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
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