DAILY INSTRUCTIONAL PLAN - Zaner-Bloser...Daily Routines Foundational skill reinforcement and informal assessment Teacher’s Guide Skill instruction and practice Word Work Book Skill

DAILY INSTRUCTIONAL PLANSuperkids makes every minute of your language arts block count!

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Instructional Focus Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials Instructional Time, Setting, and Materials

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Foundational Skills• Phonemic

awareness• Phonics• Blending• Decoding• Structural analysis• Fluency

Language Skills• Handwriting• Encoding• Spelling• Grammar• Vocabulary

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Foundational Skills• Decoding• Fluency

Reading Skills• Listening

Comprehension • Reading

Comprehension: literary and informational text

• Close reading• Content knowledge• Vocabulary

Speaking & Listening Skills• Oral language• Collaborative

discussion

READ

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Writing Skills• Writing process• Narrative writing• Opinion writing• Informative/

explanatory writing

Language Skills• Grammar, usage,

and mechanics• Speaking and

listening

WRITIN

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KINDERGARTEN

DAILy ROUTINES: Informal AssessmentPhonemic AwarenessSay a word and ask children to say each sound in the word separately.

rug /r/, /u/, /g/ crumb /k/, /r/, /u/, /m/duck /d/, /u/, /k/ break /b/, /r/, /ā/, /k/row /r/, /ō/ round /r/, /ou/, /n/, /d/bean /b/, /ē/, /n/ bird /b/, /ėr/, /d/DictationSay a word, give a context sentence, and ask children to write the word. Ask what is the same about the words. (They end in -ub and rhyme.)

cub club rub scrubHandwritingHave children read the sentences together before copying them.Sal grabs the rug.Sal drags it.

LESSON 1Phonemic Awareness and Phonics: Nn/n/

Student ObjectivesWord WorkPrint and Book AwarenessIdentify parts of a book

Identify uppercase and lowercase NnPhonemic AwarenessIdentify /n/ Associate picture names with /n/PhonicsAssociate Nn with /n/

ComprehensionDraw conclusions from pictures

ReadingListening Comprehension

Listen for details in a song

Summary of Core InstructionDaily Routines: Informal AssessmentStep 1 Introduce the Student BookStep 2 Teach phonemic awareness and phonics: Nn/n/

Step 3 Give phonemic awareness and phonics practiceMaterials Student Book for Units 16–17 (N, M) “The N Song” on the teacher portal Alphabet Card Nn

Student White Boards or handwriting paper

Use Student Book front cover and pages 1–3.

U N I T 1 6 ( N ) • L E S S O N 1 5

Unit 16 (N), Lesson 1

Fam

ily: Y

our c

hild

list

ened

to a

n au

dio

reco

rdin

g an

d ci

rcle

d ite

ms

who

se

nam

es b

egin

with

the

soun

d he

ard

at th

e be

ginn

ing

of noise.

2


Family: Your child circled pictures of the Superkids who are making noise and circled each uppercase N in the sign. Then he listened to an audio recording.

1


T H E S U P E R K I D S R E A D I N G P R O G R A M

K I N D E R GARTEN

Superkids’Club

Student Book N, M

UNITS

16–17

Name

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I can run the club!

Let’s discuss the boss.

Unit 16 (N), Lessons 3–4

10

Ruff! Ruff!

Let’s get a boss.

A boss can run the club!

Let’s get a rabbit!


9

Let’s get a tent.But a tent is hot.

Frogs? No!

Let’s get frogs. Unit 16 (N), Lessons 3–4

DAILy ROUTINES:

Informal Assessment

BlendingOn the board, write the bold words

below. Have children blend the sounds

to read the first word. Call on a child

to write next to it a rhyming word that

begins with /n/. Have children blend the

sounds in the new word. Repeat with the

other words. Define nab (grab).

let (net) cut (nut) lab (nab)

rod (nod) hot (not) best (nest)

DictationSay a word, give a context sentence, and

ask children to write the word. Have

them identify the words that rhyme.

rest nest ten hen

HandwritingReview how to form N and n and have

children copy the letters from the board.

Have children read the words before

copying them.

Nut Nest nut nest

N N n n

Nn Nn Nn Nn

LESSON 3Story: “The Boss”

Student Objectives

Reading

Print and Book Awareness

Identify the title of a story

Understand use of speech and

thought balloons

Vocabulary

Read Memory Word no

Understand the meaning of boss

Understand idioms

Comprehension

Use prior knowledge

Answer questions about a story

Monitor comprehension and use fix-up

tip: Look at the pictures

Compare and contrast

FluencyRead with expression

Summary of Core Instruction

Daily Routines: Informal Assessment

Step 1 Build vocabulary

Step 2 Build background

Step 3 Guide reading and

comprehension

Step 4 Teach fluency

Materials

Student Book for Units 16–17 (N, M)

Audio recordings on the teacher portal

Student White Boards or handwriting paper

Use Student Book pages 7–11.

14 U N I T 1 6 ( N ) • L E S S O N 3

8

Let’s sell hot dogs

at a stand!No! A stand is a lot of fuss.

A band is a lot of fun!A band is no fun.


Family: Your child read and discussed the story on pages 7–11. Then she listened

to an audio recording and followed directions for m

arking the story.

Let’s discuss the club.

A dull club is not fun.

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24 core units: 1–1.5 weeks60–90 total minutes each day

10–15 minutesWHOLE GROUP


30–60 minutesWHOLE GROUP & SMALL GROUPS

30 minutesWHOLE GROUP & INDEPENDENT

Daily RoutinesFoundational skill reinforcement

and informal assessment

Writing Teacher’s Guide3–5 LESSONS PER UNITSkill instruction and practice

Student BookSkill instruction and practice

Student Book1 DECODABLE STORY PER UNITReading instruction and practice

Student writing example

Gulls

T H E S U P E R K I D S L I B R A R Y

K I N D E R GARTEN

UNIT

13

Super Smart1 DIGITAL TEXT PER UNITInformational digital read-aloud with comprehension and close reading instruction

K I N D E R GARTEN

t h e s u p e r k i d s r e a d i n g p r o g r a m

superkids’Club

units

14–24Writing teacher’s guide

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26 U N I T 1 7 • L E S S O N 2

LESSON 2

Teach how to write a note to someone

Use Resource Pages 17a and 17b, class list from the previous lesson, index cards, and a box. Make double-sided copies of the Resources Pages with 17a on one side and 17b on the other side. Cut the pages on the dotted line and fold along the solid line so To and From are on the outside and handwriting lines are on the inside. (Each page yields two notes.)

Instruction and modelingIntroduce the lesson. Point out to children that sometimes writing is meant to be read by a lot of people but other times you want to write for just one person, such as a friend or family member . Ask children if they have ever written or received a note or letter . Show children examples of a few notes or letters . Explain that a note is like a letter, but it is shorter .

Tell children that in this lesson, they will write a note to a classmate . In their note, they will write an interrogative sentence to ask their classmate a question .

Model writing a note to a friend. Display one of the blank notes with To and From showing . Tell children you would like to write a note to a friend . Read the word To and point to the lines under it . Explain that this is where you will write the name of the person you are writing to . Write your friend’s name and read it to children . Then read the word From and point to the lines under it . Explain that this is where you will write your name since the message is from you . Write your name on the lines .

UNIT

17

“As you know, my friend Mr . Koppa is a teacher in this school . His birthday is coming up . I plan to make him a cake, but I don’t know what kind he might like . I’ll ask him in my note . I can put the note in his school mailbox, and then he can write back with an answer .”

Open the note and show the inside with the handwriting lines . Explain that this is where you’ll write a sentence to ask your friend a question .

Think aloud about a question you could ask . Say something like this:

Write the question, reading the words as you write . Ask children what punctuation mark you should include at the end of your sentence . (a question mark) Write the end mark .

Teacher example on Resource Page 17a Teacher example on Resource Page 17b

To:

To:

From:

From:

Reproducible Resource Page 17a © Zaner-Bloser, Inc.

Reproducible Resource Page 17a © Zaner-Bloser, Inc.

Mr. Koppa

Ms. Martin

Reproducible Resource Page 17b © Zaner-Bloser, Inc.

Reproducible Resource Page 17b © Zaner-Bloser, Inc.

What is your favorite kind of cake?

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Easy Challenging

Go to “Differentiated Instruction and Skill Practice” for additional resources used during small-group and independent practice

On-Level

30 minutesWHOLE GROUP

1 BOOK PER UNIT, UNITS 1–13

1 BOOK PER LEVEL PER UNIT, UNITS 14–24

1 BOOK PER UNIT, UNITS 14–24

Library BooksDifferentiated reading instruction and comprehension

practice with literary and informational text

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discussion

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explanatory writing



listening

WRITIN

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FIRST GRADE

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6 U N I T 9 • L E S S O N 1

DAILY ROUTINES: Informal Assessment

Use the interactive whiteboard version of

the routines, or follow these instructions.

DecodingHave children read aloud rows 1–3 on

page 20 of the Big Book of Decoding.

boat coat road wait rain

soap groan paid paint trail

see tree green leaf teach

SpellingDictate the words and sentence . Give hints

about which vowel pair to use . Help children

check their spelling and fix any mistakes .

wait waiting waited

It is raining .

HandwritingWrite the sentences on the board . Read

them aloud . Have children copy them as

an Independent Activity .

Cass was reading on her bed. Her cat was sleeping

next to her.

Structural Analysis: Teach how to form contractions with n’t

Use Word Work Book cover and page 1.

SuperkidsMore Adventures

of the

F I R S T GRADE

T H E S U p E R k I D S R E A D I N G p R O G R A M

Word Work BookUNITS

9-16

Introduce the new Word Work Book .

Distribute the More Adventures of the

Superkids Word Work Book . Tell children

that they’ll use this new workbook for the

rest of the school year . Give them a few

minutes to page through the book . Confirm

that it’s like the Adventures of the Superkids

Word Work Book, but with new reading and

spelling skills to learn .

1 did not has not is not

didn’t hasn’t isn’t

1.

is not isn’t2.

has not hasn’t3.

did not didn’t

NameUnit 9, Lesson 1

Structural Analysis

1

Golly did not want to get up.

He didn’t?

Doc is not home. She isn’t?

Sal has not finished his lunch.

He hasn’t?

Family: Your child traced contractions with not.

Child reads the sentences and traces the

contractions .

Introduce contractions . Display page 1, and

have children turn to the page . Read the

words did not and didn’t . Explain that didn’t

is a contraction, a word that’s a shorter way

of saying and writing two words . point out

that to form didn’t from did not, the space

between the two words is removed and the

letter o from not is dropped . Ask what mark

is put in place of the o. (an apostrophe)

Explain that there are other contractions

that can be made by putting a word

together with not. Read has not/hasn’t and

is not/isn’t aloud with children .

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U N I T 9 • L E S S O N 8 81


Use the interactive whiteboard version of the routines, or follow these instructions.DecodingHave children read aloud rows 3 and 4 on page 22 of the Big Book of Decoding .sandbox hilltop upset eggshell cupcake won’t grasshopper can’tMemory WordsHave children read these Memory Word Flash Cards aloud .two about girl before boy over four new very wantSpelling

Dictate the words and sentence . Help children check their spelling and fix any mistakes .can’t upset cupcake The show is about two kids .

HandwritingWrite the sentences on the board . Read them aloud . Have children copy them as an Independent Activity .Frits tells Cass about Buster.She can’t wait to see Buster in his new nest.

Structural Analysis and Spelling: Teach adding -er and -est endingsUse Word Work Book page 11.

1.

long . longer . longest .2.

quick . .

.3.

deep . .

.

Name

Unit 9, Lesson 8Structural Analysis and Spelling

11

My scarf is My scarf is My scarf is

He is He is

He is

This spot is This spot is This spot is

Family: Your child traced and wrote words to compare the pictures in each row.

Child traces or writes these words: 1 . long, longer, longest; 2 . quick, quicker, quickest; 3 . deep, deeper, deepest.

Discuss the meaning of -er and -est endings . Display Word Work Book page 11, and have children turn to the page . Read aloud the first sentence in box 1 . Explain

1 that long is an adjective that tells what Oswald’s scarf is like . Ask what was added to long to make longer (er) and longest. (est) Explain that -er can be added to an adjective when comparing two things . Point out that Doc is saying her scarf is longer or “has more length” than Oswald’s scarf . Explain that -est can be added to an adjective when comparing three or more things . Point out that Ettabetta is saying her scarf is longest or “has the most length” of all three scarves . Review the spelling rule for just adding an ending . Ask if the spelling of long was changed before -er or -est was added to the word . (no) Remind children that when a word ends in two or more consonants, as in long, or has two vowels together, you can just add an ending . Have them trace long, longer, and longest. Have children write words with -er and -est endings . Tell children to complete the rest of the sentences by tracing the blue word under the first picture, writing the word with -er under the second picture, and writing the word with -est under the last picture . Point out that they can just add the endings without changing the spelling of the base words .

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1 review unit: 3 weeks16 core units: 2 weeks each90–120 total minutes each day




30–60 minutesWHOLE GROUP & SMALL GROUPS

60 minutesWHOLE GROUP & SMALL GROUPS





Teacher’s GuideSkill instruction and practice

Word Work BookSkill instruction and practice

Super-Duper1 DECODABLE TEXT PER UNIT

Guided reading with decodable informational text

Reader 4 STORIES PER UNIT

Guided reading with decodable stories


Super Smart1 DIGITAL TEXT PER UNITInformational digital read-aloud with comprehension and close reading instruction

126 U

NIT

9 •

WR

ITIN

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UNIT 9 WRITING RUBRIC

Reproducible Page © Zaner-Bloser, Inc.

Narrative Writing Assignments

Beginning, middle, end story plan (3 items) on Resource Page 2 Personal narrative (4–6 sentences) in a book

What to evaluate

Advanced Exceeds expectations

Proficient Meets expectations

Emergent Isn’t meeting expectations

Completion of tasks

Did more than assigned Completed all assignments Did not complete all assignments

Content and organization

Plan: Showed detailed ideas for beginning, middle, and end of story in correct order; included feelings

Personal narrative: Cover had a relevant title; story told about an event in child’s life organized in a logical order with a beginning, middle, and end; middle included a feeling or thought; and end included a feeling, thought, or new understanding; lots of details and longer sentences; illustrations relevant to text

Plan: Showed ideas for beginning, middle, and end of story in correct order

Personal narrative: Had a cover with a relevant title; story told about event in child’s life organized in a logical order with a beginning, middle, and end; end included a feeling, thought, or new understanding; some details; illustrations relevant to text

Plan: Did not show ideas for beginning, middle, or end of story in correct order

Personal narrative: Cover did not have a relevant title; story did not tell about an event in child’s life or was not organized in a logical order with a beginning, middle, and end; end did not include feeling, thought, or new understanding; illustrations not relevant to text

Writing process Did not need help generating ideas, writing sentences, revising, editing, publishing, or sharing

Needed some help generating ideas, writing sentences, revising, editing, publishing, or sharing

Needed lots of help generating ideas, writing sentences, revising, editing, publishing, or sharing

Conventions Mechanics: Included most beginning uppercase letters and end marks

Spelling: Displayed very good recall of sound-spelling patterns and Memory Words taught; few errors

Grammar/Usage: Complete sentences; few errors, none that hinder understanding

Handwriting: Good letter formation and spacing

Mechanics: Included some beginning uppercase letters and end marks

Spelling: Displayed good recall of sound-spelling patterns and Memory Words taught; some errors

Grammar/Usage: Mostly complete sentences; some errors, but none that greatly hinder understanding

Handwriting: Mostly correct letter formation and spacing

Mechanics: Lots of missing beginning uppercase letters and end marks

Spelling: Displayed little recall of sound-spelling patterns and Memory Words taught; many errors

Grammar/Usage: Lots of incomplete sentences; many errors that may hinder understanding

Handwriting: Significant problems with letter formation and spacing

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Go to “Differentiated Instruction and Skill Practice” for additional resources used during small-group and independent practice

Library Books1 BOOK PER LEVEL PER UNIT

Differentiated reading instruction and practice

Easy ChallengingOn-Level


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listening

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U N I T 1 4 • L E S S O N 8 67


Use the interactive whiteboard version of the routines, or follow these instructions.DecodingHave children read aloud columns 3 and 4 from page 60 of the Big Book of Decoding. oa -oke

foal croak broke spoke goal oak joke woke coal soak poke stroke cloak

SpellingDictate the words and sentence . Help children check their spelling and fix any mistakes .

broke joke soak croak coal charcoal Close the lid on the box .

EditingCopy the sentence on the board . Guide children in finding and fixing the two errors . Have them copy the corrected sentence as an Independent Activity .

wrote VoteHot Rod wroat, “Vot for peaches.”

Structural Analysis and Grammar: Teach the suffix -nessUse Word Work Book page 71.

Change these pink adjectives to nouns with the suffix -ness. Check the box when you use each word. soft fit happy ill

kind silly neat sad

1. The man is stuck in bed with an . 2. Alec was so glad he almost burst with

. 3. The girl petted the puppy. She loved to feel its

. 4. Go to the gym to improve your .

5. Lily’s went away when Sal offered her Bailey Bear.

6. The boy showed his by carrying thelady’s packages.

7. A few jokes and a little make class fun.8. Pick up your room, and amaze your parents with your

.

The suffix -ness changes an adjective into a noun.She is not afraid of a dark night.Darkness does not scare her.If the adjective ends in y, change the y to i and add -ness.lazy laziness

We do

I do

71Unit 14 • Lesson 8Structural Analysis and Grammar

1 . illness, 2 . happiness, 3 . softness, 4 . fitness, 5 . sadness, 6 . kindness, 7 . silliness, 8 . neatnessTeach the suffix -ness. Display Word Work Book page 71 and have children turn to the page . Read the first part of Ms . Blossom’s tip and the example sentences and ask why dark is underlined in the first example . (It is an adjective describing the night.) Reread the second example sentence, drawing attention

1 to the letters -ness added to dark to form darkness. Discuss how the suffix changes dark from an adjective meaning with little or no light to a noun meaning the quality of being dark . Read the second part of the tip, including the example word lazy, and review the word’s meaning . Read the word laziness and have children identify the base word (lazy) and tell what spelling change was made to add -ness. (The y changed to an i .) Have them define laziness. (the state of being lazy)Have children add the suffix -ness to adjectives . Read aloud the directions . Explain to children that they will complete the sentences in each group by adding -ness to the pink adjectives shown above to change them to nouns . Have children read aloud the first set of pink words . Then read the first sentence, saying “blank” for the missing word, and ask what word would make sense in that sentence if you added -ness. (ill) Have children check the box next to ill, spell aloud the word they will write (illness), and write it on the lines . Have them complete item 2 on their own .

Check and correct . Have children say and spell aloud the word used to complete item 2 . (happiness) Allow time to fix mistakes . Tell them they will complete items 3–8 as an Independent Activity .

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14 U N I T 1 3 • L E S S O N 2

DAILY ROUTINES:

Informal Assessment

Use the interactive whiteboard version of

the routines, or follow these instructions.

DecodingHave children read aloud the words with

ea and -ief from page 54 of the Big Book of

Decoding. Discuss how the words in each

group are alike .

_ea_ _ief

beach meal brief belief

clean speak thief relief

dream scream chief

least

SpellingDictate the words and sentence . Help

children check their spelling and fix any

mistakes .

dream scream beach

thief belief relief

We had a brief meal .

WritingRead the sentence starter . Have children

copy and complete it as an Independent

Activity .

Spring fever makes you feel

_______.

Phonics and Spelling:

Practice decoding and

encoding long e words

Use Word Work Book page 52.

Remember, the long ê sound can be written as ee, ea, or ie.

Write ee, ea, or ie to finish the long ê words and complete the sentences.

1. ea

My dog likes to eat

m__t .

2. ie

The storm was

br__f .

3. ee

I have to

sw__p

the floor.

4. ee

Flowers make me

sn__ze .

5. ie

The police will find

the th__f .

6. ea

He had to

l__ve

in a hurry.

7. ea

It’s fun to play at a

b__ch .

8. ee

She likes to

sl__p there.

9. ie

May I have the largest

p__ce ?

We do

I do

52Unit 13 • Lesson 2

Phonics and Spelling

1 . meat, 2 . brief, 3 . sweep, 4 . sneeze, 5 . thief, 6 . leave,

7 . beach, 8 . sleep, 9 . piece

Review the spelling of /e/ with ee, ea, and

ie. Display Word Work Book page 52 and

have children turn to the page . Read aloud

Ms . Blossom’s reminder .

1

Have children complete long e words with

ee, ea, and ie. Read aloud the directions .

Then read aloud the sentence for item 1,

saying “blank” for the missing word . Point

out the picture and the letters that start and

end the missing word . Remind children that

the word has a long e sound . Point out the

vowel combination in the blue box above

the picture . Tell children that they will add

these letters to the word on the lines to make

a word that goes with the picture and makes

sense in the sentence . Have children write

the letters in the blank to complete the word .

Then have them read the word aloud (meat)

and then read the completed sentence aloud .

Have them read and complete item 2 on

their own as you monitor .

Check and correct . Have children read

and spell aloud the word for item 2 . (brief)

Allow them to fix any mistakes . Then have

children read the completed sentence aloud .

Tell them they’ll complete the page as an

Independent Activity .

Reinforce: Use the Ten-Minute

Tuck-Ins on page 20 to give more practice

spelling long e words .

12

6

9 3

12

4

10

8

11

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1 warm-up unit: 2 weeks16 core units: 2 weeks each90–120 total minutes each day

60 minutesSMALL GROUPS





Teacher’s GuideSkill instruction and practice

Word Work BookSkill instruction and practice

ReaderFluency practice

SUPER Magazine1 MAGAZINE PER ODD-NUMBERED UNIT

Guided reading with informational text

Book Club1 BOOK PER SMALL GROUP IN EVEN-NUMBERED UNITS

Differentiated reading instruction with literary text Book Talk Journals for writing and connecting to text




Nam

eResource Page 1

Unit 14, Lesson 2

Directio

ns: H

ave children complete the sections to plan an opinion speech. They should w

rite at least two

reasons but may w

rite a third in the space provided.


Opin

ion Sp

eech P

lannin

g C

hart

My O

pin

ion

Rea

son

Rea

son

Rea

son (o

ptio

nal)

Exam

ples

Exam

ples

Exam

ples (o

ptio

nal)


Unit 14, Lesson 3

Resource Page 2

First paragraph

tells an interesting fact or asks a question about

your topic

gives your opinion clearly in a sentence beginning

with I think or I believe

introduces what will come next

Middle paragraphs

Each paragraph gives a reason for your opinion

and one or more examples that help show what

you mean.

Last paragraph

restates your opinion using different words

may mention reasons again quickly

may tell others they should do something

Organization of an Opinion Speech

Directions: Discuss the structure of an opinion speech with children.

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1. The sat in the middle of the sea,

far away from my rowboat and me.

2. The tells what’s on sale in this store.

things over there, right the door.

3. If you are invited to visit one night,

please send a . Be !

4. What do I spy with my little ?

Fluffy clouds in a bright blue !

5. I have an . Why don’t we try it?

Sit very still and be perfectly .

We do

I do

Complete each rhyme with words from the spelling list.

by sky reply white quite polite quiet buy idea eye sign island

66 Unit 14 • Lesson 4Phonics and Spelling

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1. The sat in the middle of the sea,

far away from my rowboat and me.

2. The tells what’s on sale in this store.

things over there, right the door.

3. If you are invited to visit one night,

please send a . Be !

4. What do I spy with my little ?

Fluffy clouds in a bright blue !

5. I have an . Why don’t we try it?

Sit very still and be perfectly .

1. Which is an example of how persuasion is not always good? The Superkids persuade Cass to run until she gets a home run. Ana persuades Cass not to go to Oswald’s party. Each kid writes a paragraph to persuade the others that his or her favorite food is the best.

2. What important lesson does Cass learn from Ms. Blossom? Not quite telling the truth is lying. Girls should not go to boys’ parties in second grade. It is OK to change your mind about an invitation.

3. How does Sal feel when his friends give him batting advice? He feels mad because they don’t know much about baseball. He feels nervous even though he knows they are trying to help. He feels upset and thinks about quitting baseball.

4. Why does Sal write his persuasive paragraph very quickly?

He knows he can do a great job without having to work hard. He thinks it is a dumb project and wants to get it over with. He is too discouraged to be enthusiastic about writing.

5. On page 121, Sal thinks, I can’t do anything right! Have you ever had a day when you felt like this? What did you do to feel better?

Answer the questions about the Reader stories on pages 114–121. Fill in the circle by the correct answer for 1–4 and write the answer for 5. Look back at your Reader if you need help.

67Unit 14 • Lesson 5Comprehension

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*All times are approximate and can be adjusted to meet students’ needs.

NameResource Page 1

Unit 14, Lesson 2

Directions: Have children complete the sections to plan an opinion speech. They should write at least two reasons but may write a third in the space provided.


Opinion Speech Planning Chart

My Opinion

Reason Reason Reason (optional)

Examples Examples Examples (optional)


Uni

t 14,

Les

son

3

Reso

urce

Pag

e 2

Firs

t para

gra

ph

tells

an

inte

rest

ing

fact

or

asks

a q

uest

ion

abou

t

your

topi

c

give

s yo

ur o

pini

on c

lear

ly in

a s

ente

nce

begi

nnin

g

with

I th

ink

or I

belie

ve

intr

oduc

es w

hat w

ill c

ome

next

Mid

dle

para

gra

phs

Each

par

agra

ph g

ives

a r

easo

n fo

r yo

ur o

pini

on

and

one

or m

ore

exam

ples

that

hel

p sh

ow w

hat

you

mea

n.

Last

para

gra

ph

rest

ates

you

r op

inio

n us

ing

diffe

rent

wor

ds

may

men

tion

reas

ons

agai

n qu

ickl

y

may

tell

othe

rs th

ey s

houl

d do

som

ethi

ng

Org

aniz

ati

on o

f an O

pin

ion S

pee

ch

Dir

ecti

ons:

Dis

cuss

the

stru

ctur

e of

an

opin

ion

spee

ch w

ith c

hild

ren.

SK_2_2_WCTG_U14_64917.indd 90 2/22/17 11:46 AM

Superkids includes differentiated instruction to provide more support or extra challenge for students. While all students are taught the same core foundational reading and writing skills, the following materials are recommended throughout the program for differentiating Word Work, Reading, and Writing to meet students’ needs.

DIFFERENTIATED INSTRUCTIONand Skill Practice

Building Blocks of Reading

Reading-readiness activities for grade K

Superkids Skill-Building BookActivities and resources to

reinforce, enrich, and target skills for grades K–2

Interactive Games & TextsSkill practice and reading

for grades K–2

Library Books (K–1) & Book Club (grade 2)

Three levels for differentiated small-group reading in grades K–2

ELL SupportTeacher tips to support students

Differentiation TipsTips for below-, on-, and above-level students

Ten-Minute Tuck-InsActivities for differentiation

Classroom Resource KitsManipulatives and other

resources for grades K–2

Practice PagesSkill reinforcement for

grades K–2

Unit 22 (J ), Lesson 3

Practice Page 43

Family: Your child read the Lip Flip each Superkid said. Then he wrote a quote for each Superkid’s Lip Flip.

“ ”

“ ”

“ ”


Pet pigspluck plums.

Sal slipson socks.

Big badbugs beg.

, .

.

.

,

,

Name

SK_K_2_SE_PP_65105.indd 85 1/6/16 9:37 AM

Instructional Materials for All Grades

Big Book of Blending and Big Book of DecodingWord Work support and practice

for grades K–2

AT POINT OF USE IN TEACHER’S GUIDES

U N I T 9 • L E S S O N 4 43

TEN-MINUTE TUCK-INSActivities for Differentiating Instruction

12

6

9 3

12

4

10

8

11

57

Reinforce Structural Analysis: Contractions with n’t

Give children practice recognizing when they can use contractions in writing . In advance, write the following paragraph on the board:

Ettabetta did not set up for the show. Her name was not on the list of jobs and acts. Doc had not planned to keep her out of the show. She would not be so mean! She just did not remember to list Ettabetta’s name. Ettabetta was mad, but she is not mad any longer.

Read the whole paragraph aloud . Then reread the first sentence and ask which two words can be turned into an n’t contraction . (did not) Have a child make the change by erasing not and adding n’t after did. Repeat with each sentence . When all the contractions are written, read the paragraph aloud again . Point out that the meaning has not changed .

Reinforce Comprehension: Retell and summarize a story

Use Reader story “The Spingle Spangle Talent Show,” pages 8–22.

Have each child retell a different chapter of “The Spingle Spangle Talent Show .” Give children time to look at their assigned chapter . Tell them to think about what the Superkids did and what Ettabetta did . Then have children take turns telling what happened in their chapters in the order that it happened .

When they finish, help children summarize in a few sentences what each chapter is about . For example:

Chapter 1: The Superkids set up for the talent show . Ettabetta sits on the bus because her name isn’t on the list of jobs and acts .

Chapter 2: The Superkids do three acts . Ettabetta watches from the bus and thinks all the acts are bad .

Chapter 3: Doc asks Ettabetta to do her act . She does acrobat tricks, and it’s a fantastic ending for the show .

Extend Spelling and Vocabulary: Homophones four, for; two, to

Use the interactive whiteboard activity, or write the following on the board:

two to four for

1. Golly has _____ legs. 2. Alf went _____ Ben’s shop. 3. Tic has a gift _____ Tac. 4. The number _____ is

before three.

Point to and read the words two, to with children . Explain that they’re homophones, words that sound alike but have different spellings and meanings . Ask which spelling is the name of a number . (two) Explain that to spelled t-o tells where something is going or already went . Repeat with four and for . Ask which spelling is the name of a number . (four) Explain that for spelled f-o-r means because of or something is meant to belong to someone . Read each sentence aloud and ask children to name and spell aloud the word that belongs on the lines . Have a child write the correct word in the sentence .

SK_1_2_WCTG_U9_64634.indd 43 2/16/17 3:03 PM

READING

U N I T 9 • L E S S O N 6 65

Vocabulary: Review Unit 9 Words to Know

Use Unit 9 Words to Know Cards.

Discuss the Words to Know Cards . Say the word for each card, and have children repeat the word after you . Ask them if they remember what the word means . Reinforce or clarify their understanding by repeating the definition and context sentence . Then discuss each word as described .

audience (a group of people gathered to hear or see something: The audience at the puppet show laughed at the hand puppet.) In “The Spingle Spangle Talent Show” and Puppets, we read about performances that usually have audiences—a talent show and a puppet show . Ask how the audience reacts to the Spingle Spangle Talent Show . (They clap and cheer.) If necessary, point out the audience clapping on Reader page 22 . Ask children if they have ever been in the audience of a puppet show . Have children share their experiences of being in the audience .

6

Grade 1 Words to Know Cards, © 2017 Zaner-Bloser, Inc.

Unit 9

Photo: © withGod/Pond5

audience

Differentiate

Below-level: Point out the contractions don’t, can’t, and won’t in the story and review how to read them . Read a few lines of the story aloud, modeling a steady pace . Then listen as individuals take turns reading a character’s lines aloud . When a child makes mistakes and doesn’t self-correct, let the child finish the line. Then provide corrective feedback and have the child reread it .

On-level: Remind children that the lines in a conversation should be read the way the characters would have said them . Read the first few lines aloud at a fluent pace . Then listen as individuals take turns reading a character’s lines aloud . Have them read the story aloud several times, encouraging them to read at a fluent pace and express the characters’ excitement .

Above-level: Point out that for the story to sound like a real conversation, the lines should be read the way they would have been spoken . Model reading a few lines of the story at a fluent pace with expression . Then pair children up, and have each child read all of a character’s lines . Have them switch parts when they reread the story . Encourage them to read at a fluent pace—no long pauses between lines—while expressing the characters’ excitement .

talent (a special skill, something you can do very well: A talent show is a fun way to show others a talent you have.) Remind children that the Superkids put on a talent show . Discuss the different talents the kids showed in their acts . (Sal sang while moving around on stilts. Tic, Tac, and Toc told jokes. Oswald, Frits, Alf, and Hot Rod played in a band. Ettabetta was an acrobat.) Ask children what talent they would like to show others in a talent show . If they drew and wrote about their talent show act as an Independent Activity, have them share their work as part of the discussion .

explain (tell about something so that others understand it: The puppeteer explained how she created her puppet.) Tell children that informational text often explains a topic . Ask what the Super Smart explained . (puppets) Prompt children to share some details they learned about puppets from the Super Smart .


Unit 9

Photo: © KidStock/Blend Images/Corbis

talent


Unit 9

Photo: © Andres Rodriguez/Dreamstime

explain

SK_1_2_WCTG_U9_64634.indd 65 2/16/17 3:05 PM

Backpack PagesHomework for grades 1–2

NameBackpack Page 24


Family: Listen to your child read the story a few times this week. With repeated practice, the reading should become smoother and more accurate.

Unit 11, Fluency

A Big Hit

What’s a piñata (say it: peen-YAH-tah)? It’s a decoration filled with candy. Friends take turns hitting the piñata with a stick until the candy spills out. You may have been to a piñata party, but it probably wasn’t a piñata like this one!

This giant piñata was made for a party in Pennsylvania. It was as tall as a six-story building and held four thousand pounds of candy! A wrecking ball was used to crack the piñata open. Now that’s what you call a big hit!

SK_2_2_BPP_65242 Student.indd 47 1/12/16 11:17 AM

ASSESSMENT

Assessment Materials

PERIODIC FORMAL ASSESSMENTSReadiness TestDiagnostic assessment of emergent literacy skills, grade K

Beginning-of-the-Year TestDiagnostic assessment of skills, grades 1–2

Progress and Midyear TestsPeriodic formative and summative assessments, grades K–2

Benchmark TestsSummative assessment of skill mastery, grade K

End-of-Year TestSummative assessment of skill mastery, grades 1–2

FREQUENT INFORMAL ASSESSMENTSQuick Assessments in Superkids Skill-Building BookOne-on-one skill assessment to inform differentiation, grades K–2 mastery

Daily RoutinesOngoing observations, grades K–2

Student Book, Word Work Book, and Backpack PagesDaily ongoing observations of completed work, grades K–2

To learn more about The Superkids Reading Program, call 888.378.9258 or visit superkidsreading.com.

R1553 09.18

Ongoing assessment reveals students’ progress and informs teachers’ decisions about reteaching, challenging students, and grouping students for instruction.

Assessment Books, online printable tests, online interactive tests, and other resources provide ample opportunities to assess students formally and informally.

Students’ online assessments can be automatically scored, providing teachers with easy-to-use, detailed individual and classroom reports to evaluate student progress.


Meet the Superkids

Readiness Test: Part 1aChild marks the picture as instructed.

13

Kindergarten Concepts: Use marking conventionsChild’s Score

______ /6

Test Results (circle one)√ 5/6 ∫ç

Name

SK_K_1_1_22_65259.indd 13 3/1/17 10:35 AM

43

Superkids’ Club

Benchmark Test: Part 1

1

2

3

Child circles the picture whose name begins or ends with the same sound as the given word.

Name


SK_K_2_43_64_65266.indd 43 3/1/17 10:52 AM

Available

in Print and

Digitally

Documents

DAILY INSTRUCTIONAL PLAN - Zaner-Bloser...Daily Routines Foundational skill reinforcement and informal assessment Teacher’s Guide Skill instruction and practice Word Work Book Skill