CARD 32 QUESTION-AND-ANSWER BOOK PAGES What Can We Be?
Informational Text: Question-and-Answer Book Pages A question-and-answer book is a text that poses questions for readers and answers those questions. Summary: These pages are from a question-and-answer book that focuses on a few children. It tells about their interests and what they do that might someday lead to a future career. Phonics Focus • Single-Syllable Words With Open Long Vowels
Before Reading Connect Sound-Spelling: Single-Syllable Words With Open Long Vowels Recall with children the sounds made by the short vowels a, e, i, o, and u . Point out that sometimes vowels say their names. So a can say /ā/; e can say /ē/; i can say /ī/; o can say /ō/; and u can say /ū/. When a vowel says its name, we call it a long vowel. Write and read the word we for children and have a volunteer circle the letter e . Repeat the activity for the long vowel sounds i and o spelled with single letters. Use the words hi and go. Have a volunteer circle the letter that makes the long vowel sound in each word. Write these sentences for children. Point out the two ways that the word a can be pronounced, as long a or as a schwa (/ә/) sound. Note that both pronunciations are fine. I see a big frog. (long a /ā/) I see a big frog. (schwa /ә/) Model Blending Sounds to Make Words Model for children how to use the /ē/ sound to read new words. Write the letters m , e for children. Remind children that the letter e makes the /ē/ sound. Run your finger under the letters as you slowly blend together the sounds to read the word me , /m/ /ē/. Repeat with the words he and go. Practice Reading Decodable Words For practice, write the following words for children to read: be so he go me we no a I Bo I’m Jo • Ask children to say the four words with the long- e sound. • Have children tell which words are names. • Point to the word I’m and ask children to read this contraction that means I am. Introduce the High-Frequency Word: she Write the following sentence with the high-frequency word she. She can pet the cat. Read aloud the sentence. • Ask children to find and circle the high-frequency word she. • Write the word she . Explain that the letters sh make the /sh/ sound that begins the word. Ask children what sound the letter e makes. Elicit that the letter e makes the long- e vowel sound in she . Have children read and spell the word she . • Help children write the word she . First Reading • Read the title and have children repeat it. • Read aloud the text, modeling how it should be read, echo-read it, or have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed.
Decodable Words with Targeted Sound-Spelling • be, he, me, she, we • Bo, go, I
New High-Frequency Word • she
Phonemic Awareness and Sound-Spelling Reviews
• /a/ spelled a • /e/ spelled e • /i/ spelled i • /o/ spelled o • /u/ spelled u
Ask children to listen for and say the short vowel sound in each of these words. Read each word to the children. • can Max back tap tan • pet bed web ten deck • big dig fit his is in • dog lot not mom lock • fun mud run sun nut Then read each row again. Invite children to say the letter that makes the short vowel sound in each word. MLs Note: See page 7 for ways to leverage children’s home language.
Short Reads Decodables
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