By Book 17 , students have built a strong phonics foundation. This book targets words with more advanced vowel sound-spellings and high-utility suffi xes.
Book 17
Book 17: The Land We Love By Geena Talley
Geena Talley
When a family is swimming in a creek near their home, tourists arrive and leave a mess behind. The family decides to take a stand to protect the land they love. Genre: Realistic Fiction This text presents a story about an indigenous family protecting an important place from being polluted. Whole- and Small-Group Instruction Options The following steps offer instruction for guiding students through this text in whole or small groups, in conjunction with direct instruction in the targeted skills. Get Ready to Read Phonemic Awareness Let students know that as they read this book, they will use what they’ve learned about vowel sounds and spellings. Play “Listen and Repeat” Play a game in which students identify vowel sounds in words. • Model: Say: I will say a word. Your job is to listen carefully to identify its vowel sound. For example, if I said fruit, you would say /oo/ . Write the word and underline the letters ui, pointing out that these letters stand for the vowel sound in this word. • Play: Continue with the following words. Then write or have students write the words and underline the vowel spellings after each turn: break (long a ), taught (/aw/), weight (long a ), soup (/oo/), bread (short e ), suit (/oo/), fought (/aw/). Check Readiness of Target Skills You may use the Readiness Check to identify students’ readiness for the targeted elements in this text. Long a (ea, eigh) and Short e (ea) ready great weigh threat break healthy head Long oo (ui, ou) and /aw/ augh, ough caught group thought swimsuit you brought /f/ ph photo triumph elephant phase Use observations to determine needs for additional support and inform grouping. Introduce/Review High-Frequency Words Use these steps to teach or review. • Display the word. Say it aloud and have students repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with students. • Identify known and unknown parts of the word. (See specifics below.) • Have students spell and/or write the word.
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Phonics Focus and Other Targets • Long a ( ea, eigh ); Short e ( ea ); Long oo ( ui, ou ); /aw/ ( augh, ough ); /f/ ( ph ): brought, caught, daybreak, great, group, headed, healthy, noisy, overhead, photo, ready, suitable, swimsuit, taught, thought, weight, you, you’ll, you’re • Suffixes: -able, -ful, -less, -ment, -ness, -y : agreement, amazement, carelessly, hopefully, hopeless, joyfully, noisy, sadness, statement, suitable, sweetness High-Frequency Words done, live, only Story Words ancestors, mountain, tourists Challenge Words been, don’t, radio, through, whistles Build Background Read the “Spotlight On: The Karuk Tribe” feature on the inside front cover, including pronunciations and definitions for Karuk words used in the text. Explain that a creek is a small stream of water that runs through land.
Use it in a sentence.
Identify known and unknown parts.
done I have done all of my chores. live Frogs live in different places.
• Find the 3 sounds in done : /d/ /u/ /n/. • Identify the irregular spelling: I see the vowel-consonant- e pattern, but the vowel is not long. Letter o says /u/ in this word. • Find the 3 sounds in live : /l/ /i/ /v/. • Identify the sound-spellings students know: /l/ l, /i/ i, /v/ v . • Identify the irregular spelling: I see the vowel-consonant- e pattern, but the vowel is not long. Point out that live with a long-vowel sound has the same spelling. Readers need to use context clues to know which word is intended. • Find the 4 sounds in only : /ō/ /n/ /l/ /ē/. • Notice that the letter o says /ō/ and the letter y says /ē/. • Read each syllable and then the whole word. Have students repeat.
Only four people can sit at this table.
only
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Our Stories Decodables Teacher’s Guide
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