TM
TEACHING PHONICS WILEY BLEVINS
TM
CARD 2 REALISTIC FICTION
CARD 2 REALISTIC FICTION
SHORT READS DECODABLES TM
Tap! Tap! Tap!
READ TO KNOW T E X T S E T S
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Genre: Realistic Fiction A story with characters who could exist and events that could happen in real life Summary: The children are playing musical instruments in a band. Pam is tapping a drum. Tam is tapping a tambourine, and Pat is tapping a triangle. What do the other children tap? They tap their feet and dance along.
Revisit Alphabet Knowledge Connect Sound-Spelling: /p/ spelled p
I am Pam. I can tap. Tap! Tap! Tap!
Remind children that the letter p makes the /p/ sound that begins the word pat . Write the word pat for children and have a volunteer circle the letter p . Then write the word map and have a volunteer circle the letter p that makes the /p/ sound that ends the word map . Ask children to suggest other words that begin with the /p/ sound. List the words, read the words, and have a volunteer circle the letter p in each word. Before Reading Model Blending Sounds to Make Words Model for children how to use the /p/ sound to read new words. Write the letters t, a, p for children. Remind children that the letter a makes the /a/ sound in apple . Run your finger under the letters as you slowly blend together all the sounds to read the word tap, /t/ /a/ /p/ . Continue with pat. Practice Reading Decodable Words For practice, write the following words for children to read: Sam sat mat at am pat tap Pam Pat map • Have children use their hands to act out the verb tap . Then have children use their feet to act out the verb. • Point out that the word pat can also be a name, and that the name Pat begins with an uppercase P . Introduce the High-Frequency Words: I, can Write this sentence and call attention to the high-frequency words I and can . I can tap. Read aloud the sentence. • Ask children to find and circle the high-frequency word I . Explain that the uppercase letter I is the word I . • Ask children to find and circle the high-frequency word can. Help children segment the sounds in can , /k/ /a/ /n/. Elicit the letter to write for each sound. For /k/, write c ; for /a/, write a ; and for /n/, write n . Have children read and spell the word can . • Help children write the words I and can . 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.
Pat can tap. Tap! Tap! Tap!
Short Reads Decodables Materials 90 Student Cards (6 of each title) 9 Teacher’s Guides with 90 title-specific lessons (print and digital) Digital decodable Student Cards and activities Digital teacher and student resources Downloadable Student Cards Downloadable Oral Reading Rubric for assessment Downloadable Word Study Lessons Downloadable Spelling Lists for encoding practice
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Phonics Focus • /p/ spelled p
Tam can tap. Tap! Tap! Tap!
Decodable Words with Targeted Sound-Spelling • tap • Pat, pat
Written by Emily Banks
Illustrated by Sophia Touliatou
Tap!
Tap!
Tap!
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Item #CRD0200764 Pack ISBN: 978-1-339-00764-9
TM ® & © Scholastic Inc. All rights reserved. Text copyright © 2023 by Scholastic Inc. Illustrations by Sophia Touliatou copyright © 2023 by Scholastic Inc. Published by Scholastic Inc.
CARD 2
New High-Frequency Words • I, can
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Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own, this time with intonation. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension After children read, talk about what the children in the story are doing. Use the following questions to discuss and deepen understanding of the story. • Look at page 1. Which words tell what Pam does when she plays the drums? Words and Phrases in Context • Who plays the drums? Who plays the tambourine? Who plays the triangle? Key Idea and Details • Look at page 4. Which words tell what the children do with their feet when they dance? Words and Phrases in Context • Retell the story in your own words. Retell
Extend the Discussion Share and discuss these questions. Encourage children to support their thinking with ideas from the text. • What do you think the children who are playing the instruments will do next? • Which would you rather do, play an instrument or dance? Tell why. Write From Dictation Have children write this sentence. Children may illustrate the sentence as well. You may want to model the writing. I can tap. Write About Reading Have children choose one or both of the following options: • Draw a picture to show what Tam does. (Narrative) • Draw a picture to show which instrument you would like to play. (Opinion)
Phonemic Awareness and Sound-Spelling Reviews
• /s/ spelled s • /m/ spelled m • /t/ spelled t • /a/ spelled a
Ask children to listen for and say the first sound of each of these words. Read each word to the children. • sand set sit sock sun • man met mitt mop mud • tan ten tip top tub • apple at am an add Then read each row again. Invite children to say the letter that corresponds to the first sound of each word. MLs Note: See page 7 for ways to leverage children’s home language.
Tap!
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Short Reads Decodables
Teacher’s Guide
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Review Cards and Formative Assessment Across the Student Cards, every fifth card reviews the targeted sound-spellings that were practiced in the previous four cards. Those cards can be used for formative assessment to measure children’s progress at regular intervals. A downloadable Oral Reading Rubric is available to structure the formative assessment and record results and takeaways.
Power-Up! Cards 1–10 Each of the Power-Up! Cards offers texts based on an aggregation of phonics elements. The cards may be used to review Student Cards 31–60 before moving on to Student Cards 61–80. Or they may be used for review after specific cards as noted on lessons.
Implementation Guide | 15
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