Lesson Supports to Build Knowledge and Decoding Skills Targeted small-group lessons focus on a specific sound-letter correspondence. Additionally, differentiation ideas help teachers support striving and multilingual students.
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Read Book 2
TEACHING PHONICS WILEY BLEVINS
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SHORT READS DECODABLES
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TEXT SET 1
READ TO KNOW T E X T S E T S
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Big Cats Informational: Retelling
Shared Content-Area Vocabulary cub lion tiger Shared High-Frequency Words a and the
Big Cats and Cubs Informational:
Expand Knowledge
Big Cats and Cubs There are lots of kinds of big cats in the wild. Let’s read and explore how they live and why you probably don’t want one as a pet. Genre: Informational: Expand Knowledge —This text reviews details from the video and expands on information about different types of big cats as a Read Together book that is intended to be read with an adult and a child in dialogue. The adult reads the text marked with an apple, and the child reads the text marked with a star. Review the Video
The Big Box Realistic Fiction
BIG CATS AND CUBS
Phonics Focus and Other Targets
Challenge Words
Consonants and Short Vowels a, i, o
Inflectional Ending - s
get will
as big cat dad is it
mom nap
cats its
not sip six
by Jody Carr
Watch & Learn Video “Two BIG Cats”
&
™
R2K Text Set 01 Big Cats and Cubs_COV.indd 2-3
2/6/23 1:52 PM
Phonics Focus and Other Targets
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 cubs look and to the things that they do. • 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. • 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 Big Cats and Cubs.
• Consonants and Short Vowels a , i , o : as, big, cat, dad, is, it, mom, nap, not, sip, six • Inflectional Ending -s : cats, its Content-Area Vocabulary cub, lion, tiger New High-Frequency Words a, and, the
High-frequency words are explicitly taught to build vocabulary and automaticity.
Content and story words that may be unfamiliar are defined and introduced.
Challenge Words prepare students for natural language texts.
Challenge Words get, will Language Support
First Reading • Read aloud the title and have children repeat it.
Lessons guide teachers and small groups through multiple readings .
• 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. • Look at the cats in the photos on pages 4–5. How are they the same? How are they different? (You can use the information on the back cover to point out the name of each big cat.) Compare and Contrast • Why is a big cat not a good choice for a pet? Key Ideas and Details • What is one way that adult big cats take care of their cubs? Key Ideas and Details Respond and Write Invite children to draw a picture to show something that big cats do during the day. Help them write or dictate a sentence about their drawings. Informative/Explanatory Then ask them to complete the additional activity.
Reread page 2 and emphasize the question “Why would a lion or a tiger not make a good pet?” Explain that the word make has many meanings. In this case, it means “turn out to be” or “become in the future.” Invite children to brainstorm ideas about which animals would or would not make good pets. Discuss the meaning of watering hole on page 12. Point out that a watering hole could be a pond, lake, or other small body of fresh water. Encourage children to use the image to clarify meaning. On page 13, have children read “The lion and cubs sip.” Again, use the image to clarify meaning. Then invite children to role-play sipping from a cup or a straw.
After Reading prompts encourage deeper comprehension.
Respond and Write prompts encourage students to share their thoughts about the text.
Text Set 1
21
R2K_TG_TextSet01_TwoBigCats_017-022.indd 21
3/15/23 8:11 AM
3 SCHOLASTIC.COM/READTOKNOW
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