1.

2-Lesson 5 Try Your Best

A-To generate the sound for R-controlled vowel /or/or, ore

A.1.Associate o r with the sound /or/ in words.

-Display Alphabet cards o and r and show the picture of fork. Explain that these letters come together to read /or/. -Have students blend sounds of letters and vowels to read words with /or/or. -Blend and read the words or, for, and fork as you demonstrate each step using a pocket chart and letter cards. Have children repeat after teacher using word builders and word builder cards. Follow the same procedure for more, form, and corn. -Practice by making new words and helping kids read them in the pocket chart. Make words such as wing, king, long, song, rang, bang, etc.

-Alphabet cards -Picture cards

B-To build and read spelling words

B.1.Read spelling words: or, for, corn, cork, fork, more; by blending sounds.

-Pocket chart/word builders -Pocket chart/ word builders -Letter cards/word builder cards -Phonogram flashcards -flipchart -Dictation sheets -Method of delivery in T.E. -P.B. pages 32, 33, 35, 37, 39

B.2.Understand meaning of spelling words and use in sentences.

-Explain the meaning of each spelling word and give examples in sentences. Encourage kids to make their own sentences.

B.3.State the generalization for words with R-controlled vowel /or/or to read new words.

-Write R-controlled spelling words on the board and read them aloud. Have kids tell how the words are similar (they all have the sound /or/ and they all have o and r in them. Ask a volunteer to circle the or in each word. State the generalization that these letters are used to make the sound /or/. Review the generalization stated for the vowel sounds /a/, /e/, /o/, /i/, and /u/. -Place for in the pocket chart and have kids read it. Then add the letter g, e, t to form forget. Run the hand under each syllable as we read the new word. Repeat the word, pausing briefly between the two syllables. Then say the word naturally. Continue with words like morning (apply /or/ and /ng/ generalizations), etc. -Dictate two-syllable words to challenge kids into applying their knowledge. -Dictate spelling words.

B.4.Apply generalizations to read two-syllable words.

B.5.Build words using known sounds and apply knowledge of former generalizations stated.

B.6.Decode compound words.

-Show kids the picture card of a windmill. Say the name of the picture. Ask kids how many word parts they hear in this word (2). Write windmill on the board and say the word again, point out to the words wind and mill. Explain that windmill is made up of these two words. Repeat with more words like sunset, kickball, backpack, and popcorn. -Display word cards like sand, box, pop, corn, dog, house, soft, ball, sun, set, foot, ball, basket, ball, etc. Say a compound word and have kids use the displayed word cards to make the new word. -Have kids try to write compound words as you dictate them. This could be used as a challenge. -Present high-frequency word cards and read the words aloud. Have kids read the words after the teacher. -Display the words on the Word Wall in class to have kids see them every day.

B.7.Build compound words with known words.

C- To read simple, regular words

C.1.Read high-frequency words be, good, Mr., need, our, right, saw, time, try.

-word cards -Tack-it to stick word card in sentences -P.B. page 36

C.2.Understand meaning of new words and use words to complete sentences.

-explain meaning of the words. -Write a sentence on the board and fill in the blanks with word card. Read the sentence aloud and point at the high-frequency word. -Write new sentences on the board and have kids choose the correct high-frequency word card to stick into the blank. - Tell children that nouns are words that name things. Explain that nouns can name people, places, animals, and things. Write the following sentence on the board and model finding nouns in a sentence: The girl jumps with a rope at home. Ask a volunteer to circle the words girl, rope, and home. Then make a chart titled with people, animals, places, and things and have kids place the nouns they found in the sentence under the correct title. -Play a Noun Picture name. make a table on the board

D- To identify and read nouns.

D.1. Introduce nouns.

-High-frequency word cards -spelling word cards -sentence strips

D.2.Identify nouns.

with the following heads: people, animals, places, things. Gather around 20-40 picture cards and divide the class into teams. Have them place the picture in the correct place as you display it and say its word. The team that wins gets a reward. Give each child a certificate that says I can Identify Nouns. -Display sentence strips and invite students to circle the nouns they can find in each sentence. -Read sentences in the story. -Have kids point at the words as they read. -Have kids read after teacher (Echo Reading). -Read the words in a passage by displaying the passage (page 109) on the board. E.2.Use decoding/ phonics -Give students hints about words to find on a page or in a sentence.

E-Reading a story with fluency

E.1.Read spelling and highfrequency words in context.

-Word cards -T.B. 1.1 pages 50 through 64 -Motivation chart for fluent readers -Word chart

E.3.Read aloud with correct pronunciation.

-Encourage each student to read aloud using proper

F. Understanding a story.

F.1. Discuss storys background Doing your best.

pronunciation and point at words as he reads aloud. -Tell children that they will read a story about a girl who must take part in a Sports Day at camp, trying new activities with help from others. Discuss with children activities they have tried and who has helped them. Make a chart of their responses. Divide the chart into new activities and who helped me. -Discuss the words climb, race, and team. -Have a Sports Day at school when schedule allows.

-T.E. for comprehension questions. -T.B. 1.2 pages 111 through 127

F.2.Learn storys title and name of author.

-Have kids read the title of the story and learn the name of the author. -Remind kids that this story tells us about characters that could be real people and events that could really happen. Just like The Hat and Dans Pet. So this is a Realistic Fiction story. -Motivate reasonable responses and complete answers.

F.3.Identify the genre of the story.

F.4.Answer comprehension questions that help students: *Name the setting where the story takes place. *Determine characters emotions. *Draw conclusions. *Note details. *Make predictions. *Make comparisons. *Summarize a story. *Sequence events. G-Writing words and sentences in journal. G.1.-Copy words and sentences using correct handwriting between the lines. G.2.Journal writing: Write about a sports game or activity.

-Encourage complete answers. -Ask more questions from Think and Respond.

-Copy familiar words and sentences with familiar highfrequency words and spelling words. -Ask children to choose their favorite sports game or a sports game that they would like to try. Have them write something about it and draw a related picture. Help children by making a web on the board for every sports activity they name (writing adjectives to be used with this specific game). Have kids write sentences using some of the words written on the board.

-Read &Copy Booklet -Journal Booklet

Assessment: End-of-Selection test pages A41 A43

1.2-Lesson 6 Fun with Fish

A-To generate the digraph sound /sh/sh

A.1.Introduce /sh/sh

- Display Alphabet Card Ss and Hh and say their names. Explain that these two letters together can make one sound /sh/. -Say different words and have kids clap when they hear a word with the sound /sh/ as in shoes, shelf, shark, fish, etc. -Have students blend sounds of letters to read spelling words. Place letter cards in the pocket chart to make spelling words and have kids slide letters next to each other as they blend their sounds. -Explain the meaning of each spelling word and give examples in sentences. Encourage kids to make their own sentences. Play Sentence Making game. -Write different words on the board and read them aloud. Have kids identify what is the same about these words (they all have /sh/ and they all have sh). Tell kids that

-Alphabet cards

B-To build and read spelling words

B.1.Read spelling words: ship, shop, shot, wish, dish, dash by blending sounds.

-Pocket chart/word builders -Pocket chart/ word builders -Letter cards/word builder cards -Dictation sheets -Method of delivery in T.E. -P.B. pages 40, 41, 43, 45, 47

B.2.Understand meaning of spelling words and use in sentences.

B.3.State the generalization for /sh/

these two letters are always used to make the sound /sh/. B.4.To blend sounds and build new words. -Make new words using word builders and letter cards. -Dictate to children spelling words. -Present high-frequency word cards and read the words aloud. Have kids read the words after the teacher. -Display the words on the Word Wall in class to have kids see them every day. C.2.Understand meaning of new words. -explain meaning of the high frequency words in addition to story words diver, flippers, teeth, and clown. -Write new sentences on the board and have kids choose the correct high-frequency word card to stick into the blank.

C- To read simple, regular words

C.1.Read high-frequency words away, food, funny, hide, how, many, some, their.

-word cards -Tack-it to stick word card in sentences -P.B. page 44

C.3.Use high-frequency words to complete sentences.

D. Reading a story with fluency

D.1.Read spelling and highfrequency words in context.

-Read sentences in the story. (display all familiar words to develop automatic word recognition; and thus, fluency) -Have kids point at the words as they read the sentences. -Have kids read after teacher (Echo Reading). -Encourage children to read passages with familiar words aloud. Use a microphone to and use motivation charts. -Make a fish web. Tell children that are going to read a story about different kinds of fish. Guide children in completing the concept web about fish. -Ask kids to identify the genre based on stories read before. -Encourage complete answers. -Ask more questions from Think and Respond.

-Word cards -T.B. 1.1 pages 76 through 88 -Motivation chart for fluent readers -Word chart

D.2.Read a story with fluency.

E. Understanding a story.

E.1. Discuss storys background Fish.

-T.E. for comprehension questions. -T.B. pages 137 through 153

E.2.Identify the genre of the story.

E.3.Answer comprehension questions that help students: *Note details. *Draw conclusions. *Make predictions. *Confirm predictions. *Relate pictures to text. *Distinguish between fiction and nonfiction.

F-Writing words and sentences in journal.

E.4 Identify and recall important details in a story or article. F.1.-Copy words and sentences using correct handwriting between the lines. F.2.Shared writing: Self-selected writing.

-Have children list all the facts they learned from the story about fish -Copy familiar words and sentences with familiar highfrequency words and spelling words. -Have children select a topic and write something about it. Have them read their topics aloud to each other.

-Read &Copy Booklet -Journal Booklet

G.3. Proofreading

-Have kids check their work by looking at spelling, capital letters, and end marks.

Assessment: End-of-Selection test pages A45 A47