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MKTC5SP-0816
The Lexia Reading Core5® program provides Instructional Materials to ensure that all students receive personalized and comprehensive instruction and practice in all skill areas. Lexia Lessons®, Lexia Skill Builders®, Lexia® Connections and the Supplemental Comprehension Lessons are designed to be used in conjunction with the online learning activities in Lexia Reading Core5. These materials can be incorporated into classroom routines in a variety of ways, including whole class instruction, small group activities, and independent work.
Lexia Instructional Materials provide opportunities for students to:
• Respond to open-ended questions orally and in writing
• Build fluency through oral reading
• Reinforce skills using multi-sensory manipulative materials
• Engage in collaborative discussions with peers
www.lexialearning.com MKTC5SP-0816
LEXIA INSTRUCTIONAL MATERIALS
Lexia Skill Builders Paper-based practice materials that reinforce and extend the online learning
• Recommended upon completion of an activity to build automaticity
• Extend online learning to many speaking and writing activities
• Designed to be used independently, with a teacher, or with a peer partner
• Can be used in classroom centers, for homework, or during after school programs
Supplemental Comprehension Lessons Scripted materials for teacher-led instruction that specifically target reading comprehension
• Designed to fit flexibly into existing literacy instruction
• Provide instructional routines and activities to address key areas of comprehension
• Target skills such as reading poetry, reading plays, and understanding text features
• Include materials such as passages and graphic organizers
Lexia Connections Strategies and routines to structure individual, small group, or whole class activities
• Target essential components of reading skill instruction
• Provide guidance and context to teachers while allowing for creativity and flexible delivery
• Link reading activities to content-area instruction in science, math and social studies
• Include reference tables, word lists, and graphic organizers
Lexia Lessons Scripted materials for teacher-led instruction that target specific Core5 skills
• Designed for individual, small group, or whole class targeted instruction
• Automatically recommended for struggling students based on performance
• Provide adaptations to further support or enhance student skill development
• Include materials such as picture cards, wordlists, activity sheets and graphic organizers
INSTRUCTIONAL MATERIALS Sampler
Read the Greek combining form at the top of the page and think about the meaning. Then write the combining form next to the picture that best shows the meaning. On the next line, write a word that uses the combining form. You may need to use a dictionary.
scope meterastroderma
tele nautgramgraph
sphere audioantibiblio
NO
Name:
2
Level 17 | Structural AnalysisGreek Combining Forms 1
Lexia Reading Core5SKILL BUILDERS
meter
perimeter
1
3
5
7
9
11
2
4
6
8
10
12
Choose five of the words you wrote above to use in five descriptive sentences on the back..
Script page 1
GRADE 1 | ComprehensionReading Poems (Supplemental)
Lexia Reading Core5LEXIA LESSONS
This
mat
eria
l is
a co
mpo
nent
of
Lexi
a Re
adin
g® w
ww
. le
xial
earn
ing.
com
© 2
015
Lexi
a Le
arni
ng S
yste
ms
LLC
CCSS
: RL
.1.4
Direct Instruction
Today we’ll be learning about poems, and what makes a poem different from other kinds of writing. Let’s start by listening to a poem called “Snowflakes.” As you listen, form pictures in your mind.
Give an expressive oral reading of the nursery rhyme:
The snowflakes are falling by ones and by twos;There’s snow on my jacket, and snow on my shoes;There’s snow on the bushes, and snow on the trees.It’s snowing on everything now, if you please.
Ask students what they pictured when they heard the poem. Encourage them to give details about what is in the scene, and who might be speaking the words in the poem.
This poem helps me picture white snowflakes falling more and more heavily, and piling up everywhere. In a poem, words may be repeated to show a big idea. Listen as I reread the poem. Every time you hear the word snow, raise your hand.
Reread the poem so that students can identify the repeated word snow.
Hearing the word snow again and again helps us picture all that snow falling and piling up!
A poem often has rhythm. The rhythm in a poem makes it like a song that we can clap to. Listen as I read the poem again. Clap along to hear the rhythm.
Reread the poem. Model clapping to the beat of its lines—four claps to a line—as students clap along.
We’ve seen that a poem can help us form pictures in our mind. We know that a poem may have repeated words. A poem has rhythm. There’s something else that a poem may have. Listen as I read the first two lines of the poem, and pay special attention to the words that I say loudly.
Read aloud just the first two lines, using a louder voice to say twos and shoes.
DescriptionSupplemental Lexia Lessons can be used for whole class, small group or individualized instruction to extend learning and enhance student skill development. This lesson is designed to help students recognize that sound, meaning, and feeling are combined in a poem. Students also learn the terms rhythm and rhyme and use them to talk about poetry.
Teacher Tips
You can adapt this lesson for older students by showing them the poems in this lesson and reading together.
Preparation/Materials
• Drawing paper and crayons
Vocabulary Skill Sequence
• Basic Categories
• Spatial Concept Words
• Describing Words
• Combining Adjectives
• Categorizing Words
• Multiple Meaning Words
• Synonyms & Antonyms
• Similes & Metaphors
• IDIOMS
• Simple Analogies
• Affix & Root Meaning (Structural Analysis)
• Shades of Meaning
• Complex Analogies
• Greek Combining Forms (Structural Analysis)
Curriculum Connection
Display illustrations from familiar stories. Ask students to use an idiom to describe a specific scene. For example, a character who is in trouble may be described as in hot water. Then, discuss how the illustration adds to students’ understanding of the text.
page 1
IdiomsAn idiom (e.g., to be on top of the world) is a group of words that do not mean what they seem to say. By studying idioms, students develop their awareness of figurative expressions and expand their descriptive language skills.
Classroom Ideas
As necessary, teach or review the definition of an idiom. Explain to students that they should use sentence clues to figure out the meaning of an idiom. For example, in the sentence Cal won first prize, so he was on top of the world, students should recognize that someone cannot literally be on top of the world. Have them underline the idiom and, with support, look at the rest of the sentence and deduce the meaning (e.g., Since Cal won first prize, he is probably really happy).
Write an idiom on one index card and its meaning on another card. Create a deck of up to 15 pairs. Shuffle the cards and have students work together to match the idioms to their meanings.
Have students act out learned idioms in a charades-style manner or in brief skits. Fellow students should guess the idiom being portrayed.
Distribute one idiom to each student or pair of students. Have some students illustrate the actual meaning of the idiom, while others should illustrate the literal meaning of the idiom. Once the drawings are finished, ask students to find their idiom partners without talking (by sharing illustrations only).
Use idioms as writing prompts or discussion points (e.g., Have you ever thrown in the towel? Do you remember a time when you felt like a fish out of water?). Citing specific examples, students can discuss these topics with peers or form a written response to these questions.
LEXIA® CONNECTIONS
Script page 1
LEVEL 10 | Structural AnalysisSuffixes, Lesson 1
Lexia Reading Core5LEXIA LESSONS
Direct Instruction
��Today,�we�are�going�to�learn�about�suffixes.�Suffixes�are�word�parts�that�can�be�added�to�the�end�of�a�base�word�to�change�the�meaning�slightly.�
Display the word cup.
This�word�is�cup.�I�can�use�the�word�in�the�sentence�“There�is�a�cup”�and�I�know�it�means�there�is�only�one�cup.�But,�I�can�add�the�suffix�–s�to�the�end�of�the�word�cup,�and�that�will�mean�there�is�more�than�one�cup.
Add an s to the end of the word to make cups.
So�now�I�can�use�this�word�in�the�sentence�“There�are�two�cups.”�The�–s�at�the�end�changes�the�meaning�of�the�word�cup.�It�makes�it�plural,�which�means�more�than�one.
Find an object in the room that can be made plural by adding –s (e.g., desk, pencil, or book). Name the object using the base word, then model adding the suffix –s as above.
Display the plural word for the object and use the following procedure to model how to identify the suffix.
�� �First,�I�look�to�see�if�there�is�a�suffix�–s�at�the�end�of�the�word.�I�circle�it.�Next,�I�underline�the�base�word.�Finally,�I�write�the�suffix�–s�next�to�the�word.�
Repeat this procedure using the suffix –es. Possible objects include: watch, hall pass, bench.
Then, write the suffix –s above the words that end in –s. Write the suffix –es above the words that end in –es.
�� �The�suffixes�–s and –es�can�be�added�to�base�words�to�change�their�meaning�slightly.�Both�–s and –es�make�a�base�word�plural,�meaning�more�than�one.�We�use�the�suffix�–s�to�make�most�words�plural.�We�use�the�suffix�–es�when�a�base�word�ends�with�the�letters�ch,�sh,�tch,�ss,�x,�or�z.
DescriptionThis lesson is designed to help students recognize common suffixes and understand that suffixes can change the meaning or form of a base word. The ability to identify suffixes serves as a foundation for understanding the most common spelling rules and thinking about the structure of words (prefix, root/base word, suffix).
Teacher Tips
This lesson teaches suffixes using suffixes –s and –es. Use the same sequence to give students practice with other suffixes (listed in the Adaptations section).
Preparation/Materials
• A piece of lined paper for each student to use in Independent Application
SA
MP
LE
ON
LYINSTRUCTIONAL MATERIALS
Sampler
Scrip
t pag
e 1
LEVE
LS 4
& 5
| Co
mpr
ehen
sion
Sequ
encin
g Ev
ents
Lexia
Rea
ding
Cor
e5LE
XIA
LESS
ONS
Dire
ct In
stru
ctio
n
Stor
ies h
ave
a be
ginn
ing,
a m
iddl
e, a
nd a
n en
d. T
hey
go in
ord
er. W
e ca
n us
e th
e w
ords
first,
next
, and
last
to ta
lk a
bout
that
ord
er. W
atch
care
fully
as I
do
thre
e th
ings
.
A
ct o
ut a
sim
ple
thre
e-st
ep s
eque
nce:
(1) W
alk
to th
e b
ooks
helf,
(2) L
ook
at a
few
boo
ks, a
nd
(3) C
hoos
e on
e b
ook
to b
ring
bac
k to
you
r des
k.
D
isp
lay
the
thre
e re
ctan
gle
s w
ith d
ots.
Poi
nt to
eac
h fr
ame
as y
ou u
se th
e se
que
nce
wor
ds
fir
st, n
ext,
and
last
as
you
talk
ab
out w
hat y
ou d
id.
Th
e first
thin
g I d
id w
as w
alk
to th
e bo
oksh
elf. Next,
I loo
ked
over
the
book
s.
And last
, I p
icke
d th
e bo
ok I
wan
ted
to re
ad.
Guid
ed P
ract
iceD
isp
lay
the
thre
e re
ctan
gle
s w
ith d
ots
as y
ou te
ll st
uden
ts a
bou
t the
thre
e p
arts
of a
sto
ry.
Le
t’s th
ink
toge
ther
abo
ut w
hat I
just
did
like
we
are
thin
king
abo
ut a
stor
y.
Whe
n I l
iste
n to
a st
ory,
I pi
ctur
e in
my
min
d w
hat i
s hap
peni
ng first—
at th
e be
ginn
ing
of
the
stor
y. I
pict
ure
wha
t is h
appe
ning
next—
in th
e m
iddl
e of
the
stor
y. A
nd I
pi
ctur
e w
hat i
s hap
peni
ng last
—at
the
end
of th
e st
ory.
N
ow, I
’m g
oing
to re
ad a
littl
e st
ory.
As w
e lis
ten,
let’s
pic
ture
wha
t is h
appe
ning
first
, next,
and last
. It w
ill b
e lik
e w
atch
ing
a m
ovie
insi
de o
ur h
ead.
Rem
embe
r to
liste
n to
ot
hers
, tak
e tu
rns a
nd sp
eak
clea
rly
as w
e ta
lk a
bout
the
stor
y.
•
Firs
t, C
arly
and
her
mom
pic
ked
ap
ple
s at
the
orch
ard
.
•
Nex
t, th
ey fi
lled
a b
ig b
aske
t with
ap
ple
s.
•
Last
, Car
ly a
nd h
er m
om b
aked
ap
ple
pie
s at
hom
e.
Po
int t
o th
e si
ngle
-dot
fram
e an
d re
read
the
first
sen
tenc
e.
Desc
riptio
nTh
is le
sson
is d
esig
ned
to h
elp
stu
den
ts fo
rm m
enta
l pic
ture
s of
the
even
ts in
a n
arra
tive.
A
s th
ey v
isua
lize
the
det
ails
of t
he p
ictu
res,
stu
den
ts w
ork
with
the
seq
uenc
e w
ord
s fir
st, n
ext,
an
d la
st, a
nd b
uild
thei
r und
erst
and
ing
of s
tory
str
uctu
re—b
egin
ning
, mid
dle
, and
end
. St
uden
ts a
re p
rom
pte
d to
ask
que
stio
ns to
imp
rove
und
erst
and
ing
and
cla
rify
info
rmat
ion.
Teac
her T
ips
The
inst
ruct
ion
and
pra
ctic
e in
this
less
on m
ay b
e us
ed w
ith o
ther
thre
e-ev
ent n
arra
tives
.
If th
is le
sson
invo
lves
mor
e th
an o
ne s
tud
ent,
pre
sent
the
follo
win
g “
rule
s fo
r dis
cuss
ion:
”
(1) L
iste
n to
eac
h ot
her,
(2) t
ake
turn
s w
hen
talk
ing
, and
(3) s
pea
k cl
early
.
Prep
arat
ion/
Mat
eria
ls
• D
raw
3 re
ctan
gle
s. In
left-
to-r
ight
seq
uenc
e,
dra
w 1
dot
in th
e fir
st fr
ame,
2 in
the
seco
nd,
and
3 in
the
third
• U
se th
e 2
sets
of p
ictu
res
at th
e en
d o
f th
e le
sson
Scrip
t pag
e 2
LEVE
LS 4
& 5
| Co
mpr
ehen
sion
Sequ
encin
g Ev
ents
Lexia
Rea
ding
Cor
e5LE
XIA
LESS
ONS
Here’s what I picture in the first part of the story. Carly is a girl w
ho is with her mother. They
are
outd
oors
in a
n or
char
d—a
kind
of f
arm
for a
pple
tree
s. Th
ey a
re re
achi
ng u
p to
pic
k ap
ples
fr
om th
e tr
ee b
ranc
hes.
W
hat d
o yo
u pi
ctur
e at
the
begi
nnin
g of
the
stor
y? A
s we
talk
abo
ut th
e st
ory,
rem
embe
r to
liste
n to
oth
ers,
take
turn
s and
spea
k cl
earl
y.
En
cour
age
stud
ents
to o
ffer v
arie
d d
etai
ls a
bou
t the
girl
, mot
her,
and
set
ting
. Em
pha
size
that
ther
e ar
e m
any
way
s to
pic
ture
a s
cene
.
Re
read
the
seco
nd e
vent
. Hav
e st
uden
ts g
ive
idea
s ab
out w
hat t
hey
pic
ture
. Rer
ead
th
e th
ird e
vent
, and
sha
re id
eas
abou
t wha
t the
sce
ne lo
oks
like.
Th
en d
isp
lay
the
thre
e p
ictu
res
from
the
first
sto
ry. M
ake
sure
they
are
not
in o
rder
.
These pictures show
what happens first, next, and last in the story. Which picture
show
s the
beg
inni
ng o
f the
stor
y? (T
he g
irl a
nd h
er m
othe
r in
the
appl
e or
char
d.)
D
irect
stu
den
ts to
pla
ce th
is p
ictu
re b
y th
e fir
st fr
ame.
W
hich
pic
ture
show
s the
mid
dle
of th
e st
ory?
(The
girl
and
her
mot
her c
arry
ing
a
big
bask
et o
f app
les.)
D
irect
stu
den
ts to
pla
ce th
is p
ictu
re b
y th
e se
cond
fram
e.
W
hat d
oes t
his p
ictu
re sh
ow?
(The
end
of t
he st
ory;
the
girl
and
her m
othe
r are
in
the
kitc
hen
baki
ng a
pple
pie
s.)
D
irect
stu
den
ts to
pla
ce th
is p
ictu
re b
y th
e th
ird fr
ame.
Ta
lk a
bou
t the
det
ails
that
mat
ch w
hat y
ou a
nd s
tud
ents
imag
ined
, and
oth
er d
etai
ls
the
artis
t pro
vid
ed.
D
o yo
u ha
ve o
ther
que
stio
ns a
bout
the
stor
y th
at w
ill h
elp
you
unde
rsta
nd w
hat h
appe
ned?
Inde
pend
ent A
pplic
atio
nFo
llow
a s
imila
r pro
ced
ure
with
the
stor
y b
elow
.
N
ow I’
ll re
ad a
new
stor
y. T
hink
abo
ut w
hat h
appe
ns first, next
, and
last
. M
ake
a m
ovie
in y
our h
ead
as y
ou li
sten
.
•
Sim
on th
rew
a b
all i
nto
the
lake
.
•
Sim
on’s
dog
Pep
per
sp
lash
ed in
to th
e la
ke.
•
Pep
per
bro
ught
the
bal
l bac
k to
Sim
on.
H
ave
stud
ents
des
crib
e w
hat t
hey
pic
ture
in th
e b
egin
ning
, mid
dle
, and
end
of t
he s
tory
.
Th
en d
isp
lay
the
thre
e p
ictu
res
on th
e se
cond
pic
ture
pag
e at
the
end
of t
he le
sson
.
D
irect
stu
den
ts to
pla
ce th
e p
ictu
res
in s
eque
nce,
und
er th
e th
ree
fram
es m
arke
d w
ith
one,
two,
or t
hree
dot
s.
SA
MP
LE
ON
LYINSTRUCTIONAL MATERIALS
Sampler
Scrip
t pag
e 3
LEVE
LS 4
& 5
| Co
mpr
ehen
sion
Sequ
encin
g Ev
ents
Lexia
Rea
ding
Cor
e5LE
XIA
LESS
ONS
Adap
tatio
ns
For S
tude
nts W
ho N
eed
Mor
e Su
ppor
t
Op
tio
n 1
: Su
bst
itute
an
activ
ity in
whi
ch
stud
ents
list
en to
two
even
ts th
at h
app
en
“firs
t” a
nd “
next
.” T
hey
then
pan
tom
ime
the
even
ts in
seq
uenc
e. E
xam
ple
s:
Fi
rst,
[nam
e of
stud
ent]
wal
ked
to th
e toy chest. Next, he/she found a puppet
to p
lay
with
.
Fi
rst,
Rabb
it ho
pped
to th
e ga
rden
. Next, she nibbled on lettuce she found
ther
e.
Op
tio
n 2
: Ta
lk w
ith s
tud
ents
ab
out t
hree
th
ing
s th
ey h
ave
don
e so
far t
oday
. Use
the
wor
ds
first
, nex
t, an
d la
st a
s yo
u re
pea
t the
ev
ents
. The
n, p
rom
pt s
tud
ents
to re
tell
“the
st
ory
of to
day
” in
seq
uenc
e.
For S
tude
nts R
eady
to M
ove
On
Read
a fa
mili
ar s
tory
to s
tud
ents
, pau
sing
to
ask
que
stio
ns a
bou
t seq
uenc
e. F
or e
xam
ple
:
Whose porridge did Goldilocks try first?
Next? Last?
Whose bed did Goldilocks sleep in first?
Next? Last?
G
oldi
lock
s tri
ed o
ut th
e be
ds, t
he ch
airs
, an
d th
e po
rrid
ge in
the
Bear
s’ ho
use.
Which did she try out first, next, and
last
?
Wra
p-Up
Che
ck s
tude
nts’
und
erst
andi
ng. P
rese
nt e
ither
set
of p
ictu
res
from
the
less
on. A
sk s
tude
nts
to u
se
thei
r ow
n w
ords
to te
ll w
hat h
appe
ns in
the
beg
inni
ng, m
iddl
e, a
nd e
nd o
f the
sto
ry.
Use
stu
dent
s’ re
spon
ses
to g
uide
you
r cho
ice
of a
ctiv
ities
in th
e A
dapt
atio
ns s
ectio
n.
Stud
ents
who
com
ple
te th
is le
sson
sho
uld
retu
rn to
the
onlin
e ac
tiviti
es in
Lex
ia R
ead
ing
Co
re5
.
For f
urth
er d
evel
opm
ent o
f aut
omat
icity
with
thes
e sk
ills,
pro
vid
e st
uden
ts w
ith L
exia
Ski
ll B
uild
ers.
Repr
oduc
ible
pag
e 1
LEVE
LS 4
& 5
| Co
mpr
ehen
sion
Sequ
encin
g Ev
ents
Lexi
a Re
adin
g Co
re5
LEXI
A LE
SSO
NS
SA
MP
LE
ON
LYINSTRUCTIONAL MATERIALS
Sampler
Repr
oduc
ible
pag
e 2
LEV
ELS
4 &
5 |
Com
preh
ensi
onSe
quen
cing
Eve
nts
Lexi
a Re
adin
g Co
re5
LEX
IA L
ESSO
NS
SA
MP
LE
ON
LYINSTRUCTIONAL MATERIALS
Sampler
Read
the
pas
sag
es b
elo
w w
ith a
par
tner
. Yo
ur p
artn
er m
ay b
e an
ad
ult o
r a
clas
smat
e.
Take
turn
s b
eing
the
read
er a
nd th
e lis
tene
r.
Dis
cuss
eac
h r
ead
ing
wit
h y
ou
r p
artn
er.
q W
as t
he
read
ing
sm
oo
th a
nd
eas
y to
un
der
stan
d?
q D
id t
he
read
er r
ead
wit
h e
xpre
ssio
n?
q W
hat
qu
esti
on
s d
o y
ou
hav
e ab
ou
t th
e p
assa
ge?
Nam
e:
4
Leve
l 12
| Flu
ency
Pass
age F
luen
cy 1
Lexi
a Rea
ding
Cor
e5SK
ILL B
UILD
ERS
1Russ
wen
t on a
trip w
ith h
is frien
d B
en. They
hik
ed in t
he
woods.
Then
they
cam
e
to a
pla
ce t
o c
amp. Ben
’s d
ad m
ade
a fire
. They
sat
by
the
fire
and c
ooke
d h
ot
dogs.
Russ
hel
ped
set
up a
ten
t. R
uss
and B
en s
lept
in s
leep
ing b
ags
in t
he
tent. T
he
cam
p-
ing t
rip w
as fun. Russ
lik
ed s
leep
ing in t
he
tent.
Russ
lik
ed c
ampin
g. H
e w
ished
he
had
a t
ent
at h
om
e. R
uss
took
a sh
eet
from
his b
ed.
He
hung o
ne
side
of th
e sh
eet
on a
chai
r. H
e hung t
he
oth
er s
ide
on a
shel
f. T
he
shee
t
looke
d lik
e a
tent! T
he
nex
t day
, M
om
cam
e in
to w
ake
up R
uss
. Russ
pee
ked o
ut
from
his h
angin
g s
hee
t. “
I lik
e m
y te
nt,”
he
said
.
2Big
Fro
g a
nd S
mal
l Fr
og h
ad a
hom
e in
a p
ond. But
now
thei
r pond w
as d
ry.
“We
must
fin
d a
wet
pla
ce t
o liv
e,”
said
Big
Fro
g.
The
frogs
set
out
from
the
pond. They
cam
e to
a d
eep h
ole
. It
was
a w
ell th
at p
eople
had
dug. The
frogs
saw
wat
er in t
he
wel
l.
“This d
eep w
ell has
wat
er,”
Sm
all Fr
og s
aid. “W
e ca
n liv
e her
e!”
Big
Fro
g s
aid, “W
e le
ft t
he
pond b
ecau
se it
was
dry
. W
hat
will
we
do if th
is w
ell dries
up?
We
will
not
hav
e a
way
to g
et o
ut. T
he
hole
is
too d
eep.”
Big
Fro
g w
as w
ise.
The
frogs
set
out
agai
n.
THE
REA
DER
SH
OU
LD:
THE
LIST
ENER
SH
OU
LD:
➊ R
ead
th
e w
ord
s ca
refu
lly a
nd
cle
arly
.
➋ P
ay a
tten
tio
n t
o p
un
ctu
atio
n a
nd
rea
d
wit
h e
xpre
ssio
n.
➊ L
iste
n c
lose
ly t
o t
he
read
er. I
s th
e re
adin
g
smo
oth
, cle
ar a
nd
eas
y to
un
der
stan
d?
➋ A
s yo
u li
sten
, th
ink
of
a q
ues
tio
n a
bo
ut
the
pas
sag
e to
ask
th
e re
ader
wh
en h
e o
r sh
e h
as fi
nis
hed
rea
din
g.
Pra
ctic
e th
ese
skill
s us
ing
a p
arag
rap
h fr
om
a b
oo
k o
f yo
ur c
hoic
e.
Ad
d th
e su
ffix
to th
e b
ase
wor
ds
and
writ
e th
e w
ord
s on
the
line.
Rem
emb
er th
e ru
les
to h
elp
you
sp
ell t
hese
w
ord
s. T
hen,
use
bot
h w
ord
s in
a s
ente
nce.
berr
ies
chom
ping
Nam
e:
5
Leve
l 16
| Stru
ctur
al A
naly
sis
Spel
ling
Rule
s 3Le
xia R
eadi
ng C
ore5
SKIL
L BUI
LDER
S
ber
ry +
es
=
ch
om
p +
ing =
Ask
an
adul
t or c
lass
mat
e to
read
thes
e w
ord
s to
you
so
you
can
pra
ctic
e sp
ellin
g th
em o
n th
e b
ack.
sa
d +
er
=
cr
y + ing =
w
in +
ing =
lady
+ e
s =
cl
ap +
ed =
skat
e + e
r =
slim
e + y
=
tr
ip +
ed =
sm
ile +
ed =
silly
+ n
ess
=
hop +
ing =
bunny
+ e
s =
hik
e + ing =
mud +
y =
sh
ake
+ ing =
stripe
+ e
d =
The
bear
s ha
ve b
een
chom
ping
on
berr
ies
all a
fter
noon
st
ate
+ m
ent
=
sh
op +
er
=
1 73 952 84 106
SA
MP
LE
ON
LYINSTRUCTIONAL MATERIALS
Sampler
Vo
cab
ula
ry
Skill
Se
qu
en
ce
• B
asic
Cat
ego
ries
• S
pat
ial C
onc
ept W
ord
s
• D
escr
ibin
g W
ord
s
• C
om
bin
ing
Ad
ject
ives
• C
ateg
ori
zing
Wo
rds
• M
ulti
ple
Mea
ning
Wo
rds
• S
yno
nym
s &
Ant
ony
ms
• S
imile
s &
Met
apho
rs
• ID
IOM
S
• S
imp
le A
nalo
gie
s
• A
ffix
& R
oo
t M
eani
ng
(Str
uctu
ral A
naly
sis)
• S
had
es o
f M
eani
ng
• C
om
ple
x A
nalo
gie
s
• G
reek
Co
mb
inin
g F
orm
s (S
truc
tura
l Ana
lysi
s)
Cu
rric
ulu
m C
on
ne
ctio
n
Dis
pla
y ill
ustr
atio
ns
fro
m fa
mili
ar s
tori
es.
Ask
stu
den
ts to
use
an
idio
m to
des
crib
e a
spec
ific
scen
e. F
or
exam
ple
, a c
har
acte
r w
ho
is in
tro
uble
may
b
e d
escr
ibed
as
in h
ot
wat
er. T
hen
, dis
cuss
ho
w
the
illus
trat
ion
add
s to
st
uden
ts’ u
nder
stan
din
g
of t
he
text
.
pag
e 1
Idio
ms
An id
iom
(e.g
., to
be
on to
p of
the
wor
ld) i
s a g
roup
of w
ords
that
do
not
mea
n w
hat t
hey
seem
to sa
y. B
y st
udyi
ng id
iom
s, st
uden
ts
deve
lop
thei
r aw
aren
ess o
f figu
rativ
e ex
pres
sion
s and
exp
and
thei
r de
scrip
tive
lang
uage
skill
s.
Cla
ssro
om
Idea
s
As
nece
ssar
y, te
ach
or
revi
ew th
e d
efini
tion
of a
n id
iom
. Exp
lain
to
stu
den
ts th
at th
ey s
ho
uld
use
sen
tenc
e cl
ues
to fi
gur
e o
ut th
e m
eani
ng o
f an
idio
m. F
or
exam
ple
, in
the
sent
ence
Cal
wo
n fir
st
pri
ze, s
o h
e w
as o
n to
p o
f the
wo
rld
, stu
den
ts s
ho
uld
rec
og
nize
th
at s
om
eone
can
not l
itera
lly b
e o
n to
p o
f th
e w
orl
d. H
ave
them
un
der
line
the
idio
m a
nd, w
ith s
upp
ort
, lo
ok
at th
e re
st o
f th
e se
nten
ce a
nd d
educ
e th
e m
eani
ng (e
.g.,
Sinc
e C
al w
on
first
pri
ze,
he
is p
rob
ably
rea
lly h
app
y).
Wri
te a
n id
iom
on
one
ind
ex c
ard
and
its
mea
ning
on
ano
ther
ca
rd. C
reat
e a
dec
k o
f up
to 1
5 p
airs
. Sh
uffle
the
card
s an
d h
ave
stud
ents
wo
rk to
get
her
to m
atch
the
idio
ms
to th
eir
mea
ning
s.
Hav
e st
uden
ts a
ct o
ut le
arne
d id
iom
s in
a c
har
ades
-sty
le m
anne
r o
r in
bri
ef s
kits
. Fel
low
stu
den
ts s
ho
uld
gue
ss th
e id
iom
b
eing
po
rtra
yed
.
Dis
trib
ute
one
idio
m to
eac
h s
tud
ent o
r p
air
of s
tud
ents
. Hav
e so
me
stud
ents
illu
stra
te th
e ac
tual
mea
ning
of t
he
idio
m, w
hile
o
ther
s sh
oul
d il
lust
rate
the
liter
al m
eani
ng o
f th
e id
iom
. Onc
e th
e d
raw
ing
s ar
e fin
ish
ed, a
sk s
tud
ents
to fi
nd th
eir
idio
m p
artn
ers
with
out
talk
ing
(by
shar
ing
illu
stra
tions
onl
y).
Use
idio
ms
as w
ritin
g p
rom
pts
or
dis
cuss
ion
po
ints
(e.g
., H
ave
you
ever
thro
wn
in th
e to
wel
? D
o y
ou
rem
emb
er a
tim
e w
hen
yo
u fe
lt lik
e a
fish
out
of w
ater
?). C
iting
sp
ecifi
c ex
amp
les,
stu
den
ts c
an
dis
cuss
thes
e to
pic
s w
ith p
eers
or
form
a w
ritt
en r
esp
ons
e to
th
ese
que
stio
ns.
LEX
IA® C
ON
NE
CTI
ON
S
pag
e 2
Idio
ms:
Set
1
Idio
mM
ean
ing
to b
e al
l fing
ers
and
thum
bs
to b
e cl
umsy
to g
o in
one
ear
and
out
the
othe
rto
hea
r so
met
hing
but
qui
ckly
forg
et it
to b
e th
e tip
of t
he ic
eber
gto
be
a sm
all p
art o
f a b
igg
er p
rob
lem
to b
ark
up th
e w
rong
tree
to lo
ok
for
a so
lutio
n in
the
wro
ng p
lace
to g
et th
e b
all r
ollin
gto
get
sta
rted
on
som
ethi
ng
to th
row
in th
e to
wel
to g
ive
up
to tu
rn o
ver a
new
leaf
to h
ave
a fr
esh
star
t
to m
ove
mou
ntai
nsto
ach
ieve
so
met
hing
ver
y d
ifficu
lt
to b
e on
the
fenc
eto
be
und
ecid
ed
to w
ing
itto
mak
e it
up a
s yo
u g
o a
long
to h
ear i
t thr
oug
h th
e g
rap
evin
eto
hea
r so
met
hing
fro
m s
om
eone
els
e
Idio
ms:
Set
2
Idio
mM
ean
ing
to b
e tie
d u
pto
be
very
bus
y
to s
pill
the
bea
nsto
tell
a se
cret
to b
e in
hot
wat
erto
be
in tr
oub
le
to b
e on
thin
ice
to b
e in
a r
isky
situ
atio
n
to c
hick
en o
utto
no
t do
so
met
hing
bec
ause
of f
ear
to p
ull s
omeo
ne’s
leg
to fo
ol s
om
eone
as
a jo
ke
to b
e al
l in
the
sam
e b
oat
to a
ll b
e in
the
sam
e si
tuat
ion
to h
ave
a he
art o
f gol
dto
be
kind
and
hel
pfu
l
to b
e fis
hyto
be
que
stio
nab
le
to s
tick
out l
ike
a so
re th
umb
to s
tand
out
or
be
diff
eren
t
to b
e al
l ear
sto
be
read
y to
list
en
Idio
ms–
cont
inue
d
SA
MP
LE
ON
LYINSTRUCTIONAL MATERIALS
Sampler
Scrip
t pag
e 1
GRAD
E 1
| Com
preh
ensi
onRe
adin
g Po
ems (
Supp
lem
enta
l)Le
xia R
eadi
ng C
ore5
LEXI
A LE
SSON
S
This material is a component of Lexia Reading® www. lexialearning.com© 2015 Lexia Learning Systems LLC
CCSS: RL.1.4
Dire
ct In
stru
ctio
n
Toda
y w
e’ll b
e lea
rnin
g ab
out p
oem
s, an
d w
hat m
akes
a p
oem
diff
eren
t fro
m o
ther
kin
ds o
f w
ritin
g. L
et’s
star
t by
liste
ning
to a
poe
m ca
lled
“Sno
wfla
kes.”
As y
ou li
sten
, for
m p
ictu
res i
n yo
ur m
ind.
G
ive
an e
xpre
ssiv
e or
al re
adin
g o
f the
nur
sery
rhym
e:
The s
now
flake
s are
falli
ng b
y on
es a
nd b
y tw
os;
Ther
e’s sn
ow o
n m
y ja
cket
, and
snow
on
my
shoe
s;Th
ere’s
snow
on
the b
ushe
s, an
d sn
ow o
n th
e tre
es.
It’s
snow
ing
on ev
eryt
hing
now
, if y
ou p
leas
e.
Ask
stu
den
ts w
hat t
hey
pic
ture
d w
hen
they
hea
rd th
e p
oem
. Enc
oura
ge
them
to g
ive
det
ails
ab
out w
hat i
s in
the
scen
e, a
nd w
ho m
ight
be
spea
king
the
wor
ds
in th
e p
oem
.
This
poe
m h
elps
me p
ictu
re w
hite
snow
flake
s fal
ling
mor
e and
mor
e hea
vily
, and
pili
ng u
p ev
eryw
here
. In
a po
em, w
ords
may
be r
epea
ted
to sh
ow a
big
idea
. Lis
ten
as I
rere
ad th
e poe
m.
Ever
y tim
e you
hea
r the
wor
d sn
ow, r
aise
you
r han
d.
Re
read
the
poe
m s
o th
at s
tud
ents
can
iden
tify
the
rep
eate
d w
ord
sno
w.
Hea
ring
the w
ord
snow
aga
in a
nd a
gain
hel
ps u
s pic
ture
all
that
snow
falli
ng a
nd p
iling
up!
A po
em o
ften
has r
hyth
m. T
he rh
ythm
in a
poe
m m
akes
it li
ke a
song
that
we c
an cl
ap to
. Lis
ten
as I
read
the p
oem
aga
in. C
lap
alon
g to
hea
r the
rhyt
hm.
Re
read
the
poe
m. M
odel
cla
pp
ing
to th
e b
eat o
f its
line
s—fo
ur c
lap
s to
a li
ne—a
s st
uden
ts
clap
alo
ng.
We’v
e see
n th
at a
poe
m ca
n he
lp u
s for
m p
ictu
res i
n ou
r min
d. W
e kno
w th
at a
poe
m m
ay h
ave
repe
ated
wor
ds. A
poe
m h
as rh
ythm
. The
re’s
som
ethi
ng el
se th
at a
poe
m m
ay h
ave.
Lis
ten
as I
read
the fi
rst t
wo
lines
of t
he p
oem
, and
pay
spec
ial a
ttent
ion
to th
e wor
ds th
at I
say
loud
ly.
Re
ad a
loud
just
the
first
two
lines
, usi
ng a
loud
er v
oice
to s
ay tw
os a
nd s
hoes
.
Desc
riptio
nSu
pp
lem
enta
l Lex
ia L
esso
ns c
an b
e us
ed fo
r who
le c
lass
, sm
all g
roup
or i
ndiv
idua
lized
in
stru
ctio
n to
ext
end
lear
ning
and
enh
ance
stu
den
t ski
ll d
evel
opm
ent.
This
less
on is
des
igne
d
to h
elp
stu
den
ts re
cog
nize
that
sou
nd, m
eani
ng, a
nd fe
elin
g a
re c
omb
ined
in a
poe
m. S
tud
ents
al
so le
arn
the
term
s rh
ythm
and
rhym
e an
d u
se th
em to
talk
ab
out p
oetr
y.
Teac
her T
ips
You
can
adap
t thi
s le
sson
for o
lder
stu
den
ts b
y sh
owin
g th
em th
e p
oem
s in
this
less
on a
nd
read
ing
tog
ethe
r.
Prep
arat
ion/
Mat
eria
ls
• D
raw
ing
pap
er a
nd c
rayo
ns
Scrip
t pag
e 2
GRAD
E 1
| Com
preh
ensi
onRe
adin
g Po
ems (
Supp
lem
enta
l)Le
xia R
eadi
ng C
ore5
LEXI
A LE
SSO
NS
This material is a component of Lexia Reading® www. lexialearning.com© 2015 Lexia Learning Systems LLC
CCSS: RL.1.4
Whi
ch w
ords
did
I sa
y lo
uder
? (t
wos
, sho
es) W
hat d
o yo
u no
tice
abou
t the
soun
ds o
f tw
os a
nd
shoe
s? (T
hey
soun
d th
e sa
me
at th
e en
d.) T
he w
ords
twos
and
shoe
s hav
e th
e sa
me
endi
ng
soun
ds. T
hey
rhym
e. N
ow li
sten
as I
read
the
next
two
lines
of t
he p
oem
.
Re
ad a
loud
line
s 3
and
4, w
ithou
t em
pha
sizi
ng th
e rh
ymin
g w
ord
s.
Tell
me
whi
ch tw
o w
ords
rhym
e. (t
rees
, ple
ase)
Guid
ed P
ract
iceG
ive
an e
xpre
ssiv
e re
adin
g o
f the
poe
m “
Tire
d,”
by
Som
ervi
lle G
ibne
y, g
rad
ually
read
ing
mor
e sl
owly
and
sle
epily
, and
end
ing
with
a y
awn.
Oh,
I’m
so sl
eepy
, I’ll
lie
dow
n to
rest
Her
e in
the
sun;
Soon
will
he
go to
his
bed
in th
e w
est,
Day
will
be
done
.O
h, I’
m so
slee
...py
!So
ft is
the
gras
s, w
ith th
e m
oss p
eepi
ng th
roug
h,Ju
st li
ke m
y be
d;D
aisi
es a
re g
azin
g up
into
the
blue
,O
ver m
y he
ad.
Oh,
I’m
so sl
ee..p
...p.
..p...
Wha
t did
you
pic
ture
whi
le li
sten
ing
to th
e po
em?
En
cour
age
varie
d re
spon
ses,
mak
ing
sur
e th
at s
tud
ents
und
erst
and
that
the
sett
ing
is
outd
oors
, and
the
spea
ker i
n th
e p
oem
is ly
ing
on
the
gra
ss.
A
sk q
uest
ions
to h
elp
stu
den
ts th
ink
abou
t the
mea
ning
, fee
ling
, and
sou
nd e
ffect
s in
the
poe
m, r
erea
din
g a
loud
as
need
ed:
Wha
t rep
eate
d w
ords
hel
p yo
u un
ders
tand
that
the
pers
on in
the
poem
is fe
elin
g sl
eepi
er a
nd
slee
pier
? (O
h, I’
m so
slee
py.)
If yo
u w
ere
clap
ping
alo
ng to
the
rhyt
hm o
f thi
s poe
m, h
ow w
ould
you
r cla
ps ch
ange
? (C
lap
slow
er a
nd sl
ower
to sh
ow g
ettin
g sl
eepi
er a
nd sl
eepi
er.)
List
en a
s I re
ad th
e fir
st fo
ur li
nes:
Oh,
I’m
so sl
eepy
, I’ll
lie
dow
n to
rest
H
ere
in th
e su
n;
Soon
will
he
go to
his
bed
in th
e w
est,
Day
will
be
done
.
Whi
ch p
airs
of w
ords
rhym
e? (r
est/
wes
t, su
n/do
ne) W
hat d
oes “
Soon
will
he
go to
his
bed
in th
e w
est”
mea
n? (T
he su
n se
ts in
the
wes
t. Th
e su
n is
goi
ng to
slee
p, to
o.)
SA
MP
LE
ON
LYINSTRUCTIONAL MATERIALS
Sampler
Scrip
t pag
e 3
GRAD
E 1
| Com
preh
ensi
onRe
adin
g Po
ems (
Supp
lem
enta
l)Le
xia R
eadi
ng C
ore5
LEXI
A LE
SSON
S
This material is a component of Lexia Reading® www. lexialearning.com© 2015 Lexia Learning Systems LLC
CCSS: RL.1.4
List
en a
s I re
ad tw
o ot
her l
ines
:
Dai
sies a
re g
azin
g up
into
the b
lue,
O
ver m
y he
ad.
Wha
t do
you
pict
ure?
A
s st
uden
ts re
spon
d, g
uid
e th
em to
und
erst
and
that
the
spea
ker i
n th
e p
oem
is lo
okin
g u
p a
t th
e b
lue
sky,
and
the
dai
sies
see
m to
be
look
ing
up,
too.
Re
read
the
poe
m, p
ausi
ng a
fter e
ach
phr
ase
or li
ne, s
o th
at s
tud
ents
can
rep
eat a
fter y
ou.
Inde
pend
ent A
pplic
atio
nD
istr
ibut
e d
raw
ing
pap
er a
nd c
rayo
ns. R
erea
d th
e p
oem
s “S
now
flake
s” a
nd “
Tire
d.”
Ask
stu
den
ts to
ch
oose
one
poe
m a
nd d
raw
a p
ictu
re to
go
with
it.
Afte
r stu
den
ts h
ave
com
ple
ted
thei
r pic
ture
, hel
p th
em to
writ
e a
cap
tion
for i
t usi
ng w
ord
s or
line
s fr
om th
e p
oem
.
Wra
p-Up
Che
ck s
tud
ents
’ und
erst
and
ing
.
How
can
you
tell
that
you
are
list
enin
g to
a p
oem
and
not
a st
ory?
En
cour
age
a va
riety
of r
esp
onse
s b
ased
on
the
inst
ruct
ion
in th
is le
sson
. For
exa
mp
le: A
poe
m
is s
hort
er. A
poe
m d
escr
ibes
one
thin
g. A
poe
m is
mor
e lik
e a
song
. A p
oem
has
a rh
ythm
you
ca
n cl
ap to
. The
re m
ight
be
rhym
es in
a p
oem
. You
can
list
en fo
r rep
eate
d w
ord
s.
U
se s
tud
ents
’ res
pon
ses
to g
uid
e yo
ur c
hoic
e of
act
iviti
es in
the
Ad
apta
tions
sec
tion
on th
e fo
llow
ing
pag
e.
Scrip
t pag
e 4
GRAD
E 1
| Com
preh
ensi
onRe
adin
g Po
ems (
Supp
lem
enta
l)Le
xia R
eadi
ng C
ore5
LEXI
A LE
SSON
S
This material is a component of Lexia Reading® www. lexialearning.com© 2015 Lexia Learning Systems LLC
CCSS: RL.1.4
Adap
tatio
ns
For S
tude
nts W
ho N
eed
Mor
e Su
ppor
t
Rep
eat a
sim
ple
poe
m o
r nur
sery
rhym
e fo
r st
uden
ts to
pra
ctic
e un
til th
ey c
an re
cite
it
from
mem
ory.
Afte
r stu
den
ts re
cite
the
poe
m,
dra
w a
ttent
ion
to rh
ymin
g w
ord
s, rh
ythm
, an
d re
pea
ted
wor
ds
and
sou
nds.
Exa
mp
les:
Rain
, rai
n, g
o aw
ay;
Com
e aga
in a
noth
er d
ay;
Littl
e Har
ry w
ants
to p
lay.
Hey
! Did
dle d
iddl
eTh
e cat
and
the fi
ddle
The c
ow ju
mpe
d ov
er th
e moo
n.Th
e litt
le d
og la
ughe
dTo
see s
uch
fun
And
the d
ish ra
n aw
ay w
ith th
e spo
on.
For S
tude
nts R
eady
to M
ove
On
Focu
s on
sen
sory
wor
ds
by
gui
din
g s
tud
ents
to
writ
e a
ridd
le p
oem
, in
whi
ch th
e ne
xt-t
o-la
st li
ne is
“W
hat i
s it?
” St
art b
y ch
oosi
ng a
to
pic
with
stu
den
ts, s
uch
as a
kin
d o
f wea
ther
, a
fam
iliar
pla
ce, a
food
, or a
n an
imal
. The
n d
isp
lay
a ch
art t
o fil
l out
with
des
crip
tive
wor
ds
that
stu
den
ts s
ugg
est a
bou
t the
top
ic.
The
exam
ple
bel
ow s
how
s en
trie
s in
all
the
colu
mns
; onl
y tw
o or
thre
e co
lum
ns m
ay
have
ent
ries
with
oth
er to
pic
s.
See
Hea
r
shin
yb
eaut
iful b
row
nsm
oo
th
mm
mm
msl
urp
Touc
h o
r Fe
elTa
ste
or
Smel
l
coo
l on
the
tong
uesw
eet
yum
my
Afte
r gen
erat
ing
sen
sory
wor
ds
and
phr
ases
, g
uid
e st
uden
ts to
cre
ate
the
lines
of a
poe
m
to d
escr
ibe
thei
r top
ic. T
hen
add
the
ridd
le
and
the
answ
er. W
rite
and
dis
pla
y th
e p
oem
to
read
alo
ud w
ith s
tud
ents
. For
exa
mp
le:
Beau
tiful
bro
wn,
Shin
y,So
smoo
th,
In a
spoo
n.I s
lurp
.Co
ol o
n m
y to
ngue
,Sw
eet a
nd m
mm
m, y
umm
y!W
hat i
s it?
Choc
olat
e ice
crea
m!
