GDK Module 5 Week 1 Lesson Flow 05-03

GD K TE Module 5 Week 1 Lesson Flow

May 1st, 2017

1Week Lesson Flow

Build Background/Wrap Up

Read Aloud/Shared Reading

Foundation Skills

Writing

Small Group — Differentiation

LESSON 1

Lesson 1

Lesson 1

Lesson 1

Lesson 1

Lesson 1

Lesson 1

LESSON 2

Lesson 2

Lesson 2

Lesson 2

Lesson 2

Lesson 2

LESSON 3

Lesson 2

Lesson 3

Lesson 3

Lesson 3

Lesson 3

Lesson 3

LESSON 4

Lesson 4

Lesson 4

Lesson 4

Lesson 4

Lesson 4

LESSON 5

Lesson 5

Lesson 5

Lesson 5

Lesson 5

Lesson 5

5 Week 1

MODULE

I Can Do It! ? ESSENTIAL QUESTION What does it mean to try hard?

Mindset Focus: Perseverance

Essential Skills

FOUNDATIONAL SKILLS • Blend Phonemes Into Words • Produce Rhymes • Phonics: Short u and Long u

BUILD KNOWLEDGE AND LANGUAGE • Oral Language: Topic Words • Active Listening and Viewing • Collaborative Discussion READING AND VOCABULARY • Make and Check Predictions • Oral Language: Academic Vocabulary • Picture and Text Clues • Character Feelings • Concepts of Print: Return Sweep

• High-Frequency Words • Read Decodable Text

WRITING WORKSHOP • Narrative Writing • Organization: Beginning, Middle, End • Grammar: Pronouns

GET CURIOUS VIDEO

READ ALOUD BOOK

BIG BOOK

DECODABLE TEXTS

Nuts, Not Rugs! By Sarah Rehman

Read Together Gus and I need to shop for a picnic. But Gus wants to play.

Partner Talk Will Gus help me?

Long u

Words to Know

u

want

Gus has rugs. Lots! But I want nuts. Lots!

but

c.notice 3/8”from right trim 1.25”from foot trim

UmbieUmbrella

2

3

I Can Do It!

The Most Magnificent Thing by Ashley Spires

All by Myself by Mercer Mayer

Start Right Reader Nuts, Not Rugs! Big Bugs

Week 1 5 MODULE

Suggested Weekly Planner Use the suggestions below to plan teaching and learning for the week.

Suggested Daily Times

LESSON 1

LESSON 2

?

• READING AND VOCABULARY 15–30 minutes • FOUNDATIONAL SKILLS 40–50 minutes • WRITING WORKSHOP 30–45 minutes • SMALL-GROUP OPTIONS 45–60 minutes

BUILD KNOWLEDGE AND LANGUAGE • Introduce the Topic : I Can Do It! (pp. 26–27) • Teach Topic Words (p. 27) • View and Respond to a Video (p. 27) READING AND VOCABULARY • Read Aloud: Make and Confirm Predictions (p. 28) • Engage and Respond: Identify Story Elements (p. 29) FOUNDATIONAL SKILLS • Phonological Awareness: Blend Phonemes Into Words (p. 30) • Phonics: Short and Long u (p. 31) • Word Work: Short and Long u (p. 32) • High-Frequency Words (p. 33) WRITING WORKSHOP • Narrative Writing: Identify Parts of a Narrative (p. 34) • Write a Story Map (p. 35) DAILY SMALL-GROUP OPTIONS • Guided Reading: Leveled Readers (Take & Teach Lessons) • Targeted Skill Practice: Blend Phonemes Into Words (p. 36) • English Learner Support (p. 37) • Build Independence (p. 37)

READING AND VOCABULARY • Oral Language: Academic Vocabulary (p. 38) • Interactive Reading: Picture and Text Clues (p. 39) FOUNDATIONAL SKILLS • Phonological Awareness: Produce Rhymes (p. 40) • Phonics: Short u (p. 41) • Read Decodable Text: Nuts, Not Rugs! (pp. 42–43) WRITING WORKSHOP • Narrative Writing: Read a Student Model (p. 44) • Analyze a Narrative (p. 45) DAILY SMALL-GROUP OPTIONS • Guided Reading: Leveled Readers (Take & Teach Lessons) • Targeted Skill Practice: Beginning, Middle, End (p. 46) • English Learner Support (p. 47) • Build Independence (p. 47) RESEARCH AND INQUIRY PROJECT • Launch the Project: I Can Make a Difference (p. 12)

This Week ’ s Texts

Read Aloud Book The Most Magnificent Thing by Ashley Spires

Big Book All by Myself by Mercer Mayer

Big Bugs By Sarah Rehman

Nuts, Not Rugs! By Sarah Rehman

Read Together Gus and I have planned a picnic. But we have not planned for some surprise visitors. Partner Talk What do you think will happen?

hop for a nts to play.

ords to Know

Long u

Words to Know

want

u

want

Gus has rugs. Lots! But I want nuts. Lots! UmbieUmbrella

“Gus! Look up, Gus!”

but

but

c.notice 3/8”from right trim 1.25”from foot trim

10

3

11

Decodable Text Start Right Reader: Nuts, Not Rugs!

Decodable Text Start Right Reader: Big Bugs

This Week ’ s Words

BIG IDEA WORDS practice POWER WORDS carefully

proud

success

disappointed

quit

HIGH-FREQUENCY WORDS Decodable

Partially Decodable

MODULE 5 LITERACY CENTERS

b u t

u p

look

want

READING CORNER

WORD WORK

WRITING CENTER

READER’S AND WRITER’S VOCABULARY characters fiction

• Whisper Reading • Recording Studio • Big Book Reading • Partner Reading (p. 16)

• Rhyme Time • Sound Sorts • Letter Games • Spin It, Read It, Write It (p. 17)

• Time to Write: Narrative • I Can Write Lists • Write the Room: Short u Words • Handwriting Practice (p. 18)

informational

main events

narrative

prediction

series

setting

signal words

4

Module 5 • Week 1

I Can Do It!

Whole class

Small group

Grouping options

Assessment

LESSON 3

LESSON 4

LESSON 5

READING AND VOCABULARY • Character Feelings (pp. 48–49) • Listening Comprehension (p. 50) • Engage and Respond: Identify Story Elements (p. 51) FOUNDATIONAL SKILLS • Phonological Awareness: Blend Phonemes Into Words (p. 52) • Phonics: Short u (p. 53) • Word Work: Short u (p. 54) • High-Frequency Words (p. 55) WRITING WORKSHOP • Narrative Writing: Beginning, Middle, End (p. 56) • Interactive Writing: Plan a Narrative (p. 57) DAILY SMALL-GROUP OPTIONS • Guided Reading: Leveled Readers (Take & Teach Lessons) • Targeted Skill Practice: Character Feelings (p. 58) • English Learner Support (p. 59) • Build Independence (p. 59)

READING AND VOCABULARY • Concepts of Print: Return Sweep (p. 60) • Character Feelings (p. 60) • Foundational Skills in Context: Words With Short u and High-Frequency Words (p. 61) FOUNDATIONAL SKILLS • Phonological Awareness: Produce Rhymes (p. 62) • Phonics: Spell Words With Short u (p. 63) • Read Decodable Text: Big Bugs (pp. 64–65) WRITING WORKSHOP • Grammar: Pronouns I and Me (p. 66) • Interactive Writing: Draft a Narrative (p. 67) DAILY SMALL-GROUP OPTIONS • Guided Reading: Leveled Readers (Take & Teach Lessons) • Targeted Skill Practice: Words With Short u (p. 68) • English Learner Support (p. 69) • Build Independence (p. 69)

READING AND VOCABULARY • Response to Text: Connect Reading and Writing (p. 70) • Oral Language: Academic Vocabulary (p. 71) • Review Topic Words (p. 71) FOUNDATIONAL SKILLS • Phonological Awareness: Review Blending and Rhyming (p. 72) • Phonics: Spell Words With Short Vowels (p. 73) • High-Frequency Words (p. 74) • Review Decodable Texts: Nuts, Not Rugs! and Big Bugs (p. 75) WRITING WORKSHOP • Grammar: Pronouns I , Me , and We (p. 76) • Interactive Writing: Revise a Narrative (p. 77) DAILY SMALL-GROUP OPTIONS • Guided Reading: Leveled Readers (Take & Teach Lessons) • Targeted Skill Practice: Big Idea Words (p. 78) • English Learner Support (p. 79) • Build Independence (p. 79)

Assess Learning Weekly Test

RESEARCH AND INQUIRY PROJECT

CREATIVITY CORNER

DIGITAL STATION

I Can Make a Difference Description: Children take action to make their school a better place—learning that they can make a difference in their world!

• Design an Invention: I Can Invent! (p. 19)

• Listen to eBooks • iRead: Rhyming Sorts (p. 19)

Week 1: Launch the Project (p. 12)

5

SuggestedWeekly Planner

5 MODULE

Week 1

Preview Lesson Texts Build understanding of this week’s texts so that you can best support children in making connections, learning key concepts, and becoming lifelong readers.

READ ALOUD BOOK

The Most Magnificent Thing by Ashley Spires GENRE  Fiction

WHY THIS TEXT? In this story, a young girl overcomes setbacks on her quest to build something special. Along the way, she feels frustration, anger, and disappointment, but she learns from her mistakes and perseveres to create the most magnificent thing. KEY LEARNING OBJECTIVES • Make and confirm predictions about a story. • Identify characters, setting, and events in a story. • Use picture and text clues to identify and describe how a character feels.

TEXT COMPLEXITY

TEXT X-RAY

KEY IDEAS

LANGUAGE

LEXILE LEVEL 540L GUIDED READING LEVEL L OVERALL RATING Moderately Complex La dollorem conseni modicil etur, voluptiur autet,Ehentur? Is es am dolut offic tet, sinctotatus

• characters a little girl and her assistant (her dog)

• vocabulary The vocabulary is fairly complex throughout, including some abstract and figurative language • words and phrases Provide English learners with extra support for this language: regular = normal most = best gives it another go = tries again

• setting outside her apartment building

• major events The girls wants to make the most magnificent thing, but is frustrated by many difficulties as she builds it. She finally makes a scooter for her and her dog. • theme The theme is not explicitly stated: making something takes hard work and may not go as planned

MAKE CONNECTIONS

BUILD KNOWLEDGE AND LANGUAGE • Content Connection: Engineering • Multiple-Meaning Words: work, shake • Figurative Language: “… and she EXPLODES!” (p. 21); “Bit by bit, the mad gets pushed out of her head.” (p. 25) • Rich Action Words: twists, jams, tweaks, pummels, hammering, tinkering FOUNDATIONAL SKILLS • High-FrequencyWords: but, look • Words With Short u : crunch, just, much, nudge, rushes • RhymingWords: “Easy-peasy!” (p. 4)

WRITING WORKSHOP • Organization: Beginning, Middle, End • Mentor Text: Strong Verbs

6

Module 5 • Week 1

I Can Do It!

BIG BOOK

All by Myself by Mercer Mayer GENRE  Fiction

WHY THIS TEXT? Learning “big kid” skills is harder than it seems—just look at Little Critter! He thinks he can do a lot, but the pictures show a slightly different story. The repetition and explicit language help children experience reading success.

KEY LEARNING OBJECTIVES • Identify characters, setting, and events in a story. • Read text left to right with a return sweep. • Read and spell high-frequency words and words with short u . • Respond to text by drawing and writing.

TEXT COMPLEXITY

TEXT X-RAY

KEY IDEAS

LANGUAGE

LEXILE LEVEL 370L GUIDED READING LEVEL E OVERALL RATING Simple La dollorem conseni modicil etur, voluptiur autet,Ehentur? Is es am dolut offic tet, sinctotatus

• character Little Critter • setting Little Critter’s house • theme Little Critter is trying to do things by himself. The graphics

• genre All by Myself is fiction, but it tells about events that can really happen in kids’ lives.

MAKE CONNECTIONS

BUILD KNOWLEDGE AND LANGUAGE • Multiple-MeaningWords: tie, ice • Figurative Language: “I can look after my little sister” (p. 15)

extend the meaning of the text by showing more detail than the words convey alone—Little Critter isn’t always successful!

CULTURAL REFERENCES

FOUNDATIONAL SKILLS • High-FrequencyWords: but, look, up

• run-in hed lorem ipsum dolor TK

• Words With Short u : but, button, brush, duck, truck • RhymingWords: duck/truck, ground/pound, look/book

WRITING WORKSHOP • Response to Text: Write an “I can . . .” sentence • Pronouns: I, me, myself • Mentor Text: Use Pictures to Enhance Meaning

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Preview Lesson Texts

LESSON 1

Build Knowledge and Language

MATERIALS • Display and Engage: Digital Poster 5 • Vocabulary Cards: practice (5.1), proud (5.2), success (5.3) • Get Curious Video: I Can Do It! • Build background knowledge about the module topic and make personal connections. • Pronounce new topic words and discuss examples. • Use active listening skills to view a video. • Discuss details in a video using complete sentences. LEARNING OBJECTIVES

Introduce the Topic

GO DIGITAL

DISPLAY AND ENGAGE

Display and Engage

What does it mean to try hard?

In this world, we are not

perfect. We can only do our best.

I Can Do It!

Emmanuel Ofosu Yeboah

• Chart paper and markers • Computer or projector

Grade K | Build Knowledge and Language

Module 5 | Week 1

Build Background Knowledge

• Share Display and Engage: Digital Poster 5 to introduce the topic. • Read aloud and explain the Essential Question . When we learn something new, we don’t always get it right the first time. It takes hard work! • Discuss examples from the poster of children who are trying hard. • Use ECHO READING to read the quotation. Tell children about Emmanuel and talk about the meaning. Emmanuel is saying that everyone makes mistakes. What is important is that we try hard and always do our best. • Point out how the topic connects to this week’s books. This week, we will read about characters who try hard to do new things.

Who Said It? Emmanuel Ofosu Yeboah was born in Africa in 1977 with only one leg that worked. When Emmanuel was 24, he rode his bike 400 miles across Ghana, pedaling with

only one leg! He wanted to show that people with disabilities can persevere and make their dreams come true.

ENGLISH LEARNER SUPPORT: Basic Vocabulary

BEGINNING: Point to playground objects on Digital Poster 5 such as the slide and soccer ball . Say the words and have children repeat them chorally. INTERMEDIATE: Provide a sentence frame for children to use to describe playground objects on Digital Poster 5: I see a      . ADVANCED/ADVANCED HIGH: Have partners ask questions about favorite playground activities: What do you like to do at recess? I like to     .

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Module 5 • Lesson 1

Teach TopicWords

Mindset Focus: Perseverance

• Introduce Explain the meaning of perseverance and point out examples

Use the VOCABULARY routine and the Vocabulary Cards to teach Big Idea Words for “I Can Do It!” 1 Say the word. Ask children to repeat it. 2 Explain themeaning. Read aloud the child-friendly meaning. 3 Talk about examples. Use the images or strategy on the card to talk about examples.

as children encounter them throughout Module 5. If you

persevere, you don’t give up when som ething is hard . You keep trying! • Apply Give targeted feedback when you notice children showing perseverance. I saw you try really hard on the monkey bars at recess today. Your perseverance helped you make it to the other side!

1 BIG IDEA WORD

2 MEANING

3 EXAMPLE

When you practice something, you do it over and over again to get better.

The boy will practice tying his shoes until he can do it himself.

practice

If you feel proud of yourself, you are happy with something you did that took hard work.

The girl feels proud that she can hula hoop for a full minute.

If you have success with something you try, it means you do it well.

The girl is having success with chess—she is learning to play the game.

Teacher Tip Reinforce Big IdeaWords! Replay the video and pause when you hear the words practice , proud , or success . Talk about the words in the context of the video.

Discuss the Topic Use the ACTIVE VIEWING routine below to view and respond to the Get Curious Video: I Can Do It! 1 Introduce the video. Make connections to the Module 5 topic. In this video, we will find out what happens to your brain when you learn new things. 2 Set a purpose for viewing.

GO DIGITAL

GET CURIOUS VIDEO

Ask children to think about a question: What happens if you give up when something is hard? 3 Play the video. Remind children to listen using GIVE ME FIVE! 4 Respond to the video. Ask children to share responses using complete sentences: If I give up when something is hard     . 5 Discuss the video. Use THINK-PAIR-SHARE to talk about how learning new things changes our brains. How does learning new things change your brain? Learning new things changes our brains by     .

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.1.A listen actively and ask questions to understand information.; K.7.F respond using newly acquired vocabulary as appropriate. ENGLISH LANGUAGE PROFICIENCY STANDARDS  1.E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment.; 3.J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

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Build Knowledge and Language

LESSON 1

Reading and Vocabulary

Read Aloud

• Language Make and confirm predictions about a story. • Actively listen to a story read aloud to develop comprehension. • Identify characters, setting, and main events in fiction. LEARNING OBJECTIVES

Meet the Author and Illustrator

Ashley Spires is the author and illustrator of The Most Magnificent Thing and several other picture books. She works hard on each book and sometimes gets frustrated when things don’t turn out just right.

MATERIALS

• Read Aloud Book: The Most Magnificent Thing • Anchor Chart: Fiction • BookStix 5.1

Introduce the Read Aloud

Find out more about The Most Magnificent Thing on page 24. PREVIEW LESSON TEXT

• Read aloud the title and author/illustrator's name, then introduce the book. Clarify any unfamiliar words. Say: Magnificent. Magnificent means amazing. • Explain that the genre of this book is fiction . Revisit the Anchor Chart: Fiction from Module 1 to review genre characteristics.

READER’S VOCABULARY

Make and ConfirmPredictions

fiction: made-up stories about characters, places, or events

• Look at the cover and model making a prediction about the story. I see that the girl has tools in her pocket, so I predict she might be making something. • Encourage children to make predictions about the story based on the cover . Record the predictions, and then read them aloud using ECHO READING . • As you read the story, revisit predictions and guide children to confirm or correct them. At turning points, ask: What do you think will happen next?

prediction: a guess about what will happen based on picture or text clues characters: the people, animals, or creatures in a story setting: where and when a story takes place main events: the most important things that happen in a story

16

Module 5 • Lesson 1

Book Stix 5.1

Develop Listening Comprehension

Teacher Tip Use big words! Explain words like frustrated or furious , and have children act them out. Moving their bodies will help children remember new words.

• Set a purpose for reading: to listen carefully to and enjoy the story. Then read aloud The Most Magnificent Thing, modeling fluent reading. • As you read, pause and give a brief meaning for unfamiliar words that may impact comprehension. Point out any pictures that support word meaning. • Stop and ask the questions below to check for understanding. Have children TURN AND TALK to discuss responses.

PAGE QUESTION

POSSIBLE RESPONSES

4

The girl has an idea and a plan, and she makes things all the time, so she thinks it will be really easy to make the thing.

Notice that “Easy-peasy!” rhymes. Ask: Why does the girl say making the thing will be "Easy-peasy"?

Mindset Focus: Perseverance

Reflect Review pages 22–27 in the book, and discuss strategies for building perseverance. What does the girl do when she becomes frustrated with her work? (She takes a break/takes a walk/looks for the good parts of the things she made.) What can you do in class when you feel frustrated?

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How does the girl feel?

upset, frustrated, furious

How can you tell? Her face is red and her fists are clenched. Text says “she EXPLODES!” Why do you think she feels so frustrated? She has an idea for a magnificent thing, but she can’t build it.

ENGLISH LEARNER SUPPORT: ActionWords

BEGINNING: Use physical objects to support children’s understanding of action words such as: hammers, glues, measures, and smoothes . INTERMEDIATE: Reread pages 12 and 18. Act out the actions with children. ADVANCED/ADVANCED HIGH: Teach groups of similar action words and discuss nuances in meaning ( study/stare/examine; smash/jam/pummel ).

Book Stix 5.1

Engage and Respond

• After reading, return to the book to identify the characters (the girl; the dog; the girl’s neighbors), setting (a city/a neighborhood), and main events . • Connect to theModule topic. Have children use THINK-PAIR-SHARE to discuss the question: How does the girl in this story try hard? (The girl never gives up/builds many versions of her idea.)

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.6.C make and confirm predictions using text features and structures with adult assistance; K.8.B–D (B) identify and describe the main character(s); (C) identify the elements of plot development including the main events, the problem, and the resolution for texts read aloud; and (D) identify the setting ENGLISH LANGUAGE PROFICIENCY STANDARDS 2.I demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages, responding to questions and requests, and collaborating with peers; 3.J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment; 4.G demonstrate comprehension of increasingly complex English by retelling or summarizing material, and responding to questions; 4.J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, and drawing inferences and conclusions from text and graphic sources

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Reading and Vocabulary

LESSON 1

Foundational Skills

• Blend spoken phonemes to form one-syllable words. LEARNING OBJECTIVE

Phonological Awareness

Blend Phonemes IntoWords: Say theWord • Model how to blend phonemes to make a word. I will say all the sounds in a word. Listen: /r/ /ŭ/ /g/. When I put the sounds together, I get the word rug . Reveal Picture Card rug . • Say a familiar one-syllable word sound-by-sound. Listen: /k/ /ŭ/ /p/. Have children use CHORAL RESPONSE to blend the phonemes. What word? ( cup ) Reveal the Picture Card after children respond. • Repeat with the words below.

MATERIALS

• Picture Cards: bus, cup, dig, log, man, pen, rug, soap

Picture Cards

/m/ /ă/ /n/ ( man ) /p/ /ĕ/ /n/ ( pen )

/b/ /ŭ/ /s/ ( bus ) /d/ /ĭ/ /g/ ( dig )

/s/ /ō/ /p/ ( soap ) /l/ /ŏ/ /g/ ( log )

CORRECT AND REDIRECT If children need support with blending sounds, practice blending two-phoneme words before trying three phonemes again. Suggested two-phoneme words: as, in, she, tea, up .

Teacher Tip Make it fun! Use a puppet to support children with blending sounds to make words. Our puppet, Maisy, only knows how to say words in parts. Your job is to help me figure out what word she is trying to say. Listen: m...a...n. She’s trying to say man !

DAILY SMALL-GROUP OPTIONS Observe as children blend phonemes into words .

IF… children struggle to blend phonemes into words,

THEN… support with the Targeted Skill Practice on page 24. THEN… extend with the Targeted Skill Practice on page 24.

IF… children correctly blend phonemes into words,

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.2.A demonstrate phonological awareness by: (viii) blending spoken phonemes to form one-syllable words

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Module 5 • Lesson 1

LEARNING OBJECTIVES • Identify and match the short vowel sound /ŭ/ with the letter u. • Pronounce the short and long u vowel sounds. • Form upper- and lowercase Uu .

Phonics: Short and Long u

Teach the Sound-Spelling

Use the LETTER SOUNDS routine below to teach short u and long u .

GO DIGITAL

1 Introduce the short vowel sound. • Display Alphafriend Card: Umbie Umbrella . The letter u can make the sound that you hear at the beginning of the word umbrella . What letter? ( u ) What sound? (/ŭ/) • Play the Alphafriend Video . Have children hold up their hand in the shape of the letter u when they hear the name Umbie Umbrella . 2 Articulate the short vowel sound. • Pronounce the sound and have children repeat it. If someone asks a question and you don’t know the answer, you might say, “Uhhh . . .” That’s the short u sound. Say /ŭ/. (/ŭ/) • Describe the mouth position. Open your mouth. The sound comes from the back of your throat. Put your hand under your jaw to feel it drop: /ŭ/. What sound? (/ŭ/) 3 Contrast the long and short vowel sounds.

AVAILABLE DIGITALLY

MATERIALS

• Alphafriend Card and Video: Umbie Umbrella

u

• Know It, Show It, p. 62 • Articulation Video: /ŭ/

c.notice 3/8”from right trim 1.25”from foot trim

Umbie Umbrella

Name

Handwriting

Handwriting: Uu Practice tracing and writing the letters below.

• Say the long u sound and have children repeat it. The long u sound is the same as the letter’s name: /ū/. Make your

Alphafriend Card

U U U u u u

lips round and place them close together. Say the long u sound with me: /ū/. Now open your mouth and say the short u sound: /ŭ/. Have partners look at each other’s mouths as they form the sounds. 4 Practice handwriting. • Model how to write upper- and lowercase Uu . Have children use Know It, Show It, page 62 to practice forming the letters. Tell children to repeat the letter name each time they write the letter.

Fill in the blanks to name the pictures.

b g

s n

c p

PIC OF HUG

h g

b s

r n

ENGLISH LEARNER SUPPORT: Articulation

GO DIGITAL

Children whose first language is Spanish, Chinese, Tagalog, or Korean may need support pronouncing the sound /ŭ/. • Say the sound several times and play the Articulation Video . Point out that your mouth is more closed for /ŭ/ than /ŏ/. • Show picture cards for words with /ŭ/. Have children chorally repeat the word, say the medial sound, and then say the whole word again. ( bug , /ŭ/, bug )

ARTICULATION VIDEO

62

Module5 •Week 1 ©HoughtonMifflinHarcourtPublishingCompany.All rights reserved.

GradeK

Know It, Show It, p. 62

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.2.B demonstrate and apply phonetic knowledge by: (i) identifying and matching the common sounds that letters represent; K.2.E develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality ENGLISH LANGUAGE PROFICIENCY STANDARDS  3.A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; 5.A learn relationships between sounds and letters of the English language to represent sounds when writing in English

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Foundational Skills

LESSON 1

Foundational Skills

• Distinguish between the short and long u vowel sounds. • Group words by short and long u vowel sounds. LEARNING OBJECTIVES

Word Work: Short and Long u

Review Letter Sounds

• Display the Picture Cards bug and cube in a pocket chart to review the short and long u vowel sounds. • Remind children that the letter u can make the vowel sound /ŭ/ as in the word bug or /ū/ as in cube . Have children repeat the sounds and words.

MATERIALS

• Picture Cards: bug, cube, duck, fuel, mule, mute, sun, truck • Pocket chart

Vowel Sound Picture Sort • Tell children that they will be sorting pictures by vowel sound. Pictures that have the middle sound /ŭ/ go under the bug. Pictures that have the middle sound /ū/ go under the cube. • Choose a picture, say the word, and have children repeat chorally. • Have children use PICK AND POINT to point to the column in which the picture belongs. Does duck have the middle sound /ŭ/ or /ū/? Point to the column where duck belongs. CORRECT AND REDIRECT If children point to the incorrect column, have the group repeat the word chorally. Stretch out the word to emphasize the vowel sound. Then ask children to say the middle sound and point to the column where the picture belongs. • Repeat until you have sorted all of the cards. • Point to the pictures in each column while children say the words chorally.

Teacher Tip Make it a game! Instead of picking the cards yourself, shuffle the Picture Cards , fan them out face down, and choose a child each time to pick a card and hold it up.

MUTE BUTTON ON A TV REMOTE

ENGLISH LEARNER SUPPORT: Basic Vocabulary

BEGINNING: Say the words one at a time and ask children to come up and point to the corresponding picture. INTERMEDIATE: Use each word in a cloze sentence and have children chorally say the word. For example: In the water, I saw a     . (duck) ADVANCED/ADVANCED HIGH: Have partners TURN AND TALK to tell each other sentences with the words.

ENGLISH LANGUAGE PROFICIENCY STANDARDS  2.B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

20

Module 5 • Lesson 1

LEARNING OBJECTIVE • Read and spell decodable ( but, up ) and partially decodable ( look, want ) high‑frequency words .

High-Frequency Words

TeachWords: but, look, up, want

Use the HIGH-FREQUENCY WORDS routine below to introduce this week’s words.

MATERIALS

1 See the word. Display a Word Card and say the

GO DIGITAL

DISPLAY AND ENGAGE

• Word Cards: but, look , up, want • Display and Engage: High- Frequency Words 5.1a • Small dry-erase boards and markers • Know It, Show It , pp. 63–64

word. Project Display and Engage: High-Frequency Words 5.1a and read the context sentence.

High-Frequency Words 5.1a

Words to Know

WORD

SENTENCE

but

I went to the store, but I didn’t get anything.

2 Say the word. Have

children repeat the word a few times chorally. Say but . ( but ) Again. ( but ) Say but with a high voice. ( but ) Now a low voice. ( but ) 3 Spell the word. Point out known sound-spellings. I see the letter u in the middle of the word but . Everyone, what sound? (/ŭ/) Ask children to spell the word chorally as you point to each letter. 4 Write and check the word. Hide the word and have children use WRITE AND REVEAL to write the word. Then, have them check it against the Word Card and make appropriate corrections. • Repeat the routine for each word. Add this week’s words to the Word Wall and children’s individual Word Rings. • Have children practice reading and writing the high-frequency words using Know It, Show It, pages 63–64 . look Look outside to see if it is raining. up My balloon flew up to the sky. want I want to play with a friend after school. Module5 | Week 1 GradeK | Foundational Skills

High-Frequency Words

Name

High-Frequency Words

Name

Words to Know Fill out each box below. but Read It! Book icon Words to Know Fill out each box below. but Read It! Book icon

Write It!

Write It!

Color It!

Color It!

Trace It!

Spell It!

icon

icon

Trace It!

Spell It!

but

icon

icon

but

Find It!

Eye icon

Find It!

Eye icon

but want but but want but

look

look

look but look but

up want up want

but

up look but up look but

but

FPO

63

Module5 •Week 1 ©HoughtonMifflinHarcourtPublishingCompany.All rights reserved. Module5 •Week 1 ©HoughtonMifflinHarcourtPublishingCompany.All rights reserved.

GradeK

63

GradeK

Know It, Show It, pp. 63–64

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS  K.2.B demonstrate and apply phonetic knowledge by: (iv) identifying and reading at least 25 high-frequency words from a research-based list; K.2.C demonstrate and apply spelling knowledge by: (iii) spelling high-frequency words from a research-based list ENGLISH LANGUAGE PROFICIENCY STANDARDS  3.B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

21

Foundational Skills

LESSON 1

WritingWorkshop

What Is a Narrative?

• Discuss the key features of narrative writing. • Identify and record the beginning, middle, and end of a narrative. • Language Retell the end of a narrative using a complete sentence. LEARNING OBJECTIVES

I Do ReviewNarrativeWriting

• Explain to children that they will be writing stories in Module 5. • Review key features of the writing type using the Anchor Chart: StoryWriting . • Use the Read Aloud Book: The Most Magnificent Thing as a mentor text. Look back at the pictures to review characters (a young girl, her dog) and setting (a city, the sidewalk outside the girl’s apartment). • Tell children that stories can also be called narratives. Use gestures to define narrative : A narrative is a story. It has a beginning, a middle, and an end. Have children repeat, holding up one, two, and three fingers for beginning, middle, and end. We Do Analyze a Mentor Text • Tell children that they will think like the writer of The Most Magnificent Thing to record key parts of the story on the Printable: Story Map . • Reread pages 2 and 3 of the book. Guide children to determine that the beginning is when the girl decides “She is going to make the most MAGNIFICENT thing!”

ANCHOR CHART

MATERIALS • Anchor Chart: Story Writing • Read Aloud Book: The Most Magnificent Thing • Printable: Story Map • Chart paper and markers

characters: the people, animals, or creatures in a story setting: where and when a story takes place narrative: a story with a beginning, a middle, and an end WRITER'S VOCABULARY

MENTOR TEXT

• Use THINK-PAIR-SHARE to have partners talk about what happens in the middle of the story. Take notes to summarize the events on the story map. • Have children follow along by drawing and writing on their own story maps.

Teacher Tip Save room! Leave space on the Anchor Chart for children to add signal words for beginning, middle, and end.

22

Module 5 • Lesson 1

You Do Write a Story Map

WRITING STRATEGY 5.2

• Tell children they will complete the “End” section of the story map on their own. • Revisit The Most Magnificent Thing and read aloud pages 28 to 30. • Have partners TURN AND TALK to retell the end in their own words. Provide a sentence frame: In the end, the girl     . (makes just what she wanted; finishes her project; rides the scooter with her dog) • Give children time to draw pictures or write words to explain the end of the story on their own maps. • Have a few children share what they wrote for the end of the story with the class. Ask the group to give “put ups” to tell what each child did well.

SAMPLE STORY MAP

See Say Say Say, Sketch Sketch Sketch, Write WriteWrite to support drafting the beginning, middle, and end of a story.

Printable Resource

ENGLISH LEARNER SUPPORT: Sentence Frames

BEGINNING: Give children a concrete sample response to turn and repeat to their partners: In the end, the girl makes a scooter. INTERMEDIATE: Rehearse the sentence frame a few times chorally before having children turn to their partners and share. Tell children to use an action word after girl , such as makes or rides. ADVANCED/ADVANCED HIGH: Encourage children to tell their partners two ideas and connect themwith the word and : In the end, the girl      and     .

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.1.C share information and ideas by speaking audibly and clearly using the conventions of language; K.6.D retell texts in ways that maintain meaning; K.7.C describe the elements of plot development including the main events, the problem, and the resolution for texts read aloud with adult assistance ENGLISH LANGUAGE PROFICIENCY STANDARDS 3.C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; 3.E share information in cooperative learning interactions; 5.F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

23

WritingWorkshop

LESSON 1

Daily Small-Group Options

Refer to the GPS guide for suggestions on

GPS Guiding Principles and Strategies

Responsive Instruction

forming, scheduling, and managing small groups.

As the class engages in options to build independence, meet with small groups for guided reading, targeted skill practice, and English learner support.

GUIDED READING

FLEXIBLE OPTIONS Use the Reading Bridge to connect Leveled Readers to the comprehension focus or to a different skill.

• Match children to just-right books based on level, skill, topic, or genre. • Select sessions from the Take & Teach Lessons to deliver instruction based on children’s needs. • Use supporting activities to check comprehension, reinforce instruction, and extend learning.

A

B

C

D

E

HEAD TK

Reading Bridge

TARGETED SKILL PRACTICE: Blend Phonemes IntoWords

FOUNDATIONAL SKILLS p. 30

LEARNING OBJECTIVE: Blend spoken phonemes to form one-syllable words. MATERIALS • Printable: Elkonin Boxes, tokens

DIFFERENTIATE AND EXTEND: Sound Swap • Say three sounds that make a word, but say them out of order. Repeat the sounds: /ŭ/ /g/ /b/. • Ask children to swap the order of the sounds and put a thumb up when they know the word. • Signal for the group to say the word chorally. (bug) • Repeat with several words, and move to words with four sounds for an extra challenge.

SUPPORT: Elkonin Boxes • Say three sounds that make a familiar word Listen to the sounds: /b/ /ŭ/ /g/. • Model how to use Printable: Elkonin Boxes to put one token into a box for each sound. • Have children move tokens into boxes as they say each sound in the word. • Guide children to put the sounds together and say the word chorally. • Repeat with several more familiar words.

ENGLISH LEARNER SUPPORT

BEGINNING After children say each word, reveal a Picture Card for the word to support children with connecting words to their meanings.

ALL PROFICIENCIES Support children with articulating difficult sounds. Model the mouth position and have children practice making the sound while looking in a mirror.

24

Module 5 • Lesson 1

ENGLISH LEARNER SUPPORT

WHOLE GROUP

FLEXIBLE OPTIONS Use the Language Bridge to connect The Most Magnificent Thing to a different skill.

TARGETED LANGUAGE PRACTICE: Seek Information • Introduce and practice the language skill using Language Bridge 00: Seek Information . • Use the text-based prompts below to guide and observe children as they apply the skill with the Read Aloud: The Most Magnificent Thing . • Begin with prompts at the child’s proficiency level. When children are ready, move to lighter supports to increase language proficiency. LANGUAGE OBJECTIVE Identify verbs in a text that tell about characters’ actions. MATERIALS • Language Bridge 00: Seek Information • Read Aloud Book: The Most Magnificent Thing

Have children reflect on their learning by sharing how they practiced blending phonemes or applied another skill during independent work time, Use Share Chair to select a reader to come to the front of the class and share how he or she used a skill while reading today. WRAP UP AND SHARE: Accountable Talk

Language Bridge

INTERMEDIATE • Remind children of themeaning of action verb. • Read aloud from TheMost Magnificent Thing and guide the group tomake a list of action verbs. • Ensure children identify these verbs on page 8: tinkers, hammers, measures, pounces, growls, chews . • Ask volunteers to act out each action verb. ADVANCED HIGH • Ask children: What words in this story tell us the actions of the girl and her assistant? • Have the group or partners work together to write a list of action verbs. • Guide children to tell how the action verbs help them better understand the story.

BEGINNING • Remind children of themeaning of action verb andmodel examples (e.g., walk, jump, write ). • Read aloud page 2 of TheMost Magnificent Thing . • Say these words aloud and ask children to use THUMBS UP OR DOWN to identify action verbs: race, girl , eat , explore , they , relax . ADVANCED • Read aloud several pages of The Most Magnificent Thing , and have children put a thumb up when they hear an action verb. Record the words on the board. • Have volunteers use a sentence frame to explain each word:      is an action verb because it tells     .

ENGLISH LANGUAGE PROFICIENCY STANDARDS 1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

BUILD INDEPENDENCE

LITERACY CENTERS Choose from the literacy center options for children to practice reading, writing, and foundational skills (pp. 16–19).

DECODABLE TEXTS Partners or individuals practice Start Right Readers: • Title title title (pp. 00–00) • Title title title (pp. 00–00)

SKILL PRACTICE Children complete Know It, Show It : • Handwriting Uu (p. 62) • Words to Know (pp. 63–64)

25

Daily Small-Group Options

LESSON 2

Reading and Vocabulary

Oral Language

• Language Pronounce and use academic words. LEARNING OBJECTIVE

Teach Academic Vocabulary

Use the VOCABULARY routine and the Vocabulary Cards to teach Power Words from The Most Magnificent Thing . 1 Say the word. Ask children to repeat it. 2 Explain themeaning. Read aloud the child-friendly meaning. 3 Talk about examples. Use the image or strategy on the card to talk about examples.

MATERIALS

• Vocabulary Cards: carefully (5.4) , disappointed (5.5) , quit (5.6) • Vocabulary Props: blocks • Read Aloud Book: The Most Magnificent Thing

1 POWER WORD

2 MEANING

3 EXAMPLE

carefully (adv)

Use the Image: These kindergarteners are painting carefully so they don’t make a mess.

When you do something carefully, you pay close attention to what you’re doing.

CARD REDUX TK

Use the Image: The boy is disappointed that he lost his favorite toy.

disappointed (adj)

When you are disappointed , you feel sad because what you thought would happen didn’t happen.

CARD REDUX TK

To quit something means to stop doing it.

Use the Image: The girl wants to quit biting her nails.

quit (v)

CARD REDUX TK

ENGLISH LEARNER SUPPORT: Academic Vocabulary BEGINNING: Say each Power Word, and have children repeat it. Do an action or make an expression for each word, and have children copy you. INTERMEDIATE: Have children repeat a sentence that uses each Power Word with a movement, such as: I use scissors carefully . (cutting motion with fingers) ADVANCED/ADVANCED HIGH: Have partners TURN AND TALK to practice using each Power Word by sharing additional examples.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.3.B–C (B) use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and (C) identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations ENGLISH LANGUAGE PROFICIENCY STANDARDS K.1.A use prior knowledge and experiences to understand meanings in English; K.1.E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment; K.2.C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; K.3.A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; K.4.D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

26

Module 5 • Lesson 2

Interactive Reading

LEARNING OBJECTIVES • Language Use text evidence to answer questions about a story. • Use picture and text clues to identify how a character feels.

Connect and Teach

• Review the characters, setting, and events in The Most Magnificent Thing . • Review the Anchor Chart: Picture and Text Clues fromModule 3. We can collect a lot of information about a character by using the picture or text clues in the story. • Set a purpose for rereading: looking at picture

ANCHOR CHART

MATERIALS

• Anchor Chart: Picture and Text Clues • Read Aloud Book: The Most Magnificent Thing • BookStix 5.1

and text clues to notice how the girl acts, speaks, thinks, and feels during the story.

Dialogic Reading Prompts Use the dialogic reading prompts with the PEER sequence to engage children during the read aloud (GPS, p. TK).

C

Completion

R

Recall

O

Open-Ended

Book Stix

Accountable Talk

W

Wh– Questions

• Read aloud the text. Stop to clarify understanding, practice the skill, and ask the questions below. Have children TURN AND TALK to discuss responses.

D

Distancing

PAGE QUESTION

POSSIBLE RESPONSES

9

Why does the girl feel shocked that the first thing isn’t magnificent? ( O )

She thought it would be easy to make the thing, so she is shocked when it doesn’t turn out right. The girl is trying different ways to make the thing, but “none of them are magnificent.”

Teacher Tip Put tired words to bed! Encourage children to replace

15

What is happening? ( R )

overused words (e.g., happy , sad , mad ) that describe the girl’s feelings with more specific words (e.g., thrilled , disappointed , furious ).

18

Is the girl working carefully ?

Have students respond using THUMBS UP OR DOWN .

How can you tell? What do you see in the pictures or hear in the text? ( O )

She isn’t taking her time/paying attention to what she’s doing. She is upset that the thing isn’t turning out how she wants it to.

22

Why does the girl say “I QUIT”? ( W )

30

How do you think the girl feels now that she’s made the thing? ( O ) How can you tell? What do you see in the pictures or hear in the text? ( O )

She feels excited/proud.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.6.F make inferences and use evidence to support understanding with adult assistance; K.7.C use text evidence to support an appropriate response; ENGLISH LANGUAGE PROFICIENCY STANDARDS K.3.E share information in cooperative learning interactions; K.4.G demonstrate comprehension of increasingly complex English by participating in shared reading, responding to questions; K.4.J demonstrate English comprehension and expand reading skills by employing inferential skills such as drawing inferences and conclusions from text and graphic sources

She looks excited to use the scooter. She worked hard to make the scooter, so she probably feels proud.

27

Reading and Vocabulary

LESSON 2

Foundational Skills

Phonological Awareness

• Blend spoken phonemes to form one-syllable words. LEARNING OBJECTIVE

Blend Phonemes IntoWords: MysteryWord • Tell children that they will be playing a blending game. Listen to this sentence and try to figure out the mystery word: I like to give my puppy a /h/ /ŭ/ /g/ . When I put the sounds together, I get the word hug ! The mystery word is hug ! • Say another sentence with the last word in sounds. Listen: I think parties are /f/ /ŭ/ /n/ . Ask children to blend the phonemes, and have them use CHORAL RESPONSE to say the word. What is the mystery word? ( fun ) • Repeat with the sentences below.

I like to swing the baseball /b/ /ă/ /t/. (bat)

The animal that says “quack” is the /d/ /ŭ/ /k/. (duck)

When I need to go somewhere fast, I /r/ /ŭ/ /n/. (run)

The soccer player scored a /g/ /ō/ /l/. (goal)

Teachers like when their classrooms are /n/ /ē/ /t/. (neat)

Teacher Tip Act it out! After blending the sounds in the first four sentences, have children act them out.

My neighbor drives a big /v/ /ă/ /n/. (van)

My favorite color is /r/ /ĕ/ /d/. (red)

CORRECT AND REDIRECT If children need support with blending sounds, repeat the word by enunciating the sounds separately, then saying themmore closely together, and finally saying the word.

ENGLISH LEARNER SUPPORT: Basic Vocabulary

BEGINNING: Reveal a Picture Card for each picturable word after children blend the sounds and say the word. INTERMEDIATE: After children say the word, display two pictures and ask them to PICK AND POINT to choose the picture for the word. ADVANCED/ADVANCED HIGH: Have partners TURN AND TALK to tell each other examples of things that are red.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS K.2.A demonstrate phonological awareness by: (viii) blending spoken phonemes to form one-syllable words

28

Module 5 • Lesson 2

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