FLPG_Preview_27Mar

TEACHING AND LEARNING

CALLOUT TITLE Follow a gradual release model in each lesson: Introduce the Skill, Guided Practice, Apply.

CALLOUT TITLE Use Blend and Read lines to have students practice reading words in isolation and in context.

CALLOUT TITLE Assign Know It, Show It pages for independent practice.

DO NOT EDIT--Changes must be made through "File info" CorrectionKey=FL-A Teacher’s Guide

DO NOT EDIT--Changes must be made through "File info" CorrectionKey=FL-A

DECODING

FOUNDATIONALSKILLS

LESSON 3

Step 1 Reinforce the Skill MultisyllabicWordswiththeVowelSound/  / Explain that thevowel sound/  /canalsobe found inmultisyllabicwords. • Displayand read theword booklet ,emphasizing the/  /sound.Underline the letters oo . • Drawa linebetween the k and l todivide theword intosyllables.Say: Thisword has twosyllables.The firstsyllablehas thevowelsoundof theword book .The secondsyllablehasaCVCpattern,whichmeans it’saclosedsyllable.Closed syllablesusuallyhaveshortvowelsounds. Guidestudents to read thewordaloud. • Repeatwith thewords scrapbook and woodsy .Guidestudents to read thewords aloud. MultisyllabicWordswiththeVowelSound/  / Explain that thevowel sound/  /canalsobe found inmultisyllabicwords. • Display thechartbelow.Readeachwordaloud,emphasizing thedifferent syllablesand thesoundof/  /.Pointout thedifferentspellingpatterns,and underline the letters thatstand for thevowelsound/  /. Multisyllabic Words with Vowel Sounds / / , / /

Step 2 Guided Practice • ProjectDisplayandEngage: Decoding3.3 . • Havestudents read theBlendandRead linesaloud.Provide feedbackasneeded.At theendofeach line,prompta conversationabout thewords: Howare thespellingpatterns thatmake thevowelsoundsof/  / or/  /alike?Howare they different?Howcanyoudetermine thedifferentsyllables in eachword? • Challengestudents topointout thedifferentsyllables in eachword. • Havepartners reread theBlendandRead linesandquizeach otheron thedifferentspellingpatternsandsyllables inwords with thevowelsoundsof/  /and/  /. • Optional Makesyllablecardsbywriting thesyllablesofsome of theDisplayandEngagewordson indexcards,creatingaset foreachstudentgroup.Havestudentsworkwithpartnersor groups tobuild the targetwordsusing thesyllablecards.

Step 3 Apply INDEPENDENT PRACTICE • Havestudentswork insmallgroupsorwithpartners to completeKnow It,Show Itpage53. • Besurestudentsunderstand theyneed tocomplete two tasks ineachsentence: Identify theword thatcontainseither the /  /or/  /sound,and thenchoosewhichvowelsound it contains. • Encouragestudents todiscussstrategies thatcouldbeused to decodeandpronounce themultiplesyllablewords they found that include thevowelsoundsof/  /or /  /.

LEARNINGOBJECTIVES • Differentiate thevowelsoundsof /  / and/  / inmultisyllabic words. • Recognizespellingpatterns for multisyllabicwordswith thesounds of/  /or/  /. • Language Articulate thevowel soundsof/  /and/  / in multisyllabicwords. Online DisplayandEngage Decoding3.3 Know It,Show It p.53. MATERIALS

DISPLAYANDENGAGE: Decoding3.3

oo

ou

cvce

other

Decoding3.3

BlendandRead MultipleSyllableWordswith theVowelSounds /o ͝ o/and /o—o/ 1 booklet woolen lagoon helpful moody

bedroom grouping rudely

cashew

• Display the followingsentenceandunderline theword toothbrush . Icarefullycleanedmyteethwiththetoothbrush. Say: Let’spretend Ididn’t recognize theword toothbrush . Isee the letters oo ,and I know that theycanmakedifferentsounds. Iwill tryusingdifferentsounds to figureout whichonemakessense:/ tth / brŭsh /.Thatsounds familiar,and itmakessense in thecontextof thesentence. I’ll try theothersound just tomakesure:/ tth / brŭsh /. Thatdoesn’tmakeanysense,somy first trymustbe right.

oo ͝

oo ͝

oo ͝

o—o

o—o

2 outlook

cuckoo loosen

toothpaste throughout

oo ͝

o—o

o—o

o—o

o—o

3 soothing bouquet

cushion woodsy

cocoon

oo ͝

oo ͝

o—o

o—o

o—o

4 butcher

looking proven bashful

baboon

oo ͝

oo ͝

oo ͝

o—o

o—o

5 droopy

bookmark gloomily hopeful

routine

oo ͝

oo ͝

o—o

o—o

o—o

6 Iputa teaspoonofvanillaanda spoonfulof sugar into thecookiedough.

o—o o—o oo ͝

oo ͝

7 Raccoonsenjoychewingongooey foods.

o—o o—o o—o

Grade4 | FoundationalSkills

Module3 • Week1

4re_de_fsa_M03_W01_L03.indd 1

14/11/18 11:19AM

ENGLISHLEARNERSUPPORT: FacilitateLinguisticTransfer ALLLEVELS Tohelpstudentsarticulate thevowelsoundsof/  / and/  /,sayeachwordon theDisplayandEngageslowly, exaggerating theshapeofyourmouth for the twodifferentsounds. Guidestudents to repeateachwordaloud,emphasizing thevowel sounds.

CORRECT&REDIRECT Ifstudentshave troubledecodingmultisyllabicwordswith thevowelsoundsof /  / and /  / ,use themodelbelow. • Correct theerror. I learned twodifferentsounds thisweek. If Idon’tknow aword, Ishould trybothof them to figureoutwhichsound fitsbest. • Model howtodecodetheword bamboo . IseeaVCCVpattern inthisword. I willdivide it intosyllablesbetweenthe letters m and b ./ băm / boo /.Thefirst syllable isclosed,so itshouldhaveashortvowelsound. Ialsosee letters oo . Does itmakean/  /soundoran/  /sound? I'lltryboth:/ băm / b /. Thatdoesn’tsoundright./ băm / b  /.Now,thatsounds likeaword Iknow!

DO NOT EDIT--Changes must be made through "File info" CorrectionKey=FL-A

• Guide students todecodeotherwords: woodpecker and shampoo . • Check students’understandingwith intrude . Whatspellingpattern helpsyou todecode thisword?Howcouldyoudivide it intosyllables? (A CVCepatternmakes the/  / sound.Dividebetween n and t: / ĭn / trd /.) • Reinforce by repeating theabovestepswith theword football .

FLUENCY

FOUNDATIONALSKILLS

/  /, /  /

Phrasing

T60 ingWords asicandchallengewords,youmightwant to revisit lsoappear inPrintable: DictationSentences3.1 . gAnchorChartPrintables,asappropriate.Cutout ordcards fromPrintable: SpellingWordCards3.1 . ddiscuss itsmeaningasneeded. going towork together tosort thewordsbasedon the  / and thespellingpatternsof thesewords.Read the d.Display thosecardsascolumnheadings. g thevowelsoundof/  / andmodelyour thinking: iswordmake thevowelsoundof/  / or/  / ?Since the kedifferentsounds, Ineed tocompare it to thecolumn ook,soup. The first twosoundalike,so I’llplace theword

Introduce the Skill • Tellstudents that reading fluentlymeans reading accurately,withappropriatephrasing.Phrasing meansbreaking the text intosmallerpartsby pausingatappropriateplaces. • Explain thatgood readersusecommas,end punctuation,orgroupsofwordsassignals, letting themknowwhen theymayneed to pause.Whenyougroupwords together, rather than readingonewordata time, it iseasier to understand themeaningof the text. • DistributePrintable: Fluency3.1 to thestudents

ENGLISHLANGUAGEARTSSTANDARDS LAFS.1.RL.1.2 text; LAFS.1.RL.1.3 text; LAFS.1.RL.2.6 text; LAFS.1.RL.3.7 text; LAFS.1.RL.4.10 text; LAFS.1.RI.1.2 text; LAFS.1.RI.2.4 text; LAFS.1.RI.3.7 text; LAFS.1.RI.3.8 text; LA.FS.1.RI.3.9 text; LAFS.1.RI.4.10 text;

ENGLISHLANGUAGEARTSSTANDARDS LAFS.1.RL.1.2 text; LAFS.1.RL.1.3 text; LAFS.1.RL.2.6 text; LAFS.1.RL.3.7 text; LAFS.1.RL.4.10 text; LAFS.1.RI.1.2 text; LAFS.1.RI.2.4 text; LAFS.1.RI.3.7 text; LAFS.1.RI.3.8 text; LA.FS.1.RI.3.9 text; LAFS.1.RI.4.10 text; (continued)

LEARNINGOBJECTIVES • Usecontextandself-correction for word recognitionand toconfirm understanding. • Readgrade-level textaloudwith fluencyandproperphrasing. • Applydecodingskillswhen reading connected text. • Language Comprehend textsusing teachersupport.

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Module3• Lesson3

Decoding

MATERIALS

Online

Printables: Fluency3.1 WordCards 4.26–4.29

andproject it forwhole-groupdiscussion.Tell them thatyouwilldemonstratehow to read the passagewithappropriatephrasing byusingpunctuationorgroupsofwordsassignalsofwhen topause. Printable: Fluency3.1

DECODING

FLUENCY

CONNECTION ThepassageonPrintable: Fluency3.1 includeswords thatcontain thisweek’s decodingelement.Use thepassage to monitorwhetherstudentscanaccurately and fluently read thesegrade-level words.

• Havestudents followalongasyou readaloud the firstsentence in thesecond paragraph.Readonewordata time,as ifyoudon’tknowwhere tobreak the text into phrases. • Reread theentiresecondparagraph,modelingphrasing.Makeamistakebynot pausingafter thephrase ' awhile ,'and thenmodelhow toself-correct.Askstudents tosuggest ideas forusingappropriatephrasing, likepausingatcommasandend punctuation,or rereadinga text to look forwords thatshouldbegrouped together. • Afteryou finish reading thepassage,havestudents read italoudwithyouusing the CHORALREADING routine. Apply • Havestudentswork inpairsorsmallgroupsusing the PARTNERREADING routine to read thepassagealoud. • Monitorstudents forappropriatephrasingas they read.Noteespeciallyhow studentsbreak the text intogroupsofwordsandpauseatcommasorend punctuation.

sort the remainingwordcards.For two-syllablewords size thevowelsoundsasyou read thewordaloud. ts readeach listwithyou tomakesure thewordshave

ize thesounds in thecolumns.Ask: Do thewords in this elsound?Whichvowelsounddo theyshare:/  /or

CALLOUT TITLE Model fluent and

HIGH-FREQUENCYWORDS • poor • least • equal • joined

y thedifferentspellingpatterns for/  /and/  /. sdoyousee for thevowelsoundof/  /? (oo,u)What e for thevowelsoundof/  /? (oo,ou,o_e)

expressive reading, and provide regular practice opportunities.

INKTOSMALL-GROUP INSTRUCTION

HIGH-FREQUENCYWORDS Pointout thehigh-frequencywords in thepassageonPrintable: Fluency3.1 .Remindstudents thathigh-frequencywordsappear often in texts they read.Studentscan learn to recognize them, rather thandecode them,so that theycan readmore fluently. PrintanddistributePrintables: WordCards 4.26–4.29,which feature thisweek’shigh-frequencywords,andhavestudentswork independentlyor inpairs to readandcomplete theactivities foreach word.Forstruggling readers,walk through thenotes foroneor two wordsbefore theycontinueworkingwithapartner.

ENGLISHLEARNERSUPPORT: SupportComprehension

FORCEFOUNDATIONALSKILLS Forspellingpractice for emainderof theweek:Display thisweek’sspellingwords for renceandhavestudentsworkwithPrintable: Proofreading Remindstudents tocheck thespellingwords theyuse in the ingsection toconfirm theyhavespelled thewordscorrectly. estudentsuse theSpellingAnchorChartPrintables to forcespellingknowledge.

ALLLEVELS Asyoumodel reading fluently,check forunderstanding at theendofeachparagraphbyusingquestionssuchas“What happened?”,“Explain…”,or“Whydoyou think . . .?”.Havestudents readaparagraphchorallybeforeworking inpairs tosummarize the textbyusingsimplesentences.Monitorstudentpairs,andprovide corrective feedbackasneeded.

CALLOUT TITLE Access strongmodels of corrective feedback when students struggle.

FS.1.RL.1.3 text; LAFS.1.RL.2.6 text; LAFS.1.RL.3.7 text; LAFS.1.RL.4.10 text; .1.RI.3.8 text; LA.FS.1.RI.3.9 text; LAFS.1.RI.4.10 text;

ENGLISHLANGUAGEARTSSTANDARDS LAFS.1.RL.1.2 text; LAFS.1.RL.1.3 text; LAFS.1.RL.2.6 text; LAFS.1.RL.3.7 text; LAFS.1.RL.4.10 text; LAFS.1.RI.1.2 text; LAFS.1.RI.2.4 text; LAFS.1.RI.3.7 text; LAFS.1.RI.3.8 text; LA.FS.1.RI.3.9 text; LAFS.1.RI.4.10 text; (continued)

T39

Footer Fluency

2

Teaching and Learning

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