Text Set 7 At a Glance: Bones, Bones, Bones!
Phonics Practice Target Elements Children will be ready to read the three texts in this set in conjunction with systematic, explicit instruction for these elements. Phonics Focus Word and/or Syllable Type Long Vowels: Final e (a_e, e_e, Final- e Syllables
Soft c and g /s/ c (ace, rice) /j/ g , - dge (cage, bridge)
i_e, o_e, u_e) /ā/ a_e (tape) /ē/ e_e (Pete, here) /ī/ i_e (mile)
/ō/ o_e ( cone ) /ū/ u_e (use)
High-Frequency Words Each text in this set features these new words. down have now of what
Cumulative Review In Text Set 7, the decodable books cumulatively review targeted elements, high-frequency words, word types, and inflectional endings from Text Sets 1–6. See the Scope and Sequence and Aligned Texts , page 150, for a complete list of elements in each set.
Knowledge-Building Each text in this set relates to a video that builds background and vocabulary. Science: Animals and Plants Physical characteristics of humans and animals Decodables SCHOLASTIC & FPO
TEXT SET 7
Bones! Bones! Bones!
Informational: Retelling
Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what
Bones? No Bones? Informational:
Expand Knowledge
Yikes! Realistic Fiction
Bones! Bones! Bones! Informational: Retelling Your skeleton is made up of all the bones in your body. How many bones do you have? How do your bones help you? You won’t believe all there is to learn about bones. Bones? No Bones? Informational: Expand Knowledge Join Miss Page’s class as students try to figure out which animals have bones and which animals do not. Will you be able to tell? Watch & Learn Video “Bones, Bones, Bones!” BONES! BONES! BONES! Blake bones Dave Kate makes race shape spine take these Vowel-Consonant- e Dodge race Soft c and g body whose Phonics Focus and Other Targets Challenge Words
by Jane Craft
Watch & Learn Video “Bones, Bones, Bones!” There’s so much to learn about bones! Available in English and Spanish
SCHOLASTIC & FPO
TEXT SET 7
Decodables
Yikes! Realistic Fiction SNAP! A boy is racing on his bike when he crashes and breaks his leg. Follow the boy as he visits the doctor and gets some help from his friends. Watch & Learn Video “Bones! Bones! Bones!” YIKES! cute faces home huge made names place race ride rode Vowel-Consonant- e faces Gem huge place race Ridge Soft c and g break keep or their safe smile time used wide wrote yikes Bones! Bones! Bones! Informational: Retelling Bones? No Bones? Informational: Expand Knowledge Yikes! Realistic Fiction Decodable Words With the Targeted Elements Challenge Words
Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what
by Jane Craft
illustrated by Alessia Girasole
Text Set 7
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Text Set 7: Bones, Bones, Bones!
Whole- and Small-Group Instruction Options The following steps offer specific instruction you may use if you are guiding children through this text set in whole- or small-group instruction. Get Ready to Read Phonemic Awareness Let children know that as they read each text in this set, they will use what they’ve learned about long vowels spelled with a final silent e. Play “Long and Short” Play a game in which children distinguish long- and short-vowel sounds. Ask them to make their bodies long when they hear a word with a long-vowel sound and short when they hear a word with a short-vowel sound. Use these word pairs, and write or have children write the words after each turn: bit / bite ; hope/hop ; cute/cut ; fin/fine ; snack/snake ; rip/ripe ; not/note ; hat/hate . Have children explain how word spellings differ. Check Readiness of Target Skills You may ask children to read from the Text Set 7 Readiness Check to identify their readiness for the targeted elements in this text set. Remind them that in most words with a vowel-consonant- e pattern, the final e is silent, but it makes the vowel before it have a long sound. Text Set 7 Readiness Check Long Vowels: Final e Basic (minimal contrasts) bit bite • mad made • hop hope • spin spine Simple (VC e , CVC e ) bone name rode wide ape More Challenging (CCVC e ) smile trade white snake chose these Soft c and g Simple race rice cage ice page gem More Challenging (blends and -dge ) space badge stage bridge Use observations from this activity to determine needs for additional support and to inform grouping. Introduce/Review High-Frequency Words Each text in this set uses the following five words that have not been targeted in prior Read to Know Text Sets . Use these steps to teach or review the words. • Display the word. Say it aloud and have children repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with children. • Identify known and unknown parts of the word. (See specifics below.) HFW Word Specifics Use it in a sentence. Identify known and unknown parts. down The painter went down the ladder when the job was done. • Find the 3 sounds in down : /d/ /ou/ /n/. • Identify initial and final sound-spellings children have learned: /d/ d, /n/ n . • Identify other regular spellings: Letters o-w say /ou/ in this word. have I have a pencil. • Find the 3 sounds in have : /h/ /a/ /v/. • Identify spellings children have learned: /h/ h, /a/ a, /v/ v . • Identify an irregular spelling: The final e is silent but does not make the vowel sound long. now Now it is time to feed the hungry kitten. • Find the 2 sounds in now : /n/ /ou/. • Identify the beginning sound-spelling children have learned: /n/ n . • Identify other regular spellings: Letters o-w say /ou/ in this word.
I have a box of crayons.
• Find the 2 sounds in of : /u/ /v/. • Explain that neither of the letters in this word makes its usual sound. Of is a word we need to learn to recognize because we can’t sound it out. • Find the 3 sounds in what : /w/ /u/ /t/. • Identify initial and final sound-spellings children have learned: /w/ w, /t/ t . • Identify an irregular spelling: Letter a says /u/ in this word.
of
what What do you want for lunch?
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Read to Know Text Sets Teaching Guide
Build Knowledge & Vocabulary View the Watch & Learn Video Each of the texts in this set builds on ideas from the video “Bones, Bones, Bones!” Watch the video together to activate background knowledge to prepare children for reading the texts. Before Viewing: Use these guiding questions to engage children in thinking about the topic and sharing ideas. • What are some of the bones in your body? • Why do you think bones are important? • Do all animals have bones? After Viewing: Revisit the Before Viewing questions. Invite children to share what they learned. Build Content-Area Vocabulary The following terms from the video are used in each text in this set. Before reading, you may wish to guide children to understand their meanings and build familiarity with
their spellings. Use the following steps to explore these words. • Display the word. Say it aloud and have children repeat. • Provide a definition. Discuss the word and its meaning with children. • Provide tips for reading and recognizing the word. (See specifics below.) • Refer to images from the video that relate to the word.
Video Image or Reference
Word
Definition
Tips for Reading and Recognizing Terms
• You can use what you’ve learned to read this word. Notice that the e at the end makes the vowel sound long. Notice the -s ending. • Ask children to chorally blend the word with you. • This word is skeleton. Now you say it : skeleton. • Clap out the syllables together: skel•e•ton. • Point to the word and have children echo-read it. • You can use what you know to read this word. Notice that the e at the end makes the vowel sound long. • Ask children to chorally blend the word with you.
bones
the hard parts below a person’s or an animal’s skin
0:30
skeleton the set of bones under a person’s or an animal’s skin that supports and protects the body spine the backbone, which is made up of many smaller bones
0:34
0:57
Knowledge Connection In Text Set 5: It’s a Frog!, children learned about frogs—how they develop, where they live, and how they survive. Relate children’s knowledge to the “Bones, Bones, Bones!” video. Point out that frogs have skeletons and spines. They are vertebrates. Guide a discussion to connect the topics. • Ask children to share what they remember about how frogs move. How might bones help frogs move? (Bones help frogs leap, jump, and move fast to escape predators.) • Ask children to share ideas about how frogs’ bodies change from tadpoles to frogs. Let them know that tadpoles don’t have bones. Bones develop as tadpoles begin to change into froglets. Science
Text Set 7
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Text Set 7: Bones, Bones, Bones!
Read Book 1
Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what
Bones! Bones! Bones! Your skeleton is made up of all the bones in your body. How many bones do you have? How do your bones help you? You won’t believe all there is to learn about bones!
ds
by Jane Craft
Genre: Informational: Retelling —This text retells key ideas from the video “Bones, Bones, Bones!”
Review the Video Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch and pay close attention to how our bones help us. • View: Pause from time to time to guide thinking and discussion. • After Viewing: Restate the Set Purpose task and invite responses. • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Bones! Bones! Bones!.
Phonics Focus and Other Targets
• Long Vowels: Final e : Blake, bones, Dave, Kate, makes, race, shape, spine, take, these • Soft c and g : Dodge, race Content-Area Vocabulary bones, skeleton, spine New High-Frequency Words down, have, now, of, what
First Reading • Read aloud the title and have children repeat it.
Challenge Words body, whose Language Support
• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • 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. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • What is a skeleton? Why is it important? Key Ideas and Details • Where is your spine? Why is it important? Key Ideas and Details • What is one fact from this book you might like to share with a friend or family member? Why? Connect Ideas Respond and Write Invite children to write and draw about facts they have learned. Informative/Explanatory Then ask them to complete the additional activity.
Read aloud the text on page 3: “A skeleton makes up the bones in a body.” Explain that “makes up” is a way of saying that the pieces of something combine together to form one thing. Give other examples, such as: Our class is made up of all the children in this room. Point out that the sentence “The spine runs down the back of the body” (page 9) does not mean exactly what it says. Explain that this is a way of saying that the spine stretches or goes from the top to the bottom of the back.
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Read to Know Text Sets Teaching Guide
Read Book 2
Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have of now what
Bones? No Bones? Join Miss Page’s class as they try to figure out which animals have bones and which animals do not. Will you be able to tell? Genre: Informational: Expand Knowledge —This text reviews information from the video and playfully expands on ideas about animals that do and do not have bones and spines.
ds
Review the Video Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch and pay close attention to which animals are vertebrates— that is, which ones have or don’t have bones and spines. • View: Pause from time to time to guide thinking and discussion. • After Viewing: Restate the Set Purpose task and invite children to report on what they heard and saw. (Humans, fish, and snakes are vertebrates. Worms, octopuses, and crabs are invertebrates.) • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Bones? No Bones?
Phonics Focus and Other Targets
• Long Vowels: Final e : Ace, bones, game, glide, Grace, huge, like, made, make, name, Page, place, quite, race, shapes, slide, snake, snakes, spine, takes, use • Soft c and g : Grace, huge, Midge, Midge’s, Page Content-Area Vocabulary bones, skeleton, spine New High-Frequency Words down, have, now, of, what Challenge Words most, or, says Language Support As children learn about parts of human and animal bodies, point out the word fins on page 10. Explain that fish use their gills to breathe underwater. They use their fins to help them move through water. Show images or a video if possible.
First Reading • Read aloud the title and have children repeat it.
• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • 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. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • The children in the book play a game called “Bones? No Bones?” How would you explain the directions for playing this game? Key Details/Retell • Why might a “Bones? No Bones?” player answer that a snake has bones? Key Ideas and Details • Which animals would you want to act out in this game? Make Connections Respond and Write Invite children to write and draw about an animal that has bones. Informative/Explanatory Then ask them to complete the additional activity.
Text Set 7
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Text Set 7: Bones, Bones, Bones!
Read Book 3
Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what
Yikes! SNAP! A boy is racing on his bike when he crashes and breaks his leg. Follow the boy as he visits the doctor and gets some help from his friends. Genre: Realistic Fiction —This text presents a realistic story inspired by ideas from the video “Bones, Bones, Bones!”
by Jane Craft
illustrated by Alessia Girasole
s
Review the Video Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch to review what we’ve learned about bones and pay special attention to what happens when a person breaks a bone. • View: Pause from time to time to guide thinking and discussion. • After Viewing: Restate the Set Purpose task and invite responses. • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Yikes! .
Phonics Focus and Other Targets • Long Vowels: Final e : cute, faces, home, huge, made, names, place, race, ride, rode, safe, smile, time, used, wide, wrote, yikes • Soft c and g : faces, Gem, huge, place, race, Ridge Content-Area Vocabulary bones, skeleton, spine New High-Frequency Words down, have, now, of, what
First Reading • Read aloud the title and have children repeat it.
• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to them read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • 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. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • What does the main character do after he breaks his leg? Sequence of Events • How does getting a cast help the boy’s leg? Problem and Solution • After he breaks his leg, what do the boy’s friends and classmates do that help make him feel better? Problem and Solution Respond and Write Invite children to write a note to a character in the text. Narrative Then ask them to complete the additional activity.
Challenge Words break, keep, or, their Language Support
Review that the ending -ed tells readers that an event happened in the past. Examples of this in the text include checked, filled, and helped. Guide children to identify the base words and endings in these words. Explain that some past-tense words don’t use -ed. Point out words like broke, sped, had, made, and wrote. Work with children to identify the present-tense version of these irregular words.
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Read to Know Text Sets Teaching Guide
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