Genre: Realistic Fiction A story with characters who could exist and events that could happen in real life Summary: Emmy is writing a report about storms when a thunderstorm causes the lights to go out and her computer to go black. Her mother suggests she find another way to finish her report, and she does! Phonics Focus • r -Controlled Vowels: ar, or, ore, er, ir, ur Decodable Words With Targeted Sound-Spelling • dark, stars • storm, stormy, report, for, forms, her, thunder, turned, sister REALISTIC FICTION Storm Report POWER-UP! CARD 6
Before Reading Connect Sound-Spelling: r -Controlled Vowels: ar, or, ore, er, ir, ur Point out to children that when the letter r follows a vowel, it changes the vowel sound. Explain that the vowel sound is not short and it is not long. Tell children that the letters ar make the /är/ sound that is found in the word dark . Write the word dark for children. Then have a volunteer circle the letters ar in the word. Introduce the letters or that make the /ôr/ sound that is found in the word storm . Write the word storm for children. Then have a volunteer circle the letters or . Note that the letters ore also make that same /ôr/ sound. Write the word more for children and have a volunteer circle the letters ore . Then write the words her, stir, and turn . Tell children that the letters er, ir, and ur all make the same /ûr/ sound. Have children read the words her, stir, and turn and circle the letters that make the /ûr/ sound in each word. Model Blending Sounds to Make Words Model for children how to use the r -controlled vowel sound to read new words. Write the letters f , o , r , m for children. Run your finger under the letters as you slowly blend together all the sounds to read the word form , /f/ /ôr/ /m/. Continue with stormy. Practice Reading Decodable Words For more practice, write the following words for children to read: herd hurt start smart sister her more verb first third • Have children read all the words with the /ûr/ sound. • Ask children to name the words that are used for counting people in a line. Introduce the High-Frequency Word: found Write the high-frequency word found in a sentence. Emmy found her notes. Read aloud the sentence. • Ask children to find and circle the high-frequency word found . Point out that the o and u together in the word found make the /ou/ vowel sound. Help children segment the sounds in found , /f/ /ou/ /n/ /d/. Elicit the letter or letters to write for each sound. For /f/, write f ; for /ou/, write ou ; for /n/, write n ; and for /d/ write d . Have children read and spell the word found . • Help children write the word found . First Reading • Read the title and have children repeat it. • Introduce the story words cooler, clouds, and air . Help children find the words in the story and read the sentences in which they appear. • Read aloud the story, 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.
New High-Frequency Word • found
Story Words • cooler, clouds, air
Phonemic Awareness and Sound-Spellings Reviews • Digraphs sh, th, ch, tch
Ask children to listen for and say the sound that ends each of these words. Read the words to the children. • ranch munch each peach • patch catch rush dish • path with bath math Write the words for the children. Invite children to underline the letters that spell the end sound in each word. MLs Note: See page 7 for ways to leverage children’s home language.
Short Reads Decodables
20
For review, use this lesson after Card #55.
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