s category ( point to category icon) and then add important details, such as description, parts, action, and location ( point to each icon).”
CLICK TO DISPLAY Definition - Tractor
Vocabulary
SAY:
• “Listen: ‘A tractor is a machine that is helpful and can pull things on a farm .’ (Point to each icon as you read the corresponding word.)
• Together we built a good definition for a tractor by discovering semantic connections, identifying keywords, and putting the words together in a logical order.
• Let’s read it again together: ‘A tractor is a machine that is helpful and can pull things on a farm.’
• Sometimes we can make a good sentence even better by making small adjustments. We call this process revising or editing .”
CLICK TO ADD the red caret (^) and red arrow ; highlight the words machine and helpful in red; and cross out the words is and and.
SAY “Let’s see what our new sentence looks like.”
CLICK TO ADD the new sentence “A tractor is a helpful machine that can pull things on a farm.”
SAY “Listen: ‘A tractor is a helpful machine that can pull things on a farm.’”
ASK “Is this a better definition for a tractor?” (Listen to student responses.)
CLICK TO DISPLAY How to Build a Definition.
SAY:
• “Let’s review what we learned. To explain shell, deer, and tractor, we used semantic links to help us think about words related to our target word.
• We began with example-category ( point to the shapes/category icon), then added other links to describe the object ( point to the other icons).
• Next, we listed sentences from each link. (Click to fill the second box.)
• Then we highlighted important words and removed repeated or unnecessary ones. (Click to fill the third box.)
• Finally, we used the framework to write a clear definition. (Click to fill the fourth box.)
• Remember, the links you choose and the way you build your sentence can change depending on the word, but following this process can help you explain word meaning clearly.”
Answer Key
1. Possible responses:
Celery is a type of vegetable.
Vegetable is the category for celery.
Checkers is an example of a game.
Game is the category for checkers.
A flip-flop is a type of shoe.
Shoe is the category for flip-flop.
A daisy is an example of a flower.
Flower is the category for daisy.
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 4, Lesson 2 Quick Checks.
SAY “Use the word bank to build four example-category connections.”
Unit 4 Lesson 3
Reading and Spelling Multisyllabic Words with Open Syllables Phonics
Objectives
• To decode and encode multisyllabic words comprised of Open and Closed Syllables, including the schwa phoneme.
• To decode and encode the Heart Words: today, together, toward, only.
• To practice oral reading fluency with decodable texts.
Teacher Materials
• O rbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook
1
Student Materials
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• pencil
• Q uick Check - printed and copied (Supply Room)
Start Teaching
Reading and Spelling Multisyllabic Words with Open Syllables
1. State Objectives
OPEN Orbit Online to Unit 4, Lesson 3, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– read and spell multisyllabic words with Open Syllables by themselves and in phrases and in sentences.
Answer
Key to day on ly to geth er to ward
– spell our Unit 4 Heart Words.
– read words, sentences, and our passage with greater fluency.”
2 . Practice Heart Word Spelling
CLICK TO DISPLAY Heart Word review
SAY “Before we dive into spelling, let’s do a quick review of the tricky parts of these words.”
ASK:
• “What is the first word?” (A: today)
• “And what letter, or letters, is not making the sound we expect?” (A: o)
CLICK TO CHANGE the o from black to red and add a heart above it.
SAY “We are expecting the o to spell its long phoneme because t- o is an Open Syllable. Instead, this o spells the schwa sound, /uh/.”
REVIEW each of the five words, asking the same questions as above and noting the unexpected vowel sounds. together = o spells the schwa phoneme, /uh/, just like in the word today toward = o spells the schwa phoneme /uh/, its long phoneme /ō/, the other vowel phoneme //, or it isn’t pronounced at all (regional dialect dependent); ar spells the phoneme /or/
only = o spells the long o phoneme in a Closed Syllable
CLICK TO DISPLAY Heart Word Spelling.
SAY “Turn to page 27 in your workbooks, and we’ll practice spelling the Heart Words we just went over.”
DICTATE the words, one at a time: today, together, toward, only For each word, students:
• Fill in a dot for each syllable that they hear.
• Write a syllable in each box with a dot, working through individual graphemes in a syllable when needed.
• Draw a heart above the tricky part(s).
• Write the whole word on the final line in cursive.
REMIND STUDENTS to use their phonics knowledge to spell the phonetically predictable parts of each word and to write legibly in print. Students should write the final word in cursive.
After students have spelled each word, click to highlight the rows and reveal the answers and review them, one at a time. (Click once for each
dot representing a syllable, then once to spell each syllable, a third time to display the hearts over the tricky graphemes, and then once again to display the completed word.)
3. Partner Phrase Reading
SAY:
• “Next, we’ll do our partner phrase reading activity.
• Before we read in pairs, you’ll have time to preview the phrases. If you get stuck on a word, underline the vowels and divide the word into syllables around the vowel like we do with our SyllaBoards™.
• Let’s break down a word together. If you know the word, please don’t say it out loud.”
CLICK TO DISPLAY Review: microchip.
ASK “How many vowels do you see? What are they?” (A: three; i, o, i)
CLICK TO UNDERLINE the three vowels.
ASK:
• “Are the vowels together or apart?” (A: apart)
• “How many syllables are in this word?” (A: three)
• “Where would you draw your first line to break apart the first syllable?” (A: after the first i) (Click to add a line between the i and the c.)
• “Where would you break between the second and third syllables?” (A: after the o) (Click to add a line between the o and the c.)
SAY “Let’s read the word together, one syllable at a time, using Touch & Say: mi- cro - chip, microchip.”
CLICK TO REVEAL the contextual image for microchip
SAY “A microchip is a tiny piece of material called silicon that holds a series of circuits. Microchips are used to identify pet dogs, and computer microchips process and store information.”
CLICK TO DISPLAY Partner Phrase Reading.
SAY “Now, open your workbooks to page 28 and quietly read the phrases to yourself. If you get stuck on a word, underline the vowels and break up the syllables to help you figure it out. Remember, if something doesn’t sound quite right, go back and reread.”
STUDENTS READ QUIETLY TO THEMSELVES as many phrases as they can in the time given.
ASSIGN PAIRS OF STUDENTS to work together to read phrases fluently to each other and to check each other’s work. Determine which student will act as the Reader first and which will be the Checker.
Have your blank copy of the workbook available as you monitor pairs throughout the room.
Procedure
STUDENTS TRADE workbooks before the beginning of the paired activity.
For Column 1:
1. Each member of the pair takes a turn as Reader and as Checker. Be sure that both students read the phrases in Column 1.
2. Reader 1 reads the phrases in Column 1.
3. Checker marks errors and records the number of phrases read correctly at the bottom of the column.
4. Checker tells Reader how many phrases were read correctly.
5. Checker tells Reader to read any phases that were read incorrectly, providing Positive Error Correction (see page 30 for full directions).
6. Reader correctly rereads phrases that were misread.
7. If there is a disagreement about a phrase, students ask the teacher for help.
8. Partners switch roles and repeat the steps for Column 1. The first Checker becomes the new Reader, and the first Reader becomes the new Checker.
For Column 2 , students repeat the steps from Column 1. Be sure that both students read the phrases in Column 2. The student who reads Column 1 first should read Column 2 second. This gives each student a chance to read a column of phrases first, before hearing it read by the other student.
See page 31 for differentiation and challenge suggestions.
4. Detect & Decode
SAY “Now, we will be looking at complete sentences, looking for particular spellings, or syllable types, and then reading them with fluency.”
CLICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are done, we will discuss what you found and then we’ll all have a few chances to read sentences aloud.”
After students have had time to complete their Detect tasks, discuss their findings.
Note: The re in requirement, result, relax , and the second syllable in represent are Open Syllables that some people pronounce with a long e phoneme. If these words are circled, consider them correct.
Open Syllable Words with Long Vowel Phonemes:
1. I think gr av y is a requirement for Thanksgiving dinner.
2. He will disinfect the filthy floor with bleach.
3. High h u midit y can result in frizzy hair.
4. “Try to keep the gift a s e cret,” said Madison.
5. If you go somewhere s ol o, it means you go alone.
6. She moved the tr i pod to a sunny spot to take the ph otograph.
7. Today, I will make time to relax at the h otel.
8. Please count out exactl y two hundred pro grams for the play.
9. The town’s only sub shop is expanding b eyond the city limits.
10. Will you represent I dah o at the basketball free throw contest?
4-Syllable Word:
humidity (sentence 3)
Heart Words: today (sentence 7 ) only (9)
SAY:
• “I will be calling on individual students to read sentences out loud to the whole group.
• Our goal is to read each sentence accurately the first time.
• Our secondary goal is to read fluently, as if we were talking to a friend. When you are not the Reader, you will be a Checker.
• Readers, make sure you read loudly enough for everyone to hear.
• Checkers, pay careful attention to the Reader and the text. You will mark errors in your workbook. You may be asked to read one of the already marked up sentences, so remember to make your marks light.”
CALL ON INDIVIDUAL STUDENTS to read sentences, one at a time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all the words correctly or give a thumb to the side if the Reader misreads any word(s). If the Reader misreads any words, follow Positive Error Correction instructions (see page 11 for full directions).
All students should read at least two sentences. It is expected that students will read sentences already read by another student. It may be beneficial to have struggling readers read a sentence after it has already been heard by the group.
Note that some pronounce the first syllable of respectful with a long e phoneme. Either pronunciation is acceptable.
5. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “We are going to spell some longer words in our workbooks.
• We’ll Whale Talk each word first so we can hear how many syllables that word has. Remember, that means that we’ll keep our lips shut tight and say the word. Each push of breath, or each time our chin goes down, equals a syllable.
• Let’s try a word together. Keep your lips shut tight and say the word prohibited: pro – hib – it – ed.”
ASK “How many pushes of breath did you feel? How many times did your chin go down?” (A: four)
SAY:
• “That means that prohibited has four syllables.
• After we Whale Talk each word, we’ll spell the word one syllable at a time by listening to the sounds in each syllable.
• Let’s spell the first word together. Turn to page 29.”
• Respectful, as in, ‘It is respectful to look at others when they are speaking.’
• Now, let’s Whale Talk respectful together.” (Whale Talk respectful by holding your lips together and shouting re – spect – ful. Students Whale Talk with you.)
ASK “How many syllables did you feel in respectful ?” (A: three)
SAY:
• The first syllable is re - /r/ /ih/, re.” re
• “Since respectful has three syllables, re – spect – ful, we will fill in dots in the first three sections.
• As you fill in each dot, say the syllables in the word respectful with me.
• /rih/ (click to fill in 1st dot), /spĕct/ (click to fill in 2nd dot), /fuhl/ (click to fill in 3 rd dot).
• Now, let’s spell each syllable in respectful by listening to the sounds in each syllable.
re spect
re spect ful
ASK:
• “We’ve seen this prefix in quite a few words. When you hear /rih/ at the beginning of a word, how is it often spelled?” (A: r-e)
• “How do we spell the second syllable spect, /s/ /p/ /ĕ/ /k/ /t/?” (A: s-p-e-c-t)
SAY:
• “Write the syllable spect in the second section.
• The prefix re - means ‘back’ or ‘again,’ and the bound base spect means ‘to look.’ When you respect someone, you ‘look back’ or ‘look again’ at someone with high regard.”
ASK “And how do we spell the syllable /fuhl/ at the end of a multisyllabic word?” (A: f-u-l)
S AY “The suffix -ful means ‘full of’ and only has one l when it’s at the end of a word.”
SAY:
• “Let’s check our work using Touch & Say. We’ll touch each section as we read the syllable, and then we’ll blend the whole word together. re – spect – ful, respectful.
• Write the whole word on the line on the right.”
CONTINUE the above process for the remaining words, one at a time. Because this process is still new, choose to either keep a high level of support for all words, or, if students are ready, give them the opportunity to spell the syllables independently and review the answers at the end. Provide Positive Error Correction if needed. (See page 34 for full directions.)
REMIND students to write legibly. They should write the complete word in cursive.
Spelling with Schwa
Spelling words containing schwa is tricky because the phoneme can be spelled with any of the five vowels. When applicable, point out common spellings of schwa in these words.
• For example, in the word figment below, the last syllable is pronounced /mihnt/. When you hear /mihnt/ at the end of a multisyllabic word, it is always spelled ment Help students find these predictable patterns.
The vowels spelling the schwa phoneme are underlined in the words below. The spelling of schwa can be provided if needed.
2. evident - [ev] [i] [dent]
• “ It is evident Devon is feeling better because he’s playing
3. inhibited - [in] [hib] [i] [ted]
• “ Their plan to eat lunch outside was inhibited by a thunderstorm.”
4. splotchy - [splotch] [y]
• “ The puppy had a splotchy coat with brown and white spots all over.”
5. resplendent - [re] [splen] [d ent]
• “ The garden looked resplendent with its bright, colorful flowers shining in the sunlight.”
* If needed, remind students that when they hear /rih/ (or /rē/) at the beginning of a word, the spelling is almost always the same, r- e
6. Sentence Dictation Practice
SAY:
• “Now, we’re going to put our Heart Word and Open Syllable spelling practice into use writing whole sentences.
• I’ll say a sentence, and then I’ll repeat it slowly several times while you write it down.”
ASK:
• “Remind me, how do all sentences start?” (A: with a capital letter)
• “How do all sentences end?” (A: with a period, a question mark, or an exclamation point)
SAY “Do your best to listen for places you might need a comma or quotation marks and do your best to spell the schwa sound when you hear it.”
For each sentence:
CLICK TO DISPLAY Dictation Sentence Images, one at a time.
READ each sentence once with appropriate fluency and intonation.
STUDENTS REPEAT the sentence and count the number of words in the sentences. They write the number of words at the end. This will help them check that they’ve written each word.
REPEAT the sentence several times slowly as students write.
1. The l o g o for the new plant shop is a lad y bug . (10)
2. Today we will stay at the h otel with the fluff y pillows. (11)
Reminder: The point of this activity is practice and collaborative support, not assessment. Students will complete a timed read in Lesson 5. The same pairs should be utilized for this read with each partner reading the section they read today.
3. M y bedroom is sunny in the morning. (7)
CLICK TO DISPLAY Dictation Sentences. Review as necessary. Students then make any necessary corrections.
7. Decodable Passage Practice
SAY:
• “You heard me read the passage ‘Potato Vending Machine’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner.
• You should focus on reading the words correctly, but this is also a time to work on your fluency.
– If you see a question mark at the end of a sentence, change your voice to make it sound like a question.
– If something you read doesn’t sound right, go back and reread it. There is no need to rush.
• Let’s go back to page 23.”
CLICK TO DISPLAY Words to Preview. Review quickly.
CLICK TO DISPLAY Point and Say Words. Review quickly.
GROUP students into pairs and determine which student will be Reader 1 and which student will be Reader 2.
STUDENTS READ with their partner.
Procedure:
• Each Reader will read one section as the Checker provides support when prompted.
REMIND students to underline the vowels and segment the syllables of words they struggle with before asking their partner for help.
SAY:
• “With your partner, find four words in the passage that have at least one Open Syllable. Write those on your workbook page at the end of the passage.
• Use your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concepts. The lists below contain all words with Open Syllables with and without schwa
Answer Key
Open Closed Both potato inspect crusty Atlantic exactly erupted
Unit 4: Decodable Passage Target Concept Words
*Words listed only include Closed & Open Syllables and schwa.
Open & Closed Syllable Words (without schwa)
Open & Closed Syllable Words with Schwa (schwa underlined)
Fremont crispy potato opened event Scotty nobody decided Maddy volcano refreshment Emma shiny Izzy secretly happy Manny frozen flimsy Zola magma trying piling suddenly Iris respect activated
8. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
9. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 4, Lesson 3 Quick Checks.
SAY:
• “For today’s Quick Check, you will listen to words and determine if the words have only Open Syllables, only Closed Syllables, or a combination of the two syllable types.
• Write the words in the column under the correct header in your best handwriting.
• Then choose one word from the sort and use it in a descriptive sentence.
• Listen to the words: inspect, crusty, erupted, potato, exactly, Atlantic .”
Unit 4 Lesson 4
The Object-Materials Semantic Link, Building a Definition, and Semantic Reasoning Vocabulary
Objectives
• To recognize and form word meaning connections using object-materials and materials-object semantic links.
• To use related words to build a definition.
• To identify complete sentences and fragments.
• To create complete sentences.
• To use semantic links to find related words.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check - printed and copied (Supply Room)
• pencil
Start Teaching
The Object-Materials Semantic Link, Building a Definition, and Semantic Reasoning
1. State Objectives
OPEN Orbit Online to Unit 4, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of this lesson, you will be able to:
– use the object-materials link to connect words.
– use related words to build definitions.
– create complete sentences.
– use semantic links to find related words.”
2. Object-Materials Link
CLICK TO DISPLAY Object-Materials.
SAY:
• “We’ve learned to describe an object’s physical features using the object-description link, and to name its parts using the part-whole link.
• Today, we’ll learn another semantic link: the object-materials link.
• Think about tables. Most have four legs and a flat top, but they can be made from different materials.”
ASK:
• “What do you think this table was made of?” (A: wood)
• “Right. And where does wood come from?” (A: trees)
SAY:
• “Naming what an object is made from—or what materials it contains— helps us explain how similar objects are different.
• We’ll use this wooden table to represent the object, and the chopped tree to show its material.”
CLICK TO DISPLAY Object-Materials Link.
Vocabulary
Answer Key
• Jam is made of (or contains) fruit
• A window is made of (or contains) glass
• Soil contains nutrients
SAY:
• “When using the object-materials link, we name an object—like a table—then name the material it’s made of or contains.
• In this case, wood tells what the table is made of.
• The words above the center circle explain the relationship: the table is made of wood.” (Click to add sentence.)
CLICK TO DISPLAY Materials-Object Link.
SAY:
• “Now we’ll use the materials-object link. Here, we start with the material—wood—and then name the object—table
• Again, the words above the circle show how the words are connected: wood is used to make a table.” (Click to add sentence.)
CLICK TO DISPLAY Object-Materials Linking.
SAY:
• “Listen to these words: book , jam, paper, window, fruit, soil, glass, nutrients
• Let’s use the object-materials link to make some word connections. (Point to the semantic link graphic.) I see the table first, so I know that my target word will be an object.
• Next, I see the chopped tree or wood picture, so I know my second word will be a material that makes up the object.”
CLICK TO ADD the word book .
ASK “What is a book made of, or what does it contain?” (A: paper)
SAY “Yes, we use paper to make the pages of a book. We can say that a book is made of paper or that a book contains paper.” (Click to add the word paper.)
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO ADD each word to the boxes.
CLICK TO DISPLAY Materials-Object Linking.
SAY:
• “Listen to these words: plastic, cloth, milk jug , metal, shirt, flour, saw, bread
• Let’s use the materials-object link to make some word connections. (Point to the semantic link graphic.) I see the wood picture first, so I know that my target word will be the material that makes up an object.
• Next, I see the table, so I know my second word will be the object made of that material.
Vocabulary
Answer Key
• Cloth is used to make a shirt
• Metal is used to make a saw
• Flour is used to make bread
Word Pair
• The first word is plastic . I know that this is a material, so I will put this word in the first box.” (Click to add the word plastic.)
ASK “What is something that is made of plastic?” (A: a milk jug)
SAY:
• “Yes, plastic is the material used to make a milk jug and many other types of containers. (Click to add the words milk jug.)
• This link tells us that ‘Plastic is used to make a milk jug.’”
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO ADD each word to the boxes.
CLICK TO DISPLAY Which Link Should We Use?
SAY “Look at these word links. We must decide which semantic link explains each word connection.”
ASK:
• “The first word pair is leather and shoe. Does it show an objectmaterials link or a materials-object link? Let’s try each option. Ready?”
• “‘Leather is made of a shoe.’ Does that sound right?” (A: no)
• “How about ‘Leather is used to make a shoe’?” (A: yes)
SAY “This word pair has a materials-object link because leather is a material used to make a shoe.” (Click to add the materials-object link.)
CALL ON student volunteers to complete the remaining three connections using the same routine. CLICK TO DISPLAY each connection, then CLICK TO MOVE each link. Guide students as needed.
Answer Key
Linking Phrase
Semantic Link
leather – shoe is used to make materials-object
pudding – milk is made of (or contains) object-materials
jeans – denim are made of (or contains) object-materials
paper – map is used to make materials-object
3. Build A Definition
CLICK TO DISPLAY How to Build a Definition.
SAY:
• “Let’s review the steps for building a definition.
Vocabulary
Answer Key
• bird-nest: objectlocation
• parrot-bird: example-category
• First, start with example-category. (Point to the shapes/category icon.) Then choose other links to describe the word. (Point to the other icons.)
• Next, list sentences from those links. (Point to the second box.)
• Then highlight important words and cross out ones that you don’t need. (Point to the third box.)
• Last, use the definition sentence framework to define the word.
• You can choose different semantic links depending on the word.
• Today we’ll practice picking the best links and adding details to strengthen a definition.”
CLICK TO DISPLAY Identify the Link.
SAY “Let’s look at a semantic link and figure out how the words are connected. Our first example is beak and bird. How are they related? Use the link pictures to help.” (Point to the link pictures.)
ASK:
• “Let’s try the part-whole link. Is it correct to say, ‘A beak is part of a bird’?” (A : yes) “Could we use a different link?” (Listen to responses.)
• “What about: ‘A beak is an example of a bird’?” (A: no)
• “‘A beak can bird’?” (A: no)
SAY “We figured out that part-whole best explains how beak and bird are related.” (Click to move the part-whole graphic between beak and bird.)
ASK:
• “Look at the next link. How is bird connected to fly ?” (Listen to class responses.)
• “Is this correct: ‘A bird can fly’?” (A: yes) (Click to move the objectaction graphic between bird and fly.)
CLICK TO DISPLAY the second Identify the Link activity (bird-nest, parrot-bird).
ASK “Who can explain how bird and nest are linked?”
CALL ON student volunteers to complete the remaining connections using the same routine and the provided answer key. CLICK TO MOVE the link graphics to the correct locations.
CLICK TO DISPLAY the third Identify the Link activity (robin-chirp, parrot-colorful).
ASK “How are robin and chirp linked?”
Vocabulary
Answer Key
• robin-chirp: objectaction
• parrot-colorful: object-description
CALL ON student volunteers to complete the remaining connections using the same routine and the provided answer key. CLICK TO MOVE the link graphics to the correct locations.
C LICK TO DISPLAY What is a bird?
SAY “We have discovered that many words are semantically related to the word bird . Look at these words and images.”
ASK “Who can make a sentence that connects two or more of these words?” (Call on student volunteers to share their ideas.)
SAY “You just shared a lot of information about birds! Now let’s talk about building a definition.”
ASK “Pretend you are talking to someone who has never seen a bird or heard anything about one. If they asked you, ‘What is a bird?,’ should you tell them every fact you know about birds?” (Listen to student responses.)
CLICK TO DISPLAY Let’s Define Bird .
SAY:
• “Sharing too many details about a new word could be very confusing! Let’s try using a process to build a definition that includes just the right amount of information.
• First, think about the larger group or category that your word belongs to ( point to the category icon). We know a bird is a type of animal
• Next, add some details that show what makes your word special or different from other members in its category. We can use semantic links to help us describe what parts a bird has ( point to the parts icon), what it can do ( point to the action icon), and where a bird can be found ( point to the location icon).”
CLICK TO DISPLAY Bird Facts.
SAY:
• “Let’s show the facts we learned about birds when we made semantic connections. We already said that a bird is a type of animal.
• We know that a bird has a beak . This type of mouth differs from other animals, so it is a good detail to include.
• Another special feature about birds is that most of them can fly. Not many animals can do that.
• Also, we know that many birds live in a nest .”
ASK “What are some important words that we should highlight to include in our definition?” (A: bird, animal, beak, fly, nest)
CLICK TO HIGHLIGHT the words bird, animal, beak , fly, and nest in red.
SAY “Now let’s cross out some words that we don’t need to repeat.”
Vocabulary
CLICK TO CROSS OUT the repeated words “A bird” in black.
SAY “We can now combine these special facts about a bird into a sentence.”
CLICK TO DISPLAY Definition Framework - Bird
SAY “Let’s read this definition together: ‘A bird is a type of animal that has a beak, can fly, and can be found in a nest.’”
CLICK TO DISPLAY Expanding a Definition - Bird
SAY:
• “We can also expand on our basic definition for bird by providing some common examples.
• An eagle is one example of a bird. Other types of birds are sparrows and seagulls. (Click to add the expanded sentence.)
• Let’s read our expanded definition for bird together: ‘A bird is a type of animal that has a beak, can fly, and may be found in a nest. Eagles, sparrows, and seagulls are examples of birds.’”
ASK “Can you think of more examples of birds?” (Listen to student responses.)
4. Semantic Reasoning Word Work –Vegetation
CLICK TO DISPLAY Vegetation Deep Dive.
SAY “Let’s do another semantic reasoning word study with the word vegetation . The first step is to try and figure out why these pictures go together.”
ASK “What do you notice about all of these pictures?” (Acknowledge all related answers. Request clarification or offer redirection as needed.)
SAY:
• “Now let’s read each caption. (Click to show captions.)
• ‘These lush, green vines spread over the hills.’
• ‘Ferns grow well in the swamp.’
• ‘There was algae growing in the pond.’
• Now that I have looked at all the pictures and read the captions, I need to find the related words that will help me better understand vegetation
• The first thing I notice is that there are a lot of different plants listed here, so I think that vegetation must be a category and those other plants must be examples.” (Click to show icons and related examples.)
Note: Acknowledge all related words even if they are not listed, explaining that the words included are only examples. For unrelated responses, request more clarification from the student or offer redirection.
ASK:
• “Would you agree that vines, ferns and algae are examples of vegetation?” (A: Students should agree.)
• “What about the rest of these connections?” (Click to show icons.)
• “Which of these words describe vegetation?” (A: lush, green) (Click to show words and underline.)
• “How about the action link? Which of these words tell us the action that vegetation does?” (A: spread, grow) (Click to show words and underline.)
• (Point to location icon.) “What link does this icon represent?” (A: location)
• “Where would we find vegetation?” (A: hills, swamp, pond) (Click to show words and underline.)
CLICK TO ADD definition.
SAY “We can use these related words to create a strong and helpful definition. Vegetation is the category for plants that are green and can grow. Examples of vegetation are ferns, vines, and algae.”
5. Complete It!
STUDENTS OPEN their workbooks to page 30, “Complete It!”
CLICK TO DISPLAY Complete Sentence Review.
SAY:
• “Let’s practice forming complete sentences.
• Remember, a sentence shares a complete idea. Every complete sentence must have the answers to these questions:
- (Click to add) Who or what? The answer will be a noun, or nouns.
- (Click to add) Is what, has what, or does what? This answer will be a verb, which can be a visible action or a state of being.”
CLICK TO DISPLAY Complete Sentence Example.
SAY:
• “Listen: ‘Potatoes grow underground.’
• Do we know who or what the sentence is about? (Click to circle the word potatoes and add the object icon above.) Yes, potatoes.
• Do we know what potatoes do? (Click to circle the word grow and add the action icon above.) Yes, they ‘grow.’”
CLICK TO DISPLAY Fragments.
Vocabulary
SAY:
• “Remember, fragments do not express a complete idea.
• A fragment will be missing the answer to ‘who or what?’ or ‘is what, has what, does what?’” (Click to add fragment example.)
ASK “What information is the fragment ‘grow in ponds and lakes’ missing?” (A: what grows in ponds and lakes?) (Click to add an X in the “who or what?” box and a check in the “is what, has what, does what?” box.)
CLICK TO DISPLAY Part 1: Find the Fragments.
SAY “Work with a partner to find the fragments. Put an F next to each fragment you find. Put a C next to each complete sentence.”
STUDENTS COMPLETE Part 1: Find the Fragments in pairs. When students have completed Part 1, review the answers using the following routine:
CALL ON a student to read each line. After a student reads the line, ASK :
• “Who or what is the sentence about?”
• “Can we answer the question ‘is what, has what, or does what?’”
• “Is this a sentence or a fragment?”
IF THE LINE IS A FRAGMENT, CLICK TO ADD an F. If the line is a sentence, CLICK TO ADD a C. Call on a student to read the next line.
SAY “Now we have our fragments. The next step is to use our knowledge of semantic links to help us turn these fragments into complete sentences.”
CLICK TO DISPLAY Part 2: Fix the Fragments.
SAY “Work with a partner to match each fragment with the information that completes it, then turn the fragment into a complete sentence. Use your best cursive handwriting.”
STUDENTS COMPLETE Part 2: Fix the Fragments in pairs. When students have completed Part 2, review the answers using the following routine:
CALL ON a student to read each fragment. After a student reads the line, ASK :
• “What information is this fragment missing?”
• “Which choice completes the fragment?”
• “What semantic link did you use?”
• “What is the complete sentence?”
Vocabulary
Answer Key
• Algae can be found in a pond. (objectlocation)
• The flower smells lovely. (objectdescription)
• Many trees lose their leaves in the fall. (object-action)
Answer Key
1. Possible Responses:
– Twigs are used to make a bird’s nest.
– A bird’s nest contains twigs.
– Rubber is used to make a tire.
– A tire is made of rubber.
– Sugar is used to make cookies.
– Cookies contain sugar.
– Cheese is used to make pizza.
– Pizza contains cheese.
2. A
• CLICK TO REVEAL each fragment, then CLICK TO ADD the complete sentence.
6. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 4, Lesson 4 Quick Checks.
SAY:
• “Use the word bank to build four object-materials connections.
• Then, select the choice that turns this fragment into a complete sentence: the huge sandbox with digging toys.”
Unit 4 Lesson 5
Knowledge Checkpoint: Open and Closed Syllables
Objectives
• To decode and encode Open and Closed Syllable words with and without schwa.
• To read controlled text with Open and Closed Syllable words accurately, fluently, and with understanding.
• To encode the Unit 4 Heart Words: today, together, toward, and only
Teacher Materials
Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Spelling & Dictation page –printed and copied (Supply Room or page XX in the Appendix)
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check – printed and copied (Supply Room)
• pencil
Phonics
Start Teaching
Knowledge Checkpoint: Open and Closed Syllables
1. State Objectives
OPEN Orbit Online to Unit 4, Lesson 5, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– show that you can read and spell Open and Closed Syllable words with schwa by themselves and in phrases and in sentences.
– show that you can spell our Unit 4 Heart Words.”
2. Optional Warm-Up Activity
CLICK TO DISPLAY Warm-Up: Open, Closed, or Both?
SAY “To warm up, let’s play Open, Closed, or Both? I’m going to show a word and if it has only Open Syllables in it, move to the Open side of the room. If it has only Closed Syllables in it, move to the Closed side of the room. If the word has both Open and Closed syllables, move to the middle of the room.”
ASK:
• “What is an Open Syllable?” (A: a syllable with only one vowel, and it is at the end of the syllable)
• “What is a Closed Syllable?” (A: a syllable with only one vowel followed by one or more consonants)
• “Can a word have both an Open Syllable and a Closed Syllable?” (A: Yes, like in the word began. Be is an Open Syllable and gan is a Closed Syllable.)
CLICK TO REVEAL the word can-not and have a student read it.
STUDENTS MOVE to the Closed side of the room because both syllables in cannot, can and not, are closed.
REPEAT ROUNDS of the game with the remaining words: be-yond (both); fry (Open); bath-tub (Closed); fo-cus (both); cab-in (Closed); lo-go (Open); con-ti-nent (both); man-go (both); and gra-vy (Open).
Note: Print the Spelling & Dictation page from Orbit Online’s Supply Room or page XX in the Appendix
3. Spelling and Dictation
CLICK TO DISPLAY Spelling & Dictation.
SAY “We have been practicing spelling Heart Words and multisyllabic words with Open and Closed Syllables. For today’s spelling test, we will write the words in your best handwriting on handwriting paper.”
D ISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon line and Star line to size letters.
READ aloud the sixteen words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing.
1. respectful – The theater audience was respectful throughout the performance.
2. optimistic – Grandma is optimistic that her garden will be successful this year.
3. kinetic – Kinetic energy is the energy of moving things, like a rolling ball.
4. equinox – The equinox occurs twice a year when the sun crosses the equator.
5. presenting – Grace is presenting her pottery at the art fair.
6. trophy – The trophy will be awarded at a ceremony after the competition.
7. beyond – The barn is beyond the trees and down the hill.
8. prominent – The single horn is a prominent feature of a rhinoceros.
9. pastry – The pastry chef’s specialty is cannoli.
10. secretly – She secretly planned a surprise party for her parents’ anniversary.
11. refreshments – Refreshments are sold during the game at the concessions stand.
12. independent – The independent bookstore is owned by Miss Hawthorn.
13. today – This is a reminder to turn in your project today.
14. together – Ray and I ride to school together on Mondays.
15. toward – Please sit toward the end of the row to make room for everyone.
16. only – There is only one banana left in the bowl.
Dictation Sentences:
1. The sunny lemon pastry is a secret. (7)
2. Reflect on the document before you publish. (7)
4. Decodable Passage Fluency and Comprehension
SAY:
• “We have read ‘Potato Vending Machine’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll also track your growth with your partner.
• Open your workbooks to page 23.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher, but remember that you can always reread if you notice you made a mistake or if something you read doesn’t make sense.
• Remember that accuracy is more important than speed. Read carefully.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today. Reader 2 will begin as Checker.
Procedure:
1. CLICK TO DISPLAY AND BRIEFLY REVIEW the “Words to Preview” and “Point and Say Words” at the top left of the passage with students.
2. Readers swap workbooks and follow the procedure on page 54 of this book as students take turns being the Reader and Checker while tracking miscues, timing a one-minute reading (click to display the timer for each reader), and rereading any misread sentences.
3. Each student charts their own Accuracy Percentage & Words Correct Per Minute using the chart at the end of their workbook.
ASK:
• “What is something you did well in the oral reading compared to your practice read?”
• “What is something to improve in your oral reading?”
• “Would a few students share their growth?”
SAY:
• “With practice, we can improve our reading accuracy, prosody, and
speed. Improving these skills allows us to better understand what we are reading.
• Let’s see what we understood by answering the Investigate the Text questions.”
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage and will write answers to questions #5-6 on the handwriting lines. Their answers should be complete sentences written in legible cursive handwriting.
CLICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
Answer Key
1. *What was the potato vending machine next to?
Nobody saw it being installed, but there it was, proudly sitting next to the refreshment station.
2. *What was the first potato problem?
On Wednesday, Scotty secretly snuck into the vending machine during class and his fries came out... frozen.
3. *Who first noticed that the potato blob moved?
“Did that potato just move?” Emma whispered as she backed up.
4. *What tools did the kids grab to defend themselves?
Together, the kids grabbed napkins, trays, and even cafeteria brooms, but the potato blob rolled toward them.
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
Answer Key
1. expanding doc u ment disinfect
2/3. T hey will have navy uniforms on for the team photograph.
6. Quick Check
C LICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 4, Lesson 5 Quick Checks. Do not read the words or sentences on the Quick Check to students.
SAY:
• “In number one, read the three words and circle the word that has an Open Syllable. If it helps, underline the vowels and draw a line between syllables.
• In number two, write the sentence: ‘They will have navy uniforms on for the team photograph.’
• Circle the word or words in your sentence with Open Syllables.”
Unit 5 Lesson 1
Suffixes -less, -ful, and -ly
Objectives
• To learn and identify the meaning of suffixes - less, -ful, and - ly.
• To interpret the meaning of new words using morphemes and the routine Interpret It
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• InferCabulary and Reading Playground
• Unit 5 Home Connection Letter - printed and copied (Supply Room)
• pencil
What You Need to Know
Suffixes -less, -ful, and -ly
• -less: The suffix - less means without or lacking in something. It is added to nouns to create adjectives . It changes the word to help describe something that does not have the quality or element defined in the base. For example, if you take the noun hope, which refers to a feeling of expectation and desire for a certain thing to happen, and add the suffix - less, it will become hopeless. Hopeless is now an adjective that describes a situation or person as lacking hope.
• -ful: The suffix -ful means full of or having a quality of the base. It is added to nouns to form adjectives. For example, if you take the noun
Morphology
care, which means the process of protecting someone or something and providing what they need, and add the suffix -ful, it becomes careful Careful is now an adjective that describes someone who is full of care, or who acts with attention to detail and caution.
• -ly : The suffix - ly is added to adjectives to form adverbs, indicating the way something is done. It can also be added to nouns, specifically when forming adjectives that mean having the qualities of or characteristic of. For example, if you take the adjective quick and add - ly, it becomes quickly Quickly is an adverb that describes how an action is performed, in this case with speed.
What You Need to Know
Prefixes pre- and re-
• pre-: The prefix pre - means before or prior to the base. It changes the meaning of the word to help describe something that happens before another action or event. For example, the free base view means to look at or inspect something. Once the prefix pre - is added, it becomes preview Preview can be both a noun and a verb. Preview refers to something that shows something in advance, or it can be the action of seeing or showing something before it is fully open to the public or before making a final decision.
• re-: The prefix re - means again or back. It changes the word to describe that an action is done once more or is being considered a second time. For example, the free base paint means to apply color to a surface using a brush. Once the prefix re - is added, it will become repaint Repaint is now a verb that means to paint something again, often to refresh or change the color.
Interpret It Routine
• In this lesson students will be introduced to the Interpret It routine. The Interpret It routine helps students understand unfamiliar words by combining the meanings of known morphemes. First, students will identify morphemes from current and prior units, then define each one in clear, student-friendly language, using the meaning charts in their workbooks. Do not expect students to memorize the definitions of each morpheme and allow them to use the information that is available in their workbooks. Next, students will use the meanings of each morpheme to build a more detailed definition in their own words. Throughout the lesson, prompt students to include missing idea words such as action or person who, and model how precise morpheme meanings blend into a richer overall definition. This routine will be crucial to build students’ independence and confidence in
analyzing and understanding new vocabulary by recognizing known morphemes.
Four-Square Routine
• In Lesson 3, students are introduced to the Four-Square routine. This tool will help students examine an affix, and later roots, in greater depth. Students will need a significant amount of support to use this tool in the first units, because learners are still building familiarity with varied morphemes. Use direct instruction to model each quadrant of the Four-Square tool in Lesson 3. Support students by leading discussion of the sample words provided in the teacher guide as well as any additional vocabulary students already know. This scaffolded practice lays the groundwork for students to apply the tool independently.
Cloze Sentences Routine
• Finally, in Lesson 3 students will be introduced to the Cloze Sentences routine, which resembles a traditional cloze passage but centers on morpheme knowledge. Students analyze each sentence, use the meanings of familiar morphemes to evaluate the context clues, and select the word that best completes the sentence. By repeatedly seeing how morphemes operate within text, students sharpen their ability to spot key words, apply morphemic cues, and infer the meanings of new or unfamiliar words.
Final Morphology Lesson
• The final morphology lesson of each module is dedicated to systematic practice of the morphology routines students have learned in the current and previous units. The purpose is to provide structured practice with the morphemes and routines taught across the module.
What You Need to Know
• Students will use three of the five routines Morpheme Puzzles, Morpheme Addition, Interpret It, Four-Square, and Cloze Sentences; in the final lesson of each module. Each routine will get progressively more challenging as students learn more skills and morphemes.
• Use the lesson as an informal assessment to identify students who struggle to identify familiar morphemes or interpret the meaning of words. Follow up with small-group lessons to work on additional words sharing the target affixes and/or provide additional support through InferCabulary
• Encourage students to craft definitions in their own words using the morphemes they have identified. Support students in using the key words that are displayed in the example definitions on the slides. If they cannot substitute a synonym for the base, allow definitions that echo the base (e.g., “Cheerful means full of cheer”) so they can focus on applying morpheme meanings to understand whole words. The main goal is that students identify and apply the meaning of morphemes to the understanding of new vocabulary words.
Start Teaching
Suffixes -less, -ful, and -ly
1. State Objectives
OPEN Orbit Online to Unit 5, Lesson 1, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify the suffixes - less, -ful, - ly.
– explain the meaning of the suffixes - less, -ful, - ly
– interpret the meaning of multisyllabic words using the morphemes.“
2. Morpheme Families, Identify Morphemes
CLICK TO DISPLAY Word Families: - less, -ful, and - ly
DIRECT students to turn to page 31 in their Orbit Student Workbook 1
SAY “Here are three morpheme families. Take a moment to silently look at the morphemes in each word and see if you can find similarities. Write your ideas in your workbook.” (Allow students one minute to review the morpheme families and take notes in their student workbook.)
ASK “What similarities do you notice in each morpheme family?” (A: they each have two morphemes, there is a suffix and a base for each family, all the words within a family have the same suffix)
SAY “Let’s look at morpheme family one.”
CLICK TO SPOTLIGHT morpheme family one.
ASK:
• “How many morphemes are in each word in this family?” (A: two )
• “What types of morphemes are in these words?” (A: a base and suffix)
• “What is the suffix in each word of this family?” (A: l-e-s-s, /lĕss/)
CLICK TO HIGHLIGHT the suffix - less in morpheme family one
CLICK TO SPOTLIGHT morpheme family two.
SAY “Great, look at morpheme family two. Talk with a partner about what
Morphology
you notice in morpheme family two.” (Allow students to discuss morpheme family two briefly with a partner.)
ASK “What is the suffix in morpheme family two?” (A: f-u-l, /fuhl/)
CLICK TO HIGHLIGHT the suffix -ful in morpheme family two.
CLICK TO SPOTLIGHT morpheme family three.
SAY “Great, look at morpheme family three. Talk with a partner about what you noticed in the final morpheme family.” (Allow students to discuss morpheme family three briefly with a partner.)
ASK “What is the suffix in morpheme family three?” (A: l-y, /lē/)
CLICK TO HIGHLIGHT the suffix - ly in morpheme family three.
CLICK TO SHOW all the morpheme families.
SAY:
• “I notice that in each morpheme family there are two morphemes: a base and a suffix.
• Our next step is to define and learn the function of the suffixes that are used in these morpheme families.
• Then we will learn a new routine that will help us interpret the meaning of new words.”
3. Learn Suffixes -less, -ful, and -ly
CLICK TO DISPLAY Learn Suffixes: - less, -ful, and - ly. -less -ful -ly without, lacking full of having characteristics of makes an adjective makes an adjective makes an adverb hope > hopeless joy > joyful quick > quickly
DIRECT students to the meaning chart on page 31 of their workbook.
SAY:
• “Before we work on making meaning of words let’s learn the meaning and function of the suffixes that we found in the morpheme families.
• Displayed on this chart are the suffixes - less, -ful, and - ly.
• You will fill in the meaning and an example of each suffix.”
CLICK TO REVEAL the meaning of - less
Morphology
Note: In spoken words, students may hear the schwa /ĭ/ when the suffix - less is added to a base. The suffix should still be taught with a short vowel e phoneme so that students will be able to pronounce it independently from a base.
SAY:
• “The suffix l-e-s-s, /lĕs/ means without or lacking
• When this suffix is added to the end of a noun it will change the word to an adjective.
• For example, the word hope means wanting something good to happen: ‘I hope that we will win the baseball game tonight.’
• Write the meaning of the suffix - less in your workbook.”
ASK “When - less is added to the free base hope, what is the new word?”
(A: hopeless)
CLICK TO REVEAL the example hopeless
SAY:
• “Yes, if I add the suffix - less to hope, it becomes hopeless. The word now is an adjective, describing a feeling or situation.
• For example, ‘I felt hopeless when we were losing the game.’
• Write the example word in your workbook.
• Let’s look at the next suffix.”
CLICK TO REVEAL the meaning of -ful
SAY:
• “The suffix f-u-l, /fuhl/ means full of or to have and will also change a noun to an adjective.
• We can start with the free base joy Joy is a strong feeling of being happy.
• For example, ‘The kids jumped with joy when they saw the birthday cake.’
• Write the meaning of -ful in your workbook.”
ASK “What is the new word once suffix -ful is added to the end?” (A: joyful)
CLICK TO REVEAL the example joyful .
SAY:
• “The new word is joyful . It is no longer a noun but will be used as an adjective because it describes how happy someone is.
• The sentence will change to ‘The kids were joyful when they saw the birthday cake.’
• Write the example word in your workbook.”
CLICK TO REVEAL the meaning of - ly
SAY:
• “The suffix l-y, /lē/ means having characteristics of. When this suffix is added to an adjective it becomes an adverb.
• An adverb with the suffix - ly describes how something is done.
• For example, the free base quick means fast or speedy.
• ‘He is a quick runner and finished the race in first place.’
• Write the meaning of the suffix - ly in your workbook.”
ASK “What is the new word when we add the suffix - ly to quick ?” (A: quickly)
CLICK TO REVEAL the example quickly.
SAY:
• “The new word, quickly, describes how quick something is done
• It will be used in the sentence like this: ‘He ran quickly to finish the race in first place.’
• Now the word describes how fast he ran the race instead of describing the type of runner he is.
• Write the example word in your workbook.”
DIRECT students to the Interpret It routine in their workbook once they are finished writing in their chart.
4. Interpret It
I DO endless
CLICK TO DISPLAY Interpret It: I DO endless
SAY:
• “In this lesson we will learn a new routine, Interpret It. This routine will help us to interpret the meaning of new words using morphemes.
• First, we will identify the morphemes, then identify their meaning, and finally define the new word with a sentence.
• Watch as I use this routine with the word endless
• When I look at a new word, I want to look for the base first. Then I will look for any affixes.”
ASK:
– “What is the base in endless?” (A: the base is end; end can stand alone)
Morphology
something stops
without, lacking
means something is without a stop
– “Is there an affix that has been added to the free base, end ?” (A: yes, the suffix -less)
CLICK TO SEPARATE the morphemes.
SAY “Now that I have identified the morphemes, I need to determine the meaning. I will start with the base, end.”
CLICK TO SHOW the image for end
Ask “What is the meaning of the base end ? Use the image to help you answer the question.” (A: answers may vary; key words include ‘where something stops, last, not being able to go further’)
CLICK TO REVEAL the example definition of end .
SAY:
• “Now we will look at the affixes. In this word the suffix - less is added to the end of the word.
• The meaning of - less is without or lacking.”
CLICK TO REVEAL the definition of - less
SAY:
• “Now I will put these meanings together to interpret the word endless
• The suffix - less changes the meaning by telling us something is without an end
• It is important that I include words from each of the morphemes’ meanings in the new definition.”
CLICK TO REVEAL the definition.
READ the definition for endless.
SAY “Notice that in the definition I included key words from the meaning of each morpheme.”
ASK “What key words did I include in the definition?” (A: without and stop)
SAY:
• “One of the reasons we study morphemes is so we can figure out the meaning of unfamiliar words.
• If we practice how to blend the meanings of morphemes into a single definition, we become better at interpreting and understanding longer words.
• Let’s try interpreting a longer word together.”
WE DO unhelpful
C LICK TO DISPLAY Interpret It: We Do unhelpful
Morphology
un help ful un help ful
un help ful not; give support; full of, having the qualities of
SAY “The new word is unhelpful . Look for the word unhelpful on page 32 of your workbook. Take a moment to find the base.”
ASK “What is the base, the morpheme that can stand alone?” (A: help)
CLICK TO SEPARATE the base help from the whole word.
ASK “Are there affixes in the word unhelpful ? A prefix or a suffix?” (A: both, the prefix un- and the suffix -ful)
CLICK TO SEPARATE the prefix un - and the suffix -ful from the whole word.
SAY “Write the morphemes under the word unhelpful in your workbook on the correctly labeled line. Then discuss with your partner the meaning of each morpheme.” (Give students 1-2 minutes to discuss the meaning of each morpheme.)
CLICK TO SHOW the image for help.
ASK:
• “What is the meaning of the prefix un -?” (A: not)
• “What is the meaning of the free base help? Use the image to help you find the meaning.” (A: answers may vary; direct students toward the key words ‘give support’)
• “What is the meaning of the suffix -ful ?” (A: full of, having a quality of)
CLICK TO REVEAL the meaning of each morpheme.
SAY “Move to the handwriting line in your workbook. Let’s use this sentence stem to help us write the definition of unhelpful using key words from the meanings of the morphemes.”
CLICK TO SHOW the sentence stem.
SAY:
• “The beginning of our definition will always start with the word we want to define: ‘ Unhelpful means.’
• Go through each of the morphemes starting with the base to piece together the key words from each meaning.
• Work with a partner to make a definition for the word unhelpful using the sentence stem and key words.
• Write the definition on the line in your workbook. Try your best and write down the definition you believe makes the most sense.” (Allow students 2-3 minutes to discuss and write their definition. Support struggling students by helping them brainstorm and write a complete sentence with key words from each morpheme meaning.)
ASK “What is the definition of the word unhelpful ?” (A: answers will vary; if students are struggling, click to display the example definition and have students compare their ideas)
Morphology
unhelpful
Unhelpful means not having qualities to give support
CLICK TO REVEAL the example definition.
READ the example definition for unhelpful
ASK “What key words did you use from the morpheme meanings?” (A: answers will vary)
C LICK TO HIGHLIGHT the key words in the example sentence.
SAY:
• “The key words that are important for this definition include not, qualities, and give support
• These key words bring in the meaning from each morpheme to help us form a complete definition.
• Underline the key words you used in your definition.
• Now you will practice this routine to interpret the meaning of three words.
• In your workbook you will see the next word.”
YOU DO slowly, disgraceful, payment
CLICK TO DISPLAY Interpret It: You Do.
SAY:
• “Now it’s your turn to follow the routine on your own.
• I will give you a short period of time to interpret the words slowly, disgraceful and payment in your workbook.
• Then we will review the answers to each word, while you correct any mistakes if necessary. (Allow students 2-3 minutes per word. Support struggling students by discussing the meaning of the base and affixes. Then allowing them to write the key words they’ve identified in the box for the definition.)
COMPLETE the routine below for the words slowly, disgraceful, and payment
ASK “What are the morphemes in the word slowly ?” (A: the free base slow and the suffix -ly)
CLICK TO SEPARATE the morphemes underneath slowly and show the image for slow
SAY “There are two morphemes in this word, the free base slow and the suffix - ly.”
ASK “What are the meanings of the morphemes in slowly ?” (A: answers will vary)
CLICK TO REVEAL the meaning of each morpheme.
Morphology
Slowly means having characteristics of not moving fast.
disgraceful
ASK “Using the sentence stem, how did you interpret the word slowly ?” (A: answers will vary)
CLICK TO REVEAL the example sentence.
ASK “Which key words did you use in your definition? Why?”
(A: answers will vary; allow students to explain why they chose key words for their definition)
CLICK TO HIGHLIGHT the key words.
SAY:
• “Notice the key words that are highlighted in the example definition can be found in the meaning of each morpheme.
• Make sure to underline the key words in your definition.”
C LICK TO DISPLAY the word disgraceful.
REPEAT this routine with the next two words.
Answer Key
disgraceful payment
prefix dis-/free base grace/suffix -ful free base pay/suffix -ment opposite of/respectful behavior/full of, having characteristics of give money for something/an action
Disgraceful means the opposite of having characteristics of respectful behavior
*Answers are examples and key words that you should use as support for students who may be struggling. Allow students to use their own words to create definitions and use the morpheme meanings they have learned in previous lessons.
Payment means the action of giving money for something
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 5, Lesson 1 Quick Checks.
SAY:
• “For the Quick Check in this lesson you will analyze two new words.
• Use the Interpret It routine to interpret the meaning for each word.
• Underline the affixes and circle the base.
• Use the image, the sentence stem, and the meanings of the morphemes to write your definition.
• Use the charts you have completed in your workbook to help you identify and make meaning from the morphemes in each word.
• You will have the rest of this time to complete the Quick Check independently.”
Answer Key
dislike sweetness
prefix dis -/free base like free base sweet / suffix - ness
opposite of/enjoy, feel good about something taste of sugar, yummy/quality of, state of
Dislike means the opposite of feeling good or enjoying something.
Sweetness means the quality of tasting like sugar
Unit 5 Lesson 2
The Synonym and Antonym Semantic Links & Semantic Reasoning Vocabulary
Objectives
• To recognize and form word meaning connections using synonym and antonym semantic links.
• To use semantic links to find related words.
• To unscramble a scrambled sentence.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary
• Q uick Check – printed and copied (Supply Room)
• pencil
What You Need to Know
Synonym and Antonym Links
• Because synonyms are two words that share many of the same features, both synonym icons are different drawings of the same sun .
• The linking phrase “means the same as (almost the same as)” can be found between the two icons. The linking phrase provides a framework for constructing complete sentences that explain the word relationship.
• In this case, a student can independently form the sentence “Bright means the same as brilliant.”
• The reciprocal nature of synonyms allows the link to be read in either direction so the sentence from above can be recreated as “Brilliant means the same as bright.”
• While opposite in meaning, antonyms also must share many of the same features. For this link the icon is the combination of a sun and moon juxtaposed with the inverse version of the same icon.
• The linking phrase “ is the opposite of (is not)” can be found between the two icons.
• In this case, a student can independently form the sentence “Day is the opposite of night.”
What You Need to Know
• The reciprocal nature of antonyms allows the link to be read in either direction so the sentence from above can be recreated as “Night is the opposite of day.”
Flexible Thinking
• Understanding semantic links and engaging in structured activities exposes students to a range of vocabulary words and encourages them to make connections between words, expanding their vocabulary knowledge and their word “network-building” ability. In today’s lesson, students will explore the concept of flexible thinking
• While supported practice of each new semantic link (using consistent icons and linking phrases) helped students to quickly recognize types of word relationships, students can now expand their thinking. Students will discover there can be multiple connections between words. The language we use to explain the relationship between two words may lead to different responses.
Pick Two
• Students will have an opportunity to apply their knowledge of the semantic links they have already learned by engaging in the Pick Two activity. This activity requires students to recall these links and use them to connect vocabulary words from the module. This application solidifies their understanding and encourages flexible thinking about word relationships.
• The Pick Two activity also encourages students to draw upon their experiences with the InferCabulary pictures and captions, as well as their own prior background knowledge, to recall connections and apply them in a new context.
• To prepare for this activity, the teacher will write down the following words onto notecards:
• crop
• equipment
• essential
• farm
• fertile
• grow
• healthy
• mineral
• nutrient
• soil
• stalk
• tractor
• vegetation
• vital
• These cards should be distributed two per student to ensure that everyone is able to find at least one other student with a related word. Duplicates or triplicates may be needed for larger classes. Once all students have found a partner with a related word, each pair of students will explain their connection. This encourages peer learning and builds upon the interactive nature of the previous lessons. This format promotes discussion with a focus on metacognition, asking students to reflect on their thinking process, explain their reasoning, and consider alternative perspectives.
Online Post
The Online Post presents a structured activity that guides students in sharing their knowledge of vocabulary and semantic links in writing. This exercise provides a simplified structure for using critical thinking and supporting claims with detailed evidence.
InferCabulary Expedition PostAssessment
• Using the same activity from four weeks prior, the Expedition Game should be reassigned to monitor progress.
• Once completed, the assignment is autoscored for quick feedback. This feedback can be used to
What You Need to Know
compare with each student’s own self-reflection to validate their impressions.
• Students who score below 83% (more than two errors) may benefit from additional check-ins and support during the next module.
How to Create the Expedition Game Post-Assessment in InferCabulary
• Copy the Module 1 Expedition Pretest:
– Locate the Module 1 Expedition Pretest in My Assignments
– Click the three dots at the far right.
– Select Copy to make a copy of this assignment.
– Select “Copy” to verify.
• Change the title to Module 1 Expedition Posttest.
• Save the new version.
•
• Both versions will be accessible for comparison.
Starring and Unstarring Words in InferCabulary
• Now that students have completed the first four units, the words starred at the beginning of Unit 2, Lesson 2 will need to be unstarred.
• Open the Word Set entitled Orbit Module 1
• Mark the box for Added Words and select Unstar Selected Words
Vocabulary
What You Need to Know
Open the Word Set entitled Orbit Module 2
• Mark the box for Added Words and select Star Selected Words.
Start Teaching
The Synonym and Antonym Semantic Links & Semantic Reasoning
1. State Objectives
OPEN Orbit Online to Unit 5, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– use the synonym and antonym links to connect words.
– use semantic links to find related words.
– unscramble scrambled sentences.”
2. Synonyms and Antonyms
CLICK TO DISPLAY Synonyms.
SAY:
• “We have been learning about different semantic links between words.
• Sometimes, two words just share one feature.
• For example, kites and balls are both toys—you can play with them, but they look different, are made of different materials, and are used differently. You wouldn’t confuse a kite with a ball!
• Other words share so many features that you can swap one for the other, and the sentence still means the same thing.”
ASK:
• “Look at these two pictures. Are they both of the same thing? (A: yes, the sun)
• Listen: ‘The sun is bright.’ Which picture am I talking about? (Listen to responses.)
• Now: ‘The sun is brilliant.’ Which one am I describing?” (Listen to responses.)
SAY “We saw that both sentences fit both pictures! Bright and brilliant are adjectives that describe something that shines. These words are called synonyms.”
Vocabulary
Answer Key
• Tired means the same thing as sleepy.
• Amusing means the same thing as funny
CLICK TO DISPLAY Synonym Icon.
SAY:
• “ Synonyms are words that mean the same thing or almost the same thing.
• There are other synonyms for bright, too, such as blazing , radiant, and shiny. These words are all adjectives we can use to describe the sun or other bright objects.
• Synonyms can also be nouns, such as car and automobile, or verbs like talk and speak.
• All words have at least one or more semantic links to other words, but not all words have synonyms.
• In addition to the images of two similar suns, we can also use this picture of a sun with two sides to represent a synonym .”
CLICK TO DISPLAY Synonym Link.
SAY:
• “When we connect words using the synonym link, we first name a word, such as bright, and then name a word that means the same thing, or nearly the same thing, such as brilliant .
• The words above the center circle explain how the words are linked. Bright means the same as brilliant .” (Click to add the sentence.)
CLICK TO DISPLAY Synonym Linking.
SAY:
• “Listen to these words: fast, funny, tired, sleepy, quick , amusing
• Let’s use the synonym link to make some word connections. (Point to the semantic link graphic.) I see two suns that are almost the same, so I know the two words will have the same meaning.
• (Click to add the word fast.) Fast describes something with high speed. What is another word that means the same thing as fast? Complete this sentence using one of the words from the list.
• ‘The winning race car was…’ (Wait for student response.)
• Yes, the race car was quick. (Click to move the word quick.) The words fast and quick are synonyms. Some other synonyms of the word fast are speedy and rapid .”
COMPLETE the two remaining connections using the same routine and the provided answer key. CLICK TO ADD each word to the boxes.
CLICK TO DISPLAY Antonyms.
Vocabulary
SAY:
• “Now let’s learn about some words that are not synonyms! We call these words antonyms.
• Look at these two pictures. The first picture ( point) shows daytime We see the sun and can tell the sky is light. The other picture shows nighttime. We see the moon and can tell the sky is dark.”
ASK:
• “Do these pictures show the same thing or very different things? (A: different things)
• What is the difference between daytime and nighttime? (Listen to student responses.)
• What makes daytime and nighttime the same?” (Listen to student responses.)
SAY “The words daytime and nighttime are antonyms. However, for two words to be antonyms, they also need to have something in common.”
CLICK TO DISPLAY Antonym Icon.
SAY:
• “To be antonyms, words must belong to the same category or idea. Daytime and nighttime both describe time of day, even though they’re very different.
• Day and dark cannot be antonyms because one is about time and the other is about brightness.
• Antonyms, or opposites, can’t both be true at once. For example, someone can’t be young and old at the same time.
• Let’s use this picture that shows both daytime and nighttime to represent an antonym .”
C LICK TO DISPLAY Antonym Link.
SAY “When we use the antonym link, we name a word—like day—then its opposite—like night . The words above the center circle show the connection: day is the opposite of night.” (Click to add the sentence.)
CLICK TO DISPLAY Antonym Linking.
SAY:
• “Listen to these words: light, strong , dark , short, tall, weak
• Let’s use the antonym link to connect words. (Point to the semantic link graphic.) The day and night symbols show that the words will have opposite meanings.
• (Click to add light to the box.) Light describes a high level of brightness. What is a word that means the opposite of light, or a low amount of brightness?
Vocabulary
Answer Key
• Weak is the opposite of strong
• Short is the opposite of tall
• Complete this sentence using a word from the list: ‘The kitchen is very light, but the basement is…’ (A: dark)
• (Click to move dark to the box.) The words light and dark are antonyms. They describe very different, or opposite, levels of brightness.”
COMPLETE the remaining connections using the same routine and the provided answer key. CLICK TO ADD each word to the boxes.
CLICK TO DISPLAY Which Link Should We Use? (loud and quiet).
SAY “Let’s think about the synonym and antonym links and decide which one best explains the connection between each pair of words.”
ASK “How does the word loud connect to the word quiet? Which sentence is correct: ‘Loud is the same as quiet,’ or ‘Loud is the opposite of quiet’?” (A: Loud is the opposite of quiet) (Click to add the antonym link between loud and quiet.)
COMPLETE the remaining connections using the same routine. CLICK TO DISPLAY each connection, then CLICK TO MOVE each link.
Answer Key
Word Pair Linking Phrase Semantic Link loud – quiet is the opposite of antonym begin – start means the same as synonym empty – full is the opposite of antonym yell – shout means the same as synonym
3. Semantic Reasoning Word Work – Nutrient
CLICK TO DISPLAY Nutrient Deep Dive.
SAY “Let’s do another semantic reasoning word study with the word nutrient . Our first step is to try and figure out why these pictures go together.”
ASK “What do you notice about all these pictures?” (Acknowledge all related answers. Request clarification or offer redirection as needed.)
SAY:
• “Now let’s read each caption. (Click to show captions.)
• ‘Vitamins are essential, and they support the body.’
• ‘The fats in these foods support our bodies.’
• ‘Food nourishes our bodies with vital proteins.’
Vocabulary
Note: Nutrients may also be considered a part of vitamins and food
Note: Acknowledge all related words even if they are not listed, explaining that the words included are only examples. For unrelated responses, request more clarification from the student or offer redirection.
• Now that we have looked at all the pictures and read the captions, let’s find the related words that will help us better understand the word nutrient
• The first thing I notice is the different foods in each picture, which makes me think that a nutrient is an object that is found in foods and vitamins.” (Click to show icons and related examples.)
ASK “Would you agree that vitamins, food, and our bodies are places where nutrients are located?” (A: Students should agree.)
ASK:
• “What about the rest of these connections?” (Click to show icons.)
• “Which of these words describes nutrients?” (A: essential, vital) (Click to show words and underline.)
• “How about the action link? Which of these words tells us the action that a nutrient does?” (A: support, nourish) (Click to show words and underline.)
• (Point to example icon.) “What link does this icon represent?” (A: example)
• “What are some examples of nutrients?” (A: fats, proteins) (Click to show words and underline.)
S AY “Now we can use these related words to create a strong and helpful definition. (Click to add definition.) A nutrient is the category for things like fats and proteins. They can be described as essential, and they are found in foods and vitamins that can nourish and support our bodies.”
4. Unscramble It!
STUDENTS OPEN their workbooks to page 34, “Unscramble It.”
CLICK TO DISPLAY Scrambled Sentence Review.
SAY:
• “It’s time to fix some more scrambled sentences.
• Remember, start by finding the linking word or phrase. This will provide the verb.
• Next, find the who or what the sentence is about. Then, put any remaining words in the correct order.”
ASK “Which words can we unscramble to create a linking phrase? Remember, linking phrases always include a verb or verbs!” (A: can be found in) (Click to add the phrase can be found in and cross it out in the scrambled sentence.)
Vocabulary
Answer Key
2. Fiber is a type of nutrient.
3. Vegetables nourish our bodies.
4. Protein is part of a healthy diet.
5. Vitamins are essential.
SAY:
• “The remaining words are food and nutrients
• The linking phrase ‘can be found in’ tells us that the noun the sentence is about will be the object in the object-location link.”
ASK:
• “Which noun is the object: food or nutrients? (A: nutrients is the object) (Click to add the word nutrients.)
• “That means food is the what?” (A: food is the location) (Click to add the word food.)
SAY:
• “Our unscrambled sentence is ‘Nutrients can be found in food.’ (Click to add the unscrambled sentence.)
• A sentence begins with a capital letter and ends with a punctuation mark. I have capitalized nutrients and put a period at the end of the sentence.”
CLICK TO DISPLAY Scrambled Sentences.
SAY “You will work with a small group to unscramble the sentences. Use semantic links to help you.”
STUDENTS unscramble the sentences in small groups.
REVIEW the answers with students using the provided answer key. CLICK TO ADD each unscrambled sentence.
5. InferCabulary Expedition
CLICK TO DISPLAY Expedition Assignment.
SAY:
• “There is a new activity waiting for you on your InferCabulary dashboard today.
• Please open the Assignments button and complete the assignment entitled Module 1 Expedition Posttest.
• If you finish while others are still working, please continue climbing until everyone is finished.”
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 5, Lesson 2 Quick Checks.
Vocabulary
Answer Key
1. Circle helpful, loud, farm, machine.
2. Smart means almost the same as clever
Child means the same as kid
Rude is the opposite of polite.
Asleep is the opposite of awake.
SAY:
• “Circle the words that are semantically related to the word tractor
• Next, use the word bank to build two synonym connections and two antonym connections.”
Unit 5 Lesson 3
Making Meaning with Morphemes & Prefixes
pre- and re- Morphology
Objectives
• To learn and identify the prefixes pre - and re -.
• To use the Four-Square tool to make meaning, provide examples, and contextualize prefixes.
• To complete Cloze Sentences with newly defined words using contextual clues and morphemes.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• InferCabulary and Reading Playground
• pencil
Start Teaching
Making Meaning with Morphemes & Prefixes pre- and re-
1. State Objectives
OPEN Orbit Online, Unit 5, Lesson 3, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson you will be able to:
– identify the prefixes pre - and re -.
– explain the meaning of the prefixes pre - and re -.
– determine the missing words in a sentence by looking at morphemes and using key words.”
2. Morpheme Families, Identify Morphemes
CLICK TO DISPLAY Morpheme Families Prefixes: pre - and re -.
DIRECT students to turn to page 35 in their Orbit Student Workbook 1
SAY “Here are two morpheme families. Take a minute to silently look at the morphemes in each word and write down what you notice in your workbook.” (Allow students one minute to review the morpheme families and take notes in their student workbook.)
ASK “What similarities do you notice in each morpheme family?” (A: they each have two morphemes, there is a prefix and a base for each family, all of the words within a word family have the same prefix)
SAY “Let’s look at morpheme family one.”
CLICK TO SPOTLIGHT morpheme family one.
ASK:
DIRECT students to the prefix chart in their workbook. preteen precook prepack preheat recall remix reuse reopen pre- rebefore again plan > pre plan fill > refill
• “How many morphemes are in each word in this family?” (A: 2)
• “What types of morphemes are in these words ?” (A: prefix and base)
• “What is the prefix that makes up this morpheme family?” (A: p-r-e, /prē/)
CLICK TO HIGHLIGHT the prefix pre - in morpheme family one.
CLICK TO SPOTLIGHT morpheme family two.
SAY “Great, look at morpheme family two. Talk with a partner about what you noticed in morpheme family two.” (Allow students to discuss morpheme family two with a partner for about 1 minute.)
ASK “What is the prefix in family two?” (A: r-e, /rē/)
CLICK TO HIGHLIGHT the prefix re - in morpheme family two.
CLICK TO SHOW morpheme families one and two.
SAY:
• “I notice that in each morpheme family there are two types of morphemes: a base and the addition of a prefix.
• Now let’s learn the meaning of these prefixes.”
3. Learn Prefixes pre- and re-
C LICK TO DISPLAY Prefixes pre - and re -.
SAY:
• “Displayed on this chart are the prefixes pre - and re -.
• Let’s learn the meaning and an example of each prefix.”
CLICK TO REVEAL the meaning of pre -.
SAY:
• “The prefix p-r-e, /prē/ means before
• Adding a prefix to the beginning of a base changes the meaning of the word.
• The prefix pre - changes the meaning of the word to mean something that happened before.
• Write the definition of the prefix pre - in your workbook.
• For example, the free base plan means to think about and decide what needs to be done.
• ‘We will plan our schedule for the day so that it goes smoothly.’”
ASK “When pre - is added to the free base plan, what is the new word?” (A: preplan)
CLICK TO REVEAL the example preplan
SAY:
• “Yes, if I add the prefix pre -, it will become preplan and now describes planning before an event or situation.
• For example, the sentence changes to ‘We can preplan our schedule for tomorrow so that it goes smoothly.’
• This indicates that the plan is made the day before.
• Write the example in your workbook.”
CLICK TO REVEAL the meaning of re -.
SAY:
• “The prefix r-e, /rē/ means again
• Write the meaning in your workbook.
• We can start with the free base fill Fill means making something full.
• For example, ‘He will fill his water bottle before lunch.’”
ASK “What is the new word once the prefix re - is added?” (A: refill)
CLICK TO REVEAL the example refill
SAY:
• “The new word is refill. The meaning is changed to something being filled up again.
• The sentence will change to ‘He will refill his water bottle after lunch.’
• This indicated that his water bottle was emptied so he had to fill it up again.
• Write the example in your workbook.” (Allow students time to write the necessary information on the chart in their student workbook.)
DIRECT students to the next section in their workbook once they are finished writing in their chart.
4. Learn Four-Square
CLICK TO DISPLAY Four-Square.
SAY:
• “Let’s look at the Four-Square tool.
• Take a moment to study the tool. Think about the questions, the shape, and how it might be used.”
ASK “What did you notice or wonder about this new tool?” (A: answers will vary; it has four boxes to fill in, it has a prefix in the middle, it asks more questions about the prefix, and we will use it to write examples)
SAY:
• “The Four-Square tool will support our in-depth study of affixes and different kinds of bases.
• This focused study will help us to recognize and understand morphemes in context.
• You have the same Four-Square tool in your workbook. As we discuss it, you will write the information in your workbook.
• For this example, today we will study the prefix pre -.
• Look at the first box in the top left corner. In this box you will answer the question, which asks for the meaning of the affix in the middle circle.”
ASK “What is the meaning of pre -?” (A: before)
CLICK TO REVEAL the meaning of the prefix.
SAY:
• “Write the meaning of pre - in your Four-Square.
• Move to the square in the top right corner.
Morphology
• In this square you will identify what the prefix does to the base.
• Ask yourself, does it change the meaning of the word, does it change the part of speech, or possibly both?”
ASK:
• “What resource do you have that will support us with this work?” (A: the morpheme chart in our workbook)
• “What does the prefix pre - do when it is added to the base?” (A: it changes the meaning of the word)
CLICK TO REVEAL it changes the meaning in the top right square.
SAY “The squares on the bottom half ask us to think about examples that use the prefix pre -.”
CLICK TO REVEAL the example words.
DIRECT students to choral read the words with you: precut, predate, prefix .
ASK “What are a few other examples you can think of?” (A: answers will vary)
SAY:
• “As we read more text, we will be able to identify pre - and use that to support our understanding of the words.
• The final square asks us for an example sentence, using one of the example words.
• This requires us to think about what each example word means.
• Let’s write a sentence with the first example word, precut .”
ASK “What does the word precut mean?” (A: answers will vary; cutting something before, using a sharp tool to cut before it is needed)
SAY:
• “The word precut describes the action of something being cut before it is needed.
• With your partner, brainstorm times you would need to precut something.” (Allow students a moment to brainstorm.)
ASK “When are times you may precut something? What would you precut?” (A: answers will vary. If needed, support students by naming materials they may cut and why.)
CLICK TO REVEAL the example sentence in the final square.
SAY:
• “Here is an example sentence for the word precut : ‘I precut the shapes before we used them in our project.’
Morphology
• In this sentence, the prefix pre - helps us understand that the shapes for the project needed to be cut out before the students started.
• Before we move on to our next routine, make sure your squares are completed for the prefix pre - in your workbook.” (Allow students 2-3 minutes to make sure their squares are completed in their workbook or correct any mistakes if necessary.)
5. Learn Cloze Sentences
CLICK TO DISPLAY Cloze Sentences: We Do.
SAY:
• “Our next routine, Cloze Sentences, requires us to complete sentences by filling in the blanks.
• Our first step is to read the words in the word bank carefully and identify any morphemes to help confirm the meaning.
• Next, read each sentence and use the surrounding words as context clues to predict which word fits in the blank.
• Finally, we will close the sentence by writing the chosen word in cursive on the blank line.
• Go to the Cloze Sentences routine on page 36 of your workbook.”
WE DO preheat, restack
C LICK TO REVEAL the word bank.
SAY “I will start by reading two of the words in the word bank carefully. Choral read them with me: preheat, restack .”
CLICK TO UNDERLINE the prefix in the words preheat and restack
SAY “The prefix in each of these words is pre - and re -. This will help us to have a deeper understanding of the words in our word bank. Underline the prefixes in each word in your workbook.”
ASK “What is the meaning of the words in our word bank? Work with your partner to create a definition for each word.” (A: answers will vary; support students by identifying the bases heat and stack and then discussing key words and synonyms that define those words)
CALL ON STUDENTS TO share their definitions and then confirm.
SAY:
• “The word preheat has the free base heat and the prefix pre -, meaning before. Preheat means to make something hot or heated before it is needed.
Morphology
Before we bake the cupcakes, we will need to the oven to 350 degrees.
After we are done reading the big pile of books, we will need to them again for the next class.
Before we bake the cupcakes, we will need to preheat the oven to 350 degrees
• The word restack uses the free base stack and the prefix re -, meaning again. Restack means to put things in a neat pile again.
• Now that we have determined the meaning of each of the words in our word bank, let’s read the sentences.”
CLICK TO REVEAL the cloze sentences.
SAY:
• “Find sentence number one on page 36 of your workbook.
• As I read the first sentence, listen for key words that provide context and clues as to which word will fit best based on its meaning.
• You will discuss this with your partner.”
READ the first sentence. Pause to let students discuss the key words.
SAY “The context clue I heard were the words 350 degrees. That let me know it is about heat. Give me a thumbs up if you agree.”
ASK “What other key words did you discuss with your partner?”
(A: before, possibly bake)
CLICK TO HIGHLIGHT the words before and 350 degrees
SAY:
• “The key words that give us contextual clues to complete this sentence are before and 350 degrees. Underline these words if you have not already.
• Before has the same meaning as the prefix pre -.
• Whereas 350 degrees typically refers to heat
• Now we will write the word preheat in cursive to complete this sentence.”
CLICK TO ADD the word preheat to the first sentence.
SAY:
• “Now let’s look at the next sentence.
• Choral read the sentence with me: After we are done reading the big pile of books, we will need to _______ them again for the next class.
• Turn and talk with your partner discussing which key words provide clues.”
PAUSE to let students discuss the key words.
ASK “Which key words help us determine how to close this sentence?”
(A: answers will vary; students should be choosing words that relate to restack such as again and pile)
CLICK TO HIGHLIGHT the words pile and again
Morphology
After we are done reading the big pile of books, we will need to restack them again for the next class.
My new shirt is scratchy and I feel when I put it on.
When you are not using the computer, make sure to it from the wall.
I will add one of milk to make the pot full.
SAY:
• “The key words that give us contextual clues to complete this sentence are pile and again .
• Again has the same meaning as the prefix re -.
• Whereas pile has a similar meaning to the free base stack
• Underline the key words in sentence two.
• I will choose the word restack to complete this sentence.
• Write the word restack in cursive to complete the sentence in your workbook.”
CLICK TO ADD the word restack to the second sentence.
YOU DO unplug, itchy, cupful
CLICK TO DISPLAY Cloze Sentences: You Do.
SAY “It is your turn to complete the next set of sentences. Before we begin, take a look at the word bank again.”
ASK:
• “What words will we use to complete the final three sentences?” (A: unplug, itchy, and cupful)
• “What are the morphemes in each word?” (A: prefix un/base plug, base itch/suffix -y, base cup/suffix -ful)
CLICK TO REVEAL the bases and affixes.
SAY:
• “Underline the rest of the affixes in your word bank.
• Look at sentence number three in your workbook.
• Whisper read the sentence and underline any key words you think give a clue to one of the words in the word bank.”
ASK “What words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words scratchy and feel
SAY “Here are some key words that may give us a clue. In cursive, write the word from the word bank that you think completes this sentence.” (Allow students to independently choose a word and complete the sentence.)
ASK “What is the word that completes the sentence?” (A: itchy)
CLICK TO ADD the word itchy to complete the sentence.
My new shirt is scratchy and I feel itchy when I put it on.
When you are not using the computer, make sure to unplug it from the wall.
I will add one cupful of milk to make the pot full.
S AY:
• “Remember that the suffix -y makes an adjective and it describes the characteristics of something, like how it would feel.
• Scratchy has a similar meaning to itchy
• That is why we underlined those as our key words.
• Let’s move on to sentence number four. Whisper read sentence four and underline the key words.”
ASK “What words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words not, computer
SAY “Here are some key words that may give us a clue. In cursive, write the word from the word bank that you think completes this sentence.” (Allow students to independently choose a word and complete the sentence.)
ASK “What is the word that completes the sentence?” (A: unplug)
CLICK TO ADD the word unplug to complete the sentence.
SAY:
• “Remember that the prefix un - means not, so this is a key word.
• A computer is something that uses a plug to work, so that tells us it is a key word.
• Let’s move on to the next sentence. Whisper read sentence five and underline the key words.”
ASK “What words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words milk and full.
SAY “Here are some key words that may give us a clue. In cursive, write the word from the word bank that you think completes this sentence.” (Allow students to independently choose a word and complete the sentence.)
ASK “What is the word that completes the sentence?” (A: cupful)
CLICK TO ADD the word cupful to complete the sentence.
SAY:
• “Remember that the suffix -ful means full of, so full is a key word.
• Milk typically goes in a cup, so it is a good key word to help us decide which word best completes the sentence.”
Answer Key
1. The new game is so popular that we had to preorder it before it was in the store.
2. She felt very lucky when she won the prize at the class fair.
3. The library will reopen again after being closed for fixes.
4. The road trip was long but uneventful because not one exciting thing happened!
6. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 5, Lesson 3 Quick Checks.
SAY:
• “In this Quick Check you will complete four cloze sentences.
• Remember these steps:
– First, read the words in the word bank carefully. Identify any morphemes—prefixes, bases, or suffixes—to help you confirm each word’s meaning.
– Next, read each sentence. Underline any key words that provide context clues.
– Finally, fill in the blank with the word that best completes the sentence. Write the word in cursive.
• Use the rest of this time on your Quick Check.”
Unit 5 Lesson 4
Flexible Thinking, Pick Two, and Build an Online Post Vocabulary
Objectives
• To identify how words can be connected to a variety of other words.
• To use semantic links to create complete sentences and draft a review.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
• Notecards with target words from the Pick Two activity written on them
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
Start Teaching
Flexible Thinking, Pick Two, and Build an Online Post
1. State Objectives
OPEN Orbit Online to Unit 5, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to: – use semantic links to connect words.
– use semantic links to create an online post.”
2. Flexible Thinking With Semantic Links
CLICK TO DISPLAY Description Link with “Is.”
SAY:
• “In a previous lesson, something interesting happened when we tried to create some object-description links by matching the object words candy, rock , and gem with the adjectives (or describing words) sweet, shiny, and hard
• When we started a sentence with ‘Candy is…,’ we discovered that there could be more than one correct answer!
• Some of you said, ‘Candy is sweet ’ (click to add the word sweet), which is true of nearly all candy, but some candy can also be hard (click to add the word hard ), and even shiny (click to add the word shiny).”
CLICK TO DISPLAY Description Link with “Tastes.”
SAY:
• “The language we use to explain the connection between two words may lead to different responses. The connecting word is allowed us to be very flexible in our thinking.
• If I use a more specific linking word, such as tastes, there is only one correct answer— sweet . (Click to highlight the word sweet.)
• Candy tastes sweet.”
CLICK TO DISPLAY Description Link with “Describes.”
SAY:
• “When we flip the link and show the describing word first, in this case, hard, we discover that three objects from our list can be described with this adjective. (Click to highlight the words candy, rock , and gem.)
• Hard can describe candy, rock , and gem
• Remember, when you create semantic links between words, it’s important to pay close attention to the order of the items in a link as well as the words in the middle that explain their connection.”
3. Pick Two
CLICK TO DISPLAY Pick Two.
SAY:
• “Today we will try a new activity called Pick Two. We’ll use what we know about our vocabulary words to find connections between some of them.
Vocabulary
Note: ***Denotes answers that are accepted here, early in the curriculum, as students are learning about the links themselves. These answers would not be accepted later in the curriculum as they are “vague” or “weak.”
• See the semantic links at the bottom of the screen? They’ll help you remember the kinds of word relationships we’ve talked about.
• We’ve already found some connections, but now it’s time to use flexible thinking and find even more! Remember, each word can be linked in more than one way.
• I’ll hand out two notecards to each of you. Your job is to use one of your words to make a connection with someone else’s word.”
DISTRIBUTE two Pick Two notecards to each student.
SAY:
• “I will demonstrate with the word soil. (Click to show the word soil.)
• I need to find someone who might have a word that is either an example of soil, describes soil, gives the action of soil, is the location where I might find soil, or is a synonym for soil.
• I will quietly move around the room asking my friends to share their words with me. If I meet someone who has a word like fertile, I will ask if they want to share a link with me. (Click to show the word fertile and add the link icon.)
• When we are called on, we would say, ‘Our words connect because soil is described as fertile.’ (Click to add “Our words connect because…”)
• You might also say, ‘Fertile describes soil.’ (Click to reorder the expression.)
• I will give you three minutes to quietly look for someone who has a word that relates to your word.” (Click to erase the sample words.)
GIVE students the time they need to find their classmate connections. USE the provided list of possible connections as a reference as you guide students to explain the word connections they complete.
Note: The following scaffolds can be provided for students in need of support:
• Provide students with the link to use for each connection and allow them to select the word pair.
• Provide students with the word pairs and allow them to select the link that connects them.
Note: Use the following questions to prompt discussion:
• “What, if any, connections did you change after discussing with your classmates? How did you change them? Why did you change them?”
• “Did anyone else’s connections surprise you or make you think of a word in a new way? How?”
• “Did you use any prior knowledge or experiences to help you make these connections? What prior knowledge or experiences helped you?”
nutrient – essential ***crops - soil
nutrient - vital mineral - soil
soil - fertile nutrient - soil
soil - healthy ***vegetation - soil
***stalk – healthy nutrient - vegetation
vegetation - healthy
*Vegetation cannot be described as fertile because fertile describes the ability to produce —not the plant itself, but the soil or the organism that creates new life.
* Tractor and equipment are not identified as located in soil because they are found in many other places.
SAY “Now let’s share the connections you made.”
STUDENTS share their connections with the class with supportive prompting and encouragement as needed.
4. Build an Online Post
STUDENTS OPEN their workbooks to page 37, “Build an Online Post.”
CLICK TO DISPLAY Let’s Build an Online Post!
SAY:
• “We can use our new vocabulary and our understanding of semantic links to express our ideas through writing. Let’s create an online post about a farm we might visit. I have two examples here. (Read each option.)
• Pick the one you’d like to use and copy it onto your Build an Online Post worksheet.”
STUDENTS choose the picture they will use and copy the attentiongrabbing sentence below it.
CLICK TO DISPLAY Complete the Semantic Links.
SAY “Use the word bank to complete the semantic links below the picture you chose for your post.”
STUDENTS finish the two semantic links below the image they chose.
CLICK TO DISPLAY Combine the Descriptions.
SAY “Combine the descriptions you created into one sentence. You’ll
Vocabulary
Answer Key
Answers will vary; accept any reasonable/logical answers.
do this using a comma and the conjunction and . Remember, a complete sentence needs a capital letter and end punctuation.”
STUDENTS write down their complete sentence that combines the two descriptions.
CLICK TO DISPLAY Final Draft.
SAY “Now that you have a rough draft of your post, it’s time to create the final draft. Write your online post below your image using your best handwriting. Remember to include the attention-grabbing sentence and the two reasons that you combined into one sentence.”
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 5, Lesson 4 Quick Checks.
SAY “Use the word bank to build five semantic connections according to the link icons.”
Unit 5 Lesson 5
Morphology Student Practice Morphology
Objectives
• To identify morphemes and build words using the Morpheme Puzzles routine.
• To interpret the meaning of morphemes and words using the Interpret It routine.
• To put words in context using the Cloze Sentences routine.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• InferCabulary and Reading Playground
• pencil
Start Teaching
Morphology Student Practice
1. State Objectives
OPEN Orbit Online, Unit 5, Lesson 5, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson you will be able to:
– build words using bases, suffixes, and prefixes.
Morphology
– explain the meaning of words by using the meanings of the morphemes.
– determine the missing words in a sentence by looking at morphemes and using key words.”
2. Morpheme Puzzles
CLICK TO DISPLAY Student Practice: Morpheme Puzzles
SAY:
• “Open to page 39 in your Orbit Student Workbook 1. We will start with Morpheme Puzzles to build words .”
• We will complete six puzzles to create six new words with definitions.
• Notice there are pieces on the board that represent a base, a prefix and a suffix. In your workbook you will see that the first three puzzles will fit with a suffix.
• Watch as I complete the first puzzle.”
POINT TO the first free base cheer on the bottom of the screen.
SAY:
• “This is the free base cheer.
• I will choose a suffix piece to complete the puzzle.
• We will complete real word puzzles so let’s use our charts from the previous lessons as a resource.
• Cheer is a noun that means happiness or good feelings. The suffix -ful is used to make an adjective so it completes the puzzle to make cheerful
• Complete the puzzle in your workbook by writing the free base cheer in the correct puzzle piece.”
CLICK TO BUILD the first completed puzzle.
MODEL the process above for each puzzle including the prefix puzzles. Make sure each student completes each puzzle with you by writing the correct base next to the affix.
For prefix puzzles:
• Include a discussion on how the given prefixes work with different bases.
• Allow students to discuss the meaning of each new word.
• Explain that prefixes change the word meaning and can be more flexible than suffixes.
Morphology
Cheerful means to be full of happiness. ful cheer
Answer Key
Example definitions:
1. Cheerful: Cheerful means to be full of happiness.
2. Darkness: Darkness means a state of no light.
3. Hairless: Hairless means without the soft strands on a head or body.
4. Unlatch: Unlatch means something is not locked or closed.
5. Indirect: Indirect means something is not straight forward.
6. Reopen: Reopen means to open something again or unlock something again.
• Clarify that suffixes can be limited by the part of speech they form, so there may be multiple correct answers when making a prefix puzzle.
• Make sure students have the answers from the puzzles written in their workbook; they will need them to complete activities throughout the lesson.
3. Interpret It
CLICK TO DISPLAY Interpret It: Student Practice.
STUDENTS MOVE to the Interpret It section on page 39 of their workbook.
I DO cheerful
SAY:
• “Now we will use the words that we completed with our puzzles to practice the Interpret It routine.
• All the words we completed will now be listed with an image.
• The images will help you determine the meaning of the free base from each puzzle.
• The first word is cheerful .”
POINT TO the first word.
SAY:
• “The free base is cheer, w hich means happiness or good feelings.
• The image shows kids having cheer at a sports game; they have happy feelings about watching sports.
• I will take the key word happy and use it with the meaning of the suffix -ful
• Cheerful means to be full of happiness.”
CLICK TO INTERPRET the first word.
WE DO darkness, hairless, unlatch, indirect, reopen
COMPLETE the process above for each word . Discuss with students or have them work with a partner to define each base and affix. Work together to make a complete definition using the key words from the meanings of the morphemes.
On sunny, happy days she always had a cheerful smile.
Answer Key
1. On sunny, happy days she always had a cheerful smile.
2. My mom has a hairless cat, without any strands of fur.
3. When I turned off the lights, the room was in a state of darkness.
4. To open the gate, you will need to unlatch the lock
5. After being closed for repairs, the store will reopen again next week.
6. He could not give a straight response. It was indirect and confused me.
4. Cloze Sentences
CLICK TO DISPLAY Cloze Sentences: We Do.
WE DO cheerful
SAY:
• “Move to the Cloze Sentences section on page 41 of your workbook. Now we will take the words we have made and defined and put them into context.
• Use the key words you put into each definition to help you choose the correct sentence.
• Watch as I make connections in the first sentence.”
CLICK TO HIGHLIGHT the key word happy
SAY:
• “Underline the key word in the first sentence.
• Happy gives me a clue to which word will complete this sentence from the word bank.
• In the definition we wrote for cheerful, it explains that it means someone is full of happiness
• This sentence describes someone being happy when it is a sunny day.”
C LICK TO REVEAL the answer, cheerful, to complete the sentence.
YOU DO darkness, hairless,
unlatch, indirect, reopen
CLICK TO DISPLAY Cloze Sentences: You Do.
SAY “Write the answer in cursive in the first sentence. Next, look at the key words in the sentences, then write the word in cursive that completes the sentence from the word bank.”
STUDENTS UNDERLINE AND WRITE the key words and words to complete each sentence independently.
CALL ON INDIVIDUAL STUDENTS to read the words they wrote and which key words they underlined to help them.
CLICK TO REVEAL the answers following the routine above. Students check answers and correct any mistakes if necessary.
Answer Key
pre + select = preselect Pre means before.
Select means to choose something. (Answers may vary.)
Preselect means to choose something before it is needed. (Answers may vary.)
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 5, Lesson 5 Quick Checks.
SAY:
• “In this Quick Check you will complete one Morpheme Addition equation, then define the new word.
• Begin by solving the equation, then use the Interpret It routine to define the new word.
• Use the rest of this time on your Quick Check.”
Unit 6 Lesson 1
Contractions and Possessives
Objectives
• To identify contractions and their meanings.
• To decode contractions.
• To differentiate between contractions and possessives.
• To build recognition of the Heart Words for the unit: almost, always, money, and across
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• SyllaBoards™ Kit
• O rbit Student Workbook 1
• Q uick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
• U nit 6 Home Connection Letter – printed and copied (Supply Room)
Phonics
What You Need to Know
Contractions
In this lesson, students will learn about contractions.
A contraction is a shortened (or “contracted”) form of a word created by combining two words. While the spelling of the first word stays intact, the letter(s) that are dropped from the second word are replaced with an apostrophe (as in does not / doesn’t).
In a sense, contractions are a type of abbreviation to make words shorter and easier to say when speaking. While more efficient to write, contractions are generally reserved for informal writing and are most frequently found in dialogue within a text.
Teaching common contractions can help students understand their function and avoid confusion with other word forms that contain apostrophes such as possessive nouns (e.g., the student’s pencil).
Forming a Contraction
To form a contraction, follow these steps:
• Write the two component words.
• Cross out the “extra” letter(s) from the second word (usually a vowel).
• Replace the missing letter(s) with an apostrophe.
• Write the contracted word.
For example:
d o not do not don’t that is that i s that’s we have we have we’ve
Types of Contractions
Not all words can be used to make a contraction. There are very specific types of words that can be combined to form the most common contractions in English.
Pronoun + Verb Contractions
These contractions are formed by combining a subject pronoun (e.g., I, he, it, we, they) with a verb after replacing one or more letters from that verb (the second word) with an apostrophe. Only certain verbs can be used to create these contractions.
Pronoun + a form of “to be”
Examples: I’m (I am), you’re (you are), she’s (she is), and it’s (it is)
Pronoun + “have”
Examples: I’ve (I have), you’ve (you have), they’ve (they have)
These contractions are formed by combining a verb with the negative form not after replacing the o of not with an apostrophe. As with the Pronoun + Verb contractions, only a limited number of verbs are used to create these contractions. They include:
is (is not / isn’t), are (are not / aren’t), was (was not / wasn’t), were (were not / weren’t)
do (do not / don’t), does (does not / doesn’t), did (did not / didn’t)
has (has not / hasn’t), have (have not / haven’t), had (had not / hadn’t)
would (would not / wouldn’t), could (could not / couldn’t), should (should not / shouldn’t)
must (must not / mustn’t), need (need not / needn’t)
Following are two examples that vary from the regular pattern:
What You Need
can’t : When forming the contraction can’t, two letters are removed from the original form can not (can not), which is already a combination of the two words can and not .
won’t : When forming the contraction won’t, three letters are changed in the original verb will (will/wo). This spelling change of will is likely related to an earlier word form wol or woll .
Interrogative Adverb + Verb Contractions
These contractions are formed by combining an interrogative adverb, sometimes referred to as “question words,” with a verb. Similar to Pronoun + Verb Contractions and Verb + not Contractions, these are formed by combining the adverb with certain specific verbs after replacing one or more letters from that verb with an apostrophe.
Click the Comprehension Boost icon to display visual support for “contraction” (hands squeezing together).
Start Teaching Contractions and Possessives
1. State Objectives
OPEN Orbit Online to Unit 6, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify and read words called contractions.
• When something contracts, it shrinks or gets smaller. We can ‘squeeze’ two words together to make a smaller single word called a contraction
– tell the difference between contractions and possessives
• Both contractions and some possessives include apostrophes, which are like commas that are floating near the top of letters instead of down on the line.
– recognize four new Heart Words.
• Let’s start off by observing a new group of words.”
2. Word Observatory
SAY “Now, let’s observe some words and find out what they have in common.”
Click the Comprehension Boost icon to display visual support for “apostrophe.”
CLICK TO DISPLAY Word Observatory.
SAY “Take a moment to carefully observe these words: Billy’s, couldn’t, I’m, they’re, you’ve, panda’s.”
ASK “What do some or all of these words have in common?”
• Possible answers include: all words include an apostrophe, a few include pronouns (I’m, they’re, you’ve), two are nouns (Billy’s, panda’s), and all have letters but not whole words after the apostrophe.
• Additional prompt: What do you notice about the letters after the apostrophe?
SAY “We will practice observing carefully again in each phonics unit. The common feature of these words is the apostrophe, that little mark that looks like a floating comma.”
Click the Comprehension Boost icon to display the Possessives and Contractions anchor chart. As English Learner students are learning new terms and their meanings and functions, intentional modeling with and referencing of the anchor chart ensures that students understand their purpose and enables students to independently reference the anchor chart when needed. Adding a physical movement to the chant can benefit all students. Use one pointer finger to make a hook to indicate an apostrophe. we’ve
Note: Students may point out that there is another word that sounds the same, weave. Congratulate them on their observation and explain that these words are homophones because they sound the same, but they have different spellings and meanings.
3. View Contractions vs. Possessives Animation
CLICK TO DISPLAY Contractions vs. Possessives.
SAY “Let’s watch this animation to review contractions and possessives.”
CLICK TO PLAY the animation.
4. Review Contractions
SAY “Let’s review what we just learned.”
ASK:
• “ How many words are in a contraction if you break it apart?” (A: two)
• “ Why do we create contractions?” (A: They are shorter to say.)
• “ Do all contractions have an apostrophe?” (A: yes)
• “What is the chant we can use to help us form contractions?” (A: Where the letter used to be, now I see an apostrophe.)
CLICK TO DISPLAY I DO: Contractions Review.
SAY “This is the word we’ve. You might say, ‘ We’ve had a fun day.’”
ASK “Could this word (point to we’ve) be a contraction? How do you know?” (A: yes, because it has an apostrophe)
CLICK TO HIGHLIGHT the apostrophe.
SAY:
• “ Right, the apostrophe between the first e and the v means that one or more letters were replaced.
• I n this case, where the letters h and a used to be, now we see an apostrophe (make the pointer finger hook gesture).”
CLICK TO ADD the words we have below.
SAY:
• “ The apostrophe is replacing the letters h and a in the word have.
• We’ve is the contraction for the words we have
• We (hold up left fist) have (hold up right fist), we’ve (bring fists together).
• ‘ We’ve had a fun day’ means the same as ‘ We have had a fun day.’
• We see the same ending, apostrophe ve, in other contractions…”
CLICK TO DISPLAY Other + Have Contractions.
Click the Comprehension Boost icon to display the visual support for “possessive.” Explain that the person pointing to themself shows that something belongs to them .
Click the Comprehension Boost icon to display the visual support for each phrase
SAY:
• “…contractions like you (hold up left fist) have (hold up right fist), you’ve (bring fists together)
• and I (hold up left fist) have (hold up right fist), I’ve (bring fists together).
• N ow, let’s look at another word with an apostrophe.”
C LICK TO DISPLAY I DO: Possessives Review.
SAY:
• “ The word is puppy’s
• T his word is a little bit tricky on its own. We need some more information, or context, to help us know if this means that the puppy owns something or if this is a contraction for puppy is.”
CLICK TO ADD the phrases ‘the puppy’s bone’ and ‘the puppy’s running.’
HAVE INDIVIDUAL STUDENTS read each phrase.
ASK:
• “ Which phrase shows that the puppy has or owns something?” (A: the puppy’s bone) (Click to reveal the answers.)
• “So, what does the phrase ‘the puppy’s running’ mean?” (A: the puppy is running)
SAY:
• “ The first phrase uses puppy’s as a possessive, showing that the puppy owns the bone.
• T he second phrase uses puppy’s as a contraction, with the apostrophe replacing the letter i in the word is
• B oth words include an apostrophe, but the rest of the sentence helps us figure out the meaning.”
5. Word Sort
SAY “Now we are going to sort sentences into two groups. We will place phrases that have words used as contractions in one column and sentences that have words used as possessives in the other column.”
C LICK TO DISPLAY Word Sort. Read the headers: CONTRACTION and POSSESSIVE.
CLICK TO REVEAL the phrase ‘the tree’s growing.’
SAY:
• “ I see an apostrophe, but it could be either a contraction or a
Phonics
Answer Key
Contraction Possessive the tree’s growing in Rob’s yard can’t go back one like hers couldn’t find it that laptop’s port you’ve eaten all my home’s roof
In the phrase “one like hers,” it may be helpful to explain that possessive pronouns, such as hers, yours, and its, do not need an apostrophe.
possessive, so I need to read the phrase and see what information it gives me: ‘the tree’s growing.’ The tree can’t ‘own’ growing, so this must mean ‘the tree is growing.’ This is a contraction.
• Let’s do the hand motions together for this contraction, tree (left fist) is (right fist), tree’s (bring fists together).”
CLICK TO MOVE the phrase under CONTRACTION.
CLICK TO REVEAL the phrase ‘can’t go back.’
ASK a student to read the phrase.
ASK:
• “Can this word possibly be a contraction or a possessive?” (A: no, it can’t be a possessive because possessives always use apostrophe s)
• “ So it must be a contraction. What words, or word, does the contraction can’t represent?” (A: cannot)
SAY:
• “ We could say ‘cannot go back’ or ‘can’t go back.’ They mean the same thing, but it’s faster to say can’t .”
• Let’s do the hand motions together for this contraction, can (left fist) not (right fist), can’t (bring fists together).”
CLICK TO MOVE the phrase under CONTRACTION.
CLICK TO REVEAL , read aloud, and then click to sort the remaining phrases.
ASK INDIVIDUAL STUDENTS to read the phrase and then to determine if the bold word shows ownership or is a contraction. If the word is a contraction, encourage students to use the hand motions to show how the two words contract to become a new word.
6. Read Real Contractions
SAY “Let’s read more contractions. We’ll practice reading them and figure out what words they stand for.”
WE DO Reading Contractions
SAY “Let’s look at a word together. Do not say the word if you know it.”
CLICK TO DISPLAY We Do: they’ll
ASK:
• “ What is the first word in this contraction?” (A: they – students hold up left fists)
• “ If I give you a context, such as, ‘ they’ll come after school,’ can you figure out what the second word in the contraction is?” (A: will –students hold up right fists)
SAY “Put them together.” (A: they’ll – students bring fists together)
CLICK TO REVEAL the words they will below the contraction.
ASK “What letter or letters were replaced by the apostrophe?” (A: w-i)
SAY:
• “ Let’s say our chant together: ‘Where the letters w and i used to be, now we see an apostrophe (make the pointer finger hook gesture)’.
• They’ll begins with the word they, which is a pronoun.
• We can use an apostrophe to replace the letters w-i after other pronouns too.
• For example, ‘she’ll go to class now’ (click to display Other + Will Contractions), or ‘ I’ll swing by later,’ or ‘you’ll be so excited.’
• Let’s try another one together.”
CLICK TO DISPLAY WE DO: didn’t
ASK:
• “ What is the first word in this contraction?” (A: did – students hold up left fists)
• “ If I give you a context, such as, ‘he didn’t like that cake,’ can you figure out what the second word in the contraction is?” (A: not –students hold up right fists)
SAY “Put them together.” (A: didn’t – students bring fists together)
CLICK TO REVEAL the words did not below the contraction.
ASK “What letter, or letters, were replaced by the apostrophe?” (A: o)
SAY:
• “ Let’s say our chant together: ‘Where the letter o used to be, now we see an apostrophe (make the pointer finger hook gesture)’.
• Didn’t begins with the word did, which is a verb.
• We can use n - apostrophe - t to replace the word not after other verbs too.
• For example, ‘I wouldn’t try that’ (click to display Other + Not Contractions), or ‘that isn’t true,’ or ‘we weren’t sad about it.’
• Let’s try another one together.”
C LICK TO DISPLAY We Do: you’re.
Answer Key
1. Circle the two words that could be either contractions OR possessives. (A: puppy’s, hotel’s)
2. Which contractions include the last word will ? (A: she’ll, that’ll, how’ll)
3. Which contractions had just an o replaced by an apostrophe? (A: haven’t, doesn’t)
4. What does ’s mean when the word is a contraction? (A: is or has)
5. U nderline the contractions that include the second word would or did. (A: where’d, he’d, there’d)
ASK:
• “ What is the first word in this contraction?” (A: you – students hold up left fists)
• “ If I give you a context, such as, ‘you’re my best friend,’ can you figure out what the second word in the contraction is?” (A: are – students hold up right fists)
SAY “Put them together.” (A: you’re – students bring fists together)
CLICK TO REVEAL the words you are below the contraction.
ASK “What letter or letters were replaced by the apostrophe?” (A: a)
SAY:
• “ Let’s say our chant together: ‘Where the letter a used to be, now we see an apostrophe (make the pointer finger hook gesture)’.
• You’re begins with the word you, which is a pronoun.
• We can use apostrophe – r – e to replace the word are after other pronouns too.
• For example, ‘ they’re going to school (click to display Other + Not Contractions), or ‘we’re twins.’
• Let’s go on a word hunt to find more contractions.”
7. Word Hunt
PAIR students and have them sit together.
SAY “Now, we’ll read words that all have an apostrophe. Then, you will hunt for words with your partner that answer a few questions about the words. Open your workbooks to page 42.”
CLICK TO DISPLAY Word Hunt.
SAY “Remember, each partner reads one box aloud while the other partner is the Checker. Then we will check the words together.”
PROVIDE students time to read the two boxes. Then, have a pair read the words to the class, checking the proper pronunciation.
SAY “Read through and answer the questions below the words together.”
8. Decodable Passage Teacher Read
SAY:
• “Open your workbooks to page 43.
• O ur passage for this unit is called ‘Healthy and Tasty?’ It includes our
Unit 6 Heart Words and contraction words.
• Let’s answer a few questions before I read it to you.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the questions and quickly discuss answers with students.
SAY “Next, we’ll look at the Words to Preview and Point and Say words.”
C LICK TO DISPLAY Words to Preview. Read through the words and definitions and have students repeat the words.
CLICK TO DISPLAY Point and Say words. Read through them and have students repeat the words.
SAY “Now, pay attention to the way I read with accuracy and how I read smoothly, with fluency, and intonation, how my voice changes to help the listener understand the text.”
READ “Healthy and Tasty?” with appropriate fluency and intonation.
ASK “Were your predictions on what the passage was going to be about correct?”
SAY:
• “ Let’s go back through and find those Heart Words before we learn more about spelling them.
• F ind the first underlined word, point to it, and say it with me.”
IF TIME ALLOWS, EXPLAIN anything new you have learned from the text and allow students to do the same.
9. Heart Word Magic
C LICK TO DISPLAY Heart Word Magic.
SAY:
• “ Let’s watch an animation to introduce the Heart Words for the unit: almost, always, money, and across
• We will practice reading and spelling these words in isolation and in context throughout the unit.”
CLICK TO PLAY the Heart Word Magic animation.
10. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
Answer Key
1. They’re running a track race today.
2. You’re the fastest kid in class.
3. T hey could’ve stopped, but they didn’t.
4. Their bunny ran along with them.
5. M y robot couldn’t run with them.
6. D o you like your winning medal?
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
10. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 6, Lesson 1 Quick Checks.
SAY:
• “ For your Quick Check, you will choose the correct contraction or possessive from the box to fill in the sentences.
• Before you fill in the blank, try filling it in with the two separate words of the possible contraction to make sure it fits.”
Unit 6 Lesson 2
Self-Assessment, Semantic Reasoning, and “Snacks Around the World” Reading Vocabulary
Objectives
• To introduce the process of determining word knowledge through self-assessment.
• To use semantic links to find related words.
• To preview a text by activating prior knowledge, making connections to personal experiences, and defining unfamiliar words.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
What You Need to Know
InferCabulary
• Confirm that the words from Module 1 were unstarred and the words from Module 2 have been starred, as directed in Module 1, Unit 5.
Module Word Sets
• B eginning in Unit 6, every set of four Orbit Vocabulary units will be structured around a collection of 50 carefully selected words.
• T hese words are chosen based on various factors, including thematic relevance, morphological structures, phonics patterns, and/or their alignment with targeted language skills. The syntactic form of some words may vary across exercises (e.g., devour vs. devoured vs. devouring), but the core meaning—intake + large amount + fast pace—will remain consistent. When a word has more than one meaning, one meaning will be taught in InferCabulary, with additional meanings incorporated throughout the curriculum. These features are designed to enhance general word awareness and offer deeper layers of meaning to support robust vocabulary development.
• B elow is a detailed breakdown of the words included in this module.
Words related to the theme of snacks abundant avocado bamboo bitter bland bountiful carnival chewy confection consumed delectable devour disgusting edible famine feast graze gross inedible ingredient insufficient luscious meager melon morsel mussel nibble numerous plentiful portion repulsive savory scrumptious sparse sufficient trace texture utensil
Words related to the affix pro productive progress proficient
Words related to the root port export import port portable porter proportion reporter
Words related to previously taught phonics and morphology concepts
skillful boldness
Self-Assessment
• M etacognitive tasks, such as self-assessment, are commonly used to promote autonomy and motivation.
• When students rate their familiarity with words at the start of a module, they become more aware of gaps in their knowledge and more likely to attend to the target words as they appear throughout the module.
• T his self-assessment was designed to measure word knowledge on a continuum rather than a simple yes/no understanding:
Minus sign (-): The student has never seen or heard the word before.
Check mark (): The student recognizes the word but cannot explain or use it in a sentence.
Plus sign (+): The student knows the word deeply and can use it in a sentence with at least two semantically related words.
• T hese guidelines help students become more effective at evaluating their own vocabulary knowledge as well as understanding what it means to deeply know a word.
• When the activity is finished, teachers are encouraged to briefly review students’ responses. If a student marks more than half of the words with a plus sign, a quick check-in can help ensure they understand the process.
What You Need to Know
• To confirm accuracy, the student should be able to use the target word correctly in a sentence along with at least two related words for every word marked with a plus sign.
Previewing an Informational Text
• I n this activity, you will guide students in previewing the informational text “Snacks Around the World” and read the text aloud to them while demonstrating fluent reading with expression. The purpose of previewing the text is to activate prior knowledge and introduce new and unfamiliar words. The primary goal of the first reading is comprehension and exposure to the information. It is important to emphasize to students that filling in the blanks in their workbooks will occur in a following lesson. This will allow them to focus on understanding the content during this initial read.
• T he first reading is not an isolated activity. It strategically lays the groundwork for subsequent lessons that will delve into more focused language analysis. Future activities will involve using the text to explore semantic links, parts of speech (word classes such as nouns, verbs, and adjectives), and vocabulary words in order to fill in the blanks.
Two Types of Sentences –Statements and Questions
• T he primary goal of differentiating between statements and questions is to prepare students to generate their own questions about the content passages they will be reading throughout Orbit. Generating questions about texts they read requires students to demonstrate what they understand about a passage, including the vocabulary words and semantic links present, while providing them an opportunity to practice active reading strategies to support comprehension.
Cloze Procedure
• T he cloze procedure serves as a focused activity to reinforce vocabulary acquisition and deepen understanding of how words function within sentences based on their word class (noun, verb, adjective) and meaning (semantic links). By strategically omitting words, students are encouraged to engage in close reading, utilize contextual clues, and apply their knowledge of word class and vocabulary to determine the missing words. This process moves beyond simple recognition and requires students to actively process the text.
• To identify the word that fills each blank, students will follow these steps:
– I dentify the word class needed to fill the blank (who or what, action, or description). (Note: In many sentences, more than one word class can work in the blank. When this occurs, students should move on to the next step.)
– Look for related words in the text that are semantically related to the missing word.
– Test potential words by considering their definition and whether they fit the meaning and grammatical structure of the sentence.
• While the terms noun, verb, and adjective are used when reviewing word classes, these are replaced with person, place, or thing; action; and description during the cloze procedure. This is intentionally done. In many cases, a word that signifies an action and relates to another word with the object-action link is needed to fill in the blank but is technically functioning as a gerund or participle. Using action and description avoids the need to address these variations and encourages students to focus on the semantic links between words.
What You Need to Know
Right-There Questions
• R ight-there questions are questions with answers that can be found in one location within a text. This is a literal question that serves as the first “layer” within the Question-Answer Relationship framework.
• T he Question-Answer Relationship framework, developed by T.E. Raphael, is an approach to comprehension that teaches students how to ask and answer questions about their reading. Students learn to identify the different types of comprehension questions so they can identify where and how the answers can be found. The QAR framework identifies three additional types of questions readers can ask about a text:
– Think and Search Questions: The answer is in the text, but students need to gather information from more than one place to find it. This type of question still falls under the literal category.
– Author and You Questions: The answer requires students to think about what the author wrote and connect it to their own experiences and/or knowledge. This type of question requires students to infer.
– On My Own Questions: The answer is not in the text. Students use their own background knowledge to answer these questions. This type of question promotes creative thinking and serves as excellent prompts for writing assignments.
– T his curriculum will focus on the first three types of questions in the QAR framework.
Create InferCabulary Expedition Pre-Test
• Create the InferCabulary Expedition Pre-Test for Module 2 by building an assignment from the word set entitled Orbit Module 2 Expedition Pre-Test.
• For detailed directions see “How to Create the Expedition Game Assignment in InferCabulary” on page 73.
Start Teaching
Self-Assessment, Semantic Reasoning, and “Snacks Around the World” Reading
1. State Objectives
OPEN Orbit Online to Unit 6, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify what you already know and determine what you still need to learn.
– u se semantic links to find related words.
– prepare to read an informational text by thinking about what you already know, making connections to your experiences, and figuring out the meaning of new words.”
2. Self-Assessment
CLICK TO DISPLAY Self-Assessment.
SAY:
• “ Now that we have learned how words connect, we will study a new set of words every four weeks.
• You will see these words in InferCabulary and we will use them in different activities.
• Remember, we don’t just want to recognize these words—we want to learn them deeply !
• Today we are going to learn a little more about what that means by completing a self-assessment of our word knowledge.”
C LICK TO DISPLAY Teacher Modeling of Self-Reflection Process.
SAY:
• “ Let’s practice with a word from the last unit. The word is vegetation .
• T hanks to the work we did a few weeks ago, I can use vegetation along with at least two or three related words: ‘The vegetation in the garden grew green and lush .’
Vocabulary
• For words that I can use along with two or three related words, I will put a plus sign in the box to the right of that word. (Click to add the plus sign.)
• T he next word is malevolent (Click to add the word malevolent.) I have seen this word before, but I am not sure what it means or how to use it. For words that I recognize but am not sure about what it means or how to use it, I will put a checkmark in the box after it. (Click to add the checkmark.)
• T his last word is new to me. (Click to add the word existential.) I can decode it, but I am not familiar with it. For words I do not remember seeing or hearing ever before, I will put a minus sign in the box.” (Click to add the minus sign.)
C LICK TO DISPLAY Implementation of Self-Reflection Process.
STUDENTS OPEN their workbooks to page 46, “Word Knowledge Self-Assessment.”
SAY:
• “As we go through these words, be honest with yourself. This isn’t a test—it’s a way to track your learning.
• T hink of it as a journey. Some words will be unfamiliar at first.
• T hrough class activities and InferCabulary, you’ll see them in new ways, connect them to other words, and start using them.
• Tracking your progress shows how much you’ve learned.
• I n three weeks, we’ll do another self-assessment to see your growth.”
READ each of the words aloud as the students follow along in their workbooks and complete the self-assessment.
Note: Acknowledge all related words even if they are not listed, explaining that the words included are only examples. For unrelated responses, request more clarification from the student or offer redirection.
SAY “Let’s review what we know about semantic links by completing another word study with the word morsel. Make sure you can pronounce it to yourself.”
ASK:
• “ What is our next step?” (A: Notice, observe, activate our prior knowledge to determine why these pictures go together and how they might help us understand the word morsel.)
• “ What do you notice about all these pictures?” (Acknowledge all related answers. Request clarification or offer redirection as needed.)
SAY:
• “ Now let’s read each caption. (Click to show captions.)
• ‘ I will enjoy this tiny snack.’
• ‘ The cat can eat these small pieces of food.’
• ‘ The mouse nibbled on a bit of carrot.’
• N ow that we have looked at all the pictures and read the captions, let’s find the related words that will help us better understand the word morsel
• R ight away, I notice the action of eating. That means morsel is an object and the actions would be enjoy, eat, and nibble.” (Click to show icons and related examples.)
ASK:
• “What about the rest of these connections?” (Click to show icons.)
• “Which of these words describe a morsel?” (A: tiny, small) (Click to show words and underline.)
• “I see this synonym link here. That must mean there are some synonyms for the word morsel . What are they?” (A: snack, pieces, bit) (Click to show words and underline.)
• (Point to category icon.) “What link does this icon represent?” (A: category)
• “What category does morsel belong to? A morsel is a type of what?” (A: food) (Click to show word and underline.)
4. “Snacks Around The World” First Reading
C LICK TO DISPLAY Informational Texts.
SAY:
• “ Informational texts teach, or inform, us about facts. They do this in a straightforward way, without a plot or characters.
Vocabulary
Click the Comprehension Boost icon to display the visual support for “snacks.”
• I n this article, we will learn about the different types of snacks people eat in different countries.”
C LICK TO DISPLAY What Do You Already Know?
SAY “Before reading, it helps to think about what we already know. Connecting new information to what we already know makes the text easier to understand.”
ASK the following questions to activate students’ prior knowledge and encourage discussion:
• “ What kind of snacks do you eat?”
• (Click to replace with new question.) “We might eat different types of snacks at different times of the year. What kinds of snacks do you reach for when it’s hot outside?”
• (Click to replace with new question.) “What kinds of snacks do you eat when it’s cold outside?”
• (Click to replace with new question.) “Are there special snacks you eat on certain holidays or family celebrations?”
• (Click to replace with new question.) “Have you ever traveled somewhere or gone to a friend’s house and tried a snack that you’d never had before? What was it like?”
CLICK TO DISPLAY Words to Preview.
SAY:
• “ Before I begin reading, let’s preview some words that may be new to you.
• An eclair is a long, soft pastry filled with cream and topped with chocolate. Say eclair with me: ‘eclair.’”
CLICK TO ADD the word samosa
SAY “A samosa is a pastry filled not with sweet cream but with things like potatoes, spices, and peas. Say samosa with me: ‘samosa.’”
CLICK TO ADD the word gelato
SAY “Gelato means ‘frozen’ in Italian. Gelato is a frozen treat, similar to ice cream, that was invented in Italy. Say gelato with me: ‘gelato.’”
CLICK TO ADD the word plantain
SAY “A plantain is a fruit that looks like a banana. It is usually bigger, firmer, and not as sweet as a banana. Unlike bananas, plantains are not eaten raw. People cook them by frying, baking, or boiling. Say plantain with me: ‘plantain.’”
CLICK TO DISPLAY Time to Read!
Vocabulary
Click the Comprehension
Boost icon to display the visual support for the “Snacks Around the World” passage.
Answer Key
Accept any reasonable answers.
STUDENTS OPEN their workbooks to page 47, “Passage - ‘Snacks Around the World.’”
SAY:
• “ I will read the article aloud as you follow along with me.
• From this article, we will learn information to add to what we already know about snacks.
• I n the next lesson, we will use this information to help us fill in the blanks. We will not start filling in the blanks until the next lesson.”
READ THE PASSAGE ALOUD without the missing words. Take this opportunity to model fluent reading with expression.
SAY “In the next lesson, we will look closely at the first paragraph of this article and use semantic links, parts of speech, and our vocabulary words to fill in the blanks.”
5. Climb in InferCabulary and Play in the Reading Playground
C LICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
C LICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 6, Lesson 2 Quick Checks.
SAY “Use the word bank to build four semantic connections according to the link icons.”
Unit 6 Lesson 3
Reading and Spelling Contractions and Possessives Phonics
Objectives
• To decode and encode contractions and possessives.
• To decode and encode the Heart Words almost, always, money, and across.
• To practice oral reading fluency with decodable texts.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• Q uick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
Start Teaching
Reading and Spelling Contractions and Possessives
1. State Objectives
OPEN Orbit Online to Unit 6, Lesson 3, Phonics.
C LICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– read and spell contractions and possessives.
– s pell our Unit 6 Heart Words.
– read words, sentences, and our passage with greater fluency.
• Let’s start by practicing the spellings of our new Heart Words.”
STUDENTS PLACE workbooks and pencils on their desks.
2. Practice Heart Word Spelling
CLICK TO DISPLAY Heart Word Review.
SAY “Before we dive into spelling, let’s do a quick review of the tricky parts of these words.”
ASK:
• “ What is the first word?” (A: almost)
• “And what letter, or letters, is not making the sound we expect?” (A: a)
CLICK TO CHANGE the a from black to red and add a heart above it.
SAY:
• “ We are expecting the a to spell its short phoneme because a - l is a Closed Syllable, /ăl/. Instead, this a spells the sound /aw/.
• We know that a - l - l usually spells the sounds /awl/, but sometimes, at the beginning of a multisyllabic word, the spelling is just a - l .
• T here is one more part that is a little tricky, but we won’t mark it because it’s something we learned in second grade.”
ASK “What sound would we expect the o in a Closed Syllable to make?” (A: short)
Phonics
Answer Key
1. [al] [most]
2. [al] [ways]
3. [mon] [ey]
4. [a] [cross]
SAY “Right, but o - s -t is a Closed Syllable exception that has a long o sound, so this syllable is most .”
REVIEW each of the four remaining words, asking the same questions as above and noting the unexpected vowel sounds.
always = a spells the phoneme /aw/, just like in the word almost . (They already know that s can spell the phoneme /z/, like in the words is, as, and has, so it is not marked.)
money = o spells the short u phoneme in a Closed Syllable rather than the short o phoneme.
across = o spells the phoneme /aw/ in a Closed Syllable rather than the short o phoneme. (They already know that a can spell the schwa phoneme at the beginning of words, so it is not marked.)
CLICK TO DISPLAY Heart Word Spelling.
SAY “Turn to page 51 in your workbooks, and we’ll practice spelling the Heart Words we just went over.”
DICTATE the words, one at a time: almost, always, money, and across
FOR EACH WORD, STUDENTS:
• Fill in a dot for each syllable that they hear.
• Write a syllable in each box with a dot.
• Draw a heart above the tricky part(s).
• Write the whole word on the final line in cursive.
REMIND STUDENTS to use their phonics knowledge to spell the phonetically predictable parts of each word and to write legibly in print. Students should write the final word in cursive.
After students have spelled each word, click to highlight the rows and reveal the answers and review them, one at a time. (Click once for each dot representing a syllable, then once to add each syllable, and then once again to display the completed word.)
3. Partner Phrase Reading
CLICK TO DISPLAY Partner Phrase Reading.
SAY:
• “ Next, we’ll do our partner phrase reading.
• Turn to page 52 in your workbooks.
• Q uietly read the phrases to yourself. If you get stuck on a word, underline the vowels and break up the syllables around the vowels like we do with our SyllaBoards™ to help you figure it out.
• Remember, if something doesn’t sound quite right, go back and reread.”
STUDENTS READ QUIETLY TO THEMSELVES as many phrases as they can in the time given.
ASSIGN PAIRS OF STUDENTS to work together to read phrases fluently to each other and check each other’s work. Determine which student will act as the Reader first and which will be the Checker.
Have your blank copy of the workbook available as you monitor pairs throughout the room.
STUDENTS TRADE workbooks before the beginning of the paired activity.
See page 26 for full Partner Phrase Reading directions.
4. Detect & Decode
SAY “Now, we will examine complete sentences to look for contractions, and then read the sentences with fluency. Turn to page 52.”
C LICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are done, we will discuss what you found and then we’ll all have a few chances to read sentences aloud.”
After students have had time to complete their Detect tasks, discuss their findings.
Words That Can Be Contracted:
1. T hat volcano cannot erupt; it is extinct. (cannot > can’t) ( it is > it’s)
2. Who would like an umbrella for the wagon ride? (Who would > Who’d)
3. C alvin’s day is hectic; he is conducting the band this evening. (he is > he’s)
4. You have been playing the mandolin for years, right? (You have > You’ve)
5. It is pajama day at trumpet camp because we learned a new song. (It is > It’s)
6. I wish he would respond about the messy electric work. (he would > he’d)
7. If our team wins the contest, we are having a potato party! (we are > we’re)
8. “ You should not go to the festival alone,” said Miss Edna, our
Note: All students should read at least two sentences. It is expected that students will read sentences already read by another student. It may be beneficial to have struggling readers read a sentence after it has already been heard by the group.
teacher. (should not > shouldn’t)
9. S he will insist that we meet in the gazebo at seven. (She will > She’ll)
10. T he scaly dragons are not allowed at the local festival. (are not > aren’t)
SAY:
• “ Let’s read!
• Remember, our goal is to read each sentence accurately the first time.
• O ur secondary goal is to read fluently, as if we were talking to a friend.
• Readers, make sure you read loudly enough for everyone to hear.
• Checkers, that is everyone who is not reading, pay careful attention to the Reader and the text. Quietly mark any errors in your workbook. Remember to make your marks light.”
CALL ON INDIVIDUAL STUDENTS to read sentences, one at a time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all the words correctly or give a thumb to the side if the Reader misreads any word(s). If the Reader misreads any words, follow Positive Error Correction instructions (see page 11 for full directions).
5. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “ We are going to spell some longer words in our workbooks.
• We’ll Whale Talk each word first so we can hear how many syllables that word has.
• After we Whale Talk each word, we’ll spell the word one syllable at a time by listening to the sounds in each syllable.
• Let’s spell the first word together. Turn to page 53.”
CLICK TO HIGHLIGHT row #1.
SAY:
• “ She’d. Repeat. (Students repeat she’d.)
• She’d, as in, ‘ She’d really like to just sit and read her book.’
• N ow, let’s Whale Talk she’d together. (Whale Talk she’d by holding your lips together and shouting she’d. Students Whale Talk with you.)
ASK “How many syllables did you feel in she’d ?” (A: one)
SAY:
• “Since she’d has one syllable, she’d, we will fill in the dot in the first section.
• A s you fill in the dot, say the word she’d with me.
• /shēd/ (click to fill in 1st dot).”
ASK “What are the two words that make up the contraction she’d ?” (A: she would)
SAY “Write the first word, she, on the first line.”
ASK “And how do we contract the second word, would ?” (A: apostrophe-d)
SAY “Write the rest of the contraction directly after she, and then write the whole word on the line on the right.”
CONTINUE the above process for the remaining words, one at a time. Review the answers at the end. Provide Positive Error Correction if needed. (See page 34 for full directions.)
REMIND students to write legibly. They should write the complete word in cursive.
2. there’s - [there’s]
• “ There’s a lot going on today, so pay close attention.”
3. I’ve - [I’ve]
• “ I wanted to explain my thinking, so I’ve written a letter.”
4. doesn’t - [does] [n’t]
• “ My cat doesn’t like it when new people visit.”
5. they’ll - [they’ll]
• “ I do not think they’ll be ready in time.”
6. Sentence Dictation Practice
SAY:
• “ Now, we’re going to put our Heart Word, contraction, and possessive spelling practice into use writing whole sentences.
• I ’ll say a sentence, and then I’ll repeat it slowly several times while you write it down.”
ASK:
• “ Remind me, how do all sentences start?” (A: with a capital letter)
Phonics
Reminder: The point of this activity is practice and collaborative support, not assessment. Students will complete a timed read in Lesson 5. The same pairs should be utilized for this read with each partner reading the section they read today.
• “ How do all sentences end?” (A: with a period, a question mark, or an exclamation point)
SAY “Do your best to listen for places you might need a comma or quotation marks or an apostrophe and do your best to spell the schwa sound when you hear it.”
For each sentence:
C LICK TO DISPLAY Dictation Sentence Images, one at a time.
READ each sentence once with appropriate fluency and intonation.
STUDENTS REPEAT the sentence and count the number of words in the sentences. They write the number of words at the end. This will help them check that they’ve written each word.
REPEAT the sentence several times slowly as students write.
1. Where’d you go for dinner late last night? (8)
2. “ That’s the best photo you’ve taken,” said Robin. (8)
3. Stay relaxed when you’re riding the pony. (6)
C LICK TO DISPLAY all three sentences and review as necessary. Students then make any necessary corrections.
7. Decodable Passage Practice
S AY “You heard me read the passage ‘Healthy and Tasty?’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner. Let’s go back to page 43.”
C LICK TO DISPLAY Words to Preview. Review quickly.
CLICK TO DISPLAY Point and Say Words. Review quickly.
GROUP students into pairs and determine which student will be Reader 1 and which student will be Reader 2.
Procedure:
• Each Reader will read one section as the Checker provides support when prompted.
• Remind students to underline the vowels and segment the syllables of words they struggle with before asking their partner for help.
SAY:
• “ With your partner, find four contractions in the passage. Write those on your workbook page at the end of the passage.
• U se your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
Answer Key
1. Where’s my next class? C
2. That bench’s leg is broken. P
3. who’d who is who’s who will who’ll who would
4. Who’s the tallest kid in our class?
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concepts. The lists below contain all contractions and possessives in the passage.
Contractions
Possessive Adjectives
aren’t can’t haven’t their let’s they’ve who’ll your don’t it’s I’m they’re you’ve you’ll
8. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
9. Quick Check
C LICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 6, Lesson 3 Quick Checks. Do not read the words or sentences on the Quick Check to students.
SAY:
• “ For today’s Quick Check, you will listen to words and determine if the words are contractions or possessives.
• For numbers 1 and 2, read each sentence and then write C on the line if the underlined word is a Contraction or write P on the line if the underlined word is a possessive.
• For number 3, draw a line connecting the contraction on the left and the separate words that make that contraction on the right.
• Lastly, for number 4, choose the correct contraction from number 3 to fill in the sentence’s blank.”
Unit 6 Lesson 4
Semantic Reasoning & “Snacks Around the World” Cloze and Questions
Objectives
• To use semantically related words to build a definition.
• To differentiate between statements and questions.
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To ask and answer questions while reading an informational article to support and demonstrate comprehension.
• To use semantic links to find related words.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary
• Q uick Check – printed and copied (Supply Room)
• pencil
Vocabulary
Start Teaching
Semantic Reasoning & “Snacks Around the World” Cloze and Questions
1. State Objectives
OPEN Orbit Online to Unit 6, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– u se related words to build a definition.
– tell the difference between a statement and a question.
– u se semantic links, word classes, and your knowledge of vocabulary words to find the missing words in an informational article.
– a sk and answer questions about an informational article.”
2. Word Work With Definition - Morsel
C LICK TO DISPLAY Review Morsel
SAY “The other day we studied the word morsel (Click to highlight pictures and captions.) We also collected many related words based on their semantic links to the word morsel .” (Click to highlight the icons and related words.)
CLICK TO DISPLAY Building a Definition Step 1.
SAY “We have also learned how to build a definition. We already completed step one when we used semantic links to help us find the words related to morsel . (Click to reveal words and icons.)
C LICK TO DISPLAY Building a Definition Step Two.
SAY “We will practice step two by putting these words into sentences.” (Click to reveal sentences about morsel.)
C LICK TO DISPLAY Building a Definition Step Three.
SAY “Step three is your chance to choose which words to keep in your definition and which to cross out. You can also add related words not used in our semantic work. I thought of morsel as the opposite of chunk (Click to reveal opposite icon and phrase.)
CLICK TO DISPLAY Building a Definition Step Four.
Vocabulary
Click the Comprehension Boost icon to display the visual supports for statement and question.
SAY “Finally, we will use a sentence frame to help us build the final definition.”
CLICK TO DISPLAY Semantic Links Checklist.
STUDENTS OPEN their workbooks to page 54, “Word Work Worksheet - Morsel.”
SAY:
• “ This Semantic Links Checklist includes all the links we have learned and their phrases. Here is where we will add some of the related words we found. There were a few different descriptive words. I chose tiny because I felt it was the most descriptive. (Click to add words.)
• A g ood definition includes either a category or example and three other semantically related words. It is okay if I have an extra word or two, like chunk , but when I am done, I should have all four boxes checked off.” (Click to add checkmarks.)
CLICK TO DISPLAY Building a Definition.
SAY “When I put it all together, this is what it will look like.”
READ “A morsel is a type of food. A morsel is tiny and we can nibble it. A morsel means the same as piece and the opposite of chunk .”
SAY:
• “ Now I can get rid of the words that are used too many times, like ‘A morsel.’ (Click to show strikethroughs.)
• I c an also add new words. (Click to show the words that and it.)
• T hen I will rewrite my final definition.” (Click to show the final definition.)
CLICK TO DISPLAY Now It Is Your Turn.
SAY “Now it is your turn to take the words we collected from the semantic reasoning activity and use your Semantic Links Checklist to build your own definition.”
Give students five minutes to complete the activity. Circulate the room and provide support as needed. When students are finished, assign partners.
SAY “Turn to your partner and read your definition to them.”
3. Sentence Work – Statements and Questions
C LICK TO DISPLAY Two Types of Sentences.
SAY:
• “ Today, we are going to learn the difference between two types of sentences: statements and questions.
Vocabulary
Click the Comprehension
Boost icon to display the visual supports for the question words.
Answer Key
1. s tatement, period
2. q uestion, question mark
3. q uestion, question mark
4. s tatement, period
• A statement is when you tell someone something in a neutral, non-emotional way. It ends in a period. For example, ‘An apple tastes sweet.’”
CLICK TO ADD example.
SAY:
• “ The job of a statement is to share information or state a fact.
• A q uestion is when you ask something. It ends in a question mark. For example, ‘What does an apple taste like?’”
CLICK TO ADD example.
SAY:
• “ The job of a question is to ask something.
• Questions often begin with the words who, what, when, where, and why. They can also begin with other words, including do in ‘Do you like oranges?’ and would in ‘Would you like a napkin?’”
CLICK TO DISPLAY Question or Statement?
SAY:
• “ Now let’s look at examples of statements and questions and see if we can identify what type they are and give them the correct punctuation.
• F irst, we read the sentence and ask ( point to the question ‘What is the purpose of this sentence?’), ‘Is the purpose of this sentence to ask something or to share information?’
• If the purpose is to share information ( point to the boxes on the right), we punctuate it with a period and label the sentence with an S for statement .
• If the purpose is to ask something ( point to the boxes on the left), we punctuate it with a question mark and label the sentence with a Q for question .”
CLICK TO DISPLAY Identify Statements and Questions.
STUDENTS OPEN their workbooks to page 55, “Statements and Questions.”
CALL ON student volunteers to read each sentence aloud. Use the provided routine and answer key to guide students through the activity.
CLICK TO ADD each label and punctuation mark.
ASK:
• “ What is the purpose of this sentence?”
• “ Which punctuation mark does this sentence need?”
• “ What kind of sentence is this?”
Click the Comprehension Boost icon to display the anchor chart for Thing, Action, Description.
4. Cloze and Questions: “Snacks Around the World”
CLICK TO DISPLAY Word Classes.
SAY “Before we read the paragraph and fill in the blanks, let’s review the different types of words that are used to build a sentence.”
ASK:
• “ What type of word do we use to show the subject of a sentence?” (A: a person, place, or thing; called a noun)
• “ What type of word do we use to show the action of a sentence?” (A: an action or being verb) (Click to add the verb words and images.)
SAY:
• “A verb can show visible actions, like hopping , or invisible ones, like hoping. Some verbs show a state of being, like is in ‘The rabbit is soft.’ Other verbs show possession, like has in ‘The rabbit has an apple.’ (Click to add the adjective words and image.)
• Adjectives are another word class. They describe nouns and were used in our object-description links.”
C LICK TO DISPLAY Sort the Words.
SAY “Now let’s sort our vocabulary words by their word type. Knowing what each word does in a sentence will help us choose the right words to fill in the blanks.”
CALL ON a student to read the first word.
Click the Comprehension
Boost icon to display the visual supports for the word bank words.
Answer Key
1. bamboo – thing
2. bitter - description
3. c arnivals – place
4. chewy – description
5. d evour - action
6. i ngredients – thing
7. n ibble - action
8. s avory - description
9. texture – thing
10. utensils – thing
ASK “Is bamboo a thing, an action, or a description?” (A: it is a thing) (Click to move the word bamboo to the person, place, thing column.)
REPEAT THIS ROUTINE with the remaining vocabulary words in the list. Use the provided answer key to support students.
CLICK TO MOVE each word to the correct column.
CLICK TO DISPLAY Read: “Snacks Around the World.”
STUDENTS OPEN their workbooks to page 47, “Passage - ‘Snacks Around the World.’”
SAY:
• “ Let’s use the word bank and what we have learned about semantic links and word classes to fill in the blanks.
• I will read the paragraph first as you follow along.” (Read the paragraph aloud as students follow along.)
CLICK TO DISPLAY Fill In the Blanks.
Vocabulary
Use movements for “person” (point to yourself or someone else), “place” (point around the room), and “thing” (pretend to hold an object); “action” (pretend to use a hammer to bang something); and “description” (pinch your shirt between your fingers and rub them together to feel the fabric).
Click the Comprehension Boost icon to display the visual supports for “ingredients.”
SAY “Let’s look at the sentence that is missing a word: ‘Each country has its own favorite treats which contain ____ that are easy to find there.’”
ASK “Do we need a person, place, or thing; an action; or a description to fill in the blank?” (A: a thing)
CLICK TO HIGHLIGHT the things in the word bank.
SAY “Now that we know we are looking for a thing, we can use semantic links to help us. Let’s look for related words.”
ASK “What clue words can help us find the missing word?” (A: treats and contain)
CLICK TO UNDERLINE the words treats and contain . Direct students to underline these words in their workbooks.
ASK “What do treats contain?” (A: ingredients)
C LICK TO ADD the object and materials icons and to add ingredients to the blank.
SAY:
• “ Yes! ‘Each country has its own favorite treats which contain ingredients that are easy to find there.’ Write ingredients in the blank.
• We just used the object-materials semantic links to help us find the missing word.
• N ow let’s look at another clue we can use to help us find missing words.”
ASK “What have you learned about the word ingredient?” (A: it is an item that is used to create food)
SAY:
• “Another strategy to finding a missing word is to fill in the blank with the definition of a word that we think might fit.
• Let’s plug the definition of ingredient into the sentence: ‘Each country has its own favorite treats which contain items used to create food that are easy to find there.’”
ASK “Does this definition fit the meaning of the sentence? And, is this true?” (A: yes, this definition fits the meaning)
SAY “This strategy can also help us to eliminate words that do not work in the blank.”
ASK “Let’s try this with the word utensil. What have you learned about the word utensil ?” (A: it is a type of tool you can hold with your hand, often used in the kitchen)
SAY “Let’s plug the definition of utensil into the sentence: ‘Each country has its own favorite treats which contain a tool often used in the kitchen that are easy to find there.’”
Vocabulary
ASK “Can treats that people eat be made from tools used in the kitchen?” (A: no, people cannot eat treats made from tools)
SAY:
• “ So, we know that utensil is not the missing word.
• S ometimes it’s hard to tell if the missing word is a person, place, or thing; an action; or a describing word. One way to help is by plugging in the meaning of a word to figure out what type of word is needed.
• Let’s try this with the action word devour : ‘Each country has its own favorite treats which contain to eat large amounts quickly that are easy to find there.’”
ASK “Why doesn’t the word devour go in the blank?” (A: because it shows action; a thing is needed to fill in the blank)
SAY “Yes! Word class, semantic links, and definitions are excellent strategies we can use to help us find missing words.”
CLICK TO DISPLAY Right-There Questions: Where.
SAY:
• “ We are going to take a quick break to talk about Right-There Questions using this sentence: ‘Lexie played at the park after school.’
• (Click to add icons.) Lexie is the person or character, played is the action, park is the location, and after school is the time, or event.
• S emantic links can also help us create and answer Right-There Questions.
• H ere is the question, ‘Where did Lexie go?’ (Click to add question and explanation.)
• Where is asking for information about location. (Click to add location icon.)
• If we go back to the sentence and look for the location icon, we find the answer to our question. (Click to reveal the answer.)
• Lexie went to the park. The answer to a right-there question can be found in one spot in the text you read. You can point to the answer.”
CLICK TO DISPLAY Right-There Questions: Who.
SAY:
• “ Here is the question: ‘Who went to the park?’
• Who is asking for information about a person. (Click to add person icon.)
• If we go back to the sentence and look for the person icon, we find the answer to our question. (Click to reveal the answer.)
Vocabulary
Redirection
If students identify country as a thing, explain that country is a place.
• Lexie went to the park.”
CLICK TO DISPLAY Right-There Questions: What.
SAY:
• “ Here is the question: ‘What did Lexie do at the park?’
• What is asking for information. When it is combined with a form of the verb do, it is asking for information about an action or what happened. (Click to add action icon.)
• If we go back to the sentence and look for the action icon, we find the answer to our question. (Click to reveal the answer.)
• Lexie played.”
CLICK TO DISPLAY Right-There Questions: When.
SAY:
• “ Here is the question: ‘When did Lexie go to the park?’
• When is asking for information about the time an event happened. (Click to add time icon.)
• If we go back to the sentence and look for the time icon, we find the answer to our question. (Click to reveal the answer.)
• Lexie went after school.”
STUDENTS TURN their workbooks to page 48, “Right-There Questions.’”
CLICK TO DISPLAY Sentence.
SAY:
• “ To ask a right-there question using the word what, we look for things —including animals and ideas–in the sentence. (Click to add object icons.)
• We are not looking for people, because what asks about things. If we used who, we’d look for people.
• T he objects in this sentence are snacks and meals.
• I c an ask a question about snacks or about meals using the word what .”
ASK “My question is ‘What do people reach for when they feel hungry between meals?’” (A: snacks) (Click to highlight the word snacks in the sentence.)
CLICK TO DISPLAY Sentence.
SAY:
• “ Here is another sentence. Let’s find all the things.” (Click to add object icons.)
Vocabulary
Answer Key
1. C . The soup tasted bland because it had no salt or spices.
2. A nswers may vary. Sample response: “Bamboo is a type of plant that has hollow stems and can be used to build things.”
• The things in this sentence are treats and ingredients.”
SAY “With a partner, use the question word what to ask a right-there question. Write your question under the ‘What’ heading in your workbook. Use your best cursive handwriting.”
STUDENTS WORK with their partner to create a question.
CALL ON STUDENT VOLUNTEERS to share their questions and identify the answers. (Possible responses: “What do treats contain?” “What does each country have?”)
5. InferCabulary Expedition
CLICK TO DISPLAY Expedition Assignment.
SAY:
• “ There is a new activity waiting for you on your InferCabulary dashboard today.
• Please open the Assignments button and complete the assignment entitled Module 1 Expedition Posttest.
• If you finish while others are still working, please continue climbing until everyone is finished.”
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 6, Lesson 4 Quick Checks.
SAY “Choose the sentence that is using the word bland correctly. Then, use the sentence framework to build a definition of the word bamboo.”
Unit 6 Lesson 5
Knowledge Checkpoint: Contractions and Possessives Phonics
Objectives
• To decode and encode contractions and possessives.
• To encode the Heart Words: almost, always, money, across.
• To read controlled text with contractions and possessive words accurately, fluently, and with understanding.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• S pelling & Dictation page –printed and copied (Supply Room or page XX in the Appendix)
• Orbit Student Workbook 1
• Q uick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
Click the Comprehension Boost icon to display the visual supports for “contraction” and “possessive.”
Start Teaching
Knowledge Checkpoint: Contractions and Possessives
1. State Objectives
OPEN Orbit Online to Unit 6, Lesson 5, Phonics.
C LICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– s how that you can identify, read, and spell contractions and possessives by themselves and in phrases and in sentences.
– s how that you can spell our Unit 6 Heart Words.”
2. Optional Warm-Up Activity
C LICK TO DISPLAY Warm Up: Contraction or Possessive?
SAY “To warm up, let’s play Contraction or Possessive? I’m going to show a phrase and if the underlined word is a contraction, move to the Contraction side of the room. If the underlined word shows possession, move to the Possessive side of the room.”
CLICK TO REVEAL the phrase everyone’s going and have a student read it.
SAY “Remember, if the word is a contraction, it means that the apostrophe is replacing letters in a second word. If the word is a possessive, it shows ownership.”
ASK “Is everyone’s a contraction or a possessive?” (A: contraction –everyone is)
STUDENTS MOVE to the Contraction side of the room.
REPEAT ROUNDS of the game with the remaining phrases: men’s shirt (Possessive); my sister’s cute (Contraction); that’s mine (Contraction); a bike’s seat (Possessive); there’s room over here (Contraction); whose bag is this (Possessive).
3. Spelling and Dictation
C LICK TO DISPLAY Spelling & Dictation.
Phonics
Note: Print the Spelling & Dictation page from Orbit Online’s Supply Room or page XX in the Appendix.
SAY “We have been practicing spelling Heart Words, contractions, and possessives. For today’s spelling test, write the words in your best handwriting on our Spelling & Dictation paper.”
DISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon and Star lines to size letters.
READ aloud the sixteen words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing.
1. couldn’t – You couldn’t even tell there was a hole in the sweater.
2. whose – Whose test paper is this?
3. they’re – They’re going to get back home tonight.
4. we’d – We’d like to come to the movie too.
5. you’re – You’re the best friend I’ve ever had.
6. won’t – I won’t be able to come to the event.
7. your – Your mom is a great cook.
8. their – Their property goes all the way to the woods.
9. I’ll – I’ll eat in the dining room.
10. can’t – Can’t you tell that I’m happy?
11. where’s – Where’s the closest place to get a burger?
12. always – We can always erase mistakes.
13. money – I’m saving money for the next book in the series.
14. almost – It’s almost time for recess!
15. father – June’s father came to pick her up.
16. across – Sit across from me so we can talk.
Dictation Sentences:
1. You’d like the gravy if you gave it a try. (10)
2. I l ike Sam’s electric blue ball cap. (7)
4. Decodable Passage Fluency and Comprehension
S AY:
• “ We have read ‘Healthy and Tasty?’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll also track your growth with your partner.
• O pen your workbooks to page 43.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher, but remember that you can always reread if you notice you made a mistake or if something you read doesn’t make sense.
• Remember that accuracy is more important than speed. Read carefully.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today. Reader 2 will begin as Checker.
Procedure:
1 CLICK TO DISPLAY AND BRIEFLY REVIEW the “Words to Preview” and “Point and Say Words” at the top left of the passage with students.
2. Readers swap workbooks and follow the procedure on page 29 as students take turns being the Reader and Checker while tracking miscues, timing a one-minute reading (click to display the timer for each reader), and rereading any misread sentences.
3. Each student charts their own Accuracy Percentage & Words Correct Per Minute using the charts at the end of their workbooks.
ASK:
• “ What is something you did well in the oral reading compared to your practice read?”
• “ What is something to improve in your oral reading?”
• “ Would a few students share their growth?”
SAY:
• “ With practice, we can improve our reading accuracy, prosody, and speed. Improving these skills allows us to better understand what we are reading.
• Let’s see what we understood by answering the Investigate the Text questions.”
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage and write the question number
Phonics
at the beginning of the answer sentence. Students will write answers to questions #5-6 on the handwriting lines. Their answers should be complete sentences written in legible cursive handwriting.
Answer Key
1. Which snacks have high protein? Underline each snack.
In Japan, kids snack on edamame. These are young soybeans that are boiled. They’re almost always sprinkled with a little salt . They’re full of protein
Chickpeas are small, round beans that get crunchy when they’ve been roasted. They’re packed with protein and fiber
2. What gives Greek yogurt a bit of sweetness?
The yogurt is thick and creamy, and the honey adds just the right amount of sweetness.
3. Which snack grows on trees?
Acai is a dark purple fruit that grows on trees in the Amazon raingforest.
4. Which snack is both crispy and soft?
And in Türkiye (Turkey), simit is a poplular snack. This round, sesame-covered bread is crispy on the outside and soft on the inside.
5. Which one of these snacks would you like to try? Why?
6. Why do you think different snacks are popular in different countries?
C LICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 6, Lesson 5 Quick Checks. Do not read the words or sentences on the Quick Check to students.
Answer Key
1. What’s the next step? C
2. Hers is the spotted one. P
3. you’ve you would you’ll you will you’d you have
4. I told Mom you’d pick the biggest slice.
*You’ll would also be an acceptable answer. Ask students to explain their reasoning.
SAY:
• “ For today’s Quick Check, you will listen to words and determine if the words are contractions or possessives.
• For numbers 1 and 2, read each sentence and then write C on the line if the underlined word is a Contraction or write P on the line if the underlined word is a possessive.
• For number 3, draw a line between the contraction and its separate words.
• Lastly, for number 4, choose the correct contraction from number 3 to fill in the sentence’s blank.”
Unit 7 Lesson 1
Spell It Right Rules
Objectives
• To accurately spell words by adding suffixes to free base words, applying all three Spell It Right Rules.
• To use context clues and morphemic knowledge to select and write the correct word that completes a cloze sentence.
• To orally explain how they chose each cloze-sentence word, citing at least one morphological clue and one contextual clue in every explanation.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
• Unit 7 Home Connection Letter – printed and copied (Supply Room)
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
What You Need to Know
1 -1 -1 D oubling Rule:
• When adding a vowel suffix (-ing , - ed, - er, -able, etc.) to a one-syllable word that ends in a single vowel followed by a single consonant, double that final consonant (run ➞ running, jet ➞ jetted). This keeps vowel sounds short and clarifies pairs like hopping vs. hoping
Morphology
• Students may be familiar with this rule from the phonics lessons in Unit 27 of HD Word. Students learned that this rule is used when adding suffixes to closed syllable words called 1-1-1 words. For example, the free bases ram and plan are 1-1-1 words, but the free bases ream and ramp are not because they do not include a short vowel, closed syllable or end with a single consonant.
What You Need to Know
• In this lesson, students will focus on adding vowel suffixes to short vowel, one-syllable, 1-1-1 free bases. In the future, students will expand their use of this rule to words that have multiple morphemes.
Drop the e Rule
• If a base ends in silent e, drop the e before adding a vowel suffix (bake ➞ baker, hope ➞ hoping , use ➞ usable). The silent e is no longer needed because the suffix begins with a vowel.
• Students may be familiar with this rule from prior phonics instruction in HD Word Unit 27. Note that this rule does NOT apply to words where a final e is a part of a vowel team. For example, agree becomes agreeing . Removing the final e would change the sound of the final phoneme in the base.
• The Drop the e Rule is used to avoid having two vowels in a row that would create a new sound, such as bakeed, bakeer, or bakeing. The Drop the e Rule is not used when adding a suffix that begins with a consonant.
• Students will learn more about the phonetic exceptions and spellings of this rule in Orbit Unit 10.
Change y to i Rule
• When a word ends in consonant + y and the suffix does not begin with i, change y to i (happy ➞ happiness, merry ➞ merriment).
• This rule does not apply when the suffix begins with i, as in -ing . In this case, keep the y (cry ➞ crying).
• In this lesson, students will focus on applying this rule to accurately spell free bases that have the suffixes - ness, - ment, - less, -ful, and - ly
Prefixes con- and pro-
• In lesson three of this unit students will learn the meaning of the prefixes con - and pro -.
• Prefix con - means with or together. It adds to the meaning of the base to show that something is done in cooperation, jointly, or in connection with others. For example, the bound base struct means to build. Adding the prefix con - creates the word construct Construct is a verb that means to build something by putting parts together, often with a group or through collaboration. The prefix con - helps us understand that the building process involves joining or combining elements.
• Prefix pro - means forward or in favor of. It adds to the meaning of the base to indicate movement ahead or support for something. For example, the free base pose can refer to offering an idea for others. Adding the prefix pro - creates the word propose Propose is a verb that describes offering an idea to a group to typically move something forward or in favor of. The prefix prohelps us understand that the action is taken in favor of something, pushing an idea forward.
Start Teaching
Spell It Right Rules
1. State Objectives
OPEN Orbit Online to Unit 7, Lesson 1, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– spell words correctly with suffixes using the Spell It Right Rules.
– determine the missing words in a sentence by looking at morphemes and using key words.
– explain your reasoning for the correct word using evidence from the sentence.”
2. Spell It Right Rules
CLICK TO DISPLAY Spell It Right Rules.
SAY:
• “Open your workbook to page 56
• You will write notes on the important information we discuss in the chart at the top of the page.
• This will help you remember each spelling rule, and the chart will also act as a reference tool in the future.”
CLICK TO SHOW the 1-1-1 Doubling Rule
SAY:
• “You will see a sentence frame in your workbook under the 1-1-1 Doubling Rule
• I will read the complete sentence; listen closely to the answers to finish the sentence in your workbook.
• The 1-1-1 Doubling Rule states that if the base is a 1-1-1 closed syllable word and the suffix begins with a vowel, double the final consonant.”
ASK:
• “Finish the first blank in the sentence: What will the suffix begin with when we use the 1-1-1 Doubling Rule?” (A: vowel)
Morphology
• “Finish the second blank in the sentence: What will be doubled?” (A: consonant)
CLICK TO REVEAL the answers
SAY “Write the important information about the 1-1-1 Doubling Rule in the sentence. Then look at the Morpheme Addition equations in the next column.”
ASK:
• “What is the example free base on the chart for the 1-1-1 Doubling Rule?” (A: grab)
• “When the vowel suffix - ed is added, what happens to the word grab?” (A: it becomes grabbed, the consonant b is doubled)
CLICK TO REVEAL the example word grabbed
DIRECT STUDENTS to write the word and circle the change in the base.
ASK “When the vowel suffix -ing is added, what happens to the base grab?” (A: it becomes grabbing, the consonant b is doubled)
CLICK TO REVEAL the example word grabbing .
DIRECT STUDENTS to write the word and circle the change to the base.
ASK “When the vowel suffix - er is added, what happens to the word grab?” (A: it becomes grabber, the consonant b is doubled)
DIRECT STUDENTS to write the word and circle the change to the base.
SAY “Draw a line from the example words to the image you think fits the definitions for grabbed, grabbing , and grabber.”
CLICK TO REVEAL the answers.
CLICK TO SHOW the Drop the e Rule
SAY:
• “I will read the complete sentence; listen closely to the answers to finish the sentence in your workbook.
• The Drop the e Rule states that if the base ends with a silent e and the suffix begins with a vowel, then drop the silent e
• The silent e is no longer needed because the suffix begins with a vowel.”
ASK:
• “Finish the first blank in the sentence: What will the base end with?” (A: silent e)
• “Finish the second blank in the sentence: What will the suffix begin with?” (A: vowel)
Morphology
• “Finish the third blank in the sentence: Then we will do what with the silent e?” (A: drop)
SAY “Complete the rule about Drop the e Rule in your workbook.”
CLICK TO REVEAL the answers.
ASK:
• “What is the example free base on the chart for the Drop the e Rule?” (A: bake)
• “When the vowel suffix -ing is added, what happens to the base bake?” (A: it becomes baking, the silent e is dropped)
CLICK TO REVEAL the example word baking
DIRECT STUDENTS to write the word and circle the change in the base.
ASK “When the vowel suffix - er is added, what happens to the base bake?” (A: it becomes baker, the silent e is dropped)
CLICK TO REVEAL the example word baker
DIRECT STUDENTS to write the word and circle the change in the base.
ASK “When the vowel suffix - ed is added, what happens to the base bake?” (A: it becomes baked, the silent e is dropped)
CLICK TO REVEAL the example word baked .
DIRECT STUDENTS to write the word and circle the change in the base.
SAY “Draw a line from the example words to the image you think fits the definitions for baking , baker, and baked.”
CLICK TO REVEAL the answers.
CLICK TO SHOW the Change y to i Rule
SAY:
• “I will read the complete sentence; listen closely to the answers to finish the sentence in your workbook.
• The Change y to i Rule tells us that if the base ends with a consonant plus y, change the y to i. Do not change the y to i if the suffix starts with the letter i.”
ASK:
• “Finish the first and second blank in the sentence: What will the base end with?” (A: consonant + y)
• “Finish the third blank in the sentence: What will the y change to?” (A: i)
• “Finish the final blank: The y does not change if the base ends in which letter?” (A: i)
Morphology
SAY “Complete the sentences for the Change y to i Rule.”
CLICK TO REVEAL the answers.
ASK:
• “What is the example free base on the chart for the Change y to i Rule?” (A: happy)
• “When the suffix - ness is added, what happens to the word happy ?” (A: it becomes happiness, the y in happy changes to i)
• “Which consonant comes before the y to allow this to happen?”
(A: the p)
CLICK TO REVEAL the example word happiness
DIRECT STUDENTS to write the word and circle the change to the base.
ASK:
• “When the suffix - ly is added, what happens to the word happy ?” (A: it becomes happily and the y in happy changes to i)
• “Which consonant comes before the y to allow this to happen?” (A: the p)
CLICK TO REVEAL the example word happily
DIRECT STUDENTS to write the word and circle the change to the base.
SAY “Draw a line from the example words to the image you think fits the definitions for happiness and happily.”
CLICK TO REVEAL the answers.
3. Spell It Right Practice with Morpheme Addition
CLICK TO DISPLAY Morpheme Addition: I DO.
I DO clapping
SAY:
• “Now that we have read the Spell It Right Rules and examined examples, we will continue to practice spelling with suffixes using the Morpheme Addition routine.
• Go to the Morpheme Addition section in your workbooks on page 57.
• Study each morpheme in the equation to determine the new word.
• Decide how to spell the new word based on the correct Spell It Right Rule.” clap + ing =
Morphology
CLICK TO SHOW the morphemes clap + -ing on the equation lines.
ASK “What is the base of our equation?” (A: clap)
ASK “What is the suffix being added to clap?” (A: i-n-g, /ing/)
SAY:
• “Now I will examine the base and the suffix to determine how to spell the new word.
• The base, clap, is a 1-1-1 word. A one-syllable word that has a short vowel followed by one consonant.
• The suffix begins with a vowel.
• I will add the morphemes together.”
CLICK TO REVEAL the new word clapping
SAY “The new word is clapping. I added a second consonant before the suffix.”
ASK “What Spell It Right Rule did I use to spell the new word?” (A: the 1-1-1 Doubling Rule)
CLICK TO REVEAL the 1-1-1 Doubling Rule.
SAY “This equation follows the 1-1-1 Doubling Rule because the suffix begins with a vowel and the base is a closed syllable word with one consonant following the vowel.”
WE DO joking, pitiful
CLICK TO DISPLAY Morpheme Addition: We DO.
SAY “Let’s complete some morpheme addition equations together. Go to the first equation in your workbook.”
CLICK TO SHOW the morphemes joke + -ing
ASK “What is the base of the equation?” (A: joke)
STUDENTS WRITE the base joke in their equation.
A SK “What is the suffix being added to joke?” (A: i-n-g, /ing/)
STUDENTS WRITE the suffix on the second line of their equation.
SAY:
• “Now examine the base and the suffix to determine how to spell the new word.
• The free base, joke, has a silent e
• The suffix begins with a vowel.
joke + ing =
clap + ing = clapping
Morphology
• Let’s add the morphemes together.”
CLICK TO REVEAL the new word joking
SAY “The new word is joking. We dropped the silent e before adding the vowel suffix. Write the word joking in cursive in your workbook.”
ASK “Which Spell It Right Rule did we use to spell the new word?”
(A: the Drop the e Rule)
CLICK TO REVEAL the Drop the e Rule
SAY:
• “This equation follows the Drop the e Rule because the suffix begins with a vowel and the base ends with a silent e
• Write the rule on the handwriting line under your equation for number one.
• Let’s complete another morpheme addition equation together.”
C LICK TO SHOW the morphemes pity + -ful
ASK “What is the base of the equation?” (A: pity)
STUDENTS WRITE the base pity in their equation.
ASK “What is the suffix being added to pity ?” (A: f-u-l, /ful/)
STUDENTS WRITE the suffix on the second line of their equation.
SAY:
• “Now examine the base and the suffix to determine how to spell the new word.
• The free base, pity, ends with a consonant + y.
• The suffix does not begin with an i.
• Let’s add the morphemes together.”
CLICK TO REVEAL the new word pitiful
SAY “The new word is pitiful. We changed the y to i before adding the suffix. Write the answer in cursive for number two in your workbook.”
ASK “Which Spell It Right Rule did we use to spell the new word?”
(A: Change the y to i Rule)
CLICK TO REVEAL the Change the y to i Rule
SAY “This equation follows the Change the y to i rule because the base ends with a consonant + y and we added a consonant suffix. Write the rule underneath your equation.”
Morphology
YOU DO plentiful, smiled, stopped
CLICK TO DISPLAY Morpheme Addition: YOU DO
SAY “Now it is your turn to complete the Morpheme Addition equations, using your knowledge of the Spell It Right Rules to add the morphemes and spell the new word correctly. Write the rule you used on the line below the equation. Make sure you write the answers to the equation in cursive.”
For each equation…
• allow students time to complete the procedure independently.
• circulate to check student work and note any misconceptions.
• if students are struggling, review each equation by clicking through the procedure below. (If students do not need a step-by-step review of a particular equation, click through the procedure quickly to reach the answers.)
CLICK TO SHOW the free base plenty on the first line and the suffix -ful on the second line.
ASK:
• “What is the base?” (A: plenty)
• “What is the suffix?” (A: f-u-l, /ful/)
STUDENTS WRITE the base and the suffix in their equation.
SAY “Write the answer to the equation next. Use the Spell It Right Rules chart in your workbook to help you spell the new word correctly.”
ASK:
• “What is the answer to the equation?” (A: plentiful)
• “How did you spell the new word?” (A: p-l-e-n-t-i-f-u-l)
• “Why did you spell the new word this way?” (A: students should explain since the base ends with a consonant + y, the y is changed to an i before adding the suffix)
CLICK TO REVEAL the answer to the equation.
ASK “What is the Spell It Right Rule you used to spell the answer correctly?” (A: Change y to i Rule)
CLICK TO REVEAL the Spell It Right Rule underneath the equation.
REPEAT this routine with the next two equations.
Click the Comprehension Boost icon to show the sentence frames.
4. Cloze Sentences
SAY:
• “You have used the three Spell It Right Rules to accurately spell words with added suffixes.
• This work helps you recognize morphemes even if the spelling has changed when a suffix is added.
• Now we will complete Cloze Sentences using words that follow the spelling rules.”
CLICK TO DISPLAY Cloze Sentences: First Set.
SAY “Let’s do the first two sentences together. Move to the Cloze Sentences on page 58 of your workbook.”
WE DO hopping, grabber
CLICK TO REVEAL the word bank
• “What is the meaning of the suffix -ful ?” (A: full of) hopping grabber plentiful pitiful smiling hopping grabber plentiful pitiful smil ing
ASK “What are the words will we use to complete the cloze sentences?” (A: hopping, grabber, plentiful, pitiful, and smiling)
CLICK TO UNDERLINE the suffix in each word.
SAY:
• “These are words you may recognize from the beginning of our lesson.
• Now we will focus on the meaning of the morphemes.
• Underline the suffixes for each of the words in the word bank.
• Discuss with your partner what the suffixes mean in each of these words.”
Provide these sentence frames to support struggling students:
• The suffix means
• The suffix -ing means the action is happening
• The suffix - er has two meanings. It means . It can also mean
ASK:
• “What is the meaning of the suffix -ing?” (A: explains an action is happening in the present, it is happening right now)
• “What is the meaning of the suffix - er?” (A: more, or a person who does a specific activity)
Morphology
The small frog is from one lily pad to another, going quickly with small jumps.
Jackson was such a and he would snatch every toy and prize before we had a chance to reach them.
The small frog is hopping from one lily pad to another, going quickly with small jumps
SAY “Now that we have thought about the meaning of each of the words in our word bank, let’s look at the sentences we will need to complete.”
CLICK TO REVEAL the cloze sentences.
SAY:
• “I’ll read the first sentence aloud. Listen carefully for key words that help determine the correct word.
• When I finish reading, turn to your partner to discuss the clues you heard
CLICK TO SHOW the sentence frame.
SAY “Here is a sentence frame you can use: I see the key word This makes me think of the morpheme . ” (Point to the sentence frame at the bottom of the screen.)
READ the first sentence. Pause to let students discuss the key words.
ASK “Which key words help us determine how to complete this sentence?” (A: answers will vary; students should be choosing words that relate to hopping such as small jumps or words indicating an action is happening.)
CLICK TO HIGHLIGHT the words is and small jumps.
SAY:
• “The key words that give us contextual clues to complete this sentence are ‘ is’ and ‘small jumps.’
• The word ‘ is’ explains that the action is happening now; like the suffix -ing , it makes this sentence present tense.
• The two words ‘small jumps’ give us a clue as to which action we will choose to put in the sentence.
• Underline the key words in sentence one.”
ASK “Which word fits this sentence?” (A: hopping)
CLICK TO ADD the word hopping to the first sentence.
SAY:
• “Write the word hopping in cursive to complete the sentence in your workbook.
• Read the next sentence with me. Pay attention to key words that help determine the correct word.
• After reading, turn to your partner to discuss the context clues you heard.
• Use the sentence frame: I see the key word . This makes me think of the morpheme .” (Point to the sentence frame at the bottom of the screen.)
Morphology
Jackson was such a grabber and he would snatch every toy and prize before we had a chance to reach them.
She is with all her teeth after hearing good news about her party.
The stray dog looked in the rain with its face full of sadness.
In the fall the apples were , so the baskets were full and heavy.
She is smiling with all her teeth after hearing good news about her party.
READ the second sentence. Pause to let students discuss the key words.
ASK “Which key words help us determine how to close this sentence?” (A: answers will vary; students should be choosing words that relate to grabber such as snatching and a clue that it is about a person)
CLICK TO HIGHLIGHT the name Jackson and the word snatch .
SAY:
• “The key words that give us contextual clues to complete this sentence are the name Jackson and the word snatch .
• Jackson tells us that we will choose the word with the suffix - er, because - er means a person who does a specific activity.
• Whereas snatch has a similar meaning to grab.
• Underline the key words in sentence two.”
ASK “Which word should we use to complete the sentence?” (A: grabber)
SAY “Write the word grabber in cursive to complete the sentence in your workbook.”
CLICK TO ADD the word grabber to the second sentence.
YOU DO plentiful, pitiful, smiling
SAY “Now it is your turn to complete the next three sentences in your workbook.”
For each sentence…
• allow students time to complete the procedure independently.
• monitor student work and note any misconceptions.
• if students are struggling, complete the Cloze Sentence routine below for each sentence.
SAY “Let’s check your work.”
CLICK TO DISPLAY the next set of Cloze Sentences with the word bank.
SAY “Whisper read sentence three with me.”
ASK “What key words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words is, teeth and good news.
SAY “These key words may give us a clue.”
ASK “What is the word that completes the sentence?” (A: smiling)
CLICK TO ADD the word smiling to complete the sentence
Morphology
The stray dog looked pitiful in the rain with its face full of sadness
At harvest time the apples were plentiful, so the baskets were full and heavy
SAY:
• “Remember that the suffix -ing describes an action in the present.
• Teeth are used to smile, and typically we smile after we hear good news
• That is why they are highlighted here as key words.
• Whisper read sentence number four with me.”
ASK “What key words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words full of sadness
SAY “These key words may give us a clue.”
ASK “What is the word that completes the sentence?” (A: pitiful)
CLICK TO ADD the word pitiful to complete the sentence.
SAY:
• “Remember that the suffix -ful means full of, so this is a key phrase.
• In this sentence, the word pitiful describes the speaker being full of pity when they see the stray dog.
• Sadness is a synonym for the base word pity.
• Let’s move on to the next sentence. Whisper read sentence five with me.”
ASK “What key words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words full and heavy
SAY “Here are some key words that may give us a clue.”
ASK “What is the word that completes the sentence?” (A: plentiful)
CLICK TO ADD the word plentiful to complete the sentence.
SAY:
• “Remember that the suffix -ful means full of, so full is a key word.
• The word heavy implies that the basket has a lot or plenty of apples.
• Great work. Correct any mistakes in your answers if needed.
• It is now time for you to climb in InferCabulary and practice in Reading Playground.”
Mya is riding her bike down the street to get away from her sister.
Her face was showing a state of happiness when she saw her puppy after work.
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 7, Lesson 1 Quick Checks.
SAY:
• “For this Quick Check you will solve two Morpheme Addition equations.
• Be sure to follow the Spell It Right Rules to spell each word correctly.
• The words you create will be your word bank for the Cloze Sentence activity.
• Use these new words to fill in the blanks and complete the sentences.
• You will have the rest of this time to complete the Quick Check independently.”
Unit 7 Lesson 2
Semantic Reasoning and “Snacks Around the World” Cloze and Questions
Objectives
• To use semantic links to find related words and build a definition.
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To ask and answer questions while reading an informational article to support and demonstrate comprehension.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check - printed and copied (Supply Room)
• pencil
What You Need to Know
Multiple-Meaning Words
• Many words in the English language have more than one meaning and can be used in more than one way. This trait is called polysemy, from the Greek root polys, meaning “many,” and seme, meaning “sign” or “mark.” Polysemous words have multiple meanings, while monosemous words have a single meaning.
• The majority of English words (estimates range between 60 and 80%) are polysemous. In fact, the more frequently a word is used in our language, the more likely it is to have multiple meanings.
The Significance of Directly Teaching Multiple-Meaning Words
• By third grade, students are developing greater metalinguistic awareness, which allows them to consciously reflect on and analyze language as a system with structures, rules, and components that can be manipulated.
• This is an appropriate time to encourage flexible thinking and teach concepts such as multiplemeaning words.
What You Need to Know
• Knowledge of multiple-meaning words promotes more accurate reading comprehension and more precise and varied vocabulary use in speaking and writing.
• Also, because word meaning can be ambiguous and lead students to misinterpret what they read and hear, understanding multiple meanings (including figurative language) may help students navigate some social situations.
The Impact of Context on Word Meaning
• While students have been using semantic relationships to determine the most common definitions of familiar words, it is critical for the teacher to explicitly demonstrate the use of context clues to help students determine alternative meanings for both known and unknown words.
• Context clues are hints provided by other words in the text surrounding a multiple-meaning word. These clues can be semantic (based on language meaning) or syntactic (based on language structure or grammatical use.)
• Consider the context clues in the following sentences:
1. “The boy took his bat to the baseball field.”
• The semantic clue “baseball field” suggests we are talking about a piece of sports equipment. Remember, semantic clues are semantically related words. These are the very things students have been identifying in previous lessons. The grammatical clue “his” indicates that “bat” is used as a noun, an object that can be possessed.
• In this context, a simple definition for the word “bat” might be “a long smooth stick or club used to hit a baseball.”
2. “Can he bat the baseball out of the park?”
• The semantic clues “baseball” and “park” still
suggest that “bat” is related to a specific sport. However, the grammatical clues in “Can he bat…” now indicate that the word “bat” is being used as an action verb.
• In this context, we might define “bat” as “to strike or hit something, such as a ball, with a long smooth stick or club.”
3. “She saw a bat flying out of the dark cave.”
• The new semantic clues “flying” and “cave” no longer suggest that “bat” is related to the sport of baseball. Further, the grammatical clues in “a bat flying” indicate that the word “bat” is used as a noun, and can now be defined as “a nocturnal mammal capable of flying.”
Literal and Figurative Word Meaning
• Students will be introduced to the role of figurative language in words with multiple meanings. Many words with more than one literal meaning can also be used in non-literal ways.
• As with literal word meanings, students must learn to use context clues to accurately interpret figurative language.
• The use of figurative language requires students to think beyond a word’s familiar and concrete definitions. Exploring this concept promotes a deeper understanding of the rich and nuanced use of words in our language.
Start Teaching
Semantic Reasoning and “Snacks Around the World” Cloze and Questions
1. State Objectives
OPEN Orbit Online to Unit 7, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY
• “At the end of today’s lesson, you will be able to:
– use related words to build a definition.
– use semantic links, word classes, and your knowledge of vocabulary words to find the missing words in an informational article.
– ask and answer questions about an informational article.”
2. Semantic Reasoning Word Work –Confection
SAY “Last week we learned how to use semantic links to find related words that helped us build a definition for the word morsel. Today, you will work with a partner to complete the same steps for a new word.”
C LICK TO DISPLAY Semantic Reasoning Word Work – Confection
STUDENTS OPEN their workbooks to page 59, “Word Work Worksheet for - Confection.”
SAY “Here is the Word Work Worksheet we will use to help us complete the necessary steps to build a definition.”
POINT TO the table in your blank copy of Orbit Student Workbook 1.
SAY “This table is where you will use your knowledge of semantic links to find related words. As you add the related words to their explanations, you will also have parts of the sentences you need.”
POINT TO the check boxes along the first column on the left.
SAY “These check boxes tell you how many related words you will need. Every definition needs at least one category or example.”
POINT TO the first check box at the top.
SAY “And three other semantically related words.”
Vocabulary
POINT TO the other three check boxes.
SAY:
• “You may find more than three semantically related words. In that case, choose the ones you feel are the most helpful in defining the word.
• Once you have decided on the best words, use them, along with their explanations, to draft your definition. Read it over and decide what words you should add or remove. Don’t forget to add punctuation. Read the definition to each other to see how it sounds.”
POINT TO the “Write the final draft here” area.
SAY “When you have completed all of your edits, write the final version here.”
ASSIGN student partners.
CLICK TO DISPLAY Confection Basecamp.
SAY:
• “The word you will be studying is confection . Say it to yourselves so you will know how to pronounce it.
• Now, let’s look at all six pictures and notice ways they might be similar.
• We can also use our prior knowledge to decide what these pictures might tell us about the word confection
• Share your ideas quietly with your partner. (Pause to allow students to share.)
• Listen to each caption as I read it out loud. After I read each caption, work with your partner to write down the semantically related words on your worksheet.” (Click to reveal the first caption.)
READ each of the following captions. After reading each caption, give students 1-2 minutes to write related words. Then, click to add the next caption.
• “There is a lot of sugar in this candy.”
• “These cinnamon rolls taste delicious.”
• “He brought cupcakes to the party.”
• “These chocolates are made with the finest ingredients.”
• “She will enjoy the cotton candy that her mom bought at the carnival.”
• “The guests will devour these sweet treats.”
Vocabulary
SAY “Let me know if you need me to reread any of the captions. Work with your partner to write down your best definition.”
Link Related Words from Captions Other Possible Related Words Redirections
category dessert treat food n/a
example candy
cinnamon rolls
cupcakes
chocolates
cotton candy any other sugary food n/a
whole n/a n/a
If a student says jar, redirect with the explanation that not all confections come in a jar.
part n/a n/a If a student says sugar or ingredients, redirect them to the composition link with the explanation that those items make up a confection. If a student says stick , redirect with the explanation that not all confections come on a stick.
description delicious sweet any word that describes the quality of tasty or sweet n/a
Vocabulary
action eat enjoy devour any action related to eating
If a student picks made or brought, redirect with the explanation that those actions can be used with many other words and are not specific to a confection.
location party carnival anywhere known for sweet treats n/a
composition sugar ingredients n/a n/a
synonym treat dessert n/a If a student suggests a food that is not sweet, such as snack , redirect with the explanation that not all snacks are sweet.
3. Cloze And Questions: “Snacks Around the World”
CLICK TO DISPLAY Word Classes.
SAY “Before we read the paragraph and fill in the blanks, let’s review the different types of words that are used to build a sentence.”
ASK:
• “What type of word do we use to show the subject of a sentence?” (A: a person, place, or thing; called a noun)
• What type of word do we use to show the action of a sentence?” (A: an action or being verb) (Click to add the verb words and images.)
SAY:
• “A verb can show visible actions, like hopping , or invisible ones, like hoping. Some verbs show a state of being, like is, as in, ‘The rabbit is soft.’ Other verbs show possession, like has, as in, ‘The rabbit has an apple.’ (Click to add the adjective words and images.)
• Adjectives are another word class. They describe nouns and were used in our object-description links.”
Vocabulary
CLICK TO DISPLAY Read “Snacks Around the World.”
STUDENTS OPEN their workbooks to page 47 , “Passage – ‘Snacks Around the World.’”
SAY:
• “This is the second paragraph from the informational article we started reading. Let’s use the word bank, semantic links, and word classes to fill in the blanks.
• I will read the paragraph first as you follow along.” (Read the paragraph aloud as students follow along.)
CLICK TO DISPLAY Fill In the Blanks.
SAY “Let’s look at the sentence that is missing words: ‘At in the United States, people cotton candy and caramel apples between rides.’”
ASK “What type of word do we need to fill in the first blank—a person, place, or thing; action; or description? (A: a place)
SAY “Carnivals is the only place in the word bank, so we know that it is the missing word.”
CLICK TO ADD the word carnivals to the blank.
Redirections
If students are not sure what type of word is needed, point out that the previous two sentences follow a structure: a place is identified first, followed by a person, and then an action. This sentence follows the same structure. The first blank will need a place.
ASK
• “What words in the sentence are semantically related to carnivals?” (A: cotton candy, caramel apples, and rides)
• “What have you learned about the word carnival ?” (A: it is a location with rides and food vendors)
SAY “Let’s plug in that definition: ‘At locations with rides and food vendors in the United States, people cotton candy and caramel apples between rides.’”
ASK “Does that match the meaning of the sentence? Is that true?” (A: yes, this makes sense)
SAY “Great, we have confirmed carnivals is the correct word. Let’s find the next missing word.” (Read the sentence with carnivals filled in.)
ASK:
• “What type of word is needed to fill in the blank—a person, place, or thing; an action; or description?” (A: an action)
• “How do we know this?” (A: In the previous two sentences, a location is identified first, followed by a person, and then an action. This sentence follows the same structure.)
SAY “Now we will look for words in the sentence that are related to the missing word and use semantic links to help us.”
ASK:
• “What clue words can help us find the missing word?” (A: cotton candy and caramel apples)
• “Is there an action that can be done to cotton candy and caramel apples?” (A: yes, people can devour and nibble cotton candy and caramel apples)
SAY:
• “Now, let’s plug the definitions of both of these words into the blank and ask our two questions: Does this match the meaning of the sentence? Is this true?
• We will plug in the definition of devour first. ‘At carnivals in the United States, people eat cotton candy and caramel apples quickly and hungrily between rides.’”
ASK “Does this match the meaning of the sentence? Is this true?” (A: yes, this makes sense, it is true)
SAY “Let’s plug in the definition of nibble. ‘At carnivals in the United States, people eat cotton candy and caramel apples in small bites between rides.’”
ASK “Are people more likely to devour sweet treats like cotton candy and caramel apples, or are they more likely to nibble on them?” (A: they are more likely to devour them)
SAY “Our second missing word is devour.”
CLICK TO ADD the word devour to the second blank.
STUDENTS TURN their workbooks to page 48, “Right-There Questions.’”
CLICK TO DISPLAY Question Words.
SAY:
• “Here is the list of question words. Remember, the question word where asks about a location, or place.
• In this activity, we will use the question word where to ask rightthere questions.
• Remember, the answer to a right-there question can be found in one spot in the text.”
CLICK TO DISPLAY Sentence.
SAY:
• “To ask a question using the word where, we look for places in the sentence. (Click to add location icons.)
• The places in this sentence are home and Mexico.”
Vocabulary
ASK “My question is ‘Where is fruit served with a sour and spicy seasoning?’” (A: at home in Mexico) (Click to highlight at home in Mexico in the sentence.)
CLICK TO DISPLAY Sentence.
SAY:
• “Here is another sentence. Let’s find all the places in this sentence. (Click to add location icons.)
• The places in this sentence are carnivals and United States.
• With a partner, use the question word where to ask a right-there question about this sentence. Write your question under the ‘Where’ heading in your workbook. Use your best cursive handwriting.”
STUDENTS WORK with their partner to create a question.
CALL ON student volunteers to share their questions and identify the answers. (Possible response: “Where do people devour cotton candy and caramel apples?”)
CLICK TO REMOVE location icons and add object icons.
SAY “The things in this sentence are cotton candy, caramel apples, and rides.”
ASK:
• “What is a right-there question we can ask about this sentence using the question word what?” (A: “What do people eat at carnivals?”)
• “What is the answer to your question?” (A: cotton candy and caramel apples)
4. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 7, Lesson 2 Quick Checks.
Vocabulary
Answer Key
1. insufficient
2. delicious, sweet
3. Answers may vary. Sample response: An avocado is a type of fruit that is creamy, has a large seed, and is found in salads.
SAY “Choose the word that does not belong. Then, find the adjectives that describe a confection. Finally, use the sentence framework to build a definition for the word avocado.”
Unit 7 Lesson 3
Prefixes con - and pro -
Objectives
• To explain the meanings of the prefixes con - and pro - and the meanings of unfamiliar words with those prefixes.
• To determine the meaning of unfamiliar words that contain prefixes using the Interpret It routine.
• To apply knowledge of morphemes and context clues accurately to complete sentences.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank Copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
Start Teaching
Prefixes con- and pro-
1. State Objectives
OPEN Orbit Online to Unit 7, Lesson 3, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
Morphology
Morphology
– identify the prefixes con - and pro -.
– explain the meaning of the prefixes con - and pro -.
– To determine the missing words in a sentence by looking at morphemes and using key words.”
2. Morpheme Families, Identify Morphemes
CLICK TO DISPLAY Morpheme Families: con - and pro -.
DIRECT students to turn to page 61 in their Orbit Student Workbook 1
SAY:
• “Here are two morpheme families. Take a minute to be a word detective. Silently read the morphemes in each word and look for similarities.
• Write your ideas in your workbook.” (Briefly allow students time to do this work.)
ASK “What similarities do you notice in each morpheme family?” (A: they each have two morphemes, there is a prefix and a base for each family, each family has a different prefix)
SAY “Let’s examine morpheme family one.”
CLICK TO SPOTLIGHT morpheme family one.
ASK:
• “How many morphemes are in each word in this family?” (A: 2)
• “What are the names of these morphemes?” (A: prefix and base)
• “What prefix is in every word of this family?” (A: c-o-n, /cŏn/)
CLICK TO HIGHLIGHT the prefix con - in morpheme family one.
CLICK TO SPOTLIGHT morpheme family two.
SAY:
• “Great, examine morpheme family two. Talk with a partner about what you notice.
• You may use this sentence stem: I notice all the words have .” (Briefly allow students time to discuss.)
CLICK TO SHOW the sentence stem.
ASK “What prefix is in every word of this family?” (A: p-r-o, /prō/)
CLICK TO HIGHLIGHT the prefix pro - in morpheme family two.
CLICK TO SHOW morpheme families one and two.
SAY “Now let’s learn the meaning of these prefixes.” confront contest confirm conform protest prolong propose proclaim
3. Learn Prefixes con- and pro-
CLICK TO DISPLAY Prefixes con - and pro -.
DIRECT students to the prefix chart in their workbook.
SAY:
• “Displayed on this chart are the prefixes con - and pro -.
• Let’s learn the meaning and an example of each prefix.”
CLICK TO REVEAL the meaning of con -.
SAY:
• “The prefix is c- o - n, /cŏn/. The prefix con - means together
• When the prefix con - is added to the beginning of a base it changes the word to mean something is done together or in connection with others.
• The example base we see in our chart is the free base test . A test is a set of questions you must answer or tasks you must perform to show how much you know or how well you are able to do something.
• For example, ‘He is taking his driver’s test tomorrow, to see if he has learned enough to be a successful driver.’
• Write the meaning in the left column of the chart in your workbook.” (Briefly allow students time to write notes on their chart.)
• When the prefix pro - is added to the beginning of a base it changes the word to mean something is pushed forward or in favor of. con - protogether forward or in favor of test > contest long > prolong
ASK “What is the new word once the prefix con - is added?” (A: contest)
CLICK TO REVEAL the example word contest
SAY:
• “Let’s examine this example word, contest .
• A contest is when a group of people test the same skills together.
• For example, ‘We had a contest to see who could get the highest score on their driver’s test.’
• This indicates that there was a group of students taking the driving test together.
• Write the word contest in your workbook.”
CLICK TO REVEAL the meaning of pro -.
SAY:
• “The prefix is p - r- o, /prō/. The prefix pro - means forward or in favor of.
Morphology
• The free base example in your workbook is long. Something is long if it has great length or lasts for a great period of time.
• For example, ‘The runners were very tired after the long race that included over 26 miles.’
• Write the meaning in your workbook.” (Briefly allow students time to write the notes on their chart.)
ASK “What is the new word when pro - is added to long?” (A: prolong)
CLICK TO REVEAL the example word prolong .
SAY:
• “Let’s examine the example word, prolong
• If you prolong something you make it last longer.
• For example, ‘The teacher wants to prolong recess because the students were enjoying the nice weather.’
• This indicates that the teacher pushes the recess time forward to last longer.
• Write the new word in your workbook and then we will move on to the Interpret It activity.”
4. Interpret It
CLICK TO DISPLAY Interpret It: I DO.
I DO proclaim
SAY “Let’s begin by looking at the word proclaim .”
CLICK TO SHOW the morphemes.
ASK “What are the morphemes in the word proclaim?” (A: the prefix proand the free base claim)
SAY “Yes, the prefix pro - and the free base claim are the only morphemes that make up this word.”
CLICK TO SHOW the meaning of each morpheme and the image for claim
SAY:
• “One of the meanings of the prefix pro - is forward.
• The meaning of claim is the act of saying something out loud or declaring an idea.
• Now comes the tricky part. Combining the meaning of morphemes is not always an exact science.
Morphology
Proclaim means
Proclaim means to declare forward and out about an idea.
Note: If at any time during this work students question whether this is a real word or not remind them that it may or may not be. We are doing this activity to learn how to determine the meaning of unknown words using morphemes.
• We will need to play around with the definition so that it makes sense. Watch as I use the sentence frame to help me define the word proclaim .”
C LICK TO SHOW the sentence frame.
SAY:
• “To complete this sentence stem, I need to take both meanings and put them together.
• This would sound like ‘ Proclaim means the act of declaring an idea forward.’
• This doesn’t quite make sense, so I need to move the meanings around in the definition to make it clearer.”
CLICK TO REVEAL the definition of proclaim
SAY “In order to make this definition clear, we need to rearrange the key words.”
CLICK TO HIGHLIGHT the word declare
SAY “We will still use the word declare, to show the action and because it is a synonym for proclaim .”
ASK “What is the next key word that I have used in the definition?” (A: forward)
CLICK TO HIGHLIGHT the word forward
SAY:
• “The key word forward describes the prefix pro - in the word proclaim
• The definition we have explains that to proclaim is to declare information forward and out to others.
• Adding the word out to the definition helps us understand how the key word forward is being used.”
WE DO conclaim, protext
CLICK TO DISPLAY Interpret It: WE DO.
S AY “Move to number one of the Interpret It routine on page 62 of your workbook. Now let’s look at the word conclaim .”
CLICK TO SHOW the morphemes.
ASK “What are the morphemes in the word conclaim?” (A: the prefix con- and the free base claim)
SAY “Yes, the prefix con - and the free base claim are the only morphemes that make up this word. Write these morphemes on the correct lines in your workbook.”
Morphology
Conclaim means
Conclaim means declaring an idea together.
Protext means
CLICK TO SHOW the meaning of each morpheme and the image for claim .
SAY:
• “The meaning of the prefix con - is together
• We know the meaning of claim is the act of saying something out loud or declaring an idea.”
CLICK TO SHOW the sentence frame.
SAY:
• “To complete this sentence stem, we need to take both meanings and put them together.
• Use the sentence stem to discuss the meaning of conclaim with a partner.” (Briefly allow students to talk with a partner about the meaning of conclaim.)
ASK “What is the meaning of conclaim?” (A: Answers will vary; saying something out loud together, declaring an idea together)
CLICK TO REVEAL the complete definition of conclaim .
SAY:
• “Conclaim means declaring an idea together.
• Write this definition in your workbook.”
CLICK TO DISPLAY the word protext
SAY “This is the word protext . In your workbook write the morphemes on the lines under the word protext .”
ASK “What are the morphemes in the word protext?” (A: the prefix proand the free base text)
CLICK TO REVEAL the morphemes.
SAY “The free base text means the written word or words we see in books.”
ASK “What is the meaning of the prefix?” (A: pro- means forward or in favor of )
CLICK TO REVEAL the meaning of each morpheme and the image for text .
SAY “Use the sentence stem to work with a partner to discuss how we could write the definition of the word protext .” (Briefly allow students to talk with a partner about the meaning of protext.)
CLICK TO SHOW the sentence frame.
ASK “What definition did you write for the word protext?” (A: answers will vary; allow 2-3 students to share their definition with the class)
Morphology
Protext means written words that are in favor of something.
CLICK TO REVEAL the definition.
SAY:
• “This is the definition I have: Protext means written words that are in favor of something.
• Remember that the prefix pro - can mean forward or in favor of, so with the free base text it makes more sense to use the meaning in favor of.
• We can have text that is written in favor of a specific idea or topic.”
YOU DO context, propose, conform
SAY “Now it is your turn to use the Interpret It routine with more words.”
For each word…
• allow students time to complete the procedure independently .
• monitor student work and note any misconceptions.
• if students are struggling, review the Interpret It words and meanings routine below.
CLICK TO DISPLAY the word context
SAY “This is the word context . In your workbook write the morphemes on the lines under the word context .”
ASK “What are the morphemes in the word context?” (A: the prefix conand the free base text)
CLICK TO REVEAL the morphemes.
ASK “What is the meaning of each of these morphemes?” (A: con- means together; answers may vary for text; guide students toward the key words ‘written words’ or ‘words we see in books’)
CLICK TO REVEAL the meaning of each morpheme and the image for text
SAY:
• “When we directly combine the meanings, it doesn’t make a complete sentence.
• It would sound like, ‘Context means written words together,’ which doesn’t quite make sense.
• Work with the meanings of the morphemes and the sentence stem to write a definition for context .”
CLICK TO SHOW the sentence stem.
Morphology
ASK “What is the definition of the word context?” (A: answers will vary; allow 2-3 students to share their definition with the class)
CLICK TO REVEAL the definition.
CLICK TO DISPLAY the word propose
SAY “Write the morphemes for the word propose
ASK “What are the morphemes in the word propose?” (A: the prefix proand the free base pose)
CLICK TO REVEAL the morphemes pro - and pose
ASK:
• “What is the meaning of the prefix pro -?” (A: forward)
• “What is the meaning of the free base pose?” (A: answers will vary; to put or to place in a position)
CLICK TO REVEAL the meaning of each morpheme and the image for pose
CLICK TO SHOW the sentence stem.
SAY “Use the meanings of the morphemes and the sentence stem to write the definition for propose.”
ASK “What is the definition of propose?” (A: answers will vary, allow 2-3 students to share their definition)
CLICK TO REVEAL the definition of propose
SAY:
• “ Propose means to put something forward. Typically, the word propose refers to an idea being brought forward.
• Correct any mistakes in your workbook if needed.”
CLICK TO DISPLAY the word conform
SAY “Move your pencil to the next word.”
ASK “What is the final word we will define?” (A: conform)
SAY “Write the morphemes for the word conform .”
ASK “What are the morphemes in the word conform?” (A: the prefix conand the free base form)
CLICK TO REVEAL the morphemes con - and form .
ASK:
• “What is the meaning of the prefix con -?” (A: together or with)
• “What is the meaning of the free base form?” (A: answers will vary;
Morphology
Mia didn’t know the meaning of the word grumble, so she looked at the written words with it and figured it out from the
look for key phrases such as to shape something or the shape of something)
CLICK TO REVEAL the meaning of each morpheme and the image for form
CLICK TO SHOW the sentence stem.
SAY “Use the meaning of the morphemes and the sentence stem to write the definition of conform .”
ASK “What is the definition of conform?” (A: answers will vary; allow 2-3 students to share their definition)
CLICK TO REVEAL the definition of conform .
SAY:
• “Conform means to shape something or someone with others. It means that a group is the same shape or form.
• Correct any mistakes in your workbook if needed.
• Move your pencil to the Cloze Sentence section of your workbook on page 64”
5. Cloze Sentences
CLICK TO DISPLAY Cloze Sentences: First Set.
SAY:
• “Now we are going to use the words we defined to complete Cloze Sentences.
• We practiced using the morphemes of each word to define the words, but once we use them in sentences we can expand on our definitions.
• Let’s do the first two sentences together.”
WE DO proclaim, context
CLICK TO REVEAL the word bank.
ASK “What are the first two words we will use to complete the cloze sentences?” (A: context and proclaim)
CLICK TO UNDERLINE the prefix in each word.
SAY “Underline the prefixes for the words context and proclaim . I will read the first sentence. Listen for key words that will help you find the correct word.”
CLICK TO REVEAL the first cloze sentence.
READ the first sentence. Pause to let students discuss the key words.
Morphology
Mia didn’t know the meaning of the word grumble, so she looked at the written words with it and figured it out from the context
The teacher came forward in the classroom to loudly out that school would be closed on Friday.
The teacher came forward in the classroom to loudly proclaim out that school would be closed on Friday.
ASK “What are the key words you found to help us determine the correct word?” (A: written words, with)
CLICK TO HIGHLIGHT the words written words and with .
SAY:
• “The key words that give us contextual clues to complete this sentence are ‘written words’ and ‘with .’
• The phrase ‘written words’ gives us the clue that Mia is looking at text .
• The word ‘with’ gives us a clue to which prefix we will use. In this sentence it is the word with con - attached because con - means together, which is a synonym of with
• So, I will choose the word context to complete this sentence.”
CLICK TO ADD the word context to the first sentence.
SAY “Write the word context in cursive for sentence one. I will read the second sentence. Listen for key words that will help you find the correct word.”
CLICK TO REVEAL the second cloze sentence.
R EAD the second sentence. Pause to let students discuss the key words.
ASK “Which key words help us determine how to close this sentence?” (A: forward, out)
CLICK TO HIGHLIGHT the words forward and out
SAY:
• “The key words that give us contextual clues to complete this sentence are ‘ forward ’ and ‘out .’
• The word ‘ forward ’ gives us a clue as to which prefix we want to choose, the prefix pro -, which means forward
• The word ‘out ’ gives us a clue as to which base word this sentence matches. We defined claim as saying something out loud.
• So, I will choose the word proclaim to complete this sentence. In cursive, write the word proclaim in cursive in sentence two.”
CLICK TO ADD the word proclaim to the first sentence.
YOU DO propose, conform
CLICK TO DISPLAY the next set of Cloze Sentences with the word bank.
SAY “Now it is your turn to complete the next set of sentences. Make sure you write your answers in cursive on the handwriting lines. Before you begin take a moment to underline the affixes in the rest of the words.”
The teacher had the students cut the paper slowly so it would with the shape of the stencil and match it exactly.
We want to go to the zoo on our field trip, so we decided to the idea forward to our teacher.
conclaim, propose, protext, conform
The teacher had the students cut the paper slowly so it would conform with the shape of the stencil and match it exactly.
We want to go to the zoo on our field trip, so we decided to propose the idea forward to our teacher.
For each sentence…
• allow students time to complete the procedure independently.
• monitor student work and note any misconceptions.
• if students are struggling, review the Cloze Sentences routine by clicking through the procedure below.
ASK:
• “What words will we use to complete the sentences?” (A: propose, conform, conclaim, protext)
• “What are the prefixes in each word?” (A: pro- and con-)
C LICK TO REVEAL the prefixes.
SAY “Look at sentence number three, whisper read the sentence and underline key words that may give us clues as to which word fits the sentence.”
ASK “What key words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words with and shape
SAY “Here are some key words that may give us a clue. In cursive, write the word on the blank line from the word bank that you think completes this sentence.”
ASK “What is the word that completes the sentence?” (A: conform)
CLICK TO ADD the word conform to complete the sentence.
SAY:
• “Remember that the prefix con - means with or together.
• Shape is part of the definition of form
• That is why they are highlighted here as key words.
• Let’s move on to sentence number four. Whisper read sentence four and underline the key words.”
ASK “What words did you underline?” (A: answers will vary; discuss how answers give clues to one of the words in the word bank)
CLICK TO HIGHLIGHT the words idea forward
SAY “These key words may give us a clue. In cursive, write the word in the blank line from the word bank that you think completes this sentence.”
ASK “What is the word that completes the sentence?” (A: propose)
CLICK TO ADD the word propose to complete the sentence.
Morphology
Answer Key
un t idy
Untidy means not clean and neat.
After science class the classroom was untidy because we did not put the supplies away neatly.
SAY:
• “Remember that the prefix pro - means forward, so this is a key word.
• Idea is part of our definition for propose
• It is now time for you to climb in InferCabulary and practice in Reading Playground.”
6. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 7, Lesson 3 Quick Checks.
SAY:
• “For this Quick Check you will interpret a word with a prefix we learned in previous lessons.
• Once you have defined the new word you will complete the cloze sentence and find the key words that support your answer.
• You will have the rest of this time to complete the Quick Check independently.”
Unit 7 Lesson 4
Introduction to Multiple-Meaning Words & “Snacks Around the World” Cloze
and Questions Vocabulary
Objectives
• To review how to define words using semantic links.
• To determine the meaning of multiple-meaning words using context (including semantic, syntactic, literal, or figurative use).
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To ask and answer questions while reading an informational article to support and demonstrate comprehension.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check - printed and copied (Supply Room)
• pencil
Start Teaching
Introduction to Multiple-Meaning Words & “Snacks Around the World” Cloze and Questions
1. State Objectives
OPEN Orbit Online to Unit 7, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY
• “At the end of today’s lesson, you will be able to:
– determine the meanings of multiple-meaning words.
– use semantic links, word classes, and your knowledge of vocabulary words to find the missing words in an informational article.
– ask and answer questions about an informational article.”
2. Introduction to Multiple-Meaning Words
CLICK TO DISPLAY Toothbrush Definition
SAY “Let’s read this definition together. Ready? ‘A toothbrush is a tool with bristles and a long handle that we use to clean our teeth.’”
CLICK TO DISPLAY A Toothbrush Is a Tool.
ASK:
• “Is toothbrush a noun?” (A: yes)
• “I have an interesting question for you. Can the word toothbrush ever be used as an action?” (Listen to student responses.) (Click to add the verb description and icons.)
• “Can we say that we are going to toothbrush a friend?” (A: no) (Click to add a red X over the word verb.)
• “Can toothbrush be used as a describing word?” (Click to add the adjective description and icon.)
• “Can you say that we are having a toothbrush day?” (A: no) (Click to add a red X over the word adjective.)
SAY “I think it’s safe to say that the word toothbrush generally means just one thing. Do you think most words are like this? (Listen to student responses.) Let’s explore a different word.”
3. Word Meaning Changes When Used as a Different Part of Speech
CLICK TO DISPLAY What Does Rock Mean?
SAY:
• “When I say the word rock , I’m guessing many of you will have a picture like this ( point to rock icon) in your mind.
• When we define a word, we usually begin by naming the category it belongs to.”
CLICK TO ADD the example-category link.
ASK “As we discovered when defining a toothbrush, sometimes naming a specific category can be challenging. What group does rock belong to?” (Listen to student responses.)
SAY:
• “Instead of getting stuck on a category name, you can start your definition with a general word like object or something , then add a more specific detail. (Click to add two phrases under the examplecategory link: is an object that; is something that)
• Let’s try the part-whole link. (Click to add the part-whole link.)
• We can start our definition with, ‘A rock is an object that is a piece of the Earth.’” (Click to add the phrase under the part-whole link.)
ASK “What are some other features of a rock?” (Call on student volunteers to share their ideas.)
CLICK TO DISPLAY A Definition of Rock
SAY:
• “Listen to this basic definition for a rock: ‘A rock is an object that is a piece of the Earth. It feels hard, can be smooth or rough, and comes in different sizes, shapes, and colors.’
• We can refine our sentence even more by removing ‘is an object that.’” (Click to add parentheses around “is an object that” and change text to gray.)
CLICK TO DISPLAY Rock = Noun.
Ask:
• “When we built a definition for rock , we used the word as a noun. Is this always true for the word rock ? (Listen to student responses.)
• Let’s use our flexible thinking. Can the word rock ever be used as an action?” (Listen to student responses.)
CLICK TO DISPLAY Rock = Verb.
Vocabulary
ASK “Can we rock something?” (A: yes)
SAY “You’re right! When we use rock as a verb, we are not talking about a piece of the Earth anymore. We need a new definition.” (Click to cross out the image of a rock and the definition.)
CLICK TO DISPLAY A Definition of Rock .
SAY:
• “ When we build a definition for a verb, we start by describing the action.
• Listen to this definition of the verb rock : ‘To rock is to move back and forth or side to side, as in, I rock the baby until she falls asleep.’
• One word can mean more than one thing.”
ASK “Do you think the word rock has other meanings? Can we use it to describe something?” (Listen to student responses.)
CLICK TO DISPLAY Rock = Adjective.
SAY “When we use rock as an adjective, we are not talking about a piece of the Earth or a back-and-forth motion. We need another definition.” (Click to add a red X and red line to the rock picture and sentence.)
CLICK TO DISPLAY A Definition of Rock
SAY:
• “Listen to this definition of the adjective rock : ‘Rock describes a type of music, as in, The band plays loud rock music.’
• We learned that rock can be used as three different parts of speech, which means that it can serve three distinct purposes in a sentence.
• Let’s explore one more meaning of the word rock .”
4. Introduction To Figurative Word Meaning
CLICK TO DISPLAY “She Is My Rock.”
SAY “Have you ever heard someone use the word rock to talk about a person? Listen to this: ‘She is my rock.’”
ASK “A person is a noun, and a rock is a noun, but a person is not a piece of the Earth! Why would someone say this?” (Listen to student responses.) (Click to add a red X to the rock picture.)
SAY:
• “We know that a person is not made of rock, but a person can have character traits that are described the same way as the physical traits of a rock.
Vocabulary
• We need to build one more definition.”
CLICK TO DISPLAY A Creative Definition of Rock .
SAY:
• “Listen to this definition of rock : ‘A rock is a person who is solid, strong, and always there, as in, I can depend on her… she is my rock.’
• In this example, we are using the word rock in a creative way, by comparing a solid, strong person to an object with similar traits.”
CLICK TO DISPLAY Literal Language vs. Figurative Language.
SAY:
• “When words mean exactly what we expect, this is called literal language. A rock is literally a solid piece of the Earth. (Click to add the word literal and the noun description and icons below the rock picture.)
• When words represent ideas beyond their usual meaning it’s called figurative language. Calling someone a rock uses the noun rock as a figure of speech, not a literal thing. (Click to add the word figurative, the caption noun – figure of speech, and the cloud icon.)
• We will use this cloud icon to represent figurative speech. Unlike a literal rock, which you can touch or hold, a cloud can shift and change. We’ll explore this more in later lessons.”
CLICK TO DISPLAY Rock: A Multiple-Meaning Word.
SAY:
• As we explored the word rock , we learned that some words can be used as different parts of speech. (Click to add the first three captions—person, place, or thing; action; description)
• Sometimes we use words in a literal way, so they mean exactly what we say.
• At other times we use words in a figurative way, so they mean something different than we might expect. (Click to add the caption figure of speech.)
• Because of this language flexibility, some words have more than one or two definitions. We call these multiple-meaning words.” (Click to add the arrow and caption (multiple-meaning word) under the word rock.)
CLICK TO DISPLAY Many Multiple-Meaning Words.
SAY:
• “Most English words don’t have just one meaning. A study found that over 60% have more than one! (Click to add “1 definition” and “20+ definitions.”)
Vocabulary
• Toothbrush has one meaning, but rock has more than twenty.
• That’s a lot—but we usually only need to know the most common ones.
• Multiple meanings can be tricky, but they also help us say exactly what we mean and make our writing more interesting.
• We’ll keep exploring these words in future lessons. Playing with word meanings can be fun!”
5. Practice with Multiple-Meaning Words
CLICK TO DISPLAY Multiple-Meaning Word Uses.
SAY “We’re going to read six sentences together. In each sentence, the word in bold is used in a different way. Let’s identify the part of speech of each bold word.”
Answer Key
1. adjective
2. noun
3. verb
4. noun
5. verb
6. adjective
CALL ON student volunteers to read each sentence one at a time. After students read each sentence, use the following prompts to help students determine the word class of each bold word. CLICK TO ADD each correct answer.
• “Is the word describing something?”
• “Is the word a person, place, or thing? Is it being described?”
• “Is the word showing action?”
6. Cloze and Questions: “Snacks Around the World”
STUDENTS OPEN their workbooks to page 47, “Passage – ‘Snacks Around the World.’”
CLICK TO DISPLAY Read “Snacks Around the World.”
SAY:
• “This is the third paragraph from the informational article about snacks that we have been reading. Let’s continue to use the word bank and what we have learned about semantic links and word classes to fill in the blanks.
• I will read the paragraph first as you follow along.” (Read the paragraph aloud as students follow along.)
CLICK TO DISPLAY Fill in the Blanks.
SAY “Let’s look at the first sentence that is missing a word: ‘Other snacks have a bold, taste.’”
Redirections
Plug the definition of each word into the blank to help students determine which one matches the meaning of the sentence:
• devour: eat a large amount quickly
• nibble: eat in small bites
If students choose devour instead of nibble, explain that people are more likely to eat something spicy in small bites instead of eating large amounts quickly.
ASK:
• “What type of word do we need to fill in the blank—a person, place, or thing; action; or description?” (A: description)
• “What are some related words that might help us determine the best choice?” (A: taste, salty, rice crackers, dried seaweed, potatoes, peas, spicy, pepper, ginger)
• “What word should we pick?” (A: savory)
Redirections
Ask these questions to help students use semantic links:
• “How can we describe rice crackers, dried seaweed, potatoes, peas, pepper, spicy, and ginger?”
• “ Taste is the category for what?”
• “ Salty is a synonym for what?”
Plug the definition of each descriptive word into the blank to help students determine which one matches the meaning of the sentence:
• savory: salty or spicy
• chewy: needs a lot of chewing
• bitter: strong and often unpleasant
Explain that we know the word is not bitter, because this does not describe the foods given as examples. We know the word is not chewy, because this describes texture and not taste.
CLICK TO ADD the word savory to the first blank.
SAY “Let’s find the next missing word: ‘In Ghana, people on spicy, fried plantains that are seasoned with pepper, ginger, and salt.’”
ASK:
• “What type of word do we need to fill in the blank—a person, place, or thing; description; or action?” (A: an action)
• “What are some related words that might help us determine the best choice?” (A: people, spicy, fried plantains)
• “What word should we pick?” (A: nibble)
CLICK TO ADD the word nibble to the second blank.
SAY “Let’s read the last sentence that is missing a word: ‘Snacks can also taste , like dark chocolate, which is enjoyed in many parts of the world.’”
ASK:
• “What type of word do we need to fill in the blank—a person, place, or thing; an action; or description?” (A: description)
• “What are some related words that might help us determine the best choice?” (A: taste, dark chocolate)
• “What word should we pick?” (A: bitter)
Redirections
Ask these questions to help students use semantic links:
• “How can we describe dark chocolate?”
• “Taste is the category for what?”
Plug the definition of each word into the blank to help students determine which one matches the meaning of the sentence:
• savory: salty or spicy
• chewy: needs a lot of chewing
• bitter: strong and often unpleasant
Explain to students that many people find dark chocolate too strong and think it is unpleasant.
CLICK TO ADD the word bitter to the last blank.
STUDENTS TURN their workbooks to page 49, “Right-There Questions.’”
CLICK TO DISPLAY Question Words.
SAY:
• “Here is the list of question words. Remember, the question word what asks for information about things or actions.
• In this activity, we will practice using the question word what to help us ask a right-there question.”
CLICK TO DISPLAY Sentences.
SAY “To help us create a question using the question word what, we will find all the things in the sentences.”
CLICK TO ADD object icons.
SAY “The things in these sentences are samosas, pastries, ingredients, potatoes, peas, and spices.”
ASK “My question is ‘What is a popular snack in India?’” (A: samosas) (Click to highlight samosas in the sentence.)
Vocabulary
Redirections
If students list world as a thing, explain that it is a place.
CLICK TO DISPLAY Sentence.
SAY:
• “Here is another sentence from the paragraph. Let’s find all the things in this sentence. (Click to add object icons.)
• The things in this sentence are snacks, chocolate, and parts.”
SAY “With a partner, use the question word what to ask a right-there question about this sentence. Write your question under the ‘What’ heading in your workbook. Use your best cursive handwriting.”
STUDENTS WORK with their partner to create a question.
CALL ON student volunteers to share their questions and identify the answers. (Possible responses: “What does dark chocolate taste like?” “What is a snack that tastes bitter?”)
7. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
8. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 7, Lesson 4 Quick Checks.
READ the prompts aloud to students:
Answer Key
• “Which of these sentences is using the word trace as a noun, or object?”
• “Which of these sentences is using the word block as a verb, or action?”
• “Which of these sentences is using the word light as an adjective, or description?”
Unit 7 Lesson 5
Cumulative Review of Morphemes & Spell It Right Rules Morphology
Objectives
• To accurately spell unfamiliar words with multiple morphemes by applying suffix spelling rules.
• To interpret the meanings of multi-morphemic words using complete sentences that reflect morphological understanding.
• To explain the meanings of multi-morphemic words orally and in writing.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
Start Teaching
Cumulative Review of Morphemes & Spell It Right Rules
1. State Objectives
OPEN Orbit Online to Unit 7, Lesson 5, Morphology
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– spell words correctly with suffixes by applying the Spell It Right Rules
Morphology
– interpret the meaning of new words using morphemes.
– explain the meaning of new words using bases and suffixes.”
2. Pictionary Review
CLICK TO DISPLAY Pictionary Review.
SAY:
• “To review the meanings of some morphemes we have learned, we will play a version of Pictionary.
• Go to page 65 of your student workbook and find the Pictionary Review section.
• I will reveal a picture.
• You will determine what base and affix you can put together to create a real word based on what the picture shows.
• In your workbook, use the Spell It Right Rules to correctly spell the word and write your answers in cursive.
• Here is the first picture.”
CLICK TO REVEAL the image of a rider
SAY:
• “Look through the morphemes displayed on the screen.
• Once you have determined the correct morphemes, write the word on line one in your workbook.
• Be sure to remember your Spell It Right Rules so that you spell it correctly.”
CLICK TO REVEAL the morphemes ride and er
CLICK TO SHOW the red x .
ASK:
• “Which Spell It Right Rule is used when combining the base ride and the suffix - er?” (A: Drop the e)
• “What is the new word?” (A: rider)
CLICK TO REVEAL the word rider
SAY “Let’s look at number two.”
CLICK TO REVEAL the image of unhappy.
ASK “Which morphemes fit this picture?” (A: prefix un-, base happy)
CLICK TO REVEAL the morphemes happy and un -.
ASK:
• “Is there a spelling change to the new word?” (A: no, it is a prefix and not a suffix)
• “What is the new word for the picture?” (A: unhappy)
CLICK TO REVEAL the word unhappy
CONTINUE this routine for numbers three through six. If applicable, ask students to identify the spelling change when a suffix is added to a base.
Answer Key
Rider ride er Drop the e Rule
Unhappy un happy No Change
Tidiness tidy ness Change the y to i Rule
Softness soft ness No Change
Repave re pave No Change
Frosting frost ing No Change
3. Four-Square for Spelling
CLICK TO DISPLAY Four-Square for Spelling.
I DO slim
SAY:
• “Let’s look at the Four-Square tool. This is a different version from the one we used in previous lessons.
• Examine and think about the shape, the directions in the squares, and how it might be used.”
ASK “What are some observations you made about this new Four-Square tool?” (A: answers will vary; it has four boxes to fill in, it has a free base in the middle, it tells us to add suffixes to the end of the free base, it asks for the meaning of each word)
SAY:
• “Previously we used Four-Square to think deeper about a specific morpheme. The tool asked us to provide example words and sentences, so that it is easier to identify and make meaning of the morpheme in context.
• This time we will be using this tool to practice the Spell It Right Rules, by taking a base from the middle circle and adding suffixes.
Morphology
• I will show you how to use the new Four-Square with the free base slim .
• Before we begin adding suffixes, let’s discuss on the meaning of the base slim .”
ASK “What is the meaning of the free base slim?” (A: answers will vary; someone or something that is thin, slender, or small in size)
SAY “Look at the first box in the top left corner. This box asks for us to add the suffix -ing to the word slim .”
ASK “Which Spell It Right Rule will we need to apply to slim to add the suffix -ing?” (A: 1-1-1 Doubling Rule)
CLICK TO REVEAL the new word and the meaning.
SAY:
• “The meaning of the word slimming is ‘someone or something is getting thin in the present.’
• Notice we have the meaning of each morpheme combined into one definition: thin and in the present
• Let’s move to the square in the top right corner.”
ASK “What is the suffix we will add in this box?” (A: suffix -est)
SAY:
• “We will use the 1-1-1 Doubling Rule again to add this suffix, so we will double the m before adding - est
• Remember the suffix - est is used when comparing nouns; it is added to a word to show that it is the most.” ASK:
• “What is the new word when the suffix - est is added?” (A: slimmest)
• “What is the meaning of the word slimmest?” (A: something that is the most thin)
CLICK TO REVEAL the answers in the top right square.
SAY:
• “Let’s move to the bottom left square.
• Remember the suffix - ed describes something in the past tense.”
ASK:
• “What is the new word when the suffix - ed is added?” (A: slimmed)
• “What Spell It Right Rule did you use to spell the word slimmed ?” (A: 1-1-1 Doubling Rule)
Morphology
• “What is the meaning of the word slimmed ?” (A: something that was thin in the past)
CLICK TO REVEAL the answers in the bottom left square.
SAY:
• “The final square in the bottom right asks us to add the suffix - er
• Remember the suffix - er describes a person who does something and changes a verb to a noun. The word slim is not a verb, so this changes the meaning of - er.
• In this case the suffix - er is used to compare, like the suffix - est . Take a moment to see if you can figure out the meaning for the new word with this definition of - er.”
ASK:
• “What is the new word when the suffix - er is added?” (A: slimmer)
• “What Spell It Right Rule did you use to spell the word slimmer?” (A: 1-1-1 Doubling Rule)
• “What is the meaning of the word slimmer?” (A: something that is more thin than something else)
CLICK TO REVEAL the answers in the bottom right square.
SAY:
• “Go to the Four-Square section on page 66 of your workbook.
• We will complete one more together before you complete one on your own.
• Before we begin, let’s look at what this Four-Square is asking us to do.”
WE DO happy
CLICK TO DISPLAY Four-Square for Spelling happy
ASK:
• “What is the base we will use in this Four-Square?” (A: happy)
• “What is the meaning of happy ?” (A: a joyful feeling)
SAY:
• “In this Four-Square you will change the free base happy using the Spell It Right Rules by adding the suffixes - est, - ly, - er, and - ness
• The meaning of happy is a joyful feeling. We will use this definition to help us in the Four-Square.
• Let’s look at the top left corner first.”
Morphology
ASK “What is the first suffix we will add to happy ?” (A: -est)
SAY “Write the new word in the top left square. Then write the meaning of the new word.”
ASK:
• “What is the new word?” (A: happiest)
• “What is the spelling rule used when these morphemes are combined?” (A: Change y to i)
• “What is the meaning of happiest?” (A: having the most joyful feeling)
SAY “Let’s move to the top right corner next.”
REPEAT THIS ROUTINE for the next three squares. Allow students the opportunity to correct any mistakes as necessary.
CLICK TO REVEAL the answers to the Four-Square one at a time .
ASK “Which answers in this Four-Square surprise you? Are there any words that you missed that confuse you?” (A: answers will vary; allow students to discuss the answers they came up with and explain any words students may be struggling with by referencing the previous suffix charts in their workbooks)
SAY “Now you will complete one Four-Square on your own with a new base.”
YOU DO vote
CLICK TO DISPLAY Four-Square for Spelling vote
ASK:
• “What is the base we will use in this Four-Square?” (A: vote)
• “What is the meaning of vote?” (A: to indicate your choice officially, to make a choice in a group of people)
SAY:
• “In this Four-Square you will change the free base vote using the Spell It Right Rules by adding the suffixes –ing , - s, - ed, and - er
• The meaning of vote is to indicate or make your choice within a group of people. Use this definition to help you in your Four-Square.
• Define each new word using the meaning of vote and each suffix.
• If you are struggling to remember the meaning of the suffixes, you can discuss them with a partner or look in the previous lessons of your workbook.”
Morphology
Answer Key
STUDENTS COMPLETE this Four-Square for Spelling. Allow 5-8 minutes for students to work with a partner or independently to complete the Four-Square.
CLICK TO REVEAL the answers to the Four-Square one at a time.
SAY “Check your answers and correct any mistakes if necessary.”
ASK “Which answers in this Four-Square surprise you? Are there any words that you missed that confuse you? (A: answers will vary; allow students to discuss the answers they came up with and explain any words students may be struggling with by referencing the previous suffix charts in their workbooks)
SAY “Now we have practiced three Four-Square activities together, each using a different Spell It Right Rule. After you have completed climbing time in InferCabulary, you will complete one more Four-Square for your Quick Check.”
4. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 7, Lesson 5 Quick Checks.
SAY:
• “For this Quick Check you will complete a Four-Square activity.
• Be sure to use the Spell It Right Rules to spell the words correctly.
• Use what you know about the base and the suffixes to write the meaning of the new words.
• You will have the rest of this time to complete the Quick Check independently.”
Unit 8 Lesson 1
Vowel-Consonant-e Syllables Phonics
Objectives
• To identify a VowelConsonant-e Syllable (VCe) as a syllable with one vowel followed by one consonant and a silent e with the first vowel typically spelling a long vowel sound.
• To decode multisyllabic words with VCe Syllables with and without the schwa sound.
• To use the strategy of “flexing” vowel sounds to schwa to correctly pronounce words.
• To recognize six new Heart Words: done, once, above, become, sometimes, and something
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• SyllaBoards™ Kit
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
• U nit 8 Home Connection Letter – printed and copied (Supply Room)
What You Need to Know
Vowel-Consonant-e (VCe) Syllables
• A lso known as “magic e” syllable patterns, VCe syllables contain long vowel phonemes spelled with a single letter, followed by a single consonant, and the vowel letter e. Examples of VCe syllables are found in wake, whale, while, yoke, rude, and hare. Every long vowel phoneme can be spelled with a VCe pattern, although spelling the long e phoneme with VCe is unusual.
• I n the vowel-consonant-e spelling y e, the letter y acts as the vowel to spell the long i sound. This occurs in a few words, such as type, style, and enzyme
• When you use the Touch & Say routine to read a syllable with vowel-consonant-e, you should use two fingers from one hand to touch the vowel letter and the letter e at the same time.
Vowel-Consonant-e in TwoSyllable Words
• Vowel-consonant-e in multisyllabic words usually happens at the end of words, as in mistake, escape, complete, inside, and sunrise
• When VCe occurs in the first syllable of a multisyllabic words, it is most likely a compound word and it spells a long vowel sound, such as baseball, caveman, and lifeboat
• VCe syllables can also be found at the beginning of multisyllabic words if a suffix has been added to a VCe syllable, as in pavement, careless, and disgraceful
Vowel Spellings
• I n this lesson, the idea of “vowel spellings” is introduced. This helps students understand that not all vowel phonemes are spelled with just a single letter.
• T his will continue to be important as vowel teams and r-controlled vowel spellings are introduced.
Vowel-Consonant-e Spelling Schwa
• Vowel-consonant-e sometimes spells schwa instead of a long vowel phoneme at the end of a multisyllabic word: ive (passive), ace (palace), ice (service), age (suffrage), ate (legitimate), ile (fragile), ite (opposite), or ine (engine).
• Many of these spellings include a soft c or soft g phoneme. Students will review this in this lesson.
• When students encounter a multisyllabic word with the vowel-consonant-e pattern, they should first try to decode the word with a long vowel phoneme in the Vowel-Consonant-e Syllable. If the word does not sound familiar when pronounced with a long vowel, students should flex the vowel sound in the Vowel-Consonant-e Syllable to schwa
Start Teaching Reading Multisyllabic VCe Syllable Words
1. State Objectives
OPEN Orbit Online to Unit 8, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– identify Vowel-Consonant-e Syllables by their pattern: a vowel, then a consonant, and finally an e, typically with a long vowel phoneme.
• You’ll hear me abbreviate, or shorten, the name to VCe Syllables.
– read multisyllabic words with VCe Syllables.
– “flex” vowel sounds to schwa
– recognize six new Heart Words.
• Let’s start off by observing a new group of words.”
2. Word Observatory
CLICK TO DISPLAY Word Observatory.
SAY “Take a moment to carefully observe these words: drape, expire, handmade, lonely, dilute, volume, stride, online. Look for things that all or a few of the words have in common. One example is that two of the words have one syllable.”
ASK “What are other things some or all of these words have in common?”
• Possible answers include words that are verbs (drape, expire, dilute, stride), two-syllable words (expire, handmade, lonely, dilute, volume, online), words ending in the letter e (all words), or words that have a long i sound (online, stride, dilute, expire).
• Additional prompts: What do you notice about the vowels? Think about parts of speech. Are there any letters that made a sound you didn’t expect?
SAY “The common feature of these words that we will focus on in this unit is they have VCe Syllables.”
3. View Vowel-Consonant-E Syllables Animation
CLICK TO DISPLAY Vowel-Consonant-e Syllables.
SAY “Let’s watch this animation to review Vowel-Consonant-e Syllables.”
CLICK TO PLAY the animation.
4. Review Reading Longer Words With VCe Syllables
SAY “Let’s review what we just learned.”
ASK:
• “What kind of vowel phoneme do we expect to hear in a Closed Syllable?” (A: short)
• “What kind of vowel phoneme do we expect to hear in an Open Syllable?” (A: long)
• “What kind of vowel phoneme do we typically hear in a VowelConsonant-e Syllable?” (A: long)
• “What other phoneme can Vowel-Consonant-e spell if it is at the end of a multisyllabic word?” (A: schwa)
• “What is the hand signal for VCe Syllables?” (A: pointer and middle fingers up on one hand in a V; ASL for the letter V)
SAY “I’m going to show a word but please do not read it out loud if you know it.”
CLICK TO DISPLAY Review: obsolete
SAY “This is a word you may not have seen or heard before, but by asking our questions, we can read it accurately.”
ASK “How many vowels are in this word?” (A: four)
CLICK TO UNDERLINE the four vowel letters.
ASK:
• “Are the vowels together or apart?” (A: apart)
• “ Do you see a vowel-consonant-e (show the VCe hand signal)?” (A: yes)
• “ Which two vowel letters work together in the vowel-consonant-e pattern to spell one phoneme?” (A: e and e)
CLICK TO CONNECT the e and e with a curved line and point to the letters on screen with your pointer and middle fingers in a V.
ASK:
• “ How many vowel spellings in this word?” (A: three)
• “ How many syllables in this word?” (A: three)
SAY:
• “ Remember when we see a vowel-consonant-e, the vowel and the letter e are in the same syllable and on the same SyllaBoard™
• T his word has three syllables because there are three vowel spellings that are not next to each other.
• The e -consonant- e at the end of the word is one vowel spelling because the vowels work together to spell one phoneme.”
CLICK TO ADD three SyllaBoards™ under the word obsolete
CLICK TO ADD the o to the first board, the o to the second board, and the ete to the third board. (Remind students that the ete stays together on one board because it is a vowel-consonant-e spelling.)
C LICK TO ADD the remaining consonant letters to the boards.
EXPLAIN that each syllable has a vowel spelling. The first syllable is a Closed Syllable. The second syllable is an Open Syllable. The third syllable is a Vowel-Consonant-e Syllable.
ASK:
• “ What kind of vowel phoneme do we expect to hear in the first syllable?” (A: short)
• “ What kind of vowel phoneme do we expect to hear in the second syllable?” (A: long)
• “ What kind of vowel phoneme do we expect to hear in the third syllable?” (A: long)
POINT TO and read each SyllaBoard™, /ŏb/ /sō/ /lēt/.
SAY “We do have to flex the vowel phoneme in the middle syllable to schwa to hear the correct pronunciation, /ŏb/ /suh/ /lēt/.”
CLICK TO REVEAL the contextual image for obsolete
SAY “Obsolete is an adjective meaning no longer made or used. For example: Typewriters are obsolete because people now use computers to write.”
I DO prepackage
SAY “Let’s look at another word. Please do not read the word aloud if you know it.”
CLICK TO DISPLAY I DO: prepackage
pre pack age
ASK “How many vowels are in this word?” (A: four)
CLICK TO UNDERLINE the four vowels.
ASK:
• “Are the vowels together or apart?” (A: apart)
• “ Do you see a vowel-consonant-e (show the VCe hand signal)?” (A: yes)
• “ Which two vowel letters work together in the vowel-consonant-e pattern?” (A: a and e)
CLICK TO CONNECT the a and e with a curved line.
ASK:
• “ How many vowel spellings in this word?” (A: three)
• “ How many syllables in this word?” (A: three)
SAY:
• “ Remember, when we see a vowel-consonant-e, the vowel and the letter e are in the same syllable and on the same SyllaBoard™
• T his word has three syllables because there are three vowel spellings and they are not next to each other.”
CLICK TO DISPLAY three SyllaBoards™ under the word prepackage
SAY “First, we write a vowel spelling on each board. The VCe vowels stay together on one board.”
CLICK TO ADD the e to the first board, the a to the second board, and the age to the third board. (Remind students that the age stays together on one board because it is a vowel-consonant-e spelling.)
SAY “Next, we write the consonants. I’m going to keep the c and the k together because I know they are a digraph.”
CLICK TO ADD the remaining consonant letters to the boards.
SAY “Each syllable has a vowel spelling. The first syllable is an Open Syllable. The second syllable is a Closed Syllable. The third syllable is a Vowel-Consonant-e Syllable.”
ASK:
• “ What kind of vowel phoneme do we expect to hear in the first syllable?” (A: long)
• “ What kind of vowel phoneme do we expect to hear in the second syllable?” (A: short)
• “ What kind of vowel phoneme do we expect to hear in the third syllable?” (A: long)
Phonics
POINT TO and read each SyllaBoard™, mispronouncing the schwa sound in the final syllable as long a and the last sound as /g/, /prē/ /păk/ /āg/.
• “ I will flex the final vowel sound to schwa, /prē/ /păk/ /ihg/.
• It still doesn’t sound totally familiar, but it sounds close to a word I know.
• N ow I remember! When the letters g and c are followed by the letters e, i, or y, they spell their soft sounds: g spells /j/ and c spells /s/.
• S o, this word should be pronounced /prē/ /păk/ /ihj/.”
CLICK TO REVEAL the contextual image for prepackage
SAY “ Prepackage means to pack something before selling it. For example: We buy prepackaged fruit cups as snacks.”
5. Word Sort
SAY “Now we are going to sort words in two groups. We will place words that have a Vowel-Consonant-e Syllable with a long vowel in one column and words that have a Vowel-Consonant-e Syllable with a schwa in a second column.”
CLICK TO DISPLAY Word Sort. Read the headers: VCe (LONG VOWEL) and VCe (SCHWA).
CLICK TO REVEAL the word satel lite.
SAY:
• “ The first syllable in this word is a Closed Syllable with a short vowel, săt . The second syllable is a Closed Syllable with a schwa phoneme, uhl, and the third syllable is a Vowel-Consonant-e, which usually has a long vowel phoneme, līte, /săt/ /uhl/ /līt/.
• If I flex the VCe syllable to make a schwa /uh/ or /ih/ sound, the pronunciation is /săt/ /uhl/ /luht/ or /săt/ /uhl/ /liht/.”
ASK “Which pronunciation is correct? (A: the VCe long vowel pronunciation, /săt/ /uhl/ /līt/)
SAY “A satellite is a cosmic body orbiting another heavenly body of larger size or a man-made object or vehicle intended to orbit the earth, the moon, or another cosmic body.”
CLICK TO MOVE the word satellite under the VCE (LONG VOWEL) heading.
CLICK TO REVEAL the word intestine.
VCe SPELLS LONG VOWEL
satel lite
VCe ite spells long i
miscalcu late
VCe ate spells long a
dis pute
VCe ute spells long u
decode
VCe ode spells long o
SAY:
• “ Look at the vowels and syllables in this word. There are two Closed Syllables, /ĭn/ and /tĕs/, both with the expected short vowels sounds. The last syllable is a Vowel-Consonant-e Syllable, so I expect the long i sound, /tīn/. /ĭn/ /tĕs/ /tīn/.
• If I flex the VCe syllable to a schwa sound, the pronunciation is /ĭn/ /tĕs/ /tuhn/ or /ĭn/ /tĕs/ /tihn/.”
ASK “Which pronunciation is correct?” (A: the VCe schwa pronunciation, /ĭn/ /tĕs/ /tihn/)
SAY “The intestine is the tube-shaped part of our digestive system. In science, we learn about our organs, including the small intestine and the large intestine.”
CLICK TO MOVE the word intestine under the VCE (SCHWA) heading.
CLICK TO REVEAL, read aloud, and then click to sort the remaining words.
ASK INDIVIDUAL STUDENTS to identify the number of vowels, if they are together or apart, and how many syllables the word has. (Answers are below the words in the table.)
Answer Key
VCe SPELLS SCHWA
intestine
VCe spells schwa
frag ile
VCe spells schwa
*note the g is soft because it is immediately followed by an i positive
VCe spells schwa
*note the i in the middle syllable also spells schwa prac tice
VCe spells schwa
*note the c is soft because it is immediately followed by an e
6. Read Real Words With VCe Syllables Using The Multisyllabic Word Reading Procedure
SAY:
• “ Let’s break down some words with VCe Syllables.
• Place your SyllaBoards™, dry erase marker, and eraser on your desk.”
WE DO microwave
SAY:
• “ Let’s look at another word. Do not say the word if you know it.
• We will use our questions to help us read the word.”
CLICK TO DISPLAY We Do: microwave.
ASK:
• “ How many vowels are in this word?” (A : four)
• “Are the vowels together or apart?” (A: apart)
• “ Do you see a vowel-consonant-e (show the VCe hand signal)?” (A: yes, a-v-e)
CLICK TO UNDERLINE the four vowel letters.
SAY:
• “ This word has four vowels but the a and the e work together as part of a vowel-consonant-e pattern to spell one vowel sound, so they stay together in the same syllable.
• I will connect the a and the e with a curved line to show that they work together to spell one vowel sound.”
C LICK TO CONNECT the a and e with a curved line.
SAY:
• “ This word has three syllables because there are three vowel spellings that are not next to each other.
• I ’ll need three SyllaBoards™.”
CLICK TO PLACE three SyllaBoards™ under the word microwave and ask students to put three boards on their desks.
SAY “I’ll add the i on the first board, the o on the second board, and ave on the third board.”
CLICK TO ADD the vowels to the boards.
SAY “Next, I’ll add the consonants in order while separating them on the boards to surround the vowel spellings. I’ll start with closing all the syllables that I can.”
CLICK TO ADD the consonant letters to each board.
SAY:
• “ If the first two syllables are closed, they probably have short vowel phonemes, and the last syllable is VCe, so that is probably a long vowel phoneme.
• /mĭk/ /rou/ /āv/, mĭcrouāve
• T hat’s not quite it, but it sounds like a word I know.”
ASK “What is this word supposed to sound like?” (A: microwave)
SAY:
• “I hear a long i in the first syllable, so it must be an Open Syllable, so I’ll move the c to the second board. (Click to move the c.)
• A nd I hear a long i in the second syllable too, so that must also be Open. I’ll move the w to the third board. (Click to move the w.)
• N ow, I’ll use Touch & Say to read the syllables, one at a time:
– /m/ /ī/, mi
– /k/ /r/ /ō/, cro
– /w/ /ā/ /v/, wave
• Microwave (sweep hand under boards from left to right).”
CLICK TO REVEAL the contextual image for microwave.
SAY:
• “ Microwave has the prefix micro, which means small. A microwave is a small electromagnetic wave.
• T he noun microwave is a kitchen appliance that uses small electromagnetic waves to cook or heat.
• We also use the word microwave as a verb, as in ‘to microwave the popcorn.’
• Clear your boards for the next word.”
FOLLOW THE SAME PROCEDURE as above for the word engine. engine – “A car’s engine is usually in the front of the car.”
Underline e, i, and e, put down two boards, add the vowel spellings to the boards [e] [ine], add the consonants [en] [gine].
*You may need to remind students to think about the sound g will make in this word. Students may read the second syllable with a long i phoneme. This is a good start. Remind them that VCe syllables can sometimes include schwa instead of a long vowel phoneme.
YOU DO parade, repulsive, ozone, estimate
SAY “Now it’s your turn to follow the routine on your own. Clear your boards.”
For each word:
*The word estimate is pronounced with a final long vowel phoneme when it is a verb and with a final schwa phoneme when it is a noun. Explain that reading this word with the correct pronunciation requires context.
• s how the word,
• a llow students time to complete the procedure independently,
• c irculate to check student boards and note any misconceptions,
• a nd review after each word to segment and read the words correctly by clicking through the procedure until you reach the confirming image if students are struggling.
- *If students do not need a step-by-step review of a particular word, click through the procedure quickly to reach the confirming image.
HELP students remember that if the word they read does not make sense, they should flex the placement of one of the consonants or one of the vowels to the schwa phoneme.
CLICK TO DISPLAY You Do.
parade – “The second float in the parade had a summer theme.”
• Underline a, a, and e, scoop the a and e and put down two boards, add the vowel spellings to the boards [a] [ade], add the consonants [pa] [rade]. Underline the first a that spells schwa.
REVIEW student boards after each word and walk through the procedure below if students are struggling to segment and read the word correctly. Provide Positive Error Correction as needed.
repulsive – “Some kids find certain foods repulsive and just can’t eat them.”
• Underline e, u, i, and e, scoop the i and e and put down three boards, add the vowel spellings to the boards [e] [u] [ive], add the consonants [re] [pul] [sive]. Underline the e and i that spell schwa
ozone – “The ozone layer helps protect us from the sun’s harmful radiation.”
• Underline o, o, and e, scoop the o and e and put down two boards, add the vowel spellings to the boards [o] [one], add the consonants [o] [zone].
estimate – “Can you estimate how many jellybeans are in the jar?”
• Underline e, i, a, and e, scoop the a and e and put down three boards, add the vowel spellings to the boards [e] [i] [ate], add the consonants [es] [ti] [mate]. Underline the i and a that spell schwa
7. Word Hunt
PAIR STUDENTS and have them sit together.
Phonics
SAY “Now, we’ll read words. Some will include schwa and some will not. Then, you will hunt for words with your partner. Open your workbooks to page 67.”
CLICK TO DISPLAY Word Hunt.
SAY “Each partner will read one box of words aloud while the other partner checks if the word is being pronounced correctly. Then we will check the words together.”
PROVIDE students time to read the two boxes. Then, have a pair read the words to the class, checking the proper pronunciation and use of the schwa sound.
SAY “Read through and answer the questions below the words together.”
Answer Key
1. U nderline the three letters in each VCe pattern. gran ite, reflect ive, templ ate, microphone, imag ine, adhes ive, trombone, men ace, mass ive, grim ace, scrimm age, anim ate, requ irement, oppos ite
2. Star all the VCe words that make a schwa sound. granite, reflective, template, imagine, adhesive, menace, massive, grimace, scrimmage, animate (*can be pronounced with a long final vowel phoneme or a schwa depending on usage), opposite
3. Which words have an Open Syllable? reflective, microphone, adhesive, requirement
4. What are 4 words that have prefixes? reflective, microphone, requirement, adhesive *Students may not realize that ‘ad ’ in ‘adhesive’ is a prefix. Feel free to give them that information.
5. Circle at least 2 adjectives. reflective, adhesive, massive, animate, opposite
8. Decodable Passage Teacher Read
SAY:
• “Open your workbooks to page 68.
• O ur passage for this unit is called ‘The Latest Snack Craze,’ and it includes our Heart Words and words with Vowel-Consonant-e Syllables.
• Today, I’m going to read it aloud to you while you follow along in your books.
• Let’s answer a few questions first.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the questions and quickly discuss answers.
CLICK TO DISPLAY Words to Preview. Read through them and have students repeat the words.
Phonics
CLICK TO DISPLAY Point and Say words. Read through them and have students repeat the words.
SAY “Now, pay attention to the way I read with accuracy and how I read smoothly, with fluency, and intonation, how my voice changes to help the listener understand the text.”
READ ‘The Latest Snack Craze’ aloud with appropriate fluency and intonation.
ASK “Were your predictions on what the passage was going to be about correct?”
SAY:
• “ Let’s go back through and find those Heart Words before we learn more about spelling them.
• F ind the first underlined word, point to it, and say it with me.”
CONTINUE with the remaining Heart Words.
If time allows, explain anything new you have learned from the text and allow students to do the same.
9. Heart Word Magic
CLICK TO DISPLAY Heart Word Magic.
SAY:
• “ Let’s watch an animation to introduce the Heart Words for the unit: done, above, once, become, sometimes, and something .
• We will practice reading and spelling these words in isolation and in context throughout the unit.”
CLICK TO PLAY the Heart Word Magic animation.
10. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
Answer Key
dam age stam pede
fam ine in fl ate
11. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 8, Lesson 1 Quick Checks.
SAY:
• “ For today’s Quick Check, you will break down two pairs of words.
• Fir st, underline the VCe Syllable in each word.
• N ext, circle the word that has the VCe Syllable that makes a schwa sound.
• T hen, write a descriptive sentence with one of the words.”
Unit 8 Lesson 2
Exploring Multiple-Meaning Words: Homographs, Homophones, and Homonyms & “Snacks Around the World” Cloze and Questions
Objectives
• To explore multiple-meaning words in the form of homographs, homophones, and homonyms.
• To examine the prefix homoand the roots -graph, -phone, and -nym to understand the meaning of these terms.
• To compare the phonological and orthographic features that distinguish these three types of multiple-meaning words by analyzing examples.
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To ask and answer questions while reading an informational article to support and demonstrate comprehension.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
Vocabulary
What You Need to Know
Homographs, Homophones, and Homonyms
• Students will explore three types of multiplemeaning words: homographs, homophones, and homonyms. These words all begin with the prefix homo - from the Greek for “same, similar.”
• Homographs (which translates to “same writing”) are words that are spelled the same, regardless of how they are pronounced, but they have different meanings. For example, the word wind is pronounced with a short vowel in the sentence, “The wind is blowing,” but with a long vowel when used as a verb in this sentence: “ Please wind up the toy.”
• Homophones (“same sound”) are words that have the same pronunciation but different spellings. For example, when the word /sē/ is spelled s e a, it refers to a large body of water. However, when it is spelled s e e, this word refers to vision.
• T he word homonym means “having the same name.” Homonyms are words that have the traits of both homographs and homophones. They have the same spelling and the same pronunciation but different meanings. The word bank is always spelled and pronounced the same, but it has multiple meanings:
– I put my money in the bank .
– T he river’s bank is eroding.
– T he pool player made a difficult bank shot.
– T he airplane will bank to the left.
Determining the Meaning of Homographs, Homophones, and Homonyms
• To understand the intended meaning of a homograph, homophone, or homonym, the teacher must guide students to consider these
features of a word:
– the spelling of the word
– the pronunciation of the word
– the context of the sentence in which the word appears.
• T he more frequently a word is used in English, the more likely it is to have alternate meanings. Therefore, students may have prior knowledge of a word but still need support from the teacher to help them check their initial understanding of the word against the meaning intended in the current context.
• Working with these multiple-meaning words can help students pay closer attention to the sound structure and written features of words while developing critical thinking skills.
Synonyms and Antonyms
• T he concept of synonyms and antonyms was first introduced in Unit 5 as a semantic link used to express meaningful connections between two words.
• I n this lesson, students will learn that some synonyms share so many features that they can be substituted for one another without changing the meaning of a sentence. For example, a student can say “The sun is brilliant,” or “The sun is bright,” and those statements both have the same meaning.
• Students will be reminded that antonyms are words with opposite meanings, but they must be related to the same underlying concept. For example, the words hot and cold can be antonyms because they are opposing measures of temperature. However, the words day and cold cannot be antonyms because day is linked to the concept of time, but cold is connected to the concept of temperature.”
• Students will also learn about two types of
What You Need to Know
antonyms: complementary antonyms and gradable antonyms. While they don’t need to master this precise terminology, the presentation of these concepts will prepare students to think more critically about word relationships.
• Complementary antonyms are true opposites with no middle ground. If one condition is true, the opposite condition cannot be true. The words on and off are complementary because a device cannot be turned on and turned off at the same time. Once an animal is dead, it cannot be alive, or even partially alive. The words dead and alive are true opposites.
• Gradable antonyms, on the other hand, are words that name different degrees or levels of a particular trait on a gradated or gradual scale. For example, hot and cold are opposite temperatures, but many levels of temperature fall between and beyond these two words, such as freezing, cool, warm, temperate, and burning.
• F inally, students will learn that not all words have antonyms.
Word Meaning Is Relative
• Words do not always have a fixed meaning. Students will continue to exercise semantic flexibility as they start to explore the concept of “relative word meaning.”
• O ur perception of a word’s meaning can be influenced by several factors, including the context in which the word is used, its comparison to other words, its cultural interpretation, or its place on a scale or spectrum of words with related meanings.
• I n this lesson, students experience the fluidity of word meaning in a comparison task. Asked to describe the size of a typical housecat, students may perceive it as big when compared to a little kitten but then determine it is small when they compare it to a lion.
Shades of Word Meaning
• T he concept of shades of meaning is first demonstrated in the lesson on gradable antonyms by showing varying degrees of temperature and light on a traditional thermometer scale.
• Students will further explore synonyms that have slightly different intensities or connotations within the same general meaning.
• F irst, students examine an image of gradated paint swatches, using this concrete and visual aid to comprehend the wide range and subtle variations within a single color (e.g., shades of green or gray). This understanding is then applied to the more abstract subject of emotions.
• T his leads to the exploration of “shades of happiness” with words like ecstatic, joyful, happy, pleased, and content, demonstrating a range of intensity for a positive emotion.
• It should be noted that even the extremes on such a scale (e.g., ecstatic and content) are not necessarily antonyms but rather different degrees of the same type of feeling.
Start Teaching
Exploring Multiple-Meaning Words: Homographs, Homophones, and Homonyms & “Snacks Around the World” Cloze and Questions
1. State Objectives
OPEN Orbit Online to Unit 8, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of this lesson, you will be able to:
– identify, explain the meaning of, and tell the difference between homographs, homophones, and homonyms.
– u se semantic links, word classes, and vocabulary words to find the missing words in an informational article.
– a sk and answer questions about an informational article.”
2. Introduction to Homographs, Homophones, And Homonyms
SAY “We have discovered that many words have more than one meaning.”
ASK “What are some meanings of the word rock ?” (Listen to student responses.)
CLICK TO DISPLAY Homographs, Homophones, Homonyms.
SAY “Today we will learn three types of multiple-meaning words. They are called homographs, homophones, and homonyms.”
CLICK TO ADD “= same” after each word, changing the prefix “ homo” from black to green.
SAY “You may have noticed that all three words begin with the same prefix, homo, which means ‘same.’”
CLICK TO DISPLAY Homograph = Same Writing.
SAY “ Homograph includes the word root graph, which means ‘writing.’”
ASK “What other words have graph in them?” (Sample responses: graphics, autograph, paragraph, and photograph.)
CLICK TO ADD the words writing and grapheme
Vocabulary
SAY:
• “A grapheme is a written symbol for a speech sound. An autograph is your written name.
• T he word homograph means ‘same writing.’
• H omographs have the same spelling, but different meanings. They can also be pronounced differently.”
CLICK TO ADD the word lead
ASK “Can someone read this word?” (Listen to student responses.)
SAY “We can pronounce it as /l ē d/. For example, ‘The guide will lead us up the trail.’”
ASK “Can you pronounce it with a short vowel?” (A: /l ĕ d/)
SAY “Right, we can pronounce it as /l ĕ d/. ‘This pencil has a sharp lead tip.’”
CLICK TO ADD the two photos.
SAY:
• “ Lead is a homograph —same spelling, different meanings. Whether we are talking about the lead in a pencil or the action of leading the way, the spelling stays the same.
• T hat’s what makes it a homograph.”
CLICK TO DISPLAY Homophone = Same Sound.
ASK:
• “ Homophone includes the word part phone. What other words use phone?” (Sample responses: telephone, microphone, megaphone, and saxophone.)
• “ What’s a phoneme?” (A: a single speech sound)
CLICK TO ADD the words sound and phoneme
SAY:
• “A phoneme is a speech sound. A megaphone makes sounds louder, and a telephone transmits sounds far away.
• Homophone means same sound.
• H omophones sound the same but have different meanings.”
CLICK TO ADD the words right and write
CALL ON students to read the words.
ASK:
• “ What did you notice about these two words?” (A: they sound the same)
Vocabulary
• “Are they spelled the same way?” (A: no)
• “ Do these words mean the same thing?” (A: no)
SAY “The words right and write are homophones.”
CLICK TO ADD the two photos.
SAY:
• “ Right ( point to the first picture) is an adjective that describes the direction opposite from left. For example, ‘Make a right turn at the corner.’
• Write ( point to the second picture) is a verb that means putting words onto paper. For example, ‘I will write a list before I go shopping.’
• T hese words sound the same, but they have different spellings and different meanings. They are homophones.”
CLICK TO DISPLAY Homonym = Same Name.
ASK “Let’s look at the word homonym . What other words use the word part - nym?” (Sample responses: antonym, synonym, and pseudonym.)
CLICK TO ADD the words name and pseudonym
SAY:
• “ Nice work remembering antonym and synonym !
• H ere is a new word: pseudonym . A pseudonym is a made-up name.
• For example, Dr. Seuss is a pseudonym—his real name was Theodor Geisel.
• Homonym means ‘same name.’
• H omonyms sound the same and are spelled the same, but they have different meanings.
• H omonyms are both homographs and homophones.”
CLICK TO ADD the word bat
ASK:
• “ What word do the sounds /b/ /ă/ /t/ make?” (A: bat)
• “ Is there a different way to say or spell this word?” (A: no)
• “ Does it have more than one meaning?” (A: yes)
SAY “Yes, let’s talk about a few of them.”
CLICK TO ADD the two photos.
ASK “What does bat mean in the first picture?” (A: flying mammal)
SAY “I might say, ‘I saw a bat fly through my yard last night.’”
Vocabulary
ASK (Point to the wooden bat.) “What does bat mean here?” (A: baseball bat)
SAY “For example, ‘He got a new wooden bat when he joined the baseball team.’ Both meanings are nouns.”
ASK “Can bat also be a verb?” (A: yes)
SAY “I might say, ‘If you bat the ball hard enough, you might get a home run!’”
3. Review Of Homographs, Homophones, and Homonyms
CLICK TO DISPLAY Homographs, Homophones, and Homonyms Review.
SAY:
• “ Now let’s review what we’ve learned about these three types of multiple-meaning words: (point to each word) homographs, homophones, and homonyms
• T hese words all have more than one meaning, but they may differ in their spelling and pronunciation.”
ASK “Are homographs spelled the same? (A: yes)
CLICK TO ADD a yes to the chart.
SAY:
• “ Homo - means ‘same’ and - graph means ‘writing,’ so they are spelled the same.
• H owever, homographs do not need to be pronounced the same way.”
CLICK TO ADD a maybe to the chart.
SAY “Remember the homographs /l ē d/ and /l ĕ d/ are spelled the same: l e a d, but have different vowel sounds.”
CLICK TO ADD the example lead to the chart.
ASK “Do homophones need to be spelled the same way? (A: no)
CLICK TO ADD a maybe to the chart.
SAY “They could be spelled the same way, but often they are not.”
ASK “Do homophones need to sound the same?” (A: yes)
CLICK TO ADD a yes to the chart.
SAY “ Homo - means ‘same’ and - phone means ‘sound,’ so homophones have the same pronunciation.”
Vocabulary
Answer Key
• waste – waist ; same sounds; homophones
• ball – ball; same sounds and same spelling; homonyms
• knight – night ; same sounds; homophones
CLICK TO ADD the examples right and write to the chart.
SAY “The homographs right and write sound the same but are spelled differently.”
CLICK TO ADD a yes, yes, and the example bat to the chart.
SAY:
• “ Homonyms are spelled and pronounced the same, but have different meanings.
• T he word bat is always spelled and pronounced the same way, but it has several meanings.”
4. Classifying Multiple-Meaning Word Pairs
CLICK TO DISPLAY Classifying Multiple-Meaning Word Pairs.
SAY:
• “ Now let’s explore some new word pairs. I will show you two sentences with pictures. Look at the word in bold and decide if each word pair has the same spelling, the same sounds, or both. (Click to add the sentences and pictures for the word tear.)
• Let’s do the first one together. Listen: ‘I tear the paper. A tear fell from her eye.’”
ASK:
• “ Do these words have the same spelling?” (A: yes) (Click to add an X to the chart.)
• “ Do they sound the same?” (A: no)
• “Are these words homographs, homophones, or homonyms?” (A: homographs)
CLICK TO ADD the word homographs to the chart.
SAY “Well done! Let’s explore some more examples of multiplemeaning words.”
COMPLETE the three remaining examples using the same routine and the provided answer key. CLICK TO ADD the next set of sentences and pictures, followed by each answer to fill in the table.
5. Cloze And Questions: “Snacks Around The World”
STUDENTS OPEN their workbooks to page 47, “Passage - ‘Snacks Around the World.’”
CLICK TO DISPLAY Read: “Snacks Around the World.”
Answer Key
Chewy snacks like gummy bears in Germany or dried mango in the Philippines are perfect for after school.
In Thailand, people snack on bamboo shoots, which have a crisp, crunchy texture
SAY:
• “ This is the fourth paragraph from the informational article about snacks that we have been reading. Let’s continue to use the word bank, semantic links, and word classes to fill in the blanks.
• I will read the paragraph first as you follow along.” (Read the paragraph aloud as students follow along.)
CLICK TO DISPLAY Fill in the Blanks.
SAY “You will work with a small group of classmates to fill in the blanks for this paragraph. Once each group has filled in the blanks, we will talk about how you found each word.”
DIVIDE STUDENTS into groups of 3-5. Allow students time to work together to find the two missing words.
CALL ON student volunteers to read each sentence and to fill in the blank with the missing word. Once the correct missing word is identified, CLICK TO ADD it.
USE the following prompts to encourage students to explain their thinking:
• “ How did you know the missing word was ____?” (Sample response: “I saw ‘gummy bears’ and knew they were chewy.”)
• “ What words helped you decide?” (Sample response: “Crisp and crunchy are adjectives, so I knew the second word would be a noun.”)
Redirections
If students fill in the blank with an incorrect word, redirect them with the following questions:
• “ What type of word is needed to fill in the blank—a person, place, or thing; action; or description?”
• “ How do you know it should be a [person, place, or thing; action; description]?”
• “ What are the [people, places, or things; actions; descriptions] in our word bank?”
• “ Tell me what you have learned about [incorrect word]. Does the sentence make sense if you use its definition to fill in the blank? If not, what other word would make more sense in the blank?”
• “ What words are related to the missing word? How are the words semantically linked?”
STUDENTS TURN their workbooks to page 49, “Right-There Questions.”
CLICK TO DISPLAY Question Words.
Vocabulary
SAY:
• “ Here is the list of question words. Remember, the question word when asks about the time of an event.
• I n this activity, we will practice using the question word when to help us ask a right-there question.”
CLICK TO DISPLAY Paragraph.
SAY “In this activity, we will look at the entire paragraph to help us create a right-there question using the question word when . We will find all the words that describe time in the paragraph.”
CLICK TO ADD time icons.
SAY “The words that describe time in this sentence are after school, between meals, and during the hot months.”
ASK “My question is, ‘When might people eat chewy snacks?’” (A: after school) (Click to highlight the phrase after school.)
SAY “With a partner, use the question word when to ask a right-there question. Write your question under the ‘When’ heading in your workbook. Use your best cursive handwriting.”
STUDENTS WORK with their partner to create a question.
CALL ON student volunteers to share their questions and identify the answers. (Possible responses: “When do Italians eat gelato?” “When is a good time to eat a soft snack?”)
6. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 8, Lesson 2 Quick Checks.
S AY “First, you will choose the sentence that is using the word mussel correctly. Then, for numbers 2-5, you will circle the homophone that correctly completes each sentence.”
Unit 8 Lesson 3
VCe Syllables Practice Phonics
Objectives
• To decode and encode multisyllabic words comprised of Closed, Open, and VCe Syllables.
• To practice flexing vowels that make the schwa sound.
• To read and spell the Heart Words: done, above, once, become, sometimes, something
Teacher Materials
• Orbit Online and Teacher Dashboard
• InferCabulary and Reading Playground
• B lank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
Start Teaching Vowel-Consonant-e Syllables Practice
1. State Objectives
OPEN Orbit Online to Unit 8, Lesson 3, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “ By the end of today’s lesson, you will be able to:
– read and spell words with VCe syllables with and without schwa by themselves and in phrases and in sentences.
– s pell our Unit 8 Heart Words.
– read words, sentences, and our passage with greater fluency.”
2. Practice Heart Word Spelling
CLICK TO DISPLAY the Heart Words.
ASK:
• “ What is the first word?” (A: done)
• “And what letter, or letters, is not making the sound we expect?” (A: o)
CLICK TO CHANGE the o from black to red and add a heart above it.
SAY “We are expecting the o to spell its long phoneme because o -consonant- e is a VCe spelling. Instead, this o spells the sound /ŭ/.”
REVIEW each of the five remaining words, asking the same questions as above and noting the unexpected sounds.
once = /w/ has no spelling; o spells /uh/
above = a spells the schwa phoneme /uh/ (learned previously, so not marked), and the o spells the short u phoneme and not the expected long o phoneme.
become = o spells the short u phoneme rather than the expected long o phoneme
sometimes = o spells the short u phoneme rather than the expected long o phoneme; s spells the /z/ phoneme like in other Heart Words: his, is, as, was (learned previously, so not marked)
something = o spells the short u phoneme rather than the expected long o phoneme
The e in once is present to make the c spell its soft sound, /s/.
The e in above is present because no word in English may end in the letter v
The e in the other Heart Words is marked as a "tricky part" because its presence is historical and not easily accounted for.
ASK “What did each of these words have in common?” (A: the o in each word spelled the short u sound)
CLICK TO DISPLAY Heart Word Spelling.
SAY “Turn to page 71 in your workbooks, and we’ll practice spelling the Heart Words we just went over.
• DICTATE the words, one at a time: done, once, above, become, sometimes, something
FOR EACH WORD, STUDENTS:
CLICK TO DISPLAY Partner Phrase Reading. Answer Key
• FILL IN a dot for each sound/syllable that they hear.
• WRITE a grapheme/syllable in each box with a dot.
• WRITE a heart above the tricky part(s).
• WRITE the whole word on the final line.
REMIND STUDENTS to use their phonics knowledge to spell the phonetically predictable parts of each word and to write legibly in print. Students should write the final word in cursive.
After students have spelled each single-syllable word, CLICK TO HIGHLIGHT THE ROWS AND REVEAL the answers and review them, one at a time. (Click once for each dot representing a phoneme, then once for each grapheme, a third time to display the hearts over the tricky graphemes, and then once again to display the completed word.)
After students have spelled each multisyllabic word, CLICK TO HIGHLIGHT THE ROWS AND REVEAL the answers and review them, one at a time. (Click once for each dot representing a syllable, then once to add each syllable, and then once again to display the completed word.)
3. Review
ASK:
• “ What is the pattern of a VCe Syllable (show the VCe hand signal)?” (A: one vowel followed by one consonant and then an e)
• “ What phoneme, or sound, does the vowel typically spell in a VCe Syllable?” (A: a long vowel phoneme)
• “ What does it mean to flex a vowel to the schwa sound?” (A: to try the weak /uh/ or /ih/ sound)
4. Partner Phrase Reading
Have your blank copy of the workbook available as you monitor pairs throughout the room.
See page 30 for full Partner Phrase Reading directions and page 31 for differentiation and challenge suggestions.
SAY:
• “Next, we’ll do our partner phrase reading.
• Turn to page 72 in your workbooks.
• Quietly read the phrases to yourself. If you get stuck on a word, underline the vowels and break up the syllables to help you figure it out.
• You may see a VCe pattern in the middle of a compound word or with a suffix at the end. Look carefully for them to help you read the vowels correctly.
• If something doesn’t sound quite right, go back and reread.”
STUDENTS READ QUIETLY TO THEMSELVES as many phrases as they can in the time given.
ASSIGN PAIRS OF STUDENTS to work together to read phrases fluently to each other and check each other’s work. Determine which student will act as the Reader first and which will be the Checker.
STUDENTS TRADE workbooks before the beginning of the paired activity.
5. Detect & Decode
SAY “Now, we will examine complete sentences to look for particular spellings, or syllable types, and then read them with fluency.”
CLICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are done, we will discuss what you found and then we’ll all have a few chances to read sentences aloud.”
After students have had time to complete their Detect tasks, DISCUSS their findings.
Answer Key
Words with VCe Syllable with Long Vowel
Words with VCe Syllable with Schwa parade (sentence 2) convene (3)
In #7, the word exoskeleton looks like it includes a VCe pattern. If students point this out, commend them for their careful observation and explain that in the middle of a word, this may be a VCe pattern, or it may actually be two different syllables as in the words ex- o - skel - e -ton or com - ple - ment- ed
All students should read at least two sentences. It is expected that students will read sentences already read by another student. It may be beneficial to have struggling readers read a sentence after it has already been heard by the group.
SAY:
• “Let’s read!
• Remember, our goal is to read each sentence accurately the first time.
• O ur secondary goal is to read fluently, as if we were talking to a friend.
• Readers, make sure you read loudly enough for everyone to hear.
• Checkers, that is everyone who is not reading, pay careful attention to the Reader and the text. Quietly mark any errors in your workbook. Remember to make your marks light.”
CALL ON INDIVIDUAL STUDENTS to read sentences, one at a time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all of the words correctly or a thumbs to the side if the Reader misreads a word(s). If the Reader misreads any words, follow Positive Error Correction instructions (see page 11 for full directions).
6. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “ We are going to spell some longer words in our workbooks using Whale Talk to help us hear the number of syllables so we can spell them one at a time.
• Let’s Whale Talk and spell the first word together. Turn to page 73.”
• Investigate, as in, ‘The mechanic will investigate why the car won’t start.’
• N ow, let’s Whale Talk investigate together.” (Whale Talk investigate by holding your lips together and shouting in-ves-ti-gate. Students Whale Talk with you.)
ASK “How many syllables did you feel in investigate?” (A: four)
SAY:
• “Since investigate has four syllables, in -ves -ti- gate, we will fill in dots in the first four boxes.
• A s you fill in each dot, say the syllables in the word investigate with me.
• / ĭn/ (click to fill in 1st dot), /vĕ s/ (click for 2nd dot), /tih/ (click for 3rd dot), /gāt/ (click for 4th dot).
• Now, let’s spell each syllable in investigate by listening to the sounds in that syllable.
• The first syllable is in - / ĭ/ /n/, in . This is a syllable we know how to spell.”
ASK “How do we spell in?” (A: i-n)
CLICK TO ADD the syllable in to the first box.
SAY “The second syllable is ves - /v/ /ĕ/ /s/, ves.”
ASK “How do we spell the syllable, ves?” (A: v-e-s)
SAY “Write the syllable ves in the second section.”
CLICK TO ADD the syllable ves to the second box.
ASK “And how do we spell the syllable /tih/?” (A: t-i; if students struggle with this schwa spelling, you can give them the vowel spelling.)
CLICK TO ADD the syllable ti to the third box.
ASK “I hear a long vowel in the last syllable, but it’s not at the end, so how do we spell the final syllable, gate?” (A: g-a-t-e)
SAY “Write the syllable gate in the fourth section.”
CLICK TO ADD the syllable gate to the fourth box.
SAY:
• “Let’s check our work using Touch & Say. We’ll touch each section as we read the syllable, and then we’ll blend the whole word together: inves -ti- gate, investigate
• Write the whole word together on the line on the right.”
CLICK TO ADD the word investigate to the final line.
CONTINUE the above process for the remaining words, one at a time. Review the answers at the end. Provide Positive Error Correction if needed. (See page 34 for full directions.)
REMIND students to write legibly. They should write the complete word in cursive.
The vowels spelling the schwa phoneme are underlined in the words below. The spelling of schwa can be provided if needed.
2. complete - [com] [plete]
• “She prefers to sleep in complete silence.”
3. motivate – [mo] [ti] [vate]
• “ The team uses a special handshake to motivate each other before games .”
4. manage – [man] [age]
• “ I help my little brother manage his toys by putting them in bins.”
5. sanitize – [san] [i] [tize]
• “We sanitize our hands before eating lunch.”
7. Sentence Dictation Practice
SAY:
• “Now, we’re going to put our VCe Syllable word spelling practice into use writing whole sentences.
• I’ll say a sentence, and then I’ll repeat it slowly several times while you write it down.”
For each sentence:
CLICK TO DISPLAY Dictation Sentence Images, one at a time.
READ each sentence once with appropriate fluency and intonation.
STUDENTS REPEAT the sentence and count the number of words in the sentence. They write the number of words at the end. This will help them check that they’ve written each word.
REPEAT the sentence several times slowly as students write.
1. Elephants are massive animals that eat plants. (7)
2. I n most states, it is a requirement to wear a bike helmet. (12)
3. You can subscribe to a handmade craft kit. (8)
CLICK TO DISPLAY Dictation Sentences. Review as necessary. Students then make any necessary corrections.
8. Decodable Passage Practice
SAY “You heard me read the passage ‘The Latest Snack Craze’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner. Let’s go back to page 68.”
Phonics
CLICK TO DISPLAY Words to Preview. Review quickly.
CLICK TO DISPLAY Point and Say Words. Review quickly.
GROUP students into pairs and determine which student will be Reader 1 and which will be Reader 2.
COMPLETE the Decodable Passage Practice procedure. Refer to page 54 for details of the complete procedure.
SAY:
• “With your partner, find four words in the passage that have the VCe pattern. Challenge yourself to find two words where the VCe pattern spells a long vowel sound and two words where the VCe pattern spells schwa. Write those on your workbook page at the end of the passage.
• Use your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concept. The lists below contain all VCe words with long vowels and with schwa
Unit 8: Decodable Passage Target Concept Words only words with VCe Syllables are listed
Single-Syllable VCe Syllable Words (non-Heart Words)
craze flame cakes baked safe nope lime glaze more grape bake slice cake Zeke huge smile face slime time line make sale
The word someone includes the VCe pattern, but the vowel phoneme does not make the long or schwa phoneme.
Multisyllabic VCe Syllable Words with Long Vowel Phonemes
lately Jolene cupcake campfire inside Chinese Japanese pancakes lemonade limeade milkshakes
9. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
10. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 8, Lesson 3 Quick Checks.
SAY:
• “For today’s Quick Check, you’ll spell two words with VCe Syllables, and then you’ll break two words down into syllables.
1. The first word you’ll spell is telescope, as in, ‘ The telescope helps us see planets and stars in space,’ telescope.
2. The second word is diligent, as in, ‘She is diligent about grooming her very furry dog,’ diligent .
3. For numbers 3 and 4, follow the procedure we use for reading multisyllabic words by underlining the vowels and then drawing a line between syllables.”
4.
Unit 8 Lesson 4
Shades of Meaning: Antonyms and Synonyms & “Snacks Around the World” Cloze and Questions Vocabulary
Objectives
• To review the semantic relationships of synonyms and antonyms.
• To identify and explore words connected to one concept that vary in degree or intensity, ranging from the highest degree to the lowest.
• To recognize the subtle variations, or “shades of meaning,” within a group of words related to one semantic concept.
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To ask and answer questions while reading an informational article to support and demonstrate comprehension.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
Start Teaching
Shades of Meaning: Antonyms and Synonyms & “Snacks Around the World” Cloze and Questions
1. State Objectives
OPEN Orbit Online to Unit 8, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of this lesson, you will be able to:
– identify and explain shades of meaning in synonyms and antonyms.
– u se semantic links, word classes, and vocabulary words to find the missing words in an informational article.
– recognize the difference between vague words and specific words.
– a sk and answer questions about an informational article.”
2. Introduction to Shades of Meaning
SAY “ Synonyms are words that mean almost the same thing. We can often swap a word with one of its synonyms without changing what the sentence means.”
ASK:
• “ Listen to these sentences: ‘I am happy today. I am glad today.’ Do these mean the same thing?” (A: yes)
• “ How about these: ‘The sun is brilliant. The sun is bright.’ Is the meaning still the same?” (A: yes)
CLICK TO DISPLAY Brilliant = Bright; Day ≠ Night.
ASK “What do we call words that mean the same thing?” (A: synonyms)
CLICK TO ADD the equal sign and the word synonyms.
SAY “These synonyms are linked because they are related to light. Brilliant and bright both mean a lot of light.”
CLICK TO ADD day and night along with their icons.
ASK:
• “ Listen to these sentences: ‘I sleep all day. I sleep all night.’ Do these mean the same thing?” (A: no)
• “Can the words day and night be synonyms?” (A: no)
• “ What do we call words like day and night?” (A: antonyms; opposites)
CLICK TO ADD the not equal sign and the word antonyms.
ASK “Are day and night related in meaning? How?” (Listen to student responses.)
SAY:
• “ Day and night are related in meaning because they are linked to the time of day
• When words are antonyms, they are still connected to the same idea, even though they are opposites. They show different amounts or levels of the same thing.”
ASK “Can the words day and cold be antonyms?” (A: no)
SAY “They cannot be antonyms because day is linked to time, but cold is connected to temperature.”
3. Complementary vs. Gradable Antonyms
CLICK TO DISPLAY Complementary Antonyms.
SAY:
• “Complementary means two things that go together.
• Complementary antonyms are complete opposites—if one is true, the other can’t be.
• For example, a light switch is either on or off—never both.”
ASK:
• “ If a cup is full, can it also be empty?” (A: no)
• “ Why are go and stop complementary?” (A: you can’t do both at once)
• “ Why are push and pull true opposites?” (A: you can’t push and pull at the same time)
SAY “Now let’s explore some other interesting features of synonyms and antonyms.”
CLICK TO DISPLAY Gradable Antonyms.
Vocabulary
ASK:
• “ Have you seen thermometers shaped like this?” (A: yes)
• “ Usually, they contain a red fluid called mercury inside of the tube. What does a thermometer measure?” (A: temperature, hot and cold)
SAY “When the mercury rises and you see a red line spreading up the tube, this means the temperature is getting hotter. (Point to the top of the thermometer graphic.) Let’s put the word hot next to the top line.”
CLICK TO ADD the word hot .
ASK:
• “ What does it mean when the red line drops down?” (A: it’s getting colder)
• “ What word could I write down here (point to the bottom)?” (A: cold)
CLICK TO ADD the word cold
ASK “Are the words hot and cold antonyms?” (A: yes)
SAY:
• “ Hot and cold can be antonyms because they are linked to the topic of temperature.
• T hese words describe very different degrees or levels of temperature. If we measure temperature with a scale, such as this thermometer, hot and cold are at the opposite ends of that scale.”
CLICK TO ADD the words warm, cool, and temperate
SAY:
• “ In between hot and cold, we have a whole range of temperatures, such as warm, cool, and temperate
• Hot and cold are not complementary antonyms, like the words on and off. With these gradable antonyms, we can see a slow, or gradual, change in how strong something is.”
ASK:
• “ Look at the thermometer. If hot is the opposite of cold, then what is the opposite of warm?” (A: cool)
• “Yes, warm means a little bit hot, and cool means a little bit cold. What if I put the word burning above the word hot on this scale? What word could I use for its antonym?” (A: freezing, frigid, icy)
SAY “You’re right! Burning means extremely hot, and freezing means intensely cold!”
CLICK TO DISPLAY Levels of Light.
Vocabulary
SAY “Here is another thermometer, but instead of using this scale to measure degrees of temperature, let’s use it to talk about different levels of light.”
ASK:
• “ I see the word brilliant at the top of the scale. Does brilliant mean there is lots of light or not very much light?” (A: lots of light)
• “ The word dim is at the opposite end of the scale. What does it mean?” (A: not very much light)
SAY:
• “ So, the word glowing must describe a light level between brilliant and dim
• N ow I’m going to add another word to our light scale. The word is glaring . When the light is glaring , it is so harsh and intense that you can’t even look at it. Let’s see what happens to our scale when I add the word glaring .”
CLICK TO ADD the second thermometer graphic with the words glaring , brilliant, glowing , and dim
ASK:
• “ Which word is at the top of our scale now?” (A: glaring)
• “ What happened to brilliant?” (A: it moved lower on the scale)
• “Does glaring describe a more intense level of light than brilliant?” (A: yes)
• “Does brilliant still mean more light than dim?” (A: yes)
SAY:
• “ Brilliant still means the same—it hasn’t changed.
• B ut a glaring light is more intense than a brilliant light, so brilliant is no longer at the top of the scale.”
ASK:
• “ Where would we place the word dark on our light scale?” (A: at the bottom; under the word dim)
• “ What would happen to the word dim?” (A: it would move up)
SAY “The word dark describes an even smaller amount of light than the word dim, so it belongs lower on the scale.”
4. Relativity in Word Meaning
CLICK TO DISPLAY Word Meaning Is Relative.
Vocabulary
SAY:
• “ We’re learning that a word’s meaning can change when we compare it to other words.
• T his is called relative meaning —how a word relates to others can affect how we understand it.”
CLICK TO ADD the question Is the gray cat big or small?
ASK “Is this gray cat big or small?” (A: big/small)
CLICK TO ADD the second row with two pictures.
ASK:
• “ Now is the gray cat big or small?” (A: big)
• “ If you first thought the cat was small, why do you think it is big now?” (A: it’s bigger than the kitten)
SAY “The gray cat looks big relative to the size of the kitten.”
CLICK TO ADD the third row with two pictures.
ASK:
• “ Now do you think the gray cat is big or small?” (A: small)
• “ Why did you change your answer?” (A: the gray cat is small compared to the lion)
SAY:
• “ Word meaning is relative! When we compare a word to related words, it can change the way we understand it.
• Let’s keep exploring how words can change in meaning.”
CLICK TO DISPLAY Shades of Color.
SAY:
• “ Have you ever seen these paint sample cards? They show the different shades of paint you can choose.
• You can’t just say, ‘I want green paint,’ because some greens are dark, some light, and many in between.
• We know that black is the darkest color and white is the lightest, but did you know there are many different shades of each?”
CLICK TO ADD the black and white paint swatches.
SAY:
• “ Did you know there are hundreds of shades of white?
• T hat can feel like a lot when choosing paint for your room.
• B ut it also means you can find the perfect color for you!”
Vocabulary
CLICK TO DISPLAY Shades of Gray.
SAY “Look at this scale. It reminds me of the paint samples, with light at the top, dark at the bottom, and many shades in between.”
ASK:
• “ What words do you see at the top and bottom of this shaded scale?” (A: white and black)
• “Are they connected to the same concept?” (A: yes)
• “ Yes, white and black are both related to color. What word could we put in the middle of this scale?” (A: gray)
CLICK TO ADD the word gray
SAY:
• “Gray is a mixture of some black and some white, and there are many shades of gray in between.
• While black and white are at opposite ends of the scale and can be considered antonyms, we will learn that not all words have true antonyms.
• Let’s work with this shaded scale as we explore new words.”
CLICK TO DISPLAY Shades of Meaning.
SAY:
• “Just like there are shades of color, words can have shades of meaning
• T he word happy is in the middle of our scale, in the gray area.
• Let’s brainstorm some words that show different shades of happiness.”
ASK:
• “ What word could mean really happy? How about extremely happy?” (Listen to student responses, repeating some of their words aloud.)
• “ What word might mean just a little bit happy? What if you are just feeling fine but not overly happy?” (Listen to student responses, repeating some of their words aloud.)
SAY:
• “ Watch while I put some of our words on this shades of happiness scale. (Click to add the word ecstatic.)
• If I am extremely happy and excited, I might say that I am ecstatic . I’ll put this on the top of our scale.
• I m ight say that I feel content when I’m having a good day, but I’m not necessarily happy about something. Let’s put content on the bottom of the scale.” (Click to add the word content.)
Vocabulary
ASK:
• “ Where should I put the word joyful?” (A: under ecstatic, above happy) (Click to add the word joyful.)
• “Yes, joyful describes a higher level of happiness. Where should pleased go?” (A: above content, under happy) (Click to add the word pleased.)
• “ Pleased is a slightly lower level of happiness.”
• “ Look at our happiness scale: Are these all nice, positive ways to feel?” (A: yes)
• “ Do you think ecstatic and content are antonyms?” (Listen to student responses.)
SAY:
• “ I might feel ecstatic, or I might feel content—both are good.
• T hese aren’t opposites. They’re just different levels of the same emotion.”
5. Classifying Words By Shades of Meaning
CLICK TO DISPLAY Classifying Words by Shades of Meaning.
SAY “Now let’s look at some new word examples. I’ll show you three words about the same idea. Decide which one shows the highest or most intense level of a characteristic or an action, the lowest level, and a level in between.”
CLICK TO ADD the word and picture for fear
SAY “The first topic is fear. Think about words that express different levels of this emotion.”
CLICK TO ADD the words nervous, petrified, and scared
ASK:
• “ The words are scared, petrified, and nervous.”
• “ Which word shows a moderate level of fear?” (A: scared) (Click to add an X to the correct box.)
• “Which word expresses the highest level of fear?” (A: petrified) (Click to add an X to the correct box.)
• “Which word means to feel just a little bit of fear?” (A: nervous) (Click to add an X to the correct box.)
SAY “These words show different levels of fear. Knowing these shades of meaning helps you choose the best word to describe a specific situation. For example, I might be nervous to speak in front of a group, scared of falling off a boat, but petrified if a bear chased me!”
Vocabulary
CLICK TO ADD the word and picture for seeing
SAY “The next topic is seeing . These words express different ways that we may look at or see something.”
CLICK TO ADD the words stare, peek , and look
ASK:
• “ The words are stare, peek , and look . Which word means to look at something for a long time?” (A: stare) (Click to add an X to the correct box.)
• “ Which word means to see something very quickly?” (A: peek) (Click to add an X to the correct box.)
• “ Which word shows a moderate level of seeing?” (A: look) (Click to add an X to the correct box.)
CLICK TO ADD the word and picture for moving
SAY “The last topic is moving. These words express different levels of this action.”
CLICK TO ADD the words stroll, jog , and sprint
ASK:
• “ The words are stroll, jog , and sprint . Which word shows a slow level of moving?” (A: stroll) (Click to add an X to the correct box.)
• “Which word suggests a moderate speed of moving?” (A: jog) (Click to add an X to the correct box.)
• “Which word describes the fastest way to move?” (A: sprint) (Click to add an X to the correct box.)
• “ Where would it be appropriate to jog? To sprint? To stroll?” (Listen to student responses.)
SAY “We are learning there are many words to choose from when we are speaking and writing. Also, when reading, knowing about the shades of word meaning can help you understand the author’s message more clearly.”
6. Cloze and Questions: “Snacks Around the World”
STUDENTS OPEN their workbooks to page 47, “Passage – ‘Snacks Around the World.’”
CLICK TO DISPLAY Read: “Snacks Around the World.”
SAY:
• “ These are the fifth and sixth paragraphs from the informational article about snacks that we have been reading. Let’s use the word
Vocabulary
Answer Key
In some countries, people use utensils to eat their snacks, while others use their hands. For example, in Japan, students might use bamboo chopsticks to eat dumplings, noodles, or soybeans in the cafeteria.
bank and what we have learned about semantic links and word classes to finish filling in the blanks.
• I will read the paragraphs first as you follow along.” (Read the paragraph aloud as students follow along.)
CLICK TO DISPLAY Fill in the Blanks.
SAY “You will work independently to fill in the blanks for this paragraph. Remember to think about word classes and to use the semantic links you have learned. Once each of you have filled in the blanks, we will talk about how you found each word.”
STUDENTS WORK independently to find the two missing words.
CALL ON student volunteers to read each sentence and to fill in the blank with the missing word. Once the correct missing word is identified, CLICK TO ADD it.
Use the following prompts to encourage students to explain their thinking:
• “ How did you know the missing word was ____?” (Sample response: “I saw ‘use’ and ‘eat’ and knew the missing word had to be something people use to eat.”)
• “ What words helped you decide?” (Sample response: “In the second sentence, the blank comes before the word chopsticks, so that tells us the missing word is telling us something about the chopsticks.”)
Redirections
If students fill in the blank with an incorrect word, redirect them with the following questions:
• “ What type of word is needed to fill in the blank—a person, place, or thing; action; or description?”
• “ How do you know it should be a [person, place, or thing; action; or description]?”
• “ What are the [people, places, or things; actions; or descriptions] in our word bank?”
• “ Tell me what you have learned about [incorrect word]. Does the sentence make sense if you use its definition to fill in the blank? If not, what other word would make more sense in the blank?”
• “ What words are related to the missing word? How are the words semantically linked?”
CLICK TO DISPLAY Mini Meaning Moment.
SAY “Let’s take a minute to talk about the difference between vague words and specific words.”
CLICK TO DISPLAY Point to the Person.
Vocabulary
SAY:
• “ Take a look at all of these pictures.
• I want you to point to the person (Pause for processing. Students will likely ask you which one. Keep repeating “the person” for a total of three times.) Okay, maybe this will help. Point to the kid . (Pause for processing. Students will likely ask you which one. Keep repeating “the kid” for a total of three times.) (Click to remove the three icons showing adults.)
• O kay. Try this one. Point to the student.”
AFTER STUDENTS IDENTIFY the correct image, CLICK TO REMOVE the other icons.
ASK “Why did it take you guys so long to answer my question?” (A: didn’t know which one to point to)
SAY:
• “ The reason it was difficult at first was because I was using a word that did not give you enough information. Person was too general or vague.
• I was correct that this is a person. I was also correct that this is a kid. The most helpful word, however, was student . A word that makes something very clear is considered specific .”
CLICK TO DISPLAY People = General / Vague.
SAY:
• “ The reason it was difficult at first was because I was using a word that did not give you enough information. I was correct that these are people and some are kids, but these words still made things unclear.
• T hese types of words are known as general or vague.”
CLICK TO DISPLAY Student = Specific.
SAY:
• “ The most helpful word, however, was student . When I used the word student, everyone knew exactly what I was talking about.
• A word that makes something very clear is considered specific .”
STUDENTS TURN their workbooks to page 49, “Right-There Questions.”
CLICK TO DISPLAY Question Words.
SAY:
• “ Here is the list of question words. Remember, the question word who asks about a person or people.
• I n this activity, we will practice using the question word who to help us ask a right-there question.”
Vocabulary
Answer Key
1. enraged, furious, angry, frustrated, annoyed
2. hungry
3. shout
CLICK TO DISPLAY Paragraph.
SAY “In this activity, we will look at the entire paragraph and create a right-there question using the question word who. We will find all the people in the paragraph.”
CLICK TO ADD who icons.
SAY “The people in this sentence are people, students, and moviegoers.”
ASK “My question is ‘Who eats popcorn with their hands?’” (A: moviegoers) (Click to highlight the word moviegoers.)
SAY “With a partner, use the question word who to ask a right-there question. Write your question under the ‘Who’ heading in your workbook. Use your best cursive handwriting.”
STUDENTS WORK with their partner to create a question.
CALL ON student volunteers to share their questions and identify the answers. (Possible responses: “Who uses bamboo chopsticks to eat dumplings?”)
7. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
8. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 8, Lesson 4 Quick Checks.
SAY:
• “ First, put the words in order from least angry to most angry. Start at the bottom with the word that shows the smallest feeling of anger, and work up to the strongest one at the top.
• For number two, you will choose the word that does not belong.
• For number three, you will choose the verb that best describes how someone would use their voice to get someone else’s attention from far away.”
Unit 8 Lesson 5
Knowledge Checkpoint : VCe Syllables Phonics
Objectives
• To decode and encode multisyllabic words with VCe syllables.
• To read controlled text with Closed, Open, and VCe Syllable Words accurately, fluently, and with understanding.
• To spell the Heart Words done, above, once, become, sometimes, something .
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• Spelling & Dictation page –printed and copied (Supply Room or page XX in the Appendix)
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• SyllaBoards™ Kit
• pencil
cate
Start Teaching Knowledge Checkpoint: Multisyllabic Words with VCe Syllables
1. State Objectives
OPEN Orbit Online to Unit 8, Lesson 5.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– s how that you can read and spell words with the VCe pattern by themselves and in phrases and in sentences.
– s how that you can spell our Unit 8 Heart Words.”
2. Optional Warm-Up Activity
CLICK TO DISPLAY Warm Up: VCe Syllables.
SAY:
• “ To warm up, let’s write some VCe Syllables on SyllaBoards™, so get your SyllaBoard™ Kits out.
• I ’ll show a word and read it. Your job will be to write the whole syllable that includes the VCe pattern on your SyllaBoard™
• Let’s do one together.”
CLICK TO REVEAL the word vacate.
ASK “Can anyone read this word?” (A: vacate)
SAY “Yes, the word is vacate. To vacate means to leave a place.”
ASK “How many syllables are in the word vacate?” (A: two; students hold up two fingers)
SAY “Say the word vacate to yourself, think about the second syllable, and write just the second syllable on your board.”
CLICK TO UNDERLINE the syllable cate after students have written it.
SAY:
• “ Look at the letter c . If the c in vacate makes the hard c sound, /k/, write a k above it. If the c in vacate makes the soft c sound, /s/, write an s above it.
cate k
Print the Spelling & Dictation page from Orbit Online’s Supply Room or page XX in the Appendix.
• Show your boards.” (A: The c in vacate makes the /k/, or hard c, sound.)
CLICK TO ADD the letter k above the c
ASK “How can we tell when the letter c will spell the hard c sound, /k/?” (A: when a, o, or u comes next)
SAY “Remember that c and g make ‘hard’ sounds when followed by the vowels a, o, or u, and they make ‘soft’ sounds when followed by the vowels e, i, or y.”
REPEAT ROUNDS with the words below. Students will write the VCe syllable on their board and then write the letter for the sound they hear for the ‘hard’ or ‘soft’ c or g
• recite (/s/ or soft c) – to say something from memory
• baggage (/g/ or hard g & /j/ or soft g) – suitcases, duffel bags, bags you pack for a trip
• cyclone (/k/ or hard c) – a storm that rotates and looks like a cone, such as a tornado
• delicate (/k/ or hard c) – subtle, fragile, not strong
• men ace (/s/ or soft c) – a threat, or an annoying person
3. Spelling and Dictation
CLICK TO DISPLAY Spelling & Dictation.
SAY “We have been practicing spelling Heart Words and words with the VCe Syllable pattern. For today’s spelling test, write the words in your best handwriting on your Spelling & Dictation paper.”
DISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon and Star lines to size the letters.
READ aloud the sixteen words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing.
1. milestone – A milestone is a significant event in a person’s life.
2. engine – An engine is a machine that powers cars, planes, and trains.
3. concrete – The park has a covered picnic area with a concrete floor.
4. duplicate – I made a duplicate of my drawing. / Please duplicate your work. *Give students both sentences and explain that the spelling is the same. These words are homographs.
5. climate – The desert has a hot and dry climate
6. refuse – My dog will refuse to come inside today because it is nice out.
7. migrate – Many birds migrate to warmer places for the winter.
8. negative – A negative number is less than zero.
9. damage – The car had little damage from the accident.
10. opposite – The opposite of hot is cold.
11. something – Choose something from the table to hide for our game.
12. above – The athlete holds the trophy high above her head.
13. once – Once in a while, you can see a comet streak through the sky.
14. done – My mom is done building our bird house.
15. become – The caterpillar will become a butterfly.
16. Sometimes – Sometimes, you can see a double rainbow after rain.
Dictation Sentences
1. Did you notice if the medicine was effective? (8)
2. Sometimes it is difficult to apologize when you mess up. (10)
4. Decodable Passage Fluency and Comprehension
CLICK TO DISPLAY Decodable Passage.
SAY:
• “ We have read ‘The Latest Snack Craze’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll add another column to your tracking chart.
• O pen your workbooks to page 68.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher, but remember that you can always reread if you notice you made a mistake or if something you read doesn’t make sense.
Phonics
• Remember that accuracy is more important than speed. Read carefully.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today. Reader 2 will begin as Checker.
Procedure:
1. CLICK TO DISPLAY AND BRIEFLY REVIEW the “Words to Preview” and “Point and Say Words” at the top left of the passage with students.
2. READERS SWAP WORKBOOKS and follow the procedure on page 54 as students take turns being the Reader and Checker while tracking miscues, timing a one-minute reading (click to display the timer for each reader), and rereading any misread sentences.
3. EACH STUDENT CHARTS their own Accuracy Percentage & Words Correct Per Minute using the chart at the end of their workbook.
ASK:
• “ What is something you did well in the oral reading compared to your practice read?”
• “ What is something to improve in your oral reading?”
• “ Would a few students share their growth?”
SAY:
• “ With practice, we can improve our reading accuracy, prosody, and speed. Improving these skills allows us to better understand what we are reading.
• Let’s see what we understood by answering the Investigate the Text questions.”
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage and write the question number at the beginning of the answer sentence. Students will write answers to questions #5-6 on the handwriting lines. Their answers should be complete sentences written in legible cursive handwriting.
CLICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
Answer Key
1. What was the “campfire” part of the Flame Cakes?
”Nope, just spicy lime glaze and hot chocolate. 68
2. Who suggested limeade milkshakes?
“Or limeade milkshakes with chocolate drizzle,” added Nicole, licking her lips.
3. Why did the kids have to be gentle with the microwave?
”Be delicate! Don’t keep it in too long, “Jolene warned.“ Stir gently or the glaze will become slime.”
4. About how many slices of pancake cake did they need for their classmates?
”At least twenty. That should be adequate,” Jolene said. 255
5. Write a sentence about a new snack you’d invent. Be creative.
6. Write a sentence about a time you were polite like Zeke.
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 8, Lesson 5 Quick Checks. Do not read the words or sentences on the Quick Check to students.
SAY “For today’s Quick Check, you will write four compound words and circle the VCe syllable in the words. Ready?”
DICTATE the following words: stovetop, lifeboat, outvote, milestone
Unit 9 Lesson 1
Bound Base vs. Free Base
Objectives
• To explain the terms free base and bound base to identify the different structures of words.
• To interpret the meaning of unknown words with a bound base using context clues.
• To answer comprehension questions using definitions of words with bound bases.
Teacher Materials
• Orbit Online and the Teacher Dashboard
Morphology
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check – printed and copied (Supply Room)
• Unit 9 Home Connection Letter – printed and copied (Supply Room)
• pencil
What You Need to Know
Free vs. Bound Base
• A free base can stand alone as a complete word, think play or use. In Lesson 1, students will focus on their knowledge of free bases to help them understand bound bases. In this unit students will begin to broaden their understanding of morphological structures to include morphemes that cannot stand alone. Having the foundation of free bases and common affixes, students will be more prepared to identify bases that need the addition of morphemes to create a real word.
• A bound base must be attached to another morpheme to form a real word; struct in construct and spect in inspect are common examples. Bound bases still contain their own meaning, but typically they will need to be combined with affixes or another base to be meaningful in context. In Lesson 1, students will learn the term bound base in comparison to free base so that they begin to distinguish the difference in text. Students will focus on a bound base before the discussion of word origin, so that the morphological structure of words becomes a complete foundation.
What You Need to Know
Roots & Word Origin
• English word roots, like bases, are the basic part of a word that hold the core meaning. We do not focus on this term until Unit 9 because it is important for students to understand the morphological structure of words first. In the modern English language, roots come from older languages (like Latin and Greek) and cannot be broken down into smaller parts of meaning. Some roots can stand alone as real words. These are free base roots, like help or port, while other roots appear within larger words. These are bound base roots, like rupt or tract. Roots are an essential part of a word’s morphological structure. When teaching students about morphemes, identifying the root helps them determine the meaning of new or longer words and make connections to other known words. For example, when students know that tract means “to pull,” they can start to figure out that attract means “to pull toward” and subtract means “to pull away.” Beginning in Unit 9 students will have a deeper understanding of the morpheme layers, adding to the list of terms they know: free base, bound base, root, prefix , and suffix . This will help them to identify morphemes in text and make meaning of unknown words.
• English word origins derive from the AngloSaxon, Latin, Greek, Old English, and Old French languages. A word origin refers to the language and historical path a word has taken to become part of the modern English language. Knowing a word’s origin can help students understand its spelling, pronunciation, meaning, and connection to other words. For example, the Latin root dict means “to say,” and it appears in words like predict, dictate, and verdict. Teaching word origins doesn’t mean teaching whole foreign languages. It means helping students recognize patterns across English words. This kind of instruction builds etymological awareness and supports vocabulary growth by showing that many words are part of larger word families. For young learners, this can be done through word exploration, root-focused word sorts, and
noticing how words with shared parts have related meanings. Students will be explicitly taught how word origin affects vocabulary they encounter and connections a root has to other words.
Latin Root port
• The Latin root port means to carry, and in many words refers to a gate or door. It is found in many English words that describe the act of moving or transporting something from one place to another. While port can be a real word on its own (it can be referred to as a free base root), in most cases, it functions as the root or base in longer words. For example, transport means “to carry across,” import means “to carry in,” and export means “to carry out.” Words like portable and porter also come from this root. In Unit 9 students will be introduced and explicitly taught the meaning and origin of the root port . This root will be used as an example for the introduction to Latin roots.
MorphStories
• Beginning in Lesson 1, students will learn a new routine called MorphStories. A MorphStory is a short passage that uses the target morpheme throughout the text. Students will read, identify words with the target morpheme, interpret the meaning of each word, and highlight the context clues that helped them define each word. Students will employ skills that are used in cloze sentences, but they will also need to search for morphemes within text. This routine will mimic the process of reading independently and coming across unknown words. Students will be asked to interpret the meaning of words with a target base or root, but they may not always be familiar with the affixes in the word. This will require them to use context clues and themes within the text to explain new vocabulary.
Start Teaching
Bound Base vs. Free Base
1. State Objectives
OPEN Orbit Online to Unit 9, Lesson 1, Morphology.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– explain the terms free base and bound base within the structure of words.
– read a MorphStory and use context clues to interpret the meaning of unknown words.
– answer comprehension questions that use the newly defined words.”
2. Free Base vs. Bound Base
CLICK TO DISPLAY Free Base and Bound Base Animation Clip.
CLICK TO PLAY Free Base and Bound Base Animation Clip.
SAY “Open your workbook to page 74. In your own words write the definition of a free base and a bound base on the handwriting lines.” (Allow students 2-3 minutes to write the definition of the bases in their workbook. If students struggle with this task, move on to the questions below and write the definition of each as a whole class.)
ASK:
• “What is a free base?” (A: a morpheme that makes sense on its own)
• “What is a bound base?” (A: a morpheme that needs to join with other morphemes to make a real word)
• “In your own words, what is the difference between these types of morphemes?” (A: answers will vary; free bases can be real words and stand-alone, but a bound base will need other morphemes to be a real word)
CLICK TO DISPLAY Free Base and Bound Base Definitions.
SAY:
• “In the clip, we reviewed the definitions of the terms free base and bound base
Morphology
• We have learned about the morphological structure of words that include free bases.
• The words we have built, interpreted, and used in context have included free bases plus affixes.
• Starting in this lesson we will learn more about bound bases and how they are used in the morphological structure of words.” (Allow students more time to add to the definitions of a free base and bound base in their workbook, if needed. Have them correct any mistakes if necessary.)
CLICK TO DISPLAY Exploring Words: Bound Bases.
SAY:
• “Take a moment to silently analyze the words in the list.
– In the notes section of your workbook, write down the morphemes you recognize. (Allow students to analyze and take notes in their workbook.)
– Let’s start with the parts we may know. First, let’s look at the affixes that are included in these words.”
ASK “What affixes did you find in this list of words that we have learned in previous lessons?” (A: prefixes re -, in-, con-, pro -)
CLICK TO REVEAL the affixes.
SAY:
• “Notice that each of the words in this list includes an affix, except one in the second column. You recognized the prefixes re -, in -, con -, and pro -.
• This list includes some suffixes that we have not learned yet, including i- o - n, i- b - l - e, and u - r- e
• Let’s look at the bases in our word list.”
ASK “What bases do you recognize in the word list?” (A: answers will vary; students’ familiarity with bound bases will determine their answers; students may only recognize the words pilot, auto, and/or port)
CLICK TO REVEAL the bound bases.
SAY:
• “Every morpheme that has been underlined in this list of words is a bound base
• Each bound base has its own meaning. When it is combined with the other morphemes to create a word; its meaning contributes to the definition of the new word.
• Let’s look specifically at a few words.”
Morphology
CLICK TO SPOTLIGHT the words vision and invisible
ASK:
• “What are the words I have highlighted?” (A: vision and invisible)
• “What similarities do you notice about the words vision and invisible?” (A: they have the same bound base v-i-s)
SAY:
• “The words vision and invisible use the same bound base vis /vĭz/.
• Vis is not a real word and needs the addition of the affixes in -, -ion, and -ible to become a real word.
• Even though vis cannot stand alone as a word, it does hold meaning like all morphemes. Vis is a bound base that means to see or having to do with seeing something.”
ASK “Now that we know the meaning of the base, are you able to take a guess at what vision and invisible mean?” (A: answers will vary; discuss the meanings of the words vision and invisible; remind students that the prefix in- means not)
CLICK TO SHOW the word list.
ASK “What other word in this list uses the bound base vis?” (A: television)
CLICK TO REVEAL the word television
SAY:
• “This word teaches us more about bases.
• In the word television, there are two bound bases and one affix.
• The first bound base we recognized is the base vis. The second bound base is t- e - l - e, /tĕluh/.
• The bound base tele means far off or something operating from a distance.
• This bound base has been added to the word vision to change it to mean the act of seeing something from far off.
• The word television shows us that we can bring together multiple bases to make a completely different word with a new meaning.”
3. Free vs. Bound Base Sort
CLICK TO DISPLAY Free vs. Bound Base Sort.
Morphology
I DO replay
SAY:
• “Now we will do a word sort to practice identifying free and bound bases.
• You will see different types of words on the screen.
• This will include words with a free base and words with a bound base
• Look for the parts you recognize, then decide if the word includes a free or bound base.”
CLICK TO SHOW the first word replay
SAY:
• “This is the word replay.
• Play is a free base because it can stand alone. Re - is the affix that has been added to the base to make a new word.
• Play does not need the prefix re - to be a real word, so we will place it in the Free Base category.”
CLICK TO REVEAL that replay is a Free Base.
WE DO reject
SAY:
• “Go to the Free vs. Bound Base Sort on page 74 of your workbook.
• Let’s do one together.
• When the word appears at the bottom of the screen, silently read the word and use your finger in front of your chest to point to the left side for Free Base or to the right side for Bound Base
• Then you will mark the answer in your workbook.”
CLICK TO SHOW the next word reject .
ASK “What is the new word?” (A: reject)
SAY “If something is a reject it is not wanted or is refused.”
ASK “Does the word reject include a free base or a bound base?” (A: bound base)
PAUSE to allow students time to indicate their answer.
CLICK TO REVEAL reject in the Bound Base column.
PAUSE to allow students to mark the correct answer in their workbook and underline the base.
ASK INDIVIDUAL STUDENTS to explain how they know their answer.
SAY “ Reject has the bound base ject, /jĕct/. It needs the prefix re - to make it the real word reject .”
YOU DO
SAY:
• “Now it is your turn to identify free and bound bases
• First, you will identify the base in the word by underlining it.
• Then you will mark the correct column for Free Base or Bound Base.
• Once you have finished, we will check our answers.”
Answer Key
1. reject
2. predict
3. kind ness
4. con struct
5. hopeful
6. run ner
7. except
8. dis rupt
9. dis like
10. limitless
CLICK TO REVEAL the answers one at a time. (Discuss any misconceptions and allow students to correct any mistakes if necessary.)
4. MorphStory
CLICK TO DISPLAY MorphStory Expectations.
SAY “Now that we know a little bit more about bound bases, we will use that knowledge to practice a new routine.”
CLICK TO SHOW the first expectation.
SAY “This routine is called MorphStories. A MorphStory is a short passage that we will read as a group or independently.”
CLICK TO SHOW the second expectation.
Morphology
SAY “Once we have read the passage, we will then identify a target morpheme. You will take your time to read the passage a second time, but this time as you read, you will look for words that use that specific morpheme.”
CLICK TO SHOW the third expectation.
SAY:
• “After you have identified all the words with the target morpheme, the next expectation will be to find the meaning of each word.
• This expectation is like when we complete a cloze sentence.
• When we complete a cloze sentence, we identify the context clues in the sentence to help us choose the correct words.
• Now we will underline the context clues in the passage to help us make meaning of the words with the target morpheme.”
CLICK TO FINISH the third expectation.
SAY:
• “Finding and underlining the context clues will help you make a personal definition for each word with the target morpheme.
• Move to the passage on page 75 of your workbook. We will work together to complete the expectations for the first MorphStory.”
CLICK TO DISPLAY MorphStory Paragraph 1.
SAY:
• “The MorphStory we will read in this lesson includes three bound bases shown in the Morpheme Bank.
• Look at the Morpheme Bank in your workbook. I will read the bound base, and you will tell me what it means.
• The first bound base is d -i- c-t, /dĭct/.”
ASK “What does the bound base dict mean?” (A: to say)
SAY:
• “The bound base dict means to say
• We hear this base in the words dictionary and indicate
• The next bound base is t- r-a - c-t, /trăct/.”
ASK “What does the bound base tract mean?” (A: to drag or pull)
SAY:
• “The bound base tract means to drag or pull
• We hear this base in the words tractor and subtract
Morphology
• The final bound base in your Morpheme Bank is f- e - r, /fer/.”
ASK “What does the bound base fer mean?” (A: to carry or bring)
SAY:
• “The bound base fer means to carry or bring.
• We hear this base in the words different and transfer
• Now that we have discussed the bound bases to look for in this MorphStory, I will read the passage aloud. As I read, follow along in your workbook. (Use the blank copy of Orbit Student Workbook 1 to read the entire passage.)
• For the first reading, you are not expected to identify the words with the bound bases from the Morpheme Bank. The first read is to familiarize yourself with the text.”
READ the passage “A World of Snacks”. Students read with you silently in their workbook.
SAY “Now you will whisper read paragraph one of the passage again. This time, pay attention to the morphemes in each word. Circle the words that include the bound bases dict, tract, and fer.” (Support struggling readers by allowing them to work with a partner or in a small group.)
ASK “What are the words you circled in paragraph one?” (A: transfer)
CLICK TO REVEAL the circled word.
SAY:
• “The word that is circled includes one of the bound bases in the Morpheme Bank.
• Turn to a partner and identify which base is in the word.” (Allow students a minute to identify the bound base in transfer with a partner.)
CLICK TO REVEAL the bound base.
SAY:
• “The next step of the MorphStory is to find context clues in the passage that help us understand the meanings of the words we identify.
• We know the meanings of the bound bases in the Morpheme Bank so that will help us determine the meaning.
• Even if we do not recognize all the morphemes of each word, we can still interpret the meaning based on the information we have.
• I will read the paragraph aloud. As I am reading, underline any words surrounding transfer that you think will help us understand the meaning.”
READ paragraph one aloud and slowly; do not stop on the word transfer
Morphology
CLICK TO SHOW the context clues.
ASK “How does the context clue by bike and cart help us understand the meaning of transfer?” (A: answers will vary)
SAY:
• “We know the meaning of the bound base fer in the word transfer, so this word must have something to do with the action to carry or bring.
• The sentence explains that sellers are using carts and bikes to transfer food to the streets.
• This tells us that the word transfer must mean something along the lines of carrying something from one place to another. They have moved the location of the food.”
CLICK TO SHOW the meaning.
SAY “Write the meaning we determined in your workbook. Let’s identity the next bound base in the next paragraph.”
CLICK TO DISPLAY MorphStory Paragraph 2.
REPEAT this routine with the words predict and extract
PREDICT
• Context clues: before, most popular, early
• Meaning: to say before; to decide early
CLICK TO DISPLAY MorphStory Paragraph 3.
EXTRACT
• Context clues: tools, help, juice, or oil
• Meaning: pull out something, often with a tool
SAY “Now that we have interpreted the meaning of the words in the passage, we will answer three questions to check our understanding.”
CLICK TO DISPLAY Comprehension Questions.
CHOOSE a student to read question one aloud.
SAY “Turn to a partner and tell them your answer.”
ASK “How do the sellers transfer the food?” (A: it is transferred by bike or cart)
REPEAT this routine with the next two questions:
• How do the sellers make sure they have popular food? (A: they predict and start cooking early)
Morphology
• Why do the sellers extract juice or oil from fruits and seeds for the snacks? (A: answers will vary; it makes the snacks tastier; it provides different flavors)
SAY “Great work with the first MorphStory. Now we will climb in InferCabulary and practice in the Reading Playground.”
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 9, Lesson 1 Quick Checks.
SAY:
• “For this Quick Check you will identify bound and free bases in a list of words.
• Circle the bound bases. Put a box around the free bases.
• You will have the rest of this time to complete the Quick Check independently.”
Answer Key
1. disru pt 2. pu zzlement
3. unhe lpful
4. conta in
Unit 9 Lesson 2
Shades of Meaning: Positive and Negative Connotations
Objectives
• To define connotations as the positive and negative feelings that words can carry.
• To identify and explore words connected to one concept that vary in degree of positive vs. negative associations.
• To recognize how subtle differences in word connotation can affect one’s interpretation of a message.
• To choose precise and appropriate words to convey intended meanings.
• To use vocabulary words expressively in social interactions.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check – printed and copied (Supply Room)
• pencil
What You Need to Know
Word Connotations
• In addition to shades of meaning, words can have subtle shifts in their emotional impact.
• Words have both denotations and connotations. A denotation is the literal dictionary meaning of a word. A connotation goes beyond literal meaning. It is a nuanced emotional association attached to a word that can be positive, neutral, or negative in its effect.
Vocabulary
• Connotations often rely on context. They can be subjective and are sometimes influenced by the speaker’s or listener’s experiences or cultural influences.
• In these lessons, you will guide students in analyzing the subtle shifts in tone resulting from choosing one word over another with the same meaning.
• Students are first presented with a real-life scenario in which they learn neutral words
What You Need to Know
to describe a dog’s weight (e.g., underweight, obese). Next, they encounter synonyms of these words with negative connotations (e.g., skinny, flabby). After discovering their emotional impact, students compare these words to positive descriptors (e.g., thin, heavyset).
• Next, students connect words with positive and negative connotations to their neutral counterparts. Finally, they determine the connotation of a word based on its use in a sentence.
• Understanding connotations can help students better understand implied meanings and the author’s intent when reading and to choose accurate and appropriate words when communicating.
Would You Rather
• The Would You Rather activity is designed to be an engaging way to include targeted vocabulary while encouraging social interaction and critical thinking.
• The scaffolded sorting tasks apply the semantic links of description and opposites. By sorting descriptive words from this module into categories of taste and amount, students not only continue building semantic awareness but also enhance their ability to distinguish between nuanced meanings.
• The activity provides a clear structure for practicing new vocabulary in context, while also making space for peer conversations and shared preferences through the final Would You Rather question exchange. This social questioning promotes inclusive dialogue, as students must listen, respond, and compare opinions, all while applying new words meaningfully.
Vocabulary Venture
• The Vocabulary Venture is designed to integrate sounds, syllables, morphology, and semantics to help students build a strong network of word knowledge. By learning how words are formed from meaningful parts—and drawing on a rich vocabulary—students become more confident and independent in understanding new words they encounter while reading. This reduces the need for direct instruction and encourages vocabulary growth through active engagement.
• This integrated approach also leads to faster, more accurate word recognition. A solid foundation in word structure frees up cognitive resources for higher-level tasks like comprehension and deeper analysis of the text.
• The word skillful was chosen as the initial target because it clearly demonstrates each step in the process. In future modules, key words from earlier lessons will be revisited, reviewed, and applied through dynamic activities. Each module includes two scheduled practice opportunities, with additional words provided for reinforcement or extra practice.
Pick Two
To prepare for this activity, the teacher will write down the following words onto notecards:
• bitter
• famine
• sugar
• music
• import
• confection
• trace
• delectable
• gross
• export
• sparse
• draw
• jam
• enjoy
• feast
What You Need to Know
Create InferCabulary Expedition Post-Test
• Create the InferCabulary Expedition Post-Test for Module 2 by building an assignment from the word set entitled Orbit Module 2 Expedition Post-Test.
• For detailed directions, see “How to Create the Expedition Game Assignment in InferCabulary ” on page 73.
InferCabulary Preparation for the Next Module
• Open the word set entitled Orbit Module 2.
• Unstar the words from Module 2.
• Open the word set entitled Orbit Module 3.
• Star the words listed for Module 3.
Start Teaching
Shades of Meaning: Positive and Negative Connotations
1. STATE OBJECTIVES
OPEN Orbit Online to Unit 9, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives. SAY
• “At the end of today’s lesson, you will be able to:
– explain the difference in positive and negative shades of meaning of words.
– choose precise words to communicate positive or negative emotions.
– use vocabulary words to communicate with your classmates.”
2. Introduction To Connotations
CLICK TO DISPLAY Which Word to Choose?
SAY “I am going to show you a picture of a dog, and I want you to think of some words that describe it.”
CLICK TO ADD the dog in the middle.
ASK “Think about the size and weight of this dog. Who can give me an adjective to describe it?” (Listen to student responses.)
SAY “I heard descriptions like big, heavy, normal-sized, small (add other student responses you heard). It’s a bit difficult to describe it without comparing it to other dogs. Let’s look at a different one.”
CLICK TO ADD the dog to the right of center.
ASK “How would you describe the size and weight of this dog?” (Listen to student responses.)
SAY “Yes, it looks much heavier than the dog in the middle. When we compare these two dogs, we might want to change the word we use to describe the first one.”
CLICK TO ADD the dog to the far right.
ASK “How would you describe this dog compared to the other two dogs?” (Listen to student responses.)
Vocabulary
CLICK TO ADD the dog to the left of center.
ASK “Now, let’s go the other direction. How would you describe the size and weight of this dog?” (Listen to student responses.)
CLICK TO ADD the dog to the far left.
ASK “Compared to this dog, would you rethink the way you described the last one?” (Listen to student responses.)
CLICK TO ADD the first row of words: malnourished, underweight, average, overweight, and obese.
SAY:
• “Listen to the words I put under each picture: malnourished, underweight, average, overweight, and obese.
• These words are semantically related because they all refer to levels of body weight. I see the antonym pair underweight and overweight
• These words are things a veterinarian might say about a dog after weighing it. They are accurate descriptions of the dogs in these pictures.”
CLICK TO ADD the second row of words: scrawny, skinny, normal, fat, and flabby.
SAY “Listen to the words I put under each picture: scrawny, skinny, normal, fat, and flabby. These words have the same meaning as the words above them.”
ASK “How would you feel if your vet said, ‘What a scrawny dog you have,’ or ‘I’ve never seen such a flabby dog!’?” (Listen to student responses.)
SAY:
• “These aren’t kind things to say—they could hurt someone’s feelings.
• Most vets wouldn’t say them because they know words matter.
• Even if dogs don’t understand, people do. I’d feel upset if someone used these red words to describe me!
• The red words mean the same as the black words, but they sound more negative. Let’s look at some words that feel more positive.”
CLICK TO ADD the third row of words: lean, thin, healthy, stocky, and heavyset
SAY:
• “Listen to the new words I put under each picture: lean, thin, healthy, stocky, and heavyset
• The green words mean the same thing as the red and black words, but they sound kinder.
Vocabulary
• A vet might say, ‘Your dog is quite heavyset. Let’s put him on a diet.’”
CLICK TO DISPLAY Shades of Meaning: Connotations.
SAY:
• “As we looked at ways to describe size and weight, we noticed some words made us feel good or bad.
• We’ve learned that words can show different levels of meaning—and now we see they can also feel more positive or negative.
• These feelings or moods are called connotations.”
3. Exploring Connotations
CLICK TO DISPLAY How Does It Feel?
SAY:
• “Not all words have positive or negative connotations. The words hot, warm, cool, and cold show different levels of temperature but do not lead to positive or negative feelings.
• Look at these words. (Point to each word in the middle column as you read it.) Active, confident, and cautious
• These words have neutral connotations. When something is neutral, it does not strongly relate to one side or the other, but falls somewhere in the middle.”
CLICK TO ADD the words thoughtful, energetic, cowardly, arrogant, self-assured, and hyper.
SAY:
• “These words may trigger some good or bad feelings. Listen while I read them: thoughtful, energetic, cowardly, arrogant, selfassured, and hyper
• Let’s decide which words represent positive or negative connotations of the words in the middle.”
ASK:
• “Does the word active trigger good or bad feelings?” (A: no)
• “Active has a neutral connotation. What is a word that means the same thing as active but feels very positive?” (A: energetic) (Click to move the word energetic to the left column.)
• “Yes, energetic people get a lot done and like to move a lot. Which word describes a high level of activity that might be unpleasant to experience?” (A: hyper)
CLICK TO MOVE the word hyper to the right column.
Vocabulary
SAY “Yes, think of a hyper little puppy running around, barking, and tearing things up! Now look at the word confident .”
ASK:
• “What is a positive way to describe someone who feels very confident?” (A: self-assured) (Click to move the word self-assured to the left column.)
• “How would you describe someone who acts overly confident?” (A: arrogant) (Click to move the word arrogant to the right column.)
• “Finally, what is a negative expression of the word cautious?” (A: cowardly)
• “And what is a more positive connotation?” (A: thoughtful) (Click to move the word cowardly to the right column and thoughtful to the left column.)
SAY “Let’s do one more activity to practice choosing words that mean the same thing but can express slightly different intentions.”
4. Classifying Words by Connotations
CLICK TO DISPLAY Classifying Words by Connotations.
SAY:
• “Listen as I read sentences using curious, nosy, and inquisitive. All three words mean someone wants to know more.
• As you listen, think: Does the word give a positive, neutral, or negative feeling about that person?”
ASK “Listen: ‘Her curious nature has led to some exciting discoveries.’ Does this sound positive, negative, or neutral?” (A: positive)
CLICK TO ADD an X in the positive column.
SAY “I agree! The context clue of ‘exciting discoveries’ leads me to believe that being curious is a positive trait.”
ASK:
• “Listen to the next sentence: ‘His nosy questions make everyone feel uncomfortable.’ Is this positive, negative, or neutral?” (A: negative)
• “Did you hear a clue that helped you decide that nosy has a negative connotation?” (A: yes, uncomfortable)
CLICK TO ADD an X in the negative column.
ASK “Here is the third sentence: ‘The inquisitive students ask a lot of questions.’ What is the connotation of the word inquisitive?” (A: neutral)
CLICK TO ADD an X in the neutral column.
Vocabulary
SAY “Right. I didn’t hear any positive or negative clues in the sentence. Let’s move on to the next group of words.”
CLICK TO DISPLAY the second picture and the words different, weird, and unique
SAY:
• “The next row has words that describe something unusual or unexpected. These words are different, weird, and unique
• As you listen, decide if they feel positive, negative, or neutral.”
ASK “Listen: ‘This pizza is a little different from what I’m used to.’ What connotation does different have?” (A: neutral)
CLICK TO ADD an X in the neutral column.
ASK “Listen: ‘That was a weird thing to say in a class discussion.’ What connotation does weird have?” (A: negative)
CLICK TO ADD an X in the negative column.
ASK “Listen: ‘His unique talent deserves our attention.’ What connotation does unique have?” (A: positive)
CLICK TO ADD an X in the positive column.
CLICK TO DISPLAY the third picture and the words aroma, stench, and odor
SAY:
• “Our last group of words, aroma, stench, and odor, are all related to things we smell.
• I will use each word in a sentence, and then you will decide its connotation.”
ASK “Listen: ‘The warm aroma of fresh cookies filled the kitchen.’ What connotation does aroma have?” (A: positive)
CLICK TO ADD an X in the positive column.
ASK “Listen: ‘The stench of rotting garbage made me gag.’ What connotation does stench have?” (A: negative)
CLICK TO ADD an X in the negative column.
ASK “Listen: ‘I can’t figure out where that odor is coming from.’ What connotation does odor have?” (A: neutral)
CLICK TO ADD an X to the neutral column.
SAY:
• “We already learned that some words have different shades of meaning. Now, we know that within a group of related words, some have shades of emotion, too.
Vocabulary
Note: Do not worry about addressing whether it is a large or small amount yet.
Note: Do not worry about addressing whether it is a good or bad taste yet.
• These emotional connotations add another layer of meaning to the things you read, say, and write.”
5. Would You Rather
CLICK TO DISPLAY First Four Words.
SAY:
• “Now it is time to start using some of the words we have been studying, such as abundant, disgusting , delectable, and insufficient
• These words relate to our theme of snacks.” (Click to add the word snack.)
ASK “But how are they related ? What icon should we pick to represent the correct link? (A: description) (Click to add the description icon.)
SAY “All these words could be used to describe a snack, but not in the same way.”
CLICK TO DISPLAY Word Sort – Taste vs. Amount.
SAY “Let’s start with the word abundant .”
ASK “If I said that I had abundant snacks, what does that mean?” (A: a lot, or any acceptable version that suggests a quantity)
SAY “The word abundant describes the amount that I have.”
CLICK TO MOVE the word abundant to the quantity/amount group and add the word disgusting.
SAY “Let’s look at the next word, disgusting.”
ASK “If I said that I had a disgusting snack, what does that mean?” (A: it did not taste good, or any acceptable version that suggests a taste)
SAY “The word disgusting describes how the snack tastes.”
CLICK TO MOVE the word disgusting to the taste group and add the word bountiful.
SAY “Now we will sort the rest of these words. I will need someone to read the word and tell me whether it describes the amount or the taste.”
CALL ON students to read the target word and identify the correct group.
Words will appear in the order shown in the Answer Key. (Click the word to send it to the correct group.) Redirect with a review of what students know about the word’s meaning
Vocabulary
Answer Key
Word in Order of Appearance Group abundant amount disgusting taste bountiful amount delectable taste gross taste insufficient amount luscious taste meager amount trace amount plentiful amount repulsive taste savory taste scrumptious taste sparse amount sufficient amount sour taste
CLICK TO DISPLAY Abundant vs. Meager.
SAY “We have one more level of sorting to do with these words. We have already decided that abundant and meager both describe the amount of something.”
ASK:
• “How are the words abundant and meager different?” (A: abundant means “many,” or any acceptable version that suggests a large amount; meager means “not a lot,” or any acceptable version that suggests a small amount) (Click to show subgroups large and small, as well as to move words respectively.)
• “Which semantic link can we use when we have two words that share something in common, but mean very different things?” (A: opposite link) (Click to show the opposite icon.)
SAY:
• “Remember, we learned that for words to be considered opposites, they actually have to share some common connections.
• In this case, both abundant and meager describe the amount of something, but one describes a large amount and the other describes a small amount. Let’s sort the rest of these words.”
Vocabulary
Answer Key
Word in order of appearance Group bountiful large amount insufficient small amount trace small amount plentiful large amount sparse small amount sufficient large amount
CLICK TO DISPLAY Word Sort – Amount.
Call on students to read the target word and identify the correct group. Words will appear in the order displayed in the Answer Key. (Click to send the word to the correct group.) Redirect with a review of what students know about the word’s meaning.
CLICK TO DISPLAY Taste.
SAY “These are all the words we identified that describe taste.”
ASK:
• “How have these words been sorted? What titles would name each group?” (A: good/yummy taste and bad/yucky taste.) (Click to show the labels.)
• “And which semantic link can we use when we have two words that share something in common such as taste, but mean very different things?” (A: Opposite link) (Click to show the opposite icon.)
SAY “Any of the words that describe something that tastes good will be the opposite of words that describe something that tastes bad.”
CLICK TO DISPLAY Build the Question: Step 1.
STUDENTS OPEN their workbooks to page 76, “Would You Rather? Snack Edition.”
SAY:
• “Now it’s time for a fun activity you might know—Would You Rather? This is the Snacks Edition!
• I’ll show you how it works. Write my example answers in your workbook, then you’ll create your own question.
• First, I will think of a snack food I like and one I don’t. I’ll choose pretzels as the snack I like (click to show the word pretzels) and hardboiled eggs as the one I don’t.” (Click to show hard-boiled eggs.)
CLICK TO DISPLAY Build the Question: Step 2.
SAY “Next, choose two opposite words from the ones we reviewed. I’ll pick words that describe the amount of something. I will choose plentiful and insufficient .” (Click to circle the words.)
CLICK TO DISPLAY Build the Question: Step 3.
SAY:
• “Now I’ll put the words into this template, making sure each word matches the right snack.
• Since I’m using quantity words, I’ll add ‘amount of’ to make the sentence clear. If you decide to use words that describe taste, you can
Vocabulary
1. know-it-all
2. bountiful
3. savory
cross out the words “amount of” in parenthesis.” (Click to add the words to the template.)
CLICK TO DISPLAY Build the Question: Step 4.
SAY “Once I know which parts of the template to use, I put them together to write my final question: ‘Would you rather eat a plentiful amount of pretzels or an insufficient amount of hard - boiled eggs?’”
CLICK TO DISPLAY Build the Question: Step 5.
SAY “Now create your own question. After you finish writing it down, you’ll have a few minutes to ask your classmates. Use the table to record each classmate’s name and their answer.”
6. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 9, Lesson 2 Quick Checks.
SAY:
• “For number one, you will choose the word with negative connotations, and for number two, you will choose the word with positive connotations.
• Then, for number three, you will choose the word that does not belong.”
Unit 9 Lesson 3
Word Origins
Objectives
• To define the terms etymology and roots
• To use the meaning of the root port to define unknown vocabulary words.
• To explain what a root can tell us about the history, meaning, and spelling of a word by completing a sentence frame: “The root means , which helps me understand .”
Teacher Materials
• Orbit Online and the Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• InferCabulary and Reading Playground
• Quick Check – printed and copied (Supply Room)
• pencil
Start Teaching
Word Origins
1. State Objectives
OPEN Orbit Online to Unit 9, Lesson 3, Morphology. CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson you will be able to:
– define the terms etymology and roots
Morphology
– use the meaning of the root port to define unknown vocabulary words.
– explain what a root can tell us about the history, meaning, and spelling of a word by completing a sentence frame: ‘The root means , which helps me understand .’”
2. Origin of English Words Animation
CLICK TO DISPLAY Origin of English Words animation.
CLICK TO PLAY Origin of English Words animation
SAY “Let’s review what you have learned.”
ASK:
• “In previous lessons we have learned that morphemes give us information about the meaning of a word. What other information can morphemes teach us?” (A: Morphemes can teach us about the history of a word.)
• “Most of the words we see today in English stem from four other languages. What are those languages?” (A: Greek, Latin, Old French, and Old English)
• “What will most roots sound like when read alone?” (A: nonsense words)
SAY “We just learned that words have a history. We call that history a word’s etymology.”
CLICK TO DISPLAY Definition of Etymology.
READ (OR HAVE A STUDENT READ) “The etymology of a particular word is its history.”
CLICK TO REVEAL AND SAY:
• “For example, we just learned that the etymology of the word two is that it comes from the Old English root twa /twŏ/, meaning to have double.
• Have you ever wondered why we spell the word for the number two, t-w- o?
• Knowing that the root of the word two is twa helps us understand why it has the ‘w’ in the spelling.”
CLICK TO DISPLAY Definition of a Root.
READ (OR HAVE A STUDENT READ) “A root is the smallest part of a word that still has its own meaning. It is the core.”
SAY “The root explains the shared meaning and history inside a family of words; for example, construct, structure, and destruction. These words all come from the same root, struct.”
3. Morphological Structure
SAY “Now we will learn how roots fit into the morphological structure of words.”
CLICK TO DISPLAY Morphological Structure.
SAY “Remember, morphemes are the smallest parts of a word that provide meaning.”
CLICK TO SHOW the word untwisted
SAY “This word is untwisted . This word is part of the two word family discussed in the animation.”
CLICK TO REVEAL the morphological structure of untwisted.
SAY:
• “Each morpheme has its own meaning.
• The free base, twist, can stand on its own and means to turn two ends in opposite directions to make a spiral shape.”
CLICK TO HIGHLIGHT the prefix un -.
SAY:
• “The prefix un - has been added to the beginning of the free base twist
• Remember, the prefix un - means not or opposite of
• By adding un -, it now means that the spiral shape is undone by turning the ends back.”
CLICK TO HIGHLIGHT the suffix - ed
SAY:
• “The suffix - ed has been added to the end, as well.
• Remember the suffix - ed means that an action has happened in the past.”
CLICK TO SHOW the root information.
SAY:
• “Now we not only know the morphological structure, but we also know the root and its etymology.”
• Twist stems from the Old English root twa, meaning two. If we know the root twa, we know that this word has something to do with having double. Typically, two ends are used to make the spiral shape.
• A root does not always have the same spelling as the base that we see in a word. In this case we see the spelling t-w-i-s-t, but we know that this free base stems from the Latin root twa .
Morphology
• Understanding more about the etymology of words helps us recognize spelling and meaning patterns.
• Let’s look at another word from the animation.”
CLICK TO DISPLAY disrupt
SAY “This word is disrupt .”
CLICK TO REVEAL the morphological structure of disrupt .
SAY:
• “The base, rupt, is a bound base that cannot stand alone.
• Rupt is a Latin root meaning break or burst.”
CLICK TO HIGHLIGHT the prefix dis -.
SAY:
• “The prefix dis - has been added to the beginning of the root rupt
• The prefix dis - means not or apart. When added to the base it changes the meaning of the word.
• Disrupt means to break apart.”
CLICK TO CHANGE the color of the root, rupt, to blue.
SAY “Now that we are learning about the etymology of words and their roots, we will use the color blue to represent roots in words.”
4. Morpheme Family Web for the Root port
CLICK TO DISPLAY Morpheme Family Web: port .
DIRECT students to turn to page 78 in their Orbit Student Workbook 1
SAY:
• “Take a minute to be a word detective. Silently read the morphemes in each word and look for similarities in the spellings and the meanings.
• Write your ideas in your workbook.” (Briefly allow students time to do this work.)
ASK “What similarities do you notice in these words?” (A: they all have port)
CLICK TO REVEAL the words with the root port in blue.
SAY “Yes, they all have the root port .”
ASK “Do you see any ways that they are connected through their meaning?” (A: Answers will vary. Airport and passport are related. Sometimes you need a passport when you are at an airport.)
Morphology
CLICK TO REVEAL the root port, in the middle of the web.
SAY:
• “Select four words that are a part of the morpheme family in your workbook.
• To be in the morpheme family they need to stem from the Latin root port .
• Write a word from the family at the end of each arrow.”
FACILITATE students sharing what they wrote and why they choose those words.
SAY “Let’s check to see if you are correct.”
CLICK TO ADD the arrows pointing to all the words.
SAY:
• “All of these words stem from the Latin root port, so they are all a part of the morpheme family.
• All of the words here include the root port plus affixes or another base.
• Let’s learn more about this root.”
5. Learn port
CLICK TO DISPLAY Learn Root: port
CLICK TO REVEAL the example report . port to carry a gate or door re port
DIRECT students to the chart on page 78 of their workbook.
SAY:
• “Let’s learn about the root port .
• This is a root that can stand alone.
• It is the smallest part of the word that holds the core meaning.
• It comes from the Latin root porta and carries the history or origin of many words.”
CLICK TO REVEAL the meaning of port
SAY:
• “ Port means to carry.
• Port also can refer to a gate or door.
• Write the meaning in the second row of the chart in your workbook.” (Briefly allow students time to write notes on their chart.)
Morphology
passport pass port port to carry a gate
SAY:
• “For example, the word report means to carry back. When you write a report you carry back what you learned about a topic and put it into a written form so others can receive that information.
• Write the word report in your workbook.”
CLICK TO REVEAL the sentence frame.
SAY “Turn to your partner and take turns completing this sentence frame: ‘The root port means , which helps me understand .’”
6. Interpret It
I DO passport
CLICK TO DISPLAY Interpret It: I Do passport
ASK “What is the root in passport?” (A: port)
SAY:
• “I see the root port .
• I also see pass in front of port Pass is a free base and its own root.
• This word is a compound word with two bases.”
C LICK TO SEPARATE the morphemes.
SAY “Now that I have identified the morphemes, I need to determine the meaning. I will start with the root that we just learned, port .”
ASK “What is the meaning of the root port?” (A: to carry; a gate or door)
CLICK TO SHOW the images for port .
SAY “I know that port means either to carry or a gate.”
CLICK TO REVEAL the two example definitions of port
SAY “The free base pass stems from the Old French root passer, which means to go by something.”
CLICK TO SHOW the image for pass and the definition of pass
SAY:
• “Now I will put these meanings together to interpret the word passport
• Combining the meanings of pass, to go by something, and port, to carry, I get the definition of passport .”
Morphology
pass to go by or through
Passport means to carry something to go by or through.
reporter
re port er re port er back carry someone who does
CLICK TO REVEAL the definition.
SAY “Notice that in the definition I included key words from the meaning of each morpheme: to carry something and to go by.”
CLICK TO REVEAL the boxes around the key words.
SAY:
• “A more detailed definition is a passport is an official document that allows you to go through a checkpoint to enter a country.
• By using what I know about the Latin root, port, and free base, pass, I was able to get a good understanding of the word.
• Practicing blending the meanings of morphemes into a single definition helps us interpret and understand longer words while reading.
• Let’s try interpreting a longer word together.”
WE DO reporter
CLICK TO DISPLAY Interpret It: We Do reporter
SAY “The new word is reporter. Look for the word reporter on page 79 of your workbook. Take a moment to find the root.”
ASK “What is the root?” (A: port)
CLICK TO SEPARATE the root port, from the whole word.
ASK “Are there affixes in the word reporter? A prefix or a suffix?” (A: both, the prefix re - and the suffix - er)
CLICK TO SEPARATE the prefix re - and the suffix - er from the whole word.
SAY “Write the morphemes under the word reporter in your workbook. Then discuss with your partner the meaning of each morpheme.” (Give students 1-2 minutes to discuss the meaning of each morpheme.)
CLICK TO SHOW the image for port
ASK:
• “What is the meaning of the prefix re -?” (A: again; back)
• “What is the meaning of the root port? Use the image to help you find the meaning.” (A: answers may vary; direct students toward the key words to carry)
• “What is the meaning of the suffix - er?” (A: someone who does)
CLICK TO REVEAL the meaning of each morpheme.
SAY “Move to the handwriting line in your workbook. Let’s use this
Morphology
Reporter means . Reporter means a person who carries something back .
sentence frame to help us write the meaning of reporter using key words from the morphemes.”
C LICK TO SHOW the sentence frame.
SAY:
• “The beginning of our definition will always start with the word we want to define: ‘ Reporter means.’
• Go through each of the morphemes starting with the root to piece together the key words from each meaning.
• Work with a partner to interpret the meaning for the word reporter using the sentence stem and key words.
• Write your definition on the line in your workbook. Try your best and write down the definition you believe makes the most sense.” (Allow students 2-3 minutes to discuss and write their definition. Support struggling students by helping them brainstorm and write a complete sentence with key words from each morpheme meaning.)
ASK “What is the meaning of the word reporter?” (A: answers will vary; click to reveal the example definition and have students compare their ideas)
ASK “What key words did you use from the morpheme meanings?” (A: answers will vary; person who, carries, back)
CLICK TO HIGHLIGHT the key words in the example sentence.
SAY:
• “The key words that are important for this definition include person who carries and back.
• These key words bring in the meaning from each morpheme to help us form a complete definition.
• Underline the key words you used in your definition.”
YOU DO porter, teleport
SAY:
• “Now it is your turn to use the Interpret It routine with more words.
• Remember to use the notes in your workbook to find the meaning of the roots and affixes.
• You will need to know the meaning of a prefix you have not learned yet.
• Look at number three. Point to the definition of tele and whisper read the meaning with me: far off ; over a distance. Use this meaning to interpret the word teleport .”
Morphology
• FOR THIS YOU DO SECTION…
• allow students time to complete the procedure independently.
• monitor student work, note any misconceptions, and support students as needed.
• if students are struggling, review the Interpret It words and meanings routine below.
CLICK TO DISPLAY Interpret It: You Do.
ASK “What are the morphemes in the word porter?” (A: the root port and the suffix - er)
CLICK TO SEPARATE the morphemes underneath porter and show the images for port
ASK “What are the meanings of the morphemes in porter?” (A: answers will vary; to carry and someone who does)
C LICK TO REVEAL the meaning of each morpheme.
SAY “Remember to use the key words and the sentence stem to help you.”
CLICK TO SHOW the sentence stem.
ASK “How did you interpret the word porter?” (A: answers will vary)
CLICK TO REVEAL the example sentence.
ASK “Which key words did you use in your definition? Why?” (A: answers will vary; allow students to explain why they chose specific key words for their definition)
CLICK TO HIGHLIGHT the key words.
SAY:
• “Notice that the key words that are highlighted in the example definition can be found in the meaning of each morpheme.
• Underline the key words in your definition. Knowing the morphemes will help you get the gist of the definition. The context could help you with even more details.
• Here is a more detailed definition of a porter
• A porter is a person whose job is to carry things; for example, people’s luggage at a train station or in a hotel.”
CLICK TO DISPLAY the word teleport
ASK “What are the morphemes in the word teleport?” (A: the root port and the bound base tele)
CLICK TO SEPARATE the morphemes underneath teleport and show the images for port .
Morphology
tele port
far off, distant to carry
Teleport means
Teleport means to carry something a far distance.
Teleport means to carry something a far distance
ASK “What are the meanings of the morphemes in teleport?”
(A: answers will vary; far, distant, and to carry)
CLICK TO REVEAL the meaning of each morpheme.
SAY “Remember to use the key words and the sentence stem to help you.”
CLICK TO SHOW the sentence stem.
ASK “How did you interpret the word teleport?” (A: answers will vary)
CLICK TO REVEAL the example sentence.
A SK “Which key words did you use in your definition? Why?” (A: answers will vary; allow students to explain why they choose specific key words for their definition)
CLICK TO HIGHLIGHT the key words.
SAY:
• “Notice that the key words that are highlighted in the example definition can be found in the meaning of each morpheme.
• Underline the key words in your definition. Knowing the morphemes will help you get the gist of the definition. The context could help you with even more details.
• Here is a more detailed definition of teleport
• Teleport means to carry something or someone a far distance instantly, without walking, driving, or flying. This is seen in science fiction and fantasy stories.”
7. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
8. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE Unit 9, Lesson 3 Quick Checks.
Answer Key
1. At the train station, James the porter helped a traveler carry her luggage to the track.
2. Julie was searching for her passport that proved she was allowed to go through a checkpoint to enter the country she was going to visit.
3. Nearby, a reporter was interviewing passengers to carry back information to write an article for her community about the mysterious flash of light.
4. The people were claiming they had seen a person teleport from one platform to the other one far away
SAY:
• “For this Quick Check you will use a word bank to complete four cloze sentences.
• Before you begin, underline the roots and affixes in the words in the word bank.
• Use the meaning chart from the beginning of this lesson to define each word.
• Next, search for and underline the key words in each sentence to help you choose the correct word.
• Use the rest of this time to complete the cloze sentences on your Quick Check.”
Unit 9 Lesson 4
Vocabulary Venture, Pick Two, and Content
Passage
Vocabulary
Objectives
• To conduct a full word-level analysis of the structure and meaning of the word skillful by identifying its syllables, morphological components (base and suffix), and semantically related words.
• To determine growth of word knowledge through selfassessment.
• To apply flexible thinking and semantic reasoning to independently create and explain word connections using target vocabulary.
• To read aloud with appropriate rate, accuracy, and expression.
• To answer questions after reading an informational article to support and demonstrate comprehension.
Teacher Materials
• Orbit Online and Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
• Notecards with target words from the Pick Two activity written on them
Student Materials
• Orbit Student Workbook 1
• InferCabulary
• Quick Check – printed and copied (Supply Room)
• pencil
Start Teaching
Vocabulary Venture, Pick Two, and Content Passage
1. State Objectives
OPEN Orbit Online to Unit 9, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– break apart a word to understand what it means and how it’s built.
– identify what you have learned in the past four weeks.
– connect words and explain how they go together.
– read aloud with the right speed, clear words, and good expression.
– answer questions about what you read to show you understand it.”
2. Vocabulary Venture - Skillful
CLICK TO DISPLAY Vocabulary Venture – Skillful – Syllables.
STUDENTS OPEN their workbooks to page 80, “Vocabulary Venture – Skillful.”
SAY “This activity is called a Vocabulary Venture.”
ASK “What does the word venture sound like?” (A: adventure)
SAY “Yes. To venture out can mean the same thing as an adventure, and that is exactly what we are going to do today. We will be going on somewhat of an adventure to discover everything we know about this word.”
CALL ON a student volunteer to read the word.
ASK:
• “How many syllables do we hear in this word?” (A: two) (Click to show two Syllaboards™ .)
• “What is the first syllable?” (A: skill) (Click to show the word skill in the first box.)
• “What type of syllable is this?” (A: closed)
Vocabulary
• “What about the second syllable?” (A: ful) (Click to show the suffix -ful in the second box.)
• “What type of syllable is this?” (A: closed)
• “Can we hear a schwa in either of these syllables? (A: yes, the second syllable) (Click to underline the suffix -ful.)
CLICK TO DISPLAY Morphology.
SAY “Now that we have thought about the sounds, syllables, and letters in the word skillful, our next phase of this venture is to think about the meaningful parts of the word.”
ASK:
• “Does anyone know what special chunks of a word are called?” (A: prefix, suffix, base, affix)
• “Let’s start with the base of this word. What is the base of the word skillful ?” (A: skill) (Click to show skill in the base area.)
• “What type of base is that?” (A: free) “How do you know?” (A: Skill is a word on its own.)
• “What are some other words that include this same base?” (A: skills, skilled) (Click to show skills and skilled.)
SAY “Since this is our first venture together, I will tell you that the word skillful does not have a prefix, so we can skip this part.” (Click to show the three X signs.)
ASK “What about the suffix for the word skillful ? (A: ful) (Click to show -ful in the suffix area.)
SAY “I notice that this word’s two syllables also happen to be the same as the two affixes or chunks of meaning. That is not always going to be the case, but this seems like a helpful word to use for our first venture.”
ASK:
• “What are some other words that include this same suffix?” (A: thankful, graceful, joyful) (Click to show answers.)
• “What does the suffix -ful mean? (A: being full of) (Click to show the answer.)
SAY:
• “There is one more part to this word learning.
• We have collected and identified sounds, letters, syllables, and affixes, so now it is time to collect…”
CLICK TO DISPLAY Semantically Related Words.
SAY “Semantically related words!”
Vocabulary
Note: Successful, talented, and knowledgeable are synonyms for skillful. Skillful people usually have a lot of experience, so it is something that makes up a skillful person. The last three words are all examples from the captions.
Note: Students are allowed to add their own related words.
ASK “What are some words that are semantically related to skillful ?” (A: accept any synonyms, antonyms, related skills or behaviors, or examples.)
CLICK TO DISPLAY Semantic Study.
SAY:
• “If anyone has seen this word while working in InferCabulary, you have already encountered many related words.
• Related words like physical therapist, doctor, and ballerina are examples of people who are skillful. (Click to underline words and flash the example icon.)
• Related words like accomplished, mastered, practiced, and trained are the actions of a skillful person. (Click to underline words and flash the action icon.)
• Related words like knowledgeable, successful, and talented are synonyms for skillful.” (Click to underline words and flash the synonym icon.)
• And finally, the idea of doing something for many years is an important characteristic that makes up someone who is skilled.” (Click to underline words and flash the materials icon.)
CLICK TO DISPLAY Semantically Related Words.
SAY “The last part of this venture is to pick some of the words we collected and list them here in this box. Later on, we will use these words to create our own sentences, so try to pick your favorites and make sure you have a few different connections. Here are the ones I chose.” (Click to show the words.)
READ each of the words and talk about how they are related.
SAY “Congratulations. You just completed your first Vocabulary Venture. Take a look at all of the information you collected and everything you know about this word. Way to go!”
3. Pick Two
CLICK TO DISPLAY Pick Two.
SAY:
• “Let’s return to our Pick Two activity. Remember that this is where we’ll use what we know about our vocabulary words to find connections between them.
• Here are some of the semantic links we have learned at the bottom of the screen. I will give each of you two notecards with words we have studied during this module.
Vocabulary
Note: Give students the time they need to find their classmate connections. When everyone has finished, you can collect the notecards, shuffle them, and redistribute for an additional turn.
Note: The following scaffolds can be provided for students in need of support:
• Provide students with the link to use for each connection and allow them to select the word pair.
• Provide students with the word pairs and allow them to select the link that connects them.
DISTRIBUTE two Pick Two notecards to each student.
SAY:
• “Remember that your job is to use one of your words to make a connection with someone else’s word.
• This time, both partners will share information. The first person will share the words with this sentence frame, ‘Our words are ____ and ____.’
• The second person will explain the connection by finishing the sentence starter, ‘These words connect because...’
• You have three minutes to quietly look for someone who has a word that relates to one of your words, and then we will share our findings.”
Use the following list of possible connections as a reference as you guide students to explain the word connections they complete:
Link Type Connection With Possible Explanation
action-object
We can export music action-object
We can import music action-object
We can enjoy music action-object
We can enjoy jam action-object
We can enjoy a confection action-object
We can enjoy a feast object-action
Music can jam .
object-description Jam tastes delectable. object-description A confection tastes delectable. object-description Sugar tastes delectable. example-category Jam is a type of confection . example-category Sugar is a type of import . example-category Sugar is a type of export .
object-location A confection can be found at a feast . object-location Jam can be found at a feast object-material
Sugar is used to make jam object-material
synonym
synonym
synonym
Sugar is used to make a confection
Bitter means the same/almost the same as gross.
Trace means the same/almost the same as draw
Trace means the same/almost the same as sparse antonym
Bitter is the opposite of delectable
Vocabulary
Note: Establishing strong word relationships that students can explain will ensure a solid foundation for future skills such as analogical reasoning.
Link Type Connection With Possible Explanation
antonym
Import is the opposite of export . antonym
Feast is the opposite of famine.
While not accurate in terms of specificity, for third grade students, these additional connections should be accepted.
Link Type Connection With Possible Explanation
example-category A confection could be a type of import example-category A confection could be a type of export part-whole
A confection can be a part of a feast part-whole
Jam can be a part of a feast . part-whole
Sugar can be a part of a feast .
4. “Snacks Around the World” Second Reading
STUDENTS OPEN their workbooks to page 47, “Passage – ‘Snacks Around the World.’”
CLICK TO DISPLAY Time to Read!
SAY “Now that we have found all the missing words, we will reread the article ‘Snacks Around the World’ aloud together. Then, we will answer some right-there questions about the article.”
AS A GROUP, READ the article aloud.
STUDENTS TURN their workbooks to page 50, “Investigate the Text.”
CLICK TO DISPLAY Investigate the Text – Questions.
SAY “Now we will answer questions about the article. Look carefully in the article to find the answer, then underline it. Remember, the answer to a right-there question can be found in one spot in the text.”
CALL ON STUDENT VOLUNTEERS to read each question. Once students have had time to locate and underline each answer, call on students to share. After the correct answer is identified, direct students to write it in their workbooks using their best cursive handwriting.
1. “Where might people use bamboo chopsticks to eat their food?” (Pause to give students time to locate and underline the answer.) (A: Japan) (Click to add #2.)
2. “What kind of texture does dried mango have?” (Pause to give students time to locate and underline the answer.) (A: chewy) (Click to add #3.)
3. “What is a sweet snack devoured at carnivals?” (Pause to give students time to locate and underline the answer.) (A: cotton candy or caramel apples) (Click to add #4.)
Note: Be sure to give students enough time to really reflect on their learning. This time spent will empower students to engage with their own learning while also providing additional encounters with the target words.
4. “What does learning about different snacks help us to understand?” (Pause to give students time to locate and underline the answer.)
(A: the countries and cultures they come from)
SAY “Throughout the past few weeks, we used this informational article to practice using semantic links, word classes, and vocabulary words to find missing words. We learned how to ask right-there questions and to find the answers in the text.”
5. Self-Assessment Review
CLICK TO DISPLAY Self-Assessment Review.
STUDENTS OPEN their workbooks to page 46, “Self-Assessment.”
SAY:
• “Remember during Unit 6, we read these words and rated them based on three different levels.
• We put a plus sign if we recognized the word and could name 2-3 related words.
• We put a check mark if we heard the word before, but couldn’t talk about it or explain it.
• We put a minus sign if we had never heard or seen the word before.
• Now you will read through the list and think about the words again. Put a plus sign, check mark, or minus sign in the empty columns.” (Click to reference empty columns.)
CLICK TO DISPLAY Reflection Statements.
SAY:
• “We have one more step in this process.
• At the bottom of this page, there are some statements for you to complete.
• For the first one, circle one description. ‘I notice that my word knowledge (stayed the same/ grew a little/ grew a lot).’ Circle the option that best matches your learning. Remember to be honest with yourself.
• For the next three, share your thoughts on the words we studied. ‘I like the word . I d o not like the word . I am still confused about the word ’
• Finally, describe how you are using some of these new words! ‘I used the word outside of class to talk about .’
• If you have not had a chance to use one of these new words, do not worry. You can leave it blank. We will answer these same questions or similar ones at the end of every module.”
Answer Key
1. A nswers may vary.
Sample response: A melon is a type of fruit that is juicy and has seeds.
2. Possible responses:
Bountiful means the same as abundant .
Meager is the opposite of bountiful (or abundant).
Disgusting means the same as gross
Scrumptious is the opposite of disgusting (or gross).
3. i nedible
6. InferCabulary Expedition
CLICK TO DISPLAY Complete an Expedition.
SAY:
• “There is a new activity waiting for you on your InferCabulary dashboard today.
• Please open the Assignments button and complete the assignment entitled Module 2 Expedition Post-test.
• If you finish while others are still working, please continue climbing until everyone is finished.”
7. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 9, Lesson 4 Quick Checks.
SAY:
• “Use the sentence framework to build a definition for the word melon .
• Then, use the word bank to build two synonym connections and two antonym connections.
• Finally, choose the word that best completes the sentence.”
Unit 9 Lesson 5
Latin Root port & MorphStory Review Morphology
Objectives
• To explain the meaning and origin of the Latin root port
• To interpret the meaning of unknown words with the root port using context clues.
• To answer comprehension questions using the identified words from the MorphStory.
Teacher Materials
• Orbit Online and the Teacher Dashboard
• Blank copy of Orbit Student Workbook 1
Student Materials
• Orbit Student Workbook 1
• Quick Check – printed and copied (Supply Room)
• pencil
• InferCabulary and Reading Playground
Start Teaching
Latin Root port & MorphStory Review
1. State Objectives
OPEN Orbit Online to Unit 9, Lesson 5, Morphology.
CLICK TO DISPLAY Objectives. SAY
• “At the end of today’s lesson, you will be able to: – explain the meaning and origin of the Latin root port .
Morphology
– read a MorphStory and use context clues to interpret the meaning of unknown words with the root port .
– answer comprehension questions that use the newly defined words.”
2. Prince & Princess Latin Root Animation
CLICK TO DISPLAY Prince & Princess Latin Root Animation.
SAY:
• “Previously, you met two characters named King Prefix and Queen Suffix that gave us more information about how affixes are used with morpheme bases.
• In this animation we meet two new characters named Prince and Princess Latin Root.
• This brother and sister pair will review the meaning of roots and give us some examples of how they are used in the morphological word structure.”
CLICK TO PLAY the animation.
ASK:
• “What root did the Prince and Princess bring to the castle in the animation?” (A: Brothers spect)
• “How did the King and Queen change the Brothers spect?” (A: they turned the root spect into the words inspect and spectacle)
• “What did the Prince and Princess teach us about Latin roots in this animation?” (A: answers will vary)
SAY “In the next part of our lesson we will review the root port by completing a Four-Square.”
3. Review Latin Root port
CLICK TO DISPLAY Four-Square port
SAY:
• “We will use the Four-Square tool to review the meaning and origin of the root port
• For this Four-Square we will go back to focus on meaning instead of spelling.
• Go to page 81 in your Orbit Student Workbook 1 and find the port Four-Square.”
Morphology
ASK “What are some observations you made about today’s Four-Square tool?” (A: answers will vary; it has four boxes to fill in, it has the root port in the middle, it asks us for the meaning, it asks for the origin of the root, it wants example words and a sentence)
SAY “Let’s start with the top left corner, where it asks us for the meaning of the root port .”
ASK “What is the meaning of the root port?” (A: to carry; a gate or door)
CLICK TO REVEAL the meaning of port
SAY:
• “In the previous lesson we learned the root port means to carry or describes a gate or door
• Write the meaning of port in your workbook.
• Move to the top right corner of the Four-Square.”
ASK “What is the origin of the root port? Which ancient language does it stem from?” (A: Latin)
CLICK TO REVEAL the origin.
SAY:
• “The origin of the root port is Latin. Originally the root was pronounced porta /portuh/ or portare /portār/.
• These Latin words would describe a gate or something to carry.
• The root is used in the English language now with the addition of many different affixes to specify how it is used in text.
• Write the origin of port in your workbook and move to the bottom left square.
• Turn to a partner and brainstorm three example words that use the root port
• If needed, return to the previous morpheme lesson in your workbook to find examples.
• Write your answers in your Four-Square.” (Allow students a minute to brainstorm and write example words in their workbook.)
ASK “What are some example words that use the root port?” (A: answers will vary)
CLICK TO REVEAL the example words.
SAY:
• “Let’s move to the bottom right square.
• Use an example word you wrote to write an example sentence for port
Morphology
• Once you have written your sentence, turn to a partner and share what you wrote.”
ASK “What example sentence did you write?” (A: answers will vary; allow 2-3 students to share their sentence)
CLICK TO REVEAL the example sentence using portable.
SAY:
• “Now you will be able to use this Four-Square as a reference tool when you encounter the root port in text.
• Move to the next routine in your workbook on page 81. We will read, identify words with port, and answer comprehension questions using a MorphStory.”
4. MorphStory
CLICK TO DISPLAY MorphStory Paragraph 1.
SAY “Look at the Morpheme Bank in your workbook and find the root we will search for in the MorphStory.”
ASK:
• “What is the root we will identify?” (A: port)
• “What does port mean?” (A: to carry; a door or gate)
SAY:
• “I will read the passage aloud first. As I read, follow along in your workbook.
• For the first reading, you are not expected to identify the words with the root port . The first read is to familiarize yourself with the text.”
READ the passage Portable Snacks. Students read with you silently in their workbook. (Use the blank copy of Orbit Student Workbook 1 to read the entire passage aloud.)
SAY “Now you will whisper read paragraph one again. This time, pay attention to the morphemes in each word. Circle the words that include the root port .” (Support struggling readers by allowing them to work with a partner or in a small group.)
ASK “What are the words you circled in paragraph one?” (A: portable)
CLICK TO REVEAL the circled word.
SAY “The word that is circled includes the root port . Underline the root port .”
CLICK TO REVEAL the root port
Morphology
SAY:
• “The next step of the MorphStory is to find context clues in paragraph one that helps us understand the meanings of the word we have identified.
• We know the meaning of port so that will help us determine the meanings of the word.
• Even if we do not recognize all the morphemes of each word, we can still interpret the meaning based on the information we have.
• Let’s read the first paragraph again together to look for clues that surround the word portable. As we are reading underline any words surrounding portable that you think will help us understand the meaning.”
READ the paragraph aloud and slowly; do not stop on any of the identified words.
CLICK TO SHOW the first context clues.
ASK “How does the context clue while they walk, ride, or play help us understand the meaning of portable?” (A: answers will vary)
SAY:
• “We know the meaning of port in the word portable, so this word must have something to do with something being carried or maybe a gate.
• The sentence explains that snacks are made to be portable so people can eat them while they are walking or riding.
• This tells us that the word portable must mean something along the lines of being able to take food with you during activities.”
CLICK TO SHOW the meaning.
SAY “Write the meaning we determined in your workbook. Let’s look at the next paragraph.”
CLICK TO DISPLAY Morph Story Paragraph 2.
SAY “Whisper read the second paragraph. Circle the word that includes the root port .”
ASK “What is the word that contains the root port in the second paragraph?” (A: transport)
SAY “The second word is transport . Work with a partner to find the context clues that will help us determine the meaning of transport .” (Allow students 1-2 minutes to find the context clues.)
ASK “What are the context clues you found in the second paragraph for transport?” (A: answers will vary)
Morphology
CLICK TO REVEAL the context clues.
SAY:
• “The context clues I found are paper cone, easy, and without a plate.”
• When I piece those words together it creates an image in my head of a person taking a snack in a paper cone with them instead of eating in one place on a plate.
• Work with a partner to define the word transport using the context clues.” (Allow students 1-2 minutes to interpret the meaning of transport.)
ASK “What is the meaning of transport?” (A: answers will vary)
CLICK TO REVEAL the example meaning of transport .
CLICK TO DISPLAY MorphStory Paragraph 3.
SAY “Whisper read the third paragraph. Circle the words that use the root port .”
ASK “What are the words that contain the root port in paragraph three?” (A: export and passport)
SAY:
• “Now it is your turn to find the context clues and interpret the meanings of export and passport
• Work independently to underline context clues for each word and then write your definition in the box in your workbook.” (Allow students 2-3 minutes for each word. Support struggling students by helping them identify key words that relate to the root port and what is being carried in the passage.)
CLICK TO REVEAL the context clues for paragraph three.
SAY “Here are the examples for context clues of the words export and passport .”
ASK “What did you find while you were making your definitions?” (A: answers will vary; allow students to share out or with a partner)
CLICK TO SHOW the example definitions.
SAY “Now that we have determined the meaning of each word, we will answer comprehension questions.”
CLICK TO DISPLAY Comprehension Questions.
CHOOSE a student to read the first question aloud.
SAY “Turn to a partner and tell them your answer. Then write your answer in your workbook.”
ASK “Why are snacks made in all shapes and sizes?” (A: so that they are portable)
Morphology
Answer Key
con + port = conport
Con means together.
Port means to carry.
Conport means to carry something together.
REPEAT this routine with the next two questions:
• “What is one way sellers serve snacks so they can be transported ?” (A: in paper cones; small bags)
• “How do we get snacks from other parts of the world?”(A: they are exported)
SAY “Now we will climb in InferCabulary and practice in the Reading Playground.”
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE Unit 9, Lesson 5 Quick Checks.
SAY:
• “For this Quick Check, you will complete a Morpheme Addition equation with a nonsense word.
• Add the morphemes in the equation, determine the meaning of each morpheme, and then combine them to define the word.
• Even though the word is nonsense, you will be able to make a definition because you will be familiar with the morphemes. This will help you practice making meaning of words you do not know.
• You will have the rest of this time to complete the Quick Check independently.”
Unit 10 Lesson 1
Vowel Suffix Rules Phonics
Objectives
• To decode words with vowel suffixes where the base spelling changes upon adding a vowel suffix.
• S pecifically, to decode words that follow the 1-1-1 Doubling Rule, the Drop the e Rule, and the Change the y to i Rule.
• To build recognition of sets of homophone Heart Words: passed, past, whole, hole, red, read, wood, and would
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• SyllaBoards™ Kit
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• U nit 10 Home Connection Letter – printed and copied (Supply Room)
• pencil
What You Need to Know
Vowel Suffixes
• A base is the part of the word that carries the foundational meaning when the prefix or suffix is taken away. For example, code is the base of decodable
• A suffix is a morpheme that is added to the end of a base to change the meaning or function in some way. For example, help is a verb and helper is a noun.
• A vowel suffix is a suffix that begins with a vowel (- ed, -ing , - er, - es, -able, - est, - ous, -ive, -ible, -y).
• A consonant suffix is a suffix that begins with a consonant (- s, - ness, - ment, - ly, -ful, - less).
• Derivational suffixes are added to the end of a base to change the meaning, often by changing its part of speech (- ment, - ness, -able, -ible, - ly, -ful, -ism, -ist, -ish, -ity).
• Inflectional endings (- er, - ed, - s, - es, and -ing), or inflectional suffixes, are suffixes that change verb tense and number (or amount) of a base.
Inflectional ending - er:
• - er is used to make an adjective comparative. For example, adding - er to the free base big (an adjective) creates the word bigger. Something that is bigger than something else is “more big” than the original item.
• - er can also be added to a base that is a verb to turn the verb into a noun. For example, adding - er to the free base help (a verb) creates the noun helper. Adding - er to the free base garden (a verb) creates the noun gardener. In this case, - er is not considered an inflectional ending, because it changes the meaning of the base rather than the function. This does not affect students’ decoding of words that end with - er
Inflectional ending -ed:
• - ed added to a base that is a verb makes the verb
past tense. For example, adding - ed to the free base help (a present tense verb) turns the verb into the past tense verb helped. Adding - ed to the free base rent (a present tense verb) turns the verb into the past tense verb rented.
– T here are many common words whose past tense is not created by adding the inflectional ending - ed . For example, the past tense of run is ran, not runned. The past tense of do is did, not doed.
• I n earlier grades, students learned that suffix - ed spells three sounds: /d/, /t/, and /ihd/. Suffix - ed adds the syllable /ihd/ to a word when the base ends in d (handed) or t (rented).
– - ed can also be added as a suffix to change the meaning of the base. As a suffix, - ed can turn a noun into an adjective. For example, the noun slant becomes the adjective slanted; the noun hand can become an adjective, as in left-handed. This does not affect students’ decoding of words that end with - ed
Inflectional ending -s:
• - s added to a base that is a noun makes the noun plural, or tells us that there is more than one, for nouns other than those ending in the letters s, sh, ch, x , or z . For example, adding - s to the free base goat (a singular noun) turns the word into the plural noun goats (more than one goat). Adding - s to the free base book turns the word into the plural noun books (more than one book).
• - s added to a base can also make a verb present tense when the subject is he, she, or it. This is known as the third person singular present tense. For example, the verb run can be changed from the first person singular present tense (I run) to the third person singular present tense (he, she, or it runs; the dog runs) by adding the inflectional ending - s
• When the base ends in an unvoiced consonant, the inflectional ending - s will spell the sound /s/ (as in cats or sticks). When the base ends in a voiced consonant, the inflectional ending - s will
What You Need to Know
spell the sound /z/ (as in dogs or beds). It is not important to explain this to students, as long as they decode words with - s properly.
Inflectional ending -es:
• - es is pronounced /ihz/.
• - es added to a base that is a noun makes the noun plural when the noun ends in the letters s, sh, ch, x , or z . For example, adding - es to the free base bus (a singular noun ending in s) turns the word into the plural noun buses (more than one bus). Other examples include bush – bushes, box – boxes, and beach – beaches.
• - es added to a base ending in the letters s, sh, ch, x , or z can also make a verb present tense when the subject is he, she, or it. As noted above, this is known as the third person singular present tense. For example, the verb fuss can be changed from the first person singular present tense (I fuss) to the third person singular present tense (he, she, or it fusses; the baby fusses) by adding the inflectional ending - es. Other examples include she pushes; it reaches; the athlete boxes; the bee buzzes).
Inflectional ending -ing:
• -ing added to a verb makes the verb the present participle. This shows that the action of the verb is in progress or continuous. For example, adding -ing to the free base look (a verb) turns it into the present participle looking (as in, someone is in the process of looking for their missing watch).
• I n previous grades, students learned to read the letters ing as a chunk that reliably spells the sounds /ing/.
• S pelling words that end with consonant suffixes is fairly simple because the consonant suffix is almost always added without changing the base. One notable exception is judge – judgment, in which the final e is dropped before adding the suffix - ment
• Words with vowel suffixes can sometimes be troublesome to read and spell.
• Students have learned about the following rules in the Unit 7 morphology lessons. This unit will focus on decoding and encoding rather than exclusively on meaning.
Adding Vowel Suffixes Using the 1-1-1 Doubling Rule
• T he 1-1-1 Doubling Rule is a spelling rule for adding vowel suffixes to certain Closed Syllable words called 1-1-1 words.
• A 1 -1-1 word has one syllable with one vowel letter followed immediately by only one consonant letter. For example, the word ram is a 1-1-1 word, but the words ream (two vowels) and ramp (two consonants) are not.
• T he 1-1-1 Doubling Rule explains when to double the final consonant before adding a vowel suffix to a Closed Syllable word. The 1-1-1 Doubling Rule applies only to vowel suffixes.
• If a one-syllable word has one vowel letter followed immediately by one consonant letter (1-1-1), double the final consonant before adding a vowel suffix: run – run n ing , jet – jet ted, and hug – hug g able
- A n exception occurs when a word ends with the letter x . The letter x is never doubled, even if the word is a 1-1-1 word: wax – waxing , mix – mixed, six – sixes, and tax – taxable
• D oubling the consonant in 1-1-1 words makes it clear that the vowel in the base word is short because the first of the doubled consonants “closes” the syllable before the suffix.
• U nderstanding the 1-1-1 Doubling Rule helps students differentiate between words such as hopping – hoping , scarring – scaring , and pinning – pining
• Whenever the base is a Closed Syllable but not a 1-1-1 word, do not double the consonant when adding a vowel suffix. Some examples are:
What You Need to Know
– O ne syllable with one vowel letter followed by more than one consonant letter: branch – branching , crush – crushed, rent – rentable, strength – strengthen, and rust – rusty
Adding Vowel Suffixes to Words with More than One Syllable
• T he 1-1-1 Doubling Rule applies to multisyllabic words only if the accent is on the last syllable and the last syllable is a 1-1-1 syllable: adMIT –adMITt ing , emBED – emBED d ed, and beGIN –beGIN ner. However, the n is not doubled in open – opening because the accent is not on the last syllable.
• T his rule has many exceptions where the last syllable is not accented, yet the final consonant is doubled: cancel – cancelling or program –programmable
• K nowing when syllables are stressed and unstressed comes with knowledge of word pronunciation. This information can be obtained through a dictionary. A teacher can also provide pronunciation information for words students are not familiar with.
Adding Vowel Suffixes Using the Drop the e Rule
• T he Drop the e Rule is used when adding most vowel suffixes to a word that ends in a silent e For example, the word bake drops the e before adding – ed (baked), - er (baker), or -ing (baking).
• N ote that this rule does NOT always apply to words where a final e is a part of a vowel team. For example, agree becomes agreeing . Removing the final e would change the sound of the final phoneme in the base. However, adding suffix - ed to agree requires the removal of the final e in agree because eee is not an acceptable letter sequence in English words.
• A nother notable exception is when a vowel suffix that does not begin with i or e gets added to a base where the final e is needed to spell a soft c or g phoneme as in the word trace. When adding a suffix such as -able, the e is still needed to maintain the soft c phoneme. The word is spelled traceable
• T he Drop the e Rule is used to avoid having two vowels in a row that would create a new sound, such as bakeed, bakeer, or bakeing.
• T he Drop the e Rule is not used when adding consonant suffixes.
Adding Vowel Suffixes Using the Change y to i Rule
• T he Change the y to i Rule is used when a word ends in a consonant + y and a vowel suffix is added. For example, the y is changed to an i when adding the suffixes to rely (relied), busy (busiest), and try (tries).
• The y does not change if it follows a vowel, or is a part of a vowel team, as in pl ay (playing).
• T his rule does not apply when adding suffix -ing because there would be two letter i s in a row. For example, try becomes trying , not triing and dye becomes dyeing , not dyiing
Start Teaching
Vowel Suffix Rules
1. State Objectives
O PEN Orbit Online to Unit 10, Lesson 1, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– read words with vowel suffixes where the base’s spelling changes when we add the vowel suffix.
• We learned about these in Unit 7 in our Morphology lessons.
– s pecifically read words that follow the 1-1-1 Doubling Rule, the Drop the e Rule, and the Change the y to i Rule.
– recognize four sets of homophone Heart Words.
• Let’s start off by observing a new group of words.”
2. Word Observatory
CLICK TO DISPLAY Word Observatory.
SAY “Take a moment to carefully observe these words: drummer, forgettable, gritty, happiest, shiny, closing , shaking , bunnies. Look for things that all or a few of the words have in common. One example is that most of the words have two syllables (drummer, shaking , gritty, shiny, closing , bunnies).”
ASK “What are other things some or all of these words have in common?”
• Possible answers include words that are verbs (shaking , closing), words ending with suffixes (all words), or words with suffix -y (gritty, shiny).
• Additional prompts: What do you notice about words with double letters? Think about parts of speech. Are there any letters that made a sound you didn’t expect?
SAY “The common feature of all these words that we will focus on in this unit is suffixes.”
3. View Vowel Suffixes Animation
CLICK TO DISPLAY Vowel Suffixes Animation.
Phonics
SAY “Let’s watch this animation to review vowel suffixes and to learn about a few rules that help us read and spell certain words with vowel suffixes. We’ve already learned a bit about the Spell It Right Rules in Unit 7 in our morphology lessons. In this unit, we’ll focus on reading and spelling with vowel suffixes.”
CLICK TO PLAY the animation.
4. Review Words with Vowel Suffixes
SAY “Let’s review what we just learned.”
ASK:
• “ What is a suffix?” (A: a morpheme that is added to the end of a base to change the meaning)
• “ What is the difference between a consonant suffix and a vowel suffix?” (A: A vowel suffix begins with a vowel, like -es. A consonant suffix begins with a consonant, like -s.)
• “ How does adding a suffix change the meaning of a word?” (A: Suffixes change parts of speech as in help – helper, verb tense as in walk – walked, or amount as in paper – papers.)
CLICK TO DISPLAY Review: skimming
ASK “Do you see a suffix?” (A: yes, -ing)
SAY “When we see a suffix, let’s cover it up so we can focus on the base.”
CLICK TO COVER suffix -ing
ASK “How many vowels do you see in the rest of the word?” (A: one)
CLICK TO UNDERLINE the vowel.
ASK “So, how many syllables will the base have?” (A: one)
CLICK TO PLACE one SyllaBoard™ under the word skimming .
SAY “I’ll add the i to the board.”
CLICK TO ADD an i to the board.
SAY “Let’s bring down our consonants in the base. I’m not sure that the second m is a part of the base, so I’m going to leave that off for now.”
CLICK TO ADD the consonants.
ASK:
• “ What is the base?” (A: skim)
• “ Is that a free or bound base?” (A: free)
CLICK TO UNCOVER the suffix and box it in.
ASK:
• “ What type of suffix is -ing , vowel or consonant?” (A: vowel)
• “ What happens to a 1-1-1 base, like skim, when adding a vowel suffix?” (A: we double the last consonant)
• “ What is that rule called?” (A: the 1-1-1 Doubling Rule)
• “ Is suffix -ing just a sound or a whole syllable with a vowel phoneme?” (A: whole syllable)
SAY:
• “ So, it will need its own SyllaBoard™. Let’s add another board (click to add ) and add i- n - g to the new last board (click to add ing).
• If we add the doubled m to the end of the first board or the beginning of the second board, it will not change the pronunciation, so let’s just split the consonants for now and add it to the second board (click to add the letter m)
• T he doubled consonant helps us see that the first syllable is closed and we should read it with a short vowel phoneme.”
ASK “What is the whole word?” (A: skimming)
CLICK TO REVEAL the contextual image for skimming
SAY “Papa enjoys skimming the newspaper while he eats breakfast. A synonym for this definition of skimming is glancing . To skim means to look over quickly.”
ASK “How does the suffix -ing change the word?” (A: changes the tense)
SAY:
• “ Let’s remember this strategy that we can add to our multisyllabic word reading procedure. When we come to a word we don’t know, we can first look for any suffixes and cover them up to help us focus on the base.
• T his is also useful for words with prefixes like un -, pre -, in -, and dis -.
• O nce we cover up the parts we already know, we can underline the vowels and segment the syllables and then add the prefixes and suffixes back on to read the whole word.
• Remembering the vowel suffix rules will help us read the base with the correct vowel phoneme.”
5. Word Sort
SAY “Now we are going to sort words into four groups. We will look for the suffix rule that is applied to each word and then sort them.”
CLICK TO DISPLAY Word Sort.
Phonics
1-1-1 Doubling
SAY “Our categories are 1-1-1 Doubling Rule, Drop the e Rule, Change y to i Rule, and then there is a fourth column for words with no change needed before adding the vowel suffix.”
CLICK TO REVEAL the word beginner
SAY “I see the vowel suffix - er and the base begin .”
ASK “Which rule was used to spell the word beginner?” (A: the 1-1-1 Doubling Rule)
SAY ”Yes, even though begin has two syllables, the second syllable, in, is one syllable with one vowel followed by one consonant so the n is doubled before adding the suffix.”
CLICK TO MOVE the word beginner under 1-1-1 DOUBLING.
CLICK TO REVEAL the word largest
SAY “I see the vowel suffix - est and the base large.”
ASK “Which rule was used to spell the word largest?” (A: Drop the e)
SAY “Yes, large ends in e so that e is dropped before adding the vowel suffix - est . If we kept the e, we would read the word as largeest .”
CLICK TO MOVE the word largest under DROP THE E.
CLICK TO REVEAL the word landed
SAY “I see the vowel suffix - ed and the base land.”
ASK “Which rule was used to spell the word landed ?” (A: no change)
SAY “There is no spelling change needed to add the vowel suffix - ed to the base word land .”
CLICK TO MOVE the word landed under NO CHANGE.
CLICK TO REVEAL the word noisier.
SAY “I see the vowel suffix - er and the base noisy.”
ASK “Which rule was used to spell the word noisier?” (A: Change y to i)
SAY ”In noisy, the y is changed to i before adding the vowel suffix - er.”
CLICK TO MOVE the word noisier under CHANGE Y TO I.
CONTINUE SORTING WORDS by examining suffixes and bases: foggy, tried, falling , grazing
Answer Key
Drop e
Change y to i No Change beginner largest noisier landed foggy grazing tried falling
6. Read Words with Vowel Suffixes Using the Multisyllabic Word Reading Procedure
I DO melodies
SAY:
• “ Let’s break down some words with vowel suffixes.
• D o not say the word if you know it.”
C LICK TO DISPLAY I Do: melodies
SAY:
• “ We’re going to add a new beginning question. Do I see a suffix? I do. I see suffix - es
• B ecause I already know this suffix and don’t have to figure it out, I’m going to cover it up to help me figure out the rest of the word.”
CLICK TO COVER suffix - es
SAY:
• “ With the suffix covered up, I see three vowels (click to underline the vowels) and they are all apart.
• T his means that my base will have three syllables, so I’ll put down three SyllaBoards™.”
CLICK TO PLACE three SyllaBoards™ under the word melodies.
SAY “Now, I’ll add an e to the first board, an o to the second, and an i to the third.”
CLICK TO ADD the vowels to the boards.
SAY “Next, I’ll add the consonants in order while separating them on the boards to surround the vowel spellings.”
CLICK TO ADD the consonants to the boards.
SAY:
• “ Now I should be able to read the base, /mĕl/ /ō/ /dī/ (read incorrectly with a long o in the second syllable and a long i phoneme in the final syllable).
• T his sounds like a word I know, but it’s not quite right. I know that sometimes a vowel in an Open Syllable, like the o here, can spell schwa, so I’ll try that. /mĕl/ /uh/ /dī/ (read incorrectly again with a long i phoneme in the final syllable)
• T hat sounds closer, but it’s still not right. I’m going to uncover the suffix to see if that helps me.”
CLICK TO UNCOVER suffix - es and box it in
melodi i ng
Phonics
m e l od ies
mel o di y
m e l od ies
mel o dies
SAY:
• “Oh, it’s a vowel suffix, and there is a rule that says to change y to i before adding a vowel suffix.
• T he letter before the vowel suffix is an i, so I’ll see what happens if I temporarily change it to a y.”
CLICK TO ADD the letter y above the i.
SAY:
• “ I know that y at the end of a multisyllabic word often spells the phoneme /ē/, so the base must be melody. The y changed to an i before adding e - s
• U sually, suffix - es spells /ihz/, but in this word, it just spells the phoneme /z/.
• We don’t just add an s to most words that end in y ; we add e - s instead.
• B ecause suffix - es just spells a sound and not a whole syllable, I’ll add it to the last SyllaBoard™.”
CLICK TO REMOVE the letter y and add suffix - es to the third board.
ASK “How does suffix - es change the word?” (A: makes it plural)
CLICK TO REVEAL the contextual image for melodies
SAY:
• “ Melodies are musical sounds or notes that sound lovely together.
• ‘ The choir’s rich melodies filled the auditorium with joy.’
• N ow, let’s read a couple of words together.
• Place your SyllaBoards™, dry erase marker, and eraser on your desk.”
WE DO cascading
SAY “Do not say the word if you know it.”
CLICK TO DISPLAY We Do: cascading
ASK “Do you see a suffix at the end of the word?” (A: yes, -ing)
SAY “To help us figure out the base, let’s cover up the suffix and see what’s left.”
ASK “How many vowels do you see now?” (A: two)
CLICK TO UNDERLINE the vowels.
ASK:
• “Are the vowels together or apart?” (A: apart)
Phonics
c
• “ So, how many syllables will the base have?” (A: two)
CLICK TO PLACE two SyllaBoards™ under the word cascading and ask students to put two boards on their desks.
SAY “I’ll add an a to each board.”
CLICK TO ADD the vowels to the boards and ask students to do the same.
SAY “Next, we will add the consonants in order while separating them on the boards to surround the vowel spellings.”
CLICK TO ADD the consonants to the boards and have students do the same.
ASK:
• “ What does the first board spell?” (A: cas pronounced /kăs/)
• “ What does the second board spell?” (A: cad pronounced /kăd/)
• “ Have you heard the word cascad ?” (A: no)
SAY “I’m not sure that cascad is a word. Let’s uncover the suffix to see if that helps.”
CLICK TO UNCOVER suffix -ing and box it in.
SAY:
ASK “What is the whole word?” (A: cascading) c
• “Oh, it’s a vowel suffix, and there is a rule that says to Drop the e before adding a vowel suffix.
• We should try that because if the last syllable was supposed to have a short vowel phoneme, that last consonant would be doubled, like in the word skimming that we broke down earlier.
• Let’s try temporarily adding the e in to see if it sounds like a word we know.”
CLICK TO ADD the letter e after the d and ask students to do the same.
ASK:
• “ If the second syllable used to be c-a - d - e, how would we pronounce it?” (A: /kād/)
• “ What is the whole base?” (A: cascade)
• “ Is suffix -ing just a sound or a whole syllable with a vowel phoneme?” (A: whole syllable)
SAY “So, it will need its own SyllaBoard™. Let’s add another board (click to add), remove the e, and add i- n - g to the new last board (click to remove the letter e and to add ing).”
Note: If students do not need a step-by-step review of a particular word, click through the procedure quickly to reach the confirming image.
Remember:
This independent work is critical and consolidates transfer of skills.
CLICK TO REVEAL the contextual image for cascading
SAY “Yes, the base is cascade, which means to fall in stages, like a waterfall or fabric, so cascading means it is happening right now in the present tense.”
YOU DO drabbest, deciding, babies
SAY “Now it’s your turn to follow the routine on your own. Clear your boards.”
FOR EACH WORD:
• s how the word,
• a llow students time to complete the procedure independently,
• c irculate to check student boards and note any misconceptions,
• and review after each word to segment and read the words correctly, by clicking through the procedure until you reach the confirming image if students are struggling.
CLICK TO DISPLAY YOU DO: Spell It Right Rules.
drabbest – ‘This is the drabbest chair I’ve ever seen; it’s so boring.’
• Cover - est, underline a, put down one board, add the a, add the consonants [drab], uncover - est, read the base, bring down another board, add - est to the second board, and then bring down the doubled b.
• [d rab] [best]
• 1 -1-1 Doubling Rule
REVIEW student boards after each word and walk through the procedure below if students are struggling to segment and read the word correctly. Provide Positive Error Correction as needed.
deciding – ‘I need help deciding between chocolate cake and cheesecake.’
• Cover -ing , underline e and i, put down two boards, add the vowels, add the consonants [de] [cid], uncover -ing , temporarily add e after d, read the base word, bring down another board, remove e and add -ing to the third board.
• [de] [cid] [ing] or [de] [ci] [ding] to better match pronunciation
• D rop the e Rule
babies – ‘The babies played happily on the mat.’
• Cover - es, underline a and i, put down two boards, add the vowels, add the consonants [ba] [bi], uncover - es, temporarily add y above i, read the base, remove y and add - es to the second board.
Answer Key
1. Circle any i that was changed from y in the word.
replied, studied, hurried
2. Draw a box around the original word that used to contain an e escaping , opposing , decorated, increasing
3. Underline the consonants that were doubled because a vowel suffix was added to the word.
fla pping , scru bbable, formatt ing , jogger, permitt ing
4. Write the word that needed NO change when the vowel suffix was added.
bluffed, buzzed
• [ba] [bies]
• Change y to i Rule
Routine For Teacher Reference:
• “ Do you see a suffix?” (A: yes)
• If so, cover it to focus on the rest of the word.
• “ How many vowels are in the remaining part?” (Answers vary.)
• “Are they together or apart?” (A: apart)
• Put down the corresponding number of SyllaBoards™. (If there are two vowels in the base, students should put down two boards.)
• Write each vowel on its own board.
• F ill in the consonants.
• U se Touch & Say to read the syllables.
• U ncover the suffix to help determine if a vowel suffix rule was used. (If needed, flex the vowel to schwa to read the word correctly.)
– If Drop the e, temporarily add the e to aid in pronunciation.
– If 1-1-1 Doubling, add the doubled consonant to the board with the vowel suffix.
– If Change y to i, temporarily add the y above to aid in pronunciation.
7. Word Hunt
PAIR STUDENTS and have them sit together.
SAY “Now we’ll read words with vowel suffixes. Then, you will hunt for words with your partner. Open your workbooks to page 83.”
CLICK TO DISPLAY Word Hunt.
SAY “Each partner will read one box of words aloud while the other partner checks if the word is being pronounced correctly. Then we will check the words together.”
PROVIDE students time to read the two boxes. Then, have a pair read the words to the class, checking for proper pronunciation.
SAY “Read through and answer the questions below the words together.”
REVIEW answers as a whole class, and have students adjust answers as necessary.
8. Decodable Passage Teacher Read
SAY:
• “Open your workbooks to page 84.
• O ur passage for this unit is called ‘The Lumberjack Legend,’ and it includes our Heart Words and words with vowel suffixes.
• Today, I’m going to read it aloud to you while you follow along in your books.
• Let’s answer a few questions first.”
CLICK TO DISPLAY Activating Prior Knowledge. Read the title and the questions and quickly discuss the answers.
CLICK TO DISPLAY Words to Preview. Read through the words and have students repeat them.
CLICK TO DISPLAY Point and Say words. Read through the words and have students repeat them.
SAY “Now pay attention to the way I read with accuracy and how I read smoothly, with fluency, and intonation, how my voice changes to help the listener understand the text.”
READ “The Lumberjack Legend” aloud with appropriate fluency and intonation.
ASK “Were your predictions on what the passage was going to be about correct?”
SAY:
• “ Let’s go back through and find those Heart Words before we learn more about spelling them.
• F ind the first underlined word, point to it, and say it with me.”
CONTINUE with the remaining Heart Words.
IF TIME ALLOWS, EXPLAIN anything new you have learned from the text and allow students to do the same.
9. Heart Word Magic
CLICK TO DISPLAY Heart Word Magic.
SAY:
• “ Let’s watch our Heart Word Magic animation for the Unit 10 words: passed and past, red and read, whole and hole, and would and wood.
• T his week, we have four pairs of words that sound the same but are spelled differently and have different meanings.
• We’ll learn more about homophones in the animation.”
CLICK TO PLAY the Heart Word Magic animation.
10. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary.
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground
Students play independently in the Reading Playground for up to 10 minutes.
Answer Key
carve + - ed > carved
challenge + - er > challenger
tiny + - est > tiniest
slam + -ing > slamming
crab + -y > crabby
11. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 10, Lesson 1 Quick Checks.
SAY “For today’s Quick Check, you will add vowel suffixes to a base. Apply one of the rules, 1-1-1- Doubling, Drop the e, or Change i to y for each word.”
Unit 10 Lesson 2
Self-Assessment & “Rascal Jack and the Briar Bluff” Reading Vocabulary
Objectives
• To determine word knowledge through self-assessment.
• To preview a text by activating prior knowledge, making connections to personal experiences and books you have read in the past, and defining unfamiliar words.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
Vocabulary
What You Need to Know
InferCabulary
• Confirm that the words from Module 2 were unstarred and the words from Module 3 have been starred as directed in Module 2, Unit 9.
Note: Words will fit in more than one category but are placed with the category that is most prominent.
Full Word Set for Module 3
Words related to trickster tales or character traits abrupt ambitious briar cunning legendary massive mighty mischievous protruding receding resourceful scheme scuffle theme trait trickster wilderness
Words that include the suffix -ic acidic acrobatic apologetic basic charismatic domestic dramatic energetic frantic lethargic magnetic microscopic nostalgic sympathetic toxic
Words that include the base spect disrespectful perspective respectful spectacle
Words that include the base vis invisible supervision visible visionary
Words included in phonics lessons colliding compelling flammable witty
Words considered highly prevalent bacteria canyon frontier organism pollution prairie
Create InferCabulary Expedition Pre-Test
• Create the InferCabulary Expedition Pre-Test for Module 3 by building an assignment from the word set entitled Orbit Module 3 Expedition Pre-Test.
• For detailed directions see “How to Create the Expedition Game Assignment in InferCabulary ” on page 73.
Start Teaching
Self-Assessment & “Rascal Jack and the Briar Bluff” Reading
1. State Objectives
OPEN Orbit Online to Unit 10, Lesson 2, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY “At the end of today’s lesson, you will be able to:
• identify what you already know and determine what you still need to learn.
• u se semantic links to find related words.
• prepare to read a folktale by making connections to your experiences and to books you have read and by figuring out the meanings of new words.”
2. Self-Assessment
CLICK TO DISPLAY Module 3 Self-Assessment.
STUDENTS OPEN their workbooks to page 87, “Word Knowledge Self-Assessment.”
SAY:
• “ Remember that we start every new module with a self-assessment of the words we will encounter throughout the next four weeks.
• You will see these words in InferCabulary as well as other activities throughout the module.
• T he goal is to deeply learn these words so that we can remember them in other activities and use them when we read and write.
• Let’s review the three levels we use to decide how well we might know a word.
• U se a plus sign next to each word that you recognize and know well enough to also think of 2-3 semantically related words.
• Put a checkmark next to the words that you recognize but do not know deeply enough to be able to talk about with 2-3 semantically related words.
• F inally, put a dash next to words that you are not familiar with or do not remember hearing before.
Vocabulary
Note: Add in any anecdotal observations from the Module 2 Self-Assessment such as, “I remember how challenging it was for many of you the first time you went through the words at the start of Module 2 compared to how much you knew at the end.” Or, “I noticed many of you started with mostly checkmarks in Module 2, but ended with several more plus signs.”
• Remember that this is all part of your word-learning journey. It is okay that there might be words you are unfamiliar with or words that you do not know deeply. That means we are in the right spot for learning.
• I a lso want you to remember that we will come back to these words in a few weeks when you will be able to measure your progress.”
READ each of the words aloud as the students follow along in their workbooks and complete the self-reflection.
3. “Rascal Jack and the Briar Bluff” First Reading
CLICK TO DISPLAY Folktales.
SAY:
• “A folktale is a story that has been told for many years. There is usually a lesson, or moral, at the end.
• T he characters are made-up, and often include talking animals or magical people.
• T he folktale we will read today is a trickster tale. In a trickster tale, a character uses their brain to outsmart others.”
CLICK TO DISPLAY
What Do You Already Know?
SAY “Before we begin reading, we will think about what we already know about the topic and make connections to other stories we have read or heard.”
ASK the following questions to activate students’ prior knowledge and encourage discussion:
• “ Have you ever heard a story where an animal acts like a person and talks or plays tricks? What do you remember about that story?”
• (Click to replace with new question.) “Have you read any other stories
Vocabulary about trickster characters like Anansi the Spider or Coyote? What kinds of things do those characters usually do?”
• (Click to replace with new question.) “Have you ever played a trick on someone (in a fun way) or had someone play a trick on you? How did it feel? What happened?”
• (Click to replace with new question.) “Why do you think people enjoy stories where someone clever wins against someone bigger or stronger?”
CLICK TO DISPLAY Words to Preview.
SAY:
• “ Before I begin reading, let’s preview some words that may be new to you.
• A pine marten is a small, furry animal that lives in forests. It looks a bit like a mix between a cat and a weasel. Pine martens have soft brown fur, a long bushy tail, and a creamy-colored patch on their chest. They are great climbers and love to jump from tree to tree.”
ASK “What animals does this pine marten remind you of?” (Call on 1-2 student volunteers to share.)
CLICK TO ADD badger.
SAY “A badger is a short, strong animal with a thick body and short legs. It has a gray body and a black-and-white-striped face that makes it easy to recognize.”
ASK “Have you ever seen a badger or read a story that included a badger?” (Call on 1-2 student volunteers to share.)
CLICK TO ADD prank
SAY “A prank is a kind of trick played on someone to make them look silly and to amuse others. For example, ‘Millie played a silly prank on her friend by spreading toothpaste on her crackers instead of peanut butter.’”
CLICK TO DISPLAY Time to Read!
STUDENTS OPEN their workbooks to page 88, “Passage – ‘Rascal Jack and the Briar Bluff.’”
SAY “I will read the folktale aloud as you follow along with me. We will not start filling in the blanks until the next lesson.”
READ “Rascal Jack and the Briar Bluff” aloud without the missing words. Take this opportunity to model fluent reading with expression.
SAY “In the next lesson, we will look closely at the first paragraph of this folktale and use semantic links, parts of speech, and our vocabulary words to fill in the blanks.”
Answer Key
1. forest, climb, bushy tail, jump
2. short, strong, gray, thick
3. B
4. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 10, Lesson 2 Quick Checks.
SAY “Circle the words that are related to pine marten . Next, circle the words that are related to badger. Then, you will choose the answer that is an example of a prank.”
Unit 10 Lesson 3
Vowel Suffixes Practice Phonics
Objectives
• To decode and encode multisyllabic words with vowel suffixes.
• To decode and encode the homophone Heart Words: passed, past, whole, hole, red, read, wood, and would .
• To practice oral reading fluency with decodable texts.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary and Reading Playground
• Q uick Check – printed and copied (Supply Room)
• pencil
Start Teaching
Vowel Suffixes Practice
1. State Objectives
OPEN Orbit Online to Unit 10, Lesson 3, Phonics.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– read and spell multisyllabic words with vowel suffixes.
– s pell our Unit 10 Heart Words.
– read words, sentences, and our passage with greater fluency.”
2. Practice Heart Word Spelling
CLICK TO DISPLAY Heart Words.
SAY:
• “ Each of our Heart Words in this unit is a homophone. A homophone is a word that sounds the same as another word with a different spelling and meaning.
• Let’s look at the pairs of words, how they are spelled, and their meanings.”
ASK:
• “ What is this word (point to red)?” (A: red)
• “And what is this word (point to read)?” (A: /rĕd/ or /rēd/)
SAY:
• “ R- e -a - d is a word that is pronounced in two ways, /rĕd/ with a short e and /rēd/ with a long e
• T he pronunciation depends on the context, or what other words are around it that indicate present tense or past tense.
• T he past tense, /rĕd/ is a homophone with the word for the color red They are spelled differently, but they sound the same. You have to use the context to help you figure out which word to write when spelling.”
ASK “What letter, or letters, is not making the sound we expect in r- ea - d ?” (A: ea spelling short e)
Phonics
Answer Key
w oo d
w oul d
p a ss ed
p a s t
CLICK TO CHANGE the ea from black to red and add a heart above it.
SAY “We are expecting the ea to spell its long vowel phoneme because ea is a vowel team that spells /ē/ most of the time. Instead, this ea spells the sound /ĕ/ when the word is in the past tense, /rĕd/: ‘Yesterday, I read three chapters of my book before bed.’”
REVIEW each of the three remaining pairs of homophones, asking the same questions as above and noting the unexpected vowel sounds.
hole (an empty space) = expected VCe spelling
whole (entire) = wh spells /h/, which is not very common and distinguishes the meaning of the word
wood (from a tree) = oo is a regular spelling of the // sound would (past tense of will) = oul spells //
past (before now) = Closed Syllable with regular sound-spelling correspondence
passed (to move, in the past) = ed indicates the past tense
CLICK TO DISPLAY Heart Word Spelling.
SAY “Turn to page 91 in your workbooks, and we’ll practice spelling the Heart Words we just went over. You’ll need to listen to the sentence to know which homophone to write.”
DICTATE the words, one at a time, reading the contextual sentence to help students make informed spelling decisions:
1. red - She chose a red apple.
2. read - He read the magazine while he waited for his appointment.
3. whole - Do you want olives on the whole pizza?
4. hole - I can fix the hole in my pants with a needle and some thread.
5. wood - We built garden beds using four pieces of wood .
6. would - I would like to visit Paris someday.
7. passed - The car passed by the grocery store.
8. past – The play was set in the past FOR EACH WORD, STUDENTS:
• FILL IN a dot for each sound that they hear.
• WRITE a grapheme in each box with a dot in print.
• FILL IN a heart above the tricky part(s).
• WRITE the whole word on the final line in cursive.
REMIND STUDENTS to use their phonics knowledge to spell the phonetically predictable parts of each word and to write legibly in print.
After students have spelled each word, CLICK TO HIGHLIGHT THE ROWS AND REVEAL the answers and review them, one at a time. (Click once for each dot representing a phoneme, then once for each grapheme, a third time to display the hearts over the tricky graphemes, then once again to display the completed word in cursive.)
3. Review
ASK:
• “ What is a suffix?” (A: a morpheme that is added to the end of a base to change the meaning)
• “ What are some suffixes you recall?” (A: Vowel suffixes: -ed, -ing, -er, -es, -able, -est, -ous, -ive, -ible, and -y. Consonant suffixes: -s, -ness, -ment, -ly, -ful, and -less).
• “ How do suffixes - s and - es change a base?” (A: make a noun plural; make a verb present tense)
• “ How do suffixes - ed and -ing change a base?” (A: change the verb tense to past or present)
• “ How does suffix - er change a base?” (A: makes a noun or compares two things)
• “ How does suffix - est change a base?” (A: it means ‘the most’ when comparing three or more things, as in fastest)
• “ What three rules have we learned about adding suffixes to words?” (A: the 1-1-1 Doubling Rule, Drop the e Rule, Change y to i Rule)
4. Partner Phrase Reading
CLICK TO DISPLAY Partner Phrase Reading.
STUDENTS PLACE workbooks and pencils on their desks.
SAY:
• “ Let’s read some words with suffixes in our Partner Phrase Reading.
• Turn to page 92 in your workbooks.
• Q uietly read the phrases to yourself. If you get stuck on a word, look for a suffix and cover it, underline the rest of the vowels, and break up the syllables to help you figure it out.”
STUDENTS READ QUIETLY TO THEMSELVES as many phrases as they can in the time given.
ASSIGN PAIRS OF STUDENTS to work together to read phrases fluently to each other and check each other’s work. Determine which student will act as the Reader first and which will be the Checker.
Have your blank copy of the workbook available as you monitor pairs throughout the room.
STUDENTS TRADE WORKBOOKS before the beginning of the paired activity.
See page 30 for full Partner Phrase Reading directions and page 31 for differentiation and challenge directions.
5. Detect & Decode
SAY “Now we’ll examine complete sentences to look for suffixes, and then read the sentences with fluency.”
CLICK TO DISPLAY Detect & Decode. Read the tasks aloud.
SAY “Read each sentence and complete your tasks. When you are done, we will discuss what you found and then we’ll all have a few chances to read sentences aloud.”
After students have had time to complete their Detect tasks, DISCUSS their findings.
For Discussion: Words with Vowel Suffixes but No Change
cracked (sentence 4) tricky (5) traveling (6) The first syllable is accented, so the l does not need to be doubled.
*Also, less commonly spelled travelling talented (7) meeting (10)
• Remember, our goal is to read each sentence accurately the first time.
• O ur secondary goal is to read fluently, as if we were talking to a friend.
• Readers, make sure you read loudly enough for everyone to hear.
• Checkers, that is everyone who is not reading, pay careful attention to the Reader and the text.
Note: All students should read at least two sentences. It is expected that students will read sentences already read by another student. It may be beneficial to have struggling readers read a sentence after it has already been heard by the group.
• Q uietly mark any errors in your workbook. Remember to make your marks light.”
CALL ON INDIVIDUAL STUDENTS to read sentences, one at time.
DIRECT CHECKERS to give a thumbs up if the Reader reads all the words correctly or a thumb to the side if the Reader misreads a word(s). If the Reader misreads any words, follow Positive Error Correction instructions (see page 11 for full directions).
6. Split It!
CLICK TO DISPLAY Split It!
SAY:
• “ We are going to spell some longer words in our workbooks.
• After we Whale Talk each word, we’ll spell the word one syllable at a time by listening to the sounds in each syllable.
• Let’s spell the first word together. Turn to page 93.”
CLICK TO HIGHLIGHT row #1.
SAY:
• “ The first word is messiest . Repeat. (Students repeat messiest.)
• Messiest, as in, ‘My closet is messy, but my oldest brother’s is the messiest .’
• N ow, let’s Whale Talk messiest together.” ( Whale Talk messiest by holding your lips together and shouting mess-i-est Students Whale Talk with you.)
ASK “How many syllables did you feel in messiest?” (A: three)
SAY:
• “Since messiest has three syllables, /mĕs/ /ē/ /ihst/, we will fill in dots in the first three boxes.
• A s you fill in each dot, say the syllables in messiest with me.
• /mĕs/ (click to fill in 1st dot), /ē/ (click for 2nd dot), /ihst/ (click for 3rd dot).”
SAY:
• “ Now, let’s spell each syllable in messiest by listening to the sounds in that syllable.
• T he first syllable is mess - /m/ /ĕ/ /s/, mess. This is a syllable we know how to spell.”
ASK “How do we spell mess?” (A: m-e-s-s)
Phonics
SAY ”The Double Trouble rule tells us to double the letters s, f, l, or z if they come right after a short vowel in a single-syllable word. This is the base, mess.”
CLICK TO ADD the syllable mess to the first box.
SAY “If the base is mess, then it sounds like this word has two suffixes. If we just added the first suffix, the word would be messy.”
ASK “What suffix would we add to mess to make messy ?” (A: suffix -y)
SAY:
• “ Since the new word ends in a y, I need to change the y to an i before I add vowel suffix - est
• S pell the syllable /ē/ with an i in the second section.
• If it helps you to write the word messy with a y and then to erase the y and change it to i, you can do that.”
CLICK TO ADD the syllable i to the second box.
ASK “And how do we spell vowel suffix /ihst/?” (A: e-s-t)
CLICK TO ADD the syllable est to the third box.
SAY:
• “ Let’s check our work using Touch & Say. We’ll touch each section as we read the syllable, and then we’ll blend the whole word together, /mĕs/ /ē/ /ihst/, messiest .
• Write the whole word together on the line on the right.”
CLICK TO ADD the word messiest to the final line.
CONTINUE the above process for the remaining words, one at a time. Review the answers at the end. Provide Positive Error Correction if needed. (See page 34 for full directions.)
REMIND students to write legibly in cursive.
The vowels spelling the schwa phoneme are underlined in the words below. The spelling of schwa can be provided if needed.
2. upsetting - [up] [set] [ting] or [up] [sett] [ing]
• “ It was upsetting when my ice cream fell on the ground.”
• “ I soaked the filthy socks after the soccer game.”
5. commended - [com] [mend] [ed] or [com] [men] [ded]
• “ The coach commended the player for her perseverance.”
• *The base of commended is mend. Com is a prefix.
7. Sentence Dictation Practice
SAY:
• “ Now, we’re going to put our suffix word spelling practice into use writing whole sentences.
• I ’ll say a sentence, and then I’ll repeat it slowly several times while you write it down.”
ASK “How do all sentences start and end?” (A: with a capital letter and with a period, a question mark, or an exclamation point)
SAY “Do your best to listen for places you might need a comma or quotation marks and do your best to think about the base word as you add suffixes to words.”
For each sentence:
CLICK TO DISPLAY Dictation Sentence Images, one at a time.
READ each sentence once with appropriate fluency and intonation.
STUDENTS REPEAT the sentence and count the number of words in the sentence. They write the number of words at the end. This will help them check that they’ve written each word.
REPEAT the sentence several times slowly as students write.
1. I have the thinner pile of trading cards. (8)
2. H ave you read the upsetting message and replied ? (8)
3. I n the past, the diner always had the tastiest pancakes. (10)
CLICK TO DISPLAY all three sentences and review as necessary. Students then make any necessary corrections.
8. Decodable Passage Practice
SAY:
• “ You heard me read the passage ‘The Lumberjack Legend’ earlier this week. Now, it’s your turn to get some practice reading the passage with a partner.
• You should focus on reading the words correctly, but this is also a time to work on your fluency.
Phonics
Words with vowel suffixes that follow the 1-1-1 Doubling Rule:
– If you see a question mark at the end of a sentence, like in the first sentence, change your voice to make it sound like a question.
– If something you read doesn’t sound right, go back and reread it. There is no need to rush.
• Let’s go back to page 84.”
CLICK TO DISPLAY Words to Preview. Review quickly.
CLICK TO DISPLAY Point and Say Words. Review quickly.
GROUP students into pairs and determine which student will be Reader 1 and which will be Reader 2.
COMPLETE the Decodable Passage Practice procedure. Refer to page 54 for details of the complete procedure.
SAY:
• “ With your partner, find four words in the passage that have suffixes. Challenge yourself to find one word that follows each rule: 1-1-1 Doubling Rule, the Drop the e Rule, and the Change the y to i Rule. The last word you find can follow any of these rules or be a word with a suffix that does not require a spelling change. Write those on your workbook page at the end of the passage.
• U se your best legible cursive handwriting. I should easily be able to read your words as I walk around.”
REVIEW student answers as a class.
TIME PERMITTING, HAVE STUDENTS LOOK FOR other words with the target concept. The lists below contain all words with suffixes and the rules they follow.
Words with vowel suffixes that follow the Drop the e Rule:
Words with vowel suffixes that follow the Change the y to i Rule:
Words with vowel suffixes that do not follow a rule biggest funny cutting dragging strapped logging trekking muddy larger uses exciting later sized named wider amazing created stories relied stretching strongest passed enjoyed telling rocking frying helped turned hardworking cleared constructed
9. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
10. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 10, Lesson 3 Quick Checks.
SAY “For today’s Quick Check, you’ll read words with suffixes and determine which rule is followed. You will write the word under the column heading 1-1-1 Double, Drop the e, Change y to i, or No Change.”
Answer Key
1-1-1 Doubling Drop e Change y to i No Change chatter exploded happiest brushed bidding charger angrier editing
Unit 10 Lesson 4
Semantic Reasoning & “Rascal Jack and the Briar Bluff” Cloze and Questions Vocabulary
Objectives
• To use semantic reasoning to identify related words.
• To use related words to construct a definition.
• To use semantic links, parts of speech, and word meanings to find missing words in a cloze passage.
• To ask and answer questions while reading a folktale to support and demonstrate comprehension.
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• O rbit Student Workbook 1
• InferCabulary
• Q uick Check – printed and copied (Supply Room)
• pencil
Start Teaching
Semantic Reasoning & “Rascal Jack and the Briar Bluff” Cloze and Questions
1. State Objectives
OPEN Orbit Online to Unit 10, Lesson 4, Vocabulary.
CLICK TO DISPLAY Objectives.
SAY:
• “At the end of today’s lesson, you will be able to:
– u se related words to build a definition.
– u se semantic links, word classes, and vocabulary words to find the missing words in a folktale.
– a sk and answer questions about a folktale.”
2. Semantic Reasoning Word Work – Briar
CLICK TO DISPLAY Semantic Reasoning Word Work - Briar
STUDENTS OPEN their workbooks to page 94, “Word Work Worksheet – Briar.”
SAY:
• “ We will complete another Word Work Worksheet to collect semantically related words for the word briar
• Remember that you will need to find either the category or example AND three other related words. If you find more than three related words, choose the three that will be the most helpful in defining the word.
• O nce you have found the related words you want to use, you will write a strong definition.”
CLICK TO DISPLAY Briar Basecamp.
ASK “What is the first step in this process?” (A: Look at all six pictures and make observations about how they are similar.)
SAY “We can also use our prior knowledge to decide what these pictures might tell us about the word briar.”
ASK “Does anyone want to share their observations?” (A: Validate all logical connections that might relate to the images. Redirect or request clarification as needed.)
SAY “Listen to each caption as I read it out loud. As I read each caption, write down the semantically related words on your worksheet.”
CLICK TO ADD, then READ each of the following captions. After reading each caption, give students 1-2 minutes to write related words. Then, click to add the next caption.
• “ This plant grows berries and thorns on tangled vines.”
• “ Be careful of these sharp tangled branches growing in the woods.”
• “ Birds hide in the dense thicket where no one can see them.”
• “ We had to cut through these brambles with strong clippers.”
• “Our fence is covered by plants that are full of thorns.”
• “ The vines on these bushes are tangled and prickly.”
SAY:
• “ Let me know if you need me to reread any of the captions.
• O nce you have chosen the most helpful related words, use them to draft your definition.
• Read it over and decide what words you should add or remove. Don’t forget to add punctuation.
• When you have completed all your edits, write the final version. (Click to show Connection Crossover.)
• Wow! It looks like there is a Connection Crossover here. This signal means that we have already learned a word that could help us understand this one. According to this note, it is a word that could be the category for briar.”
ASK “Does anyone know what this word might be?” (A: vegetation)
3. Cloze and Questions: “Rascal Jack and the Briar Bluff”
CLICK TO DISPLAY Sort the Words.
SAY “Before we read the first two paragraphs and fill in the blanks, let’s sort the vocabulary words by word class. Knowing each word’s job will help us choose the right ones.”
CALL ON a student to read the first word.
ASK “Is briar a person, place, or thing, or does it describe?” (A: it is a thing) (Click to move briars to the person, place, thing column.)
REPEAT THIS ROUTINE with the remaining vocabulary words in the list. Use the answer key to support students.
CLICK TO DISPLAY Read: “Rascal Jack and the Briar Bluff.”
Vocabulary
STUDENTS OPEN their workbooks to page 88, “Passage - ‘Rascal Jack and the Briar Bluff.’”
SAY:
• “ You will use the word bank, semantic links, and word classes to fill in the blanks.
• I will read the passage first as you follow along.” (Read the paragraph aloud as students follow along.)
CLICK TO DISPLAY Fill In the Blanks.
SAY “Let’s do the first one together: ‘Deep in the _______________, where the trees were tall and briar bushes curled across the ground, lived a pine marten named Rascal Jack.’”
ASK:
• “ What type of word do we need to fill in the blank?” (A: a place)
• “ What are the places in our word bank?” (A: wilderness)
• “ What have you learned about the word wilderness?” (A: it is an area of wild and natural land that is not being used by people)
CLICK TO ADD the word wilderness to the blank.
SAY “You will work with a small group to fill in the other blank in the passage.”
Answer Key
Jack was a trickster who loved to play sneaky pranks.
STUDENTS WORK in small groups to find the missing word. When students have finished, review the correct answer as a whole group. Once the correct missing word is identified, click to add it.
USE the following prompts to encourage students to explain their thinking:
• “ How did you know the missing word was ____?” (Sample responses: “The sentence says, ‘Jack was a ____.’ Since it was telling about a character, I knew the missing word had to be a character/person.”)
• “ What words helped you decide?” (Sample response: “ Tricksters pull pranks.”)
Redirections
If students fill in the blank with the incorrect word, redirect them with the following questions:
• “ What type of word is needed to fill in the blank?”
• “ How do you know it should be a [person, place, or thing; or description]?”
• “ What are the [people, places, or things; descriptions] in our word bank?”
• “ Tell me what you have learned about [incorrect word]. Does the
Vocabulary sentence make sense if you use its definition to fill in the blank? If not, what other word would match the meaning of the sentence?”
• “ What words are related to the missing word? How are the words semantically linked?”
CLICK TO DISPLAY Question Words.
SAY:
• “ Here is the list of question words. Remember, the question word who asks about a person or people.
• What asks for information. When it is combined with a form of the verb do, it asks for information about an action, or what happened.
• When asks about the time an event happened.
• Where asks about location.
• When we read ‘Snacks Around the World,’ you learned how to ask and answer right-there questions. The answer to a right-there question can be found in one spot in the text.
• I n this activity, you will work with a small group to choose a question word and ask a right-there question about this paragraph.”
CLICK TO DISPLAY Passage.
STUDENTS WORK in small groups to choose a question word and create a right-there question. Circulate between the groups to provide support as needed.
CALL ON student volunteers to share their questions and identify the answers. (Sample responses: “Where does Rascal Jack live?” “What is Rascal Jack famous for?” “Who does Rascal Jack like to annoy?”)
4. Complete Expedition Assignment in InferCabulary
CLICK TO DISPLAY Expedition Assignment.
SAY “Instead of climbing today, please open your assignment area and complete the assignment titled Orbit Module 3 Expedition Pretest. When you are finished, you may use the rest of the time to climb the mountain.”
5. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 10, Lesson 4 Quick Checks.
Vocabulary
Answer Key
1. prank, clever, cheat, trick
2. wild, mountains, animals, trees
3. s pectacle
SAY “Circle the words that are related to trickster. Next, circle the words that are related to wilderness. Then, you will choose the word that does not belong.”
Unit 10 Lesson 5
Knowledge Checkpoint: Vowel Suffixes Phonics
Objectives
• To decode and encode multisyllabic words with vowel suffixes.
• To read controlled text with Closed, Open, and VCe Syllable words with vowel suffixes accurately, fluently, and with understanding.
• To decode and encode the Heart Words: passed, past, whole, hole, red, read, wood, and would
Teacher Materials
• O rbit Online and Teacher Dashboard
• B lank copy of Orbit Student Workbook 1
Student Materials
• S pelling & Dictation page –printed and copied (Supply Room or page XX in the Appendix)
• “At the end of today’s lesson, you will be able to:
– s how that you can read and spell multisyllabic words with vowel suffixes by themselves and in phrases and in sentences.
– s how that you can spell our Unit 10 Heart Words.”
2. Optional Warm-Up Activity
CLICK TO DISPLAY Warm Up: Vowel Suffix Rules.
SAY:
• “ To warm up, let’s do some brain and body exercises.
• I ’ll show a word with a vowel suffix, and we’ll read it together.
• If the word follows the Drop the e Rule, drop down to the ground in a crouch. (Have students practice.)
• If the word follows the Change y to i Rule, change your body by turning backward. (Have students practice.)
• If the word follows the 1-1-1 Doubling Rule, jump up twice in a row. (Have students practice.)
• F inally, if the word requires NO change, just stand still. (Have students practice.)
• B efore you make your move, we’ll all have a chance to look carefully at the word. When I say ‘Go!’ crouch down, turn around, jump twice, or stand still.”
CLICK TO REVEAL each new word, read it with students, provide thinking time, and then say “Go.” Review the vowel suffix rule before clicking for the next word.
1. funnier (Change y to i )
2. shaded (Drop the e)
3. framing (Drop the e)
Note: Print the Spelling & Dictation page from Orbit Online’s Supply Room or page XX in the Appendix.
4. grabby ( 1-1-1 Doubling)
5. clicked (No change)
6. exploding (Drop the e)
7. permitting ( 1-1-1 Doubling)
8. hobbies (Change y to i )
3. Spelling and Dictation
CLICK TO DISPLAY Spelling & Dictation.
SAY “We have been practicing spelling Heart Words that are homophones and words with vowel suffixes. For today’s spelling test, write the words in your best handwriting on your Spelling & Dictation paper.”
D ISTRIBUTE a Spelling & Dictation page to each student.
REMIND students to use the handwriting lines for letter formation, using the Moon and Star lines to size the letters.
READ aloud the sixteen words and two dictation sentences to students.
• For spelling words, use the contextual sentences below to ensure students have heard the word correctly.
• For dictation sentences, have students repeat the sentence and count the number of words in the sentence before writing.
1. spotty – Spotty showers means it might rain in some places, but not everywhere.
2. happier – They are happier when they can play outside.
3. filing – We are filing our drawings in hanging folders.
4. slimmest – Use the slimmest paintbrush to add the fine details.
5. tries – He tries to comfort the baby by singing softly.
6. shiny – The shiny part of seashells is called mother of pearl.
7. challenger – A challenger is someone in a contest or race.
8. forgetting – I wrote a reminder to keep me from forgetting my lunchbox.
9. replied – Luke replied promptly to the invitation that he could attend the ceremony.
10. winner – The winner of the tennis tournament received a trophy.
11. excuses – He had many excuses for being late to class.
12. coziest – Mama bear found the coziest den in the mountains for the long winter.
SAY “For the homophones, you’ll need to think about the meaning of the word to choose the correct spelling. Write the first homophone you hear in the sentence, write a slash, and then write the second homophone in the sentence on the same line.”
1. /rĕd / – She read over the directions carefully before using her new bright red camera.
2. /păst / – In past summers, we have passed right by the waterfall.
3. /w d / - Would you like to help me chop the wood ?
4. / hōl / – The whole family of squirrels quickly dug a hole and located an acorn.
Dictation Sentences
1. Eve studied for her exam until closing time. (8)
2. I a m saving the cash I get from babysitting. (9)
4. Decodable Passage Fluency and Comprehension
CLICK TO DISPLAY Decodable Passage.
SAY:
• “ We have read ‘The Lumberjack Legend’ twice this week. Now, it’s your turn to read the passage accurately and fluently. You’ll add another column to your tracking chart.
• O pen your workbooks to page 84.
• Your goal is to read with greater accuracy than the first time you read the passage, aiming for 98% accuracy or higher, but remember that you can always reread if you notice you made a mistake or if something you read doesn’t make sense.
• Remember that accuracy is more important than speed. Read carefully.”
GROUP students into the same reading pairs as earlier in the week. The student who was Reader 1 in Lesson 3 will be Reader 1 today for a repeated reading. Reader 2 will begin as Checker.
PROCEDURE:
1. CLICK TO DISPLAY AND BRIEFLY REVIEW the “Words to Preview” and “Point and Say” words at the top left of the passage with students.
2. READERS SWAP WORKBOOKS and follow the procedure on page 54 as students take turns being the Reader and Checker while tracking miscues, timing a one-minute reading (click to display the timer for each reader), and rereading any misread sentences.
3. EACH STUDENT CHARTS their own Accuracy Percentage & Words Correct Per Minute using the chart at the end of their workbook.
ASK:
• “ What is something you did well in the oral reading compared to your practice read?”
• “ What is something to improve in your oral reading?”
• “ Would a few students share their growth?”
SAY:
• “ With practice, we can improve our reading accuracy, prosody, and speed. Improving these skills allows us to better understand what we are reading.
• Let’s see what we understood by answering the Investigate the Text questions.”
READ ALOUD OR HAVE STUDENTS READ INDEPENDENTLY the Investigate the Text questions. Students will underline their answers to questions #1-4 directly in the passage and write the question number at the beginning of the answer sentence. Students will write answers to questions #5 and #6 on the handwriting lines. Answers should be in complete sentences written in legible cursive handwriting.
CLICK TO DISPLAY answers and review with students after they have completed all questions in their workbooks, asking for volunteers to read their answers to questions #5-6.
Answer Key
2. How did Paul grease his flapjack pan? He relied on normal sized men to skate in his frying pan. They had bacon strapped to their feet so the flapjacks didn’t stick!
3. What natural landmark did the stories say Paul carved with his ax? One funny tale explains that Paul Bunyan made the Grand Canyon. He did this just by dragging his ax behind him!
4. How did the stories of Paul Bunyan live on before they were written down? Paul’s tales were passed down by word of mouth. That means they were told rather than read .
Answer Key
5. The tales say Paul Bunyan was 7 feet tall. The average man in America is 5 feet 9 inches tall. Does the height difference make it seem realistic that Paul could do all the things the stories say?
6. What is something you are really good at that makes you feel proud, like Paul Bunyan with his strength?
5. Climb in InferCabulary and Play in the Reading Playground
CLICK TO DISPLAY Climb in InferCabulary
Students climb independently in InferCabulary for 15 minutes.
CLICK THE TOGGLE BUTTON TO DISPLAY Play in Playground.
Students play independently in the Reading Playground for up to 10 minutes.
6. Quick Check
CLICK TO DISPLAY Quick Check.
DISTRIBUTE the Unit 10, Lesson 5 Quick Checks. Do not read the words or sentences on the Quick Check to students.
SAY:
Answer Key
1. s entence with luck iest with i underlined
2. s entence with grabbed with b underlined
3. s entence with gradi ng with di underlined to show where the e was dropped
• “ For today’s Quick Check you will write three sentences, each with a word that requires a spelling change. Listen to the word or base, how to change it, and underline the spelling change within your sentence.
1. T he first word is lucky. Write a sentence with the word luckiest and underline the spelling change.
2. T he second base is grab. Write a sentence with the word grabbed and underline the spelling change.
3. T he third base is grade. Write a sentence with the word grading and underline the spelling change.”
