Text Set 2: Observing the Sun 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 finding all the sounds in words. Play “Take Apart” Play a game in which children segment sounds and then blend and say words. • Model: Explain that you will say a word and then ask children to identify each sound in the word. Say: Listen: hat. What’s the beginning sound? (/h/) What’s the middle sound? (/a/) What’s the ending sound? (/t/) Pause for children’s responses between each request. Then write or have children write the words after each turn. • Play: Use these words: tap, tip, net, hot, sun Check Readiness of Target Skills You may use the Text Set 2 Readiness Check to identify children’s readiness for the targeted elements in this text set. Remind children to pay attention to each letter in a word. Also remind them that an apostrophe shows ownership and that when they blend a word with an apostrophe, it doesn’t make a sound. Text Set 2 Readiness Check Consonants and Short Vowels a, e, i, o, u CVC and VC Words With Consonants and Short Vowels a, e, i, o, u bag fun get up sip is mug yet jam bun wet did bit not can Possessives with ‘s kid’s dog’s Dad’s Pat’s 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 four words. Use the 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 Specifics Use it in a sentence. Identify known and unknown parts. I I have a cat. • The letter I can also be a word. The letter I says the /ī/ sound when it is a word. like I like to play with my friend. • Find the 3 sounds in like : /l/ /ī/ /k/. • Identify the beginning and ending sound-spellings children have learned: /l/ l , /k/ k . • Identify the other regular sound-spelling: Letter i says the /ī/ sound in this word. The last letter e is silent. see Do you see the sun? • Find the 2 sounds in see : /s/ /ē/.
Build Knowledge & Vocabulary View the Watch & Learn Video Each of the texts in this set builds on ideas from the video “Observing the Sun.” Watch the video together to activate background knowledge to prepare children for reading the texts. Before Viewing: Use these guiding questions to engage children in thinking about the topic and sharing ideas. • What do you know about the sun? • When have you seen sunsets? • What do you like to do on sunny days? After Viewing: Revisit the Before Viewing questions. Invite children to share what they learned. Build Content-Area Vocabulary The following terms from the video are used in each text in this set. Before reading, you may wish to guide children to understand their meanings and build familiarity with
their spellings. Use the following steps to explore these words. • Display the word. Say it aloud and have children repeat. • Provide a definition. Discuss the word and its meaning with children. • Provide tips for reading and recognizing the word. (See specifics below.) • Refer to images from the video that relate to the word.
Video Image or Reference
Word
Definition
Tips for Reading and Recognizing Terms
• The word is sky . Now you say it: sky. • Identify the beginning sound-spellings: Letter s says /s/. Letter k says /k/. • Point to the word and have children echo-read it. • This word is summer . Now you say it: summer . • Clap out the syllables together: sum•mer. • Point to the word and have children echo-read it. • This word is winter. Now you say it: winter. • Clap out the syllables together: win•ter. • Point to the word and have children echo-read it.
sky
the area of space that is above Earth
0:30
summer the season after spring, when the days are long and the weather is hot
1:47
winter
the season after fall, when the days are short and the weather is cold
1:56
Knowledge Connection In Text Set 1, children read about big cats living in their habitats. Relate children’s knowledge to the “Observing the Sun” video. Point out that the sun shines on these habitats, too. Guide a discussion to connect the topics. • Ask children to share what they remember about where lions and tigers live in “Two BIG Cats” (Lions live in hot, dry places. Tigers can live in the jungle or in the snow.) Talk about what the temperature is like in these places. Discuss how it can be sunny when it’s hot and when it’s cold. Science
• Identify the beginning sound-spelling children have learned: /s/ s . • Identify the other regular sound-spelling: Letters e-e say /ē/ in this word. • Find the 2 sounds in to : /t/ /oo/. • Identify the beginning sound-spelling children have learned: /t/ t . • Identify the other regular sound-spelling: The letter o says /oo/ in this word.
to We go to bed.
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Read to Know Text Sets Teacher’s Guide
Text Set 2
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