ESSON 1 LESSON 1 - teachers.rowlandreading.org

WORD

WORK

READING

WRIT

ING

LESSON 1

Word Work Book pages 3–4

Sound-Spelling Card 2“Help!” pages 25, 28–35 Example from Lesson 1

Daily Routines: Informal Assessment Decoding, spelling, and handwriting of Unit 1 words

1 Phonemic Awareness and Phonics: Associate tch with /ch/

2 Spelling: Introduce Memory Words I, my, she, her, he, his

3 Phonics and Fluency: Introduce the Reader story

4 Fluency and Comprehension: Guide small-group reading

5 Narrative Writing: Teach how to select a topic for a personal narrative

WORD

WORK

READING

WRIT

ING

LESSON 1

U N I T 5 • L E S S O N 1 5 In-Class Use: Practice Page 1 • Homework: Backpack Page 35

Daily Routines: Informal Assessment

1 Phonics and Spelling: Teach decoding and encoding /ô/ words

2 Phonics and Spelling: Teach decoding and encoding ay/ā/words

3 Spelling: Introduce the spelling list

4 Fluency: Guide practice observing typographical clues

5 Small-Group Reading of an Informational Text

• Introduce SUPER magazine Lights Out!

• Model fluent reading of Super Shorts and guide practice observing punctuation and reading with expression

Spelling List

drawyawnawful

faultAugust

calledsmallest

chalkwalktalk

todayaway

We do

I do

Ay stands for the long a sound. say stay play today

Write ay to complete the words. 1.

d__

2.

p__

3.

h__ 4.

spr__

5.

cl__

6.

tr__7.

cr__ons

8.

pl__9.

Y__! It’s my birthd__!62 Unit 5 • Lesson 1Phonics and Spelling

Read each sentence. Draw a line under the words that have the caw sound.

Write each word on the lines.

saw draw haul August

walk stalk tall smallal and the a in all can also stand for the caw sound.

Aw and au usually stand for the sound a crow makes.

1. Tac likes to call her pals and talk.

2. Frits likes to draw with chalk.

3. The kids got a new ball at the mall.

4. You must walk in the hall, not run.

5. All the kids drink milk with a straw.

6. An author visited

us in August.

We do

I do

61Unit 5 • Lesson 1

Phonics and Spelling

Word Work Book pages 61–62

“Mystery Kid,” Reader pages 84–85

contents

14

In Every IssuePage 2

Super Shorts

16 Ask Anything How do we see

in the dark?

20 Kid Talk

Bedtime stories

34 Ouch!

Got a problem? Here’s help!

37 Poem Light

Back Cover Last Look

Yawn! It’s getting late. The

sky is dark. People are sleepy.

Everything’s shutting down for the

day. Or is it? Many things don’t really

start up until the sun goes down. If

you could keep your eyes

open all night long, what would you

see? Read this issue of SUPER and

find out!

KATE ROCHE-GORDON

SK_2_1_SuperMag_3_CVR_67888.indd 3

9/30/15 3:10 PM

6

18

10

28 22

FeaturesPage 6

Night Lights Full Moon Festival

10 Do Not Disturb

What hamsters do when you’re asleep

14 Everyone Snoozes How animals sleep

18 Sleep Tight

What happens when you sleep

22 Up All Night

Meet three people with exciting jobs.

28 Sky Watch

Cool things in the night sky32

The Mighty Light Making a bright

idea better

ALA

MY,

© B

REN

NA

N B

ILL/

PAC

IFIC

STO

CK

/PH

OTO

LIBR

ARY

.CO

M, N

ATIO

NA

LGEO

GR

APH

ICST

OC

K

1

COVER: RICHARD BOCK, BRENNAN BILL/PACIFIC STOCK/PHOTOLIBRARY.COM, NATIONALGEOGRAPHICSTOCK, ALAMY

SK_2_1_SuperMag_3_67888.indd 1

10/5/15 1:25 PMAll Together Now

2

Would you believe this is a tree full of fireflies? The fireflies’

lights are blinking at exactly the same time. Most people

never see this happen. That’s because only certain kinds of

fireflies do it. No one knows how or why it happens — but

when it does, it’s flashy!

JEFF

J. D

ALY

/VIS

UA

LS U

NLI

MIT

ED, I

STO

CK

, I. P

OLI

NIN

/NH

PA/P

HO

TOSH

OT.

CO

M, L

OU

IE P

SIH

OYO

S/C

OR

BIS,

GR

EEN

PLA

ZA

SH

INJU

KE


10/5/15 1:25 PM

3

TV

Door

Bed

Sneak peek inside

Alarm

These may not look like hotel

rooms, but they are. They’re rooms

at a capsule hotel. A capsule is a

small closed-in space. The rooms are

only big enough for sleeping. Some

people like the itty-bitty rooms.

They say the rooms feel cozy. Other

people just feel squished. These

rooms cost less than other hotel

rooms. Everyone likes that!

Capsule Hotel

Don’t see a bathroom?

It’s down the hall.

JEFF

J. D

ALY

/VIS

UA

LS U

NLI

MIT

ED, I

STO

CK

, I. P

OLI

NIN

/NH

PA/P

HO

TOSH

OT.

CO

M, L

OU

IE P

SIH

OYO

S/C

OR

BIS,

GR

EEN

PLA

ZA

SH

INJU

KE


10/5/15 1:26 PM

SUPER Teacher’s Guide

84

Mystery Kid

Alec was a mystery kid. He seemed to understand what the Superkids said, but he never talked.

Sal wondered if Alec spoke Spanish. “¿Hablas español?” Sal asked. That means, “Do you speak Spanish?” Alec said nothing.

Tic spoke French. She said, “Parles-tu français?” That means, “Do you speak French?” Alec still said nothing.

Lily was learning Chinese, so she said, “Ni hui shuo zhong wen ma?” That means, “Do you speak Chinese?” Alec looked confused.

85

“Well,” said Sal with a shrug, “it doesn’t really matter. Want to play soccer?”

Alec grinned. He flipped the ball from his toe to his hands, twirled it on one finger, tossed it up into the air, and kicked it—all the way into the goal.

What a surprise! Sal, Tic, and Lily just looked at each other. Now they were the ones who were speechless!

6 Poetry Writing: Teach similes

Resource Page 1

Reproducible Page © Zaner-Bloser, Inc.

Directions: Have children work with a partner to complete the similes on the top part of the page. Have both partners use the bottom part of the page to write a simile describing themselves.

Unit 5, Lesson 1

Resource Page 1

1. Grandma is as soft as a .

2. You are sweet like .

3. Lori is as busy as a .

4. His words burn like .

5. That man is as mean as a .

6. Your eyes shine like .

Partner 1

I am like / as

.

Partner 2

I am like / as

.

[art of a pillow]

Name

SUPER informational magazine Lights Out!

Super Shorts, pages 2–5

Teacher’s Guide

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

S E C O N D GRADE

SuperMagazine

SUPER MagazineUNITS

5&7

SUPE RT 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

S E C O N D GRADE

ISSUE

3

Who’s Snoozing? Sky Lights

Pillow Power

Lights Out!

WORD

WORK

6 U N I T 5 • 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 columns 3 and 4 on page 22 of the Big Book of Decoding. For each group of words, discuss whether any spelling changes were needed before the endings were added to the base word.

dry funny drier funnier driest funniest

shy thirsty shier thirstier shiest thirstiest

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

work sugar early world learn calendar Check the calendar for the date.

Teach letter-sound correspondences for aw/ô/, au/ô/, al/ô/, and all/ôl/. Display Word Work Book page 61 and have children turn to the page. Ask what bird is shown in the blue box. (a crow) Read Ms. Blossom’s tips aloud. Point out the letters c-a-w in the crow’s speech balloon, and have children say “caw caw caw.” Ask what vowel sound children hear at the end of the word caw (/ô/) and what letters make this sound. (a, w) Explain that this week children will learn about the /ô/ sound spelled with aw and with other letters. Tell children to listen for the /ô/ sound as you read the example words in the blue box. Ask children to name the letters in each word that stand for this sound.

Have children sort and encode /ô/ words. Read aloud the directions. Explain that each sentence includes two words with the /ô/ sound. Then point to the first sentence and read it aloud. Ask children to name the two words in which they can hear the /ô/ sound. (call, talk) Underline the words and have children do the same. Then write the words on the first set of lines and have children do the same.

Guide children in the same way for the second sentence, having them underline and then write the words with the /ô/ sound. (draw, chalk)

Phonics and Spelling: Teach decoding and encoding /ô/ words

Use Word Work Book page 61 and Sound-Spelling Cards for aw/ô/, au/ô/, al/ô/, and all/ôl/.

Read each sentence. Draw a line under the words that have the caw sound. Write each word on the lines.









6. An author visited us in August.

We do

I do

61Unit 5 • Lesson 1Phonics and Spelling

1. call, talk; 2. draw, chalk; 3. ball, mall; 4. walk, hall; 5. all, straw; 6. author, August

1

WORD

WORK

U N I T 5 • L E S S O N 1 7

Phonics and Spelling: Teach decoding and encoding ay/ā/ words

Use Word Work Book page 62 and the Sound-Spelling Card for ay/ā/.

Spelling List

draw

yawn

awful

fault

August

called

smallest

chalk

walk

talk

today

away

We do

I do

Ay stands for the long a sound.

say stay play today

Write ay to complete the words.

1.

d__

2.

p__

3.

h__ 4.

spr__

5.

cl__

6.

tr__7.

cr__ons

8.

pl__9.

Y__! It’s my birthd__!62 Unit 5 • Lesson 1


1. day, 2. pay, 3. hay, 4. spray, 5. clay, 6. tray, 7. crayons, 8. play, 9. Yay, birthday

Teach the letter-sound correspondence for ay/a/. Display page 62 and have children turn to the page. Read Ms. Blossom’s tip aloud.

2Check and correct. Have children read and spell aloud the /ô/ words they wrote. Let them fix any mistakes. Tell them they’ll complete the page as an Independent Activity.

Introduce Sound-Spelling Cards for aw/ô/, au/ô/, al/ô/ and all/ôl/. Have children read aloud the words on the cards. For each card, have children name the blue letters and tell what sound(s) they stand for in the word. Keep the cards displayed so children can refer to them later.

Reteach: Use the first Ten-Minute Tuck-In on page 14 to provide additional practice with /ô/ words.

12

6

9 3

12

4

10

8

11

57

Remind children that y is a vowel when it is at the end of a word, and point out that the a before the y is also a vowel. Review the rule about two vowels together: “When two vowels go walking, the first one does the talking.”

Ask what sound ay stands for. (/ā/) Then have children read aloud the words in the box. Ask what vowel sound children hear at the end of each word (/ā/) and what letters make this sound. (a, y) Explain that this week children will learn about words with /ā/ spelled with ay.

Have children trace and write letters to complete words with ay/a/. Read aloud the directions. Point out that the sunlight in the first picture shows that it is daytime. Ask children what word they should use to label this picture. (day) Model tracing the letter d and have children do the same. Ask what letters you should write to complete the word. (a, y) Write ay on the handwriting lines and have children do the same. Remind them that the ay letter combination in this word has the /ā/ sound.

WORD

WORK

8 U N I T 5 • L E S S O N 1

Spelling: Introduce the spelling list

Use Word Work Book page 62.

Have children read, spell, and discuss the words on the spelling list. Point out the spelling list on page 62. Point to and say each word. Have children repeat each word and spell it aloud.

Point out that the first four groups on the list each have words with the /ô/ sound, but this sound is not always spelled the same way. Remind children that the /ô/ sound can be spelled several ways with different combinations of letters. Ask which letters stand for the /ô/ sound in draw. (a, w) Then ask whether the /ô/ sound is also spelled with aw in the words yawn and awful. (yes) Repeat this process for the next three groups of words to have children identify which letters stand for the /ô/ sound in each group. (au in the second group, the a in all in the third group, and al in the fourth group)

3Point to the last group of words on the spelling list and call on a volunteer to read them aloud. Ask if these words have the /ô/ sound. (no) Then ask if these words have the same ending vowel sound as the words day, pay, and hay. (yes) Remind children that all of these words include the long a sound, usually at the end. Ask which two letters together stand for this sound. (a, y)

Explain the spelling test and Backpack Pages. Let children know when they’ll have a test on the spelling words. (It’s in Lesson 5.) Tell them they will practice spelling these words in class and at home.

Ask what the boy is doing in the next picture (paying for pencils) and have children trace the letter p and write ay to complete the word pay. Repeat these steps for item 3.

Have children identify the words they can use to label the remaining pictures. (hay, spray, clay, tray, crayons, play, yay, birthday) Tell children they will complete the page as an Independent Activity.

Introduce the Sound-Spelling Card for ay/ā/. Have children read aloud the word on the card. Point out that the blue letters remind them that ay stands for /ā/, as in play. Keep the card displayed so children can refer to it later.

WORD

WORK

U N I T 5 • L E S S O N 1 9

Fluency: Guide practice observing typographical clues

Use Reader story “Mystery Kid,” pages 84–85.

Reader vocabulary: mystery, confused, speechless

Introduce the story. Display Reader pages 84 and 85 and have children turn to the pages. Ask if they recognize the boy on the right on page 84 (Alec) and what they recall about him. (He is new in class; he doesn’t talk.) Read the title together and explain that a mystery is something you can’t figure out. Discuss why Alec is a mystery kid. (No one knows anything about him.)

Discuss and model how to observe typographical clues. Point out that several phrases are shown in slanted type, or italics. Point to and read aloud the phrase “¿Hablas español?” Explain that it means “Do you speak Spanish?” in Spanish. Explain that when a text in English includes a few words from other languages, these are often italicized. Reread “¿Hablas español?” Then point to and read the questions in French and Chinese, noting which languages these phrases come from.

4

Have children read and discuss the story. Call on different groups to read paragraphs aloud. Then discuss the story.

Understand vocabulary; Make inferences To be confused means to be puzzled because you don’t understand something. Why do you think Alec looks confused? Maybe he doesn’t understand what the kids are saying.

Make inferences How can you tell that Alec does understand English? When Sal asks if he wants to play soccer, he grins, flips and twirls the ball, and kicks a goal.

Understand vocabulary; Characters To be speechless means to be unable to speak, usually because of a strong feeling. Why are the kids speechless? They are shocked that Alec understood Sal; they are excited to find out something about Alec at last.

84

Mystery Kid

Alec was a mystery kid. He seemed to understand what the Superkids said, but he never talked.

Sal wondered if Alec spoke Spanish. “¿Hablas español?” Sal asked. That means, “Do you speak Spanish?” Alec said nothing.

Tic spoke French. She said, “Parles-tu français?” That means, “Do you speak French?” Alec still said nothing.

Lily was learning Chinese, so she said, “Ni hui shuo zhong wen ma?” That means, “Do you speak Chinese?” Alec looked confused.

85

“Well,” said Sal with a shrug, “it doesn’t really matter. Want to play soccer?”

Alec grinned. He flipped the ball from his toe to his hands, twirled it on one finger, tossed it up into the air, and kicked it—all the way into the goal.

What a surprise! Sal, Tic, and Lily just looked at each other. Now they were the ones who were speechless!

READING

10 U N I T 5 • L E S S O N 1

Small-Group Reading of an Informational Text

Use SUPER Lights Out! and corresponding SUPER Teacher’s Guide.


S E C O N D GRADE


Pillow Power

Lights Out!

SK_2_1_SuperMag_3_CVR_67888.indd 2 9/30/15 3:10 PM

Teacher’s Guide

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

S E C O N D GRADE

SuperMagazine

SUPER MagazineUNITS

5&7


S E C O N D GRADE

ISSUE

3


Pillow Power

Lights Out!

• Introduce SUPER magazine Lights Out!

• Model fluent reading of Super Shorts and guide practice observing punctuation and reading with expression

5 INDEPENDENT ACTIVITIESBefore you begin guided reading with small groups, introduce

activities you’d like children to do during independent work time.

Word Work Book: Have children finish the I do items on pages 61 and 62.

Read each sentence. Draw a line under the words that have the caw sound. Write each word on the lines.









6. An author visited us in August.

We do

I do

61Unit 5 • Lesson 1Phonics and Spelling

Spelling List

draw

yawn

awful

fault

August

called

smallest

chalk

walk

talk

today

away

We do

I do

Ay stands for the long a sound.

say stay play today

Write ay to complete the words.

1.

d__

2.

p__

3.

h__ 4.

spr__

5.

cl__

6.

tr__7.

cr__ons

8.

pl__9.

Y__! It’s my birthd__!62 Unit 5 • Lesson 1


Reader: Have partners reread “Mystery Kid,” taking turns reading each paragraph aloud.

Reader Response: Have children draw a picture to show what Alec can do. They can write a sentence to explain what the Superkids learned about Alec today or make a thought balloon showing what Alec (or any of the other Superkids) is thinking.

SUPER: Have partners read these Super Shorts after meeting in their small groups:

Below-level: “Fluffy Fun” On-level: “Capsule Hotel” Above-level: “Super Squirt” and

“A Bright Ride”

Practice Page 1: Have children complete the SUPER comprehension page.

NamePractice Page 1

Reproducible Page © by Zaner-Bloser, Inc.

Unit 5, Lesson 1 Name

Directions: Think of something fun you like to do at night, or something fun that happens at night. Draw a picture of it. Then write 1 or 2 sentences to tell about your picture.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Nighttime Fun

SK

_2_1_SU

PE

RT

G_U

5_U7_64818.indd 1

10/14/15 10:30 AM

Extend: After reading “All Together Now,” ask children to think of situations when every individual within a group of people is doing the same thing at the same time. Have them share and discuss examples.

WRITING

U N I T 5 • L E S S O N 1 11

Poetry Writing: Teach similes

Use poems “Binky Barnes” from SUPER What’s New? and “Measles” from SUPER It’s Tricky, a whiteboard, and Resource Page 1.

Instruction and modelingSet a purpose for writing in Unit 5. Remind children that poetry is a form of writing that is different from fictional stories and informational articles. Remind children that each issue of SUPER magazine includes a poem at the end. Ask how poetry is different from other kinds of writing. (Poems are usually short. Instead of using paragraphs, a poem uses lines that don’t always go all the way across the page. Often lines are organized into groups called stanzas. Poetry may use rhyming words at the ends of lines. It usually has a rhythm or beat like music. It may also use words in other interesting, creative ways you don’t always see in other kinds of writing.)

One at a time, display the poems “Binky Barnes” and “Measles” from SUPER magazine issues 1 and 2. Briefly point out examples of the characteristics of poetry that students named. Explain that in Unit 5, students will write two poems.

6Introduce similes. Remind children that poetry often uses words in unusual or creative ways you might not see as often in other kinds of writing. This includes figurative language—words that state an idea in a way that is interesting and makes sense even if it is not literally true. Tell children that similes are one type of figurative language frequently used in poetry. Write these examples on the board:

Teacher example

Similes

Dara’s warm, bright smile was like the sun.

When Nick came in from the cold, his cheeks were as red as apples.

Explain that a simile compares two things that are mostly different, in a way that shows what they have in common. Read the first example on the board. Point out that it is a simile comparing two things: Dara’s smile and the sun. Underline the words smile and sun. Ask children if we usually think of a smile as being like the sun and why or why not. (No. A smile is an expression on someone’s face; the sun is a big ball of burning gas in the sky.)

Point out that although the two things being compared, a smile and the sun, are mostly very different, the simile shows us a way in which they are alike. The sun is warm and bright and a person’s smile can be too.

Read the second example aloud. Ask what two things are being compared. (Nick’s cheeks and apples) Underline the words cheeks and apples. Point out that again, we would not usually think of a person’s cheeks as being like apples. Ask how Nick’s cheeks and apples are alike. (They are both red, because your cheeks can get red if you are out in the cold.)

Discuss how similes can be constructed using the words like or as. Tell children that a simile will always include the word like or the word as. Read the first simile aloud again and circle the word like. Explain that the author uses it to show how one thing—Dara’s smile—is like something else.

Read the second simile aloud again. Circle the word as in both places where it appears. Explain that as is another word authors can use to compare two things. Point out that similes usually use the word as the way it is used in this sentence, in phrases like as red as…, as big as…, and so forth.

WRIT

ING

12 U N I T 5 • L E S S O N 1

Discuss similes in colloquial speech. Point out that we often use similes in everyday speech without even thinking about it. Add the following examples to the list on the board and read them aloud:

Jane can run like the wind! Alec is as quiet as a mouse.

Ask children what two things are being compared in the first simile (Jane and the wind) and whether this simile uses like or as. (like) Underline the words Jane and wind and circle the word like. Ask children how they think Jane runs, fast or slow (fast) and why they think this. (The wind can blow fast.) Repeat these steps for the second simile to have children determine what two things are being compared (Alec and a mouse), whether the simile uses like or as (as), and how the two things are alike. (They are both very quiet.)

Practice generating similes. Ask children if they can think of other similes they have heard or used in conversation. As needed, help them generate a few more simple colloquial examples like as smooth as silk. Add these to the board.

Teacher example

Similes

Dara’s warm, bright smile was like the sun.

When Nick came in from the cold, his cheeks were as red as apples.

Jane can run like the wind!

Alec is as quiet as a mouse.

As smooth as silk

As cold as ice

I slept like a log.

Practice and applicationHave partners complete similes. Distribute copies of Resource Page 1. Read aloud the first item. Ask what the picture shows (a pillow) and what word you should write to complete the sentence. (pillow) Then ask what two things are being compared (Grandma and a pillow) and whether the simile uses like or as. (as) Discuss how the two things being compared are alike. (They are both soft.)


Directions: Have children work with a partner to complete the similes on the top part of the page. Have both partners use the bottom part of the page to write a simile describing themselves.

Unit 5, Lesson 1

Resource Page 1

1. Grandma is as soft as a .

2. You are sweet like .

3. Lori is as busy as a .

4. His words burn like .

5. That man is as mean as a .

6. Your eyes shine like .

Partner 1

I am like / as

.

Partner 2

I am like / as

.

[art of a pillow]

Name

Resource Page 1

Tell children that each sentence contains a simile, but they will need to write a word to complete it. Explain that they will work with a partner and can use the picture as a clue to help them decide what word to write.

Point to the second section of the page and explain that partners will write their own simile here to describe themselves. Tell children that they may choose whether to write a simile with like or as and should circle the word they chose.

WRITING

U N I T 5 • L E S S O N 1 13

Differentiate

Below-level: If children have difficulty completing the similes on the top half of the page, work with them in a small group. Discuss what is shown in the pictures and why each simile makes sense. Draw attention to specific similarities between the two items being compared in each one.

If children struggle to generate their own simile, ask them to think of an animal they have something in common with. Brainstorm examples of animals and associated characteristics—for example, dogs can be fierce or friendly, deer are fast runners, and fish can swim well. Ask which of these characteristics children share. Guide children to construct and write similes comparing themselves to animals.

Above-level: If children easily complete both portions of the page, challenge them to write a second simile about a topic of their choice. As needed, provide a sentence frame for writing.

SharingHave students share the answers they wrote for each item in the first portion of the page. Briefly discuss why the comparisons in each simile make sense. Then invite children to share the simile they wrote to describe themselves.

HOMEWORK: Backpack Page 35

Send home Backpack Page 35 at the end of this lesson.


Unit 5, SpellingName Backpack Page 35

Spelling List draw awful walk fault called today yawn chalk talk August smallest away

Family: Children will be tested on these spelling words. Have your child read the words, write each word in a box, and cut the boxes apart. Use the word cards for spelling practice throughout the week. Choose a card, say the word, and ask your child to write it.

Spelling Practice: This week’s spelling list

14 U N I T 5 • L E S S O N 1

TEN-MINUTE TUCK-INSActivities for Differentiating Instruction

12

6

9 3

12

4

10

8

11

57

Reteach Phonics and Spelling: Words with aw/ô/, al/ô/, and all/ôl/

Write these words on the board with letters underlined as indicated: saw, stalk, ball. Call on volunteers to read each word and identify the sound made by the underlined letters. (aw/ô/, al/ô/, and all/ôl/)

Then ask children to say words that rhyme with these words and use the same letters to make the /ô/ sound. Write the words in the appropriate columns.

.

saw jaw paw claw straw draw law raw

stalk walk chalk talk

ball call small mall wall hall fall tall stall

Reinforce Phonics, Spelling, and Vocabulary: Decode, encode, and act out words with aw/ô/, au/ô/, al/ô/, all/ôl/, and ay/ā/

Display each word on this week’s spelling list. As you display each word in turn, have children read the word aloud and then spell it in unison.

Display the words again, one at a time, in a different order than used the first time. Have children read each word aloud again. Then use the word in a sentence and have children act out the sentence. For example:

Draw a picture.

Yawn because you are sleepy.

Make a face like you are having an awful day.

Apologize for something that was your fault.

Flip a calendar to the page for August.

Show how you called someone on the phone.

Walk with the smallest steps you can take.

Draw on the board with chalk.

Talk to your friend.

Turn away from your friend.

Point to the date (or assignments) we wrote for today on the board.

Documents

ESSON 1 LESSON 1 - teachers.rowlandreading.org