Sample | Teacher’s Guide
FANTASY A Huge Pet CARD 44 Genre: Fantasy A story with imagined characters in an imagined setting Summary: Ken has a pet dinosaur that he adores. He takes Pete everywhere, even to school! At school, the children are delighted to see Pete, and especially love when Pete becomes their slide.
Before Reading Connect Sound-Spelling: Long Vowels With Final e ( u_e ) and ( e_e ) Remind children that the short- u sound is the sound that begins umbrella . Write the word cub for children and sound it out together. Then add the letter e to the end of cub to make cube . Underline the u_e spelling. Tell children that in cube , the letter u and the final e work together to make the long- u sound. The letter u says its name and the e is silent. Then write huge and have a volunteer circle the spelling pattern u_e in huge . Write the name Pete . Underline the e_e spelling. Tell children that in Pete , the letter e and the final e at the end work together to make the long- e sound. The long- e sound says its name /ē/, and the e at the end is silent. Have a volunteer circle the spelling pattern e_e in Pete . List other words for children with the u_e and e_e spellings, and have a volunteer circle the spelling for the long vowel in each word. Model Blending Sounds to Make Words Model for children how to use the u_e spelling pattern to read new words. Write the letters c, u, t, e . Remind children that the long- u sound says its name /ū/, and the e is silent. Run your finger under the letters as you slowly blend together the sounds to read the word cute , /c/ / ū / /t/. Practice Reading Decodable Words For practice, write the following words for children to read: here cube huge cute Steve these Pete use using • Ask children to find and read a word that means “very big.” After they read it, point out that in the word huge , the letter g has the /j/ sound. • Point to use and using . Note how the final e is dropped before adding -ing. • Ask children to read the words that are names.
Phonics Focus • Long Vowels With Final e ( u_e ) and ( e_e ) Decodable Words with Targeted Sound-Spelling • cute, huge, cube, use • Pete, here
New High-Frequency Words • my, knows
Phonemic Awareness and Sound-Spellings Reviews
• /i/ spelled i_e • /o/ spelled o_e
Introduce the High-Frequency Words: my, knows Write this sentence with the high-frequency words my and knows . My mom knows a nice game. Read aloud the sentence.
Ask children to listen for and say the long vowel sound in each of these words. Read each word to the children. • nice ride mine price hike • cone poke robe rose code Then write the words and have children name the long vowel and point to the letters that spell the long vowel sound in each word. Note the silent e . MLs Note: See page 7 for ways to leverage children’s home language.
• Ask children to find and circle the high-frequency word my . Have children listen for the beginning sound in my . Elicit that the letter m makes the beginning sound in the word my . Say the word slowly and have children say it after you. Have children read and spell the word my . • Ask children to find and circle the high-frequency word knows . Point out that the letters kn make one sound—the /n/ sound—because the k is silent. Write the word for children to take turns tracing with a finger. Have children read and spell knows . • Help children write the words my and knows . First Reading • Read the title and have children repeat it. • 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.
Short Reads Decodables
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4 SHORT READS DECODABLES SR Decodables_TG5_016-017_L44_FIC_FAN_AHugePet.indd 16
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