READING
SCHOLASTIC INC.
Table of Contents
Session1.. . . . . . .6 Reading Time: Mario’s Super Special Plant Describe Mario’s Plant Session2.. . . . . . .9 Time for Phonics Final Blends Write Your Own Story Session3. . . . . . . 12 Reading Time:
Session7. . . . . . . 22 Reading Time: You’ve Got Mail! Words, Words, Words Words About Sounds Session8. . . . . . . 24 Reading and Map Skills: Using Directions Words, Words, Words Words About Land and Water Session 9. . . . . . . ..26 Reading Time: Our Town Bookstore Our Town Bookshop Session 10. . . . . . . 29 Time for Phonics - oy and - ow Write Your Own Story Session 11. . . . . . . 32 Reading Time: Remembering Stories Time for Phonics Long Vowel Sounds Session 12. . . . . . . 34 Words, Words, Words Nouns Draw and Write About Reading
A Gardener’s Friend Words, Words, Words Words About a Garden
Session 4. . . . . . . ..14 Words, Words, Words Contractions Draw and Write About Reading Session 5. . . . . . . ..16 Reading Time: Snow Night A Character Speaks Session6. . . . . . . 19 Time for Phonics Long u Write Your Own Story
3
Table of Contents (continued)
Session 13. . . . . . . 36 Reading Time: A Guide to Clouds A Guide to Clouds Session 14. . . . . . . 39 Time for Phonics Variant Vowels Write Your Own Story Session 15. . . . . . . 42 Reading Time: Up in the Clouds Words, Words, Words Compound Words Session 16. . . . . . . 44 Reading Time: Money Doesn’t Grow on Trees!
Session 19. . . . . . . 56 Reading Time: The Stars and Stripes Words, Words, Words Homophones Session 20. . . . . . ..58 Words, Words, Words Vivid Verbs Draw and Write About Reading Session 21. . . . . . . 60 Reading Time: The Lion and the Mouse The Lion and the Mouse Session 22. . . . . . . 63 Time for Phonics Soft and hard g Write Your Own Story Session 23. . . . . . . 66 Reading Time: Unicorn Secrets Session 24. . . . . . . 68 Words, Words, Words Adjectives Reading and Map Skills: Visiting New Town
Just for Fun. . . . . . 49
Session 17. . . . . . ..50 Reading and Map Skills Mapping Directions What Kind of Rose is a Compass Rose? Using a Compass Rose Session 18. . . . . . . 53 Time for Phonics Soft and hard c Write Your Own Story
4
4
Session 25. . . . . . . 70 Reading Time: Frozen in Ice Declarative Sentences About Snow Session 26. . . . . . . 73 Words, Words, Words Words About Textures Write Your Own Story Session 27. . . . . . . 76 Reading Time: Raining Frogs? Words, Words, Words Fact and Opinion Session 28. . . . . . . 79 Draw and Write About Reading Session 29. . . . . . . 80 Reading Time: Purrfect Pals Purrfect Pals Session 30. . . . . . . 83 Words, Words, Words Verbs: Making Lists Write Your Own Story Session 31. . . . . . . 86 Reading Time: School Zoo Words, Words, Words Verbs
Just for Fun. . . . . . 88
Session 32. . . . . . . 89 Reading Time: Koala Rescue
Just for Fun. . . . . . 94
5
1
Activity Name Reading Time
by Irvin Ajes
Mario loved plants. One day, he planted a seed. “I will take care of you, little seed,” said Mario. “I’ll help you grow into a plant that is big and strong!”
The next day, Mario rode his bike to check on the seed. He couldn’t believe his eyes! Something amazing had happened. A little plant with three leaves had grown out of the dirt overnight! “I will take care of you, little plant,” said Mario. “I will help you grow to be big and strong!”
Each day, Mario rode his bike to visit the plant. He cared for the plant. He sang to the plant. He talked to the plant. If the plant was dry, he watered it. And each day, Mario said, “I’ll take care of you, little plant. I’ll help you grow to be big and strong!” In just five days, the little plant had eleven huge leaves.
Fantasy
Teacher: Share the title of this fantasy story and talk about the pictures. Introduce Mario, who is holding a shovel and pail. Then ask children to look at all the pictures to predict what happens in the story. Invite children to read the story on their own and then read the story together. Engage children in a conversation
about what Mario planned to do and how his plans worked out. Purpose: To describe the beginning and ending of the story
6 Session 1
The more Mario cared for the little plant, the bigger it grew. Then Mario made an amazing discovery. His little plant was actually a tree! People from all over town came to see Mario’s tree. “How did you grow such a special tree?” a man asked. Mario said, “I took care of it and visited it every day. I sang to it. I talked to it. I gave it water when it needed it.”
Soon, the tree grew bigger and bigger and bigger! It grew so gigantic, people could stand on the leaves. They could even ride their bikes on the leaves!
Mario still visits his special tree every day. The special tree makes the people in the town very happy. Sometimes when Mario is alone, he reaches up and hugs his tree. He says, “I am happy I helped you grow big and strong!”
Teacher: Use these questions to talk about the beginning and ending of the story. 1. What does Mario do at the beginning of the story? 2. What does Mario do to make sure the plant grows big and strong? 3. What is Mario’s “amazing discovery”? What makes this story a fantasy? 4. What does Mario do at the end of the story?
Session 1 7
1
Reading Time
Teacher: Remind children how special Mario’s tree was. Brainstorm with children words that describe the tree. If children need help, you might suggest adjectives, such as amazing, terrific, gigantic, huge, wonderful, exciting, surprising, fantastic, spectacular, extraordinary, incredible, beautiful, and astonishing . Then have children fill this tree with as many adjectives as they can. Invite them to share their choices. Purpose: To use describing words to tell about the story
8 Session 1
2
Time for Phonics
final blends
Copy the word for each picture. Underline its final blend .
5.
1.
9.
quiet quart quilt
dusk desk disk
bird boast board
2.
6.
10.
gust grant gift
held hump hand
stark short shark
3.
7.
11.
stamp stump scalp
drink drift dump
chunk chest champ
4.
8.
12.
cold cord colt
test tent tend
wart wasp wind
Teacher: Look at the first numbered list together. Read aloud each word and ask children which word matches the picture. Ask children to write desk in the blank below the picture. Ask children to identify the final blend and have them underline the letters - sk in desk . Have children finish the page independently. Then review the page together. Purpose: To identify and underline final blends
Session 1 9 Session 2 9
2
Write Your Own Story
Now it’s your turn to write a story. Imagine that you visited this story-land garden. Think about what might happen there. Then write about your adventure in the garden.
Teacher: Read the directions for children. Encourage children to talk about what they see in the picture and about what kind of adventure they might have in this story-land garden. Have children brainstorm ideas for a story title, too. Purpose: To write a fantasy story
10 Session 2
Title: _ ____________________________________________
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Teacher: As children write, give help as needed with words and sentences. After children have finished writing, invite them to share their stories about an adventure in the garden.
Session 2 11
3
Reading Time
Read the paragraph. Then answer the questions. A Gardener’s Friend What do ladybugs eat? Their main food is a tiny insect called an aphid. Most gardeners think of aphids as pests . These insects cause harm to plants by sucking out their juices. When people see ladybugs in their gardens, however, they are pleased.
1. Which sentence tells what most likely happens next? A Gardeners will get rid of the ladybugs
B The ladybugs will eat the aphids C The aphids will attack the ladybugs
2. In this paragraph the word pests must mean A troublemakers B plants C helpers
3. How are ladybugs and aphids different? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
Teacher: Read aloud this nonfiction text about ladybugs, “A Gardener’s Friend.” Discuss why gardeners think of aphids as pests. Help children see why gardeners think of ladybugs as helpful friends. After reading, have children tell what they found interesting about what ladybugs do. Then read and answer the questions together. Help children focus on the meaning of the word pests as used in the text. Purpose: To read an article and make a prediction; to use context clues; to compare and contrast
12 Session 3
Words, Words, Words
garden
Write the word that goes with each picture. Use the Word Bank.
Word Bank
bloom
bush hose
grass
1. c
_________________________
leaves
mower shovel
rake
2. c
_________________________
soil
worm
3. c
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4. c
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5. c
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6. c
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7. c
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8. c
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9. c
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10. c
_________________________
Teacher: Read the directions and the words in the “Word Bank.” Point out to children that all the words in the “Word Bank” name things that might be seen in a garden. Have children take turns identifying each picture and telling if the picture shows a plant, an animal, a place where plants grow, or a garden tool. Then have children complete the page independently. After, review the page together. Purpose: To identify vocabulary words that tell about a garden
Session 3 13
4
Words, Words, Words
contractions
Draw lines to match the contraction with two words that mean the same. The first one is done for you.
Contract means “to get smaller.”
won’t •
• cannot
can’t •
• is not
didn’t •
• does not
isn’t •
• did not
doesn’t •
• are not
haven’t •
• will not
wouldn’t •
• would not
aren’t •
• have not
Teacher: Read aloud the definition of contract . Explain that sometimes two words are put together with an apostrophe to make a contraction. Read the directions. Then read the word won’t . Point out that won’t is the short way of saying will not . Note that the letters - ill are replaced by the letter o and an apostrophe replaces the o in not . Have children trace the matching line. Continue doing the page together. Purpose: To focus on the meaning of contractions and how they are formed
14 Session 4
Draw and Write About Reading
You listened to an informational text. Draw a picture to show what you learned about.
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Teacher: Read aloud an informational text to the children. Discuss the topic and invite children to share ideas about what they learned. Note the details the author includes. Then read the directions on the page. After children draw, have them add labels. Then have children write about what they learned. Purpose: To share details from an informational text
Session 4 15
5
Reading Time
S now N ight by Agnes Land
Short Reads Fiction
Mom called from the kitchen, “Grab your hats and mittens!
Mom was already dressed and set to go. Ben and Bella put on jackets, hats, mittens, boots, and scarves as slowly as they could.
Put on your jackets! We’re going outside!” Ben and Bella looked at each other. Was Mom joking? It was nearly dark outside, and they were cozy in the house. Mom called again. “The snow has stopped. This is the perfect time!” Ben and Bella groaned. Mom was having one of her crazy ideas about enjoying nature. They had no choice. They would have to go outside with her.
Finally, they were ready to go out. But they were not happy about it.
Realistic Fiction
Teacher: Share the title of this fiction story and talk about the pictures. Introduce Ben and Bella, who are sitting cozily on the sofa. Ask children to notice what they see out the window. Invite children to read the story on their own and then read it together. After, engage children in a discussion about the story events and how the characters’ feelings change as the story progresses. Purpose: To describe character
16 Session 5
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