Unit1 Week5 3

Sport Team
Goals
Family Team
Goals
Community
Team Goals
work together wash the dishes raise money for
school
score points rake leaves plant a garden
win a game learn a new
board game
clean up a park
At a Glance
Whole Group
Paired Selection
Oral Language
Theme Wrap-Up
Phonemic Awareness
Phoneme Segmentation
Phonics
Review /nd/-nd, /st/-st, /nt/-nt,
/nk/-nk
Spelling: Posttest
High-Frequency Words
help, now, use, very
Fluency: Word Automaticity
Comprehension
Strategy: Analyze Text Structure
Skill: Evaluate Authors Purpose
Read Across Texts
Language Arts
Grammar: Writing Sentences
Independent Writing
Small Group Options
Differentiated Instruction,
pages 139Y139Z
Oral Language
Write the Morning Message. Point to each word as you read it aloud.
Model/Practice Concepts of Print Indicate the first letter in a
word. Have children underline the beginning letters of words.
Review High-Frequency Words Point out help, be, and on.
Conclude the Weekly Theme Ask each child to share one thing
they learned this week about teamwork.
Oral Vocabulary
REVIEW WORDS
We read about children who stopped arguing when they learned about
teamwork. Sometimes a family works like a team. Other times a team can
be made up of people in the community. Sometimes it is a sports team.
What goals do these teams want to accomplish? Record responses.
Read the following words: accomplish, goal, agree, argue, and
attempt. Have children say a sentence using each word.
Review last weeks words: needs, train, adorable, dear, and sensible.
Reread the Oral Vocabulary Cards to teach additional vocabulary.
1ulk
Abeut lt
by Michnel R. 5rricklnnJ
Main Selection
lnformationaI Nonfiction

by Corrie 5mith
We Con
HeIp
b BonnIe Ferroro
lnformationaI Nonfiction lnformationaI Nonfiction
AII KInds
oI Teoms
b BonnIe Ferroro
We Can
Clean
by Bonnie Ferraro
Informational Nonfiction
A team can help.
A team can play.
It is fun to be
on a team.
139A
Objectives
Segment words into sounds
Generate words with final
blends
Review r blends
Materials
Sound Box
markers
Large Letter Cards: a, d, k, n,
s, t
Small Letter Cards
pocket chart
Leveled Practice Books, p. 40
Review and Assess
Phonemic Awareness
Phoneme Segmentation
Guided Practice/Practice
Use the Sound Box to
segment words. Guide
practice with the first
two examples.
If the word I say has three sounds, place
markers in three boxes. If it has four
sounds, place markers in four boxes.
hint ran past grin win list
bank list land hand rat pin
Review and Assess
Phonics
Blend with Final Blends
Guided Practice
Display Letter Cards
t, a, n, and k. Blend
phonemes.
What letters are these? What sounds do
they stand for? Help me blend them. Lets
read the word: /taaannnk/, tank.
Practice
Have children practice
blending and reading
words.
sank sand list mint rink mink
last grant ink past mist brand
/nd/ /st/ /nt/ /nk/
Use a chart to help
children discriminate
final blends.
sand list mint mink
brand last grant rink
mist ink
SkiIIs Trace
Blends /nd/-nd, /st/-st,
/nt/-nt, /nk/-nk
Introduce U1: 113CD
Practice /
Apply
U1; 113F, 113KL, 119EF,
135GH; Leveled Practice:
33, 37, 40; Decodable Reader:
Kids Can Do It Fast!
Reteach /
Review
U1: 139B, 139I139K, 139M,
139Q, 139U, 139Y
Assess Weekly Test; Unit 1 Test;
Benchmark Tests A, B
Maintain U2: 7KL, 13EF, 29GH,
37B; Decodable Reader: Jazz
Band
Look at the picture. Write sentences about the
picture. Use a word with a final blend in each
sentence.
See the
Look at the
What ?
Possible responses.
ant band sand fast wind sink
band in the sand.
ant go very fast.
will the band play
On Level Practice Book O, page 40

Approaching Practice Book A, page 40

Beyond Practice Book B, page 40
Soccer 139B
Review and Assess
Phonics/Spelling
Words with Blends -nd, -st, -nt, -nk
POSTTEST
Use the following procedure to assess childrens spelling of the weekly
spelling words.
Say a spelling word and use it in the sentence provided below.
Have children write the word on a piece of paper.
Continue with the next word.
When children are finished, collect their papers and analyze their
spellings of misspelled words.
Encourage children to create a personal word list in their journals
that includes words they need to continue practicing.
Objective
Spell words with blends -nd,
-st, -nt, -nk
Materials
paper and pencils
1. We watched an airplane land.
2. The sand from the beach got
into my shoes.
3. If Emily runs very fast, she
might accomplish her goal to
win the race.
4. Can you help me wash the
glasses and plates in the sink,
please?
5. An ant is on my leg.
6. Write your name on the list.
Handwriting
Remind children to print
uppercase and lowercase
manuscript letters legibly.
For ball and stick and slant
models, see Teachers
Resource Book, pp.
242253.
S-Day SpeIIing
DAY 1 Pretest
DAY 2 Teacher-Modeled Word
Sort
DAY 3 Student Word Sort/
Dictation
DAY 4 Test Practice
DAY 5 Posttest
For additional decodable
text, see page 33 of the
Decodable Reader Library
(All About Us).
Decodable Text
139C
Objectives
Review high-frequency
words help, now, use, very
Review last weeks high-
frequency words come,
good, on, that
Practice fluency with
high-frequency words
Materials
Vocabulary Cards: help, now,
use, very, good, come, on,
that
pocket chart
Teaching Chart 25
Vocabulary/Fluency
Transparency 5
Review and Assess
REVIEW
Display the Vocabulary Cards for help, now, use, and very in
the pocket chart. Have children read and spell each word.
Write sentences on the board and have children read them.
I want to build a bridge now.
I will use some blocks.
My bridge will be good.
My bridge will be very strong.
Who wants to work on that with me?
Come help me!
Ask children to think of something they want to build. Have them
write sentences about it, using the high-frequency words.
Review Practice the activity with last weeks words.
Fluency
WORD AUTOMATICITY
Explain to children that you are going to hold up the Vocabulary
Cards and that you would like them to call out the words on the
cards.
Hold up help, now, use,
very, good, come, on,
and that one at a
time.
Display Teaching
Chart 25 and ask
children to read
aloud each
sentence. Encourage
them to read a little
faster, at a natural
tempo.
Observe any children who cannot read accurately or are slow to
respond. Work with these children during small group time.
Review Vocabulary Display

the Vocabulary Cards. Have
children say the words out loud.
Check childrens understanding
of each word by playing a
guessing game. Im thinking
of a word that begins with h. It
is what teammates do for each
other. What is it? Repeat for very,
use, and now. You may want
to pronounce each beginning
letter in addition to saying the
names.
Soccer 139D
Main Selection
Objectives
Recognize text structure to
evaluate authors purpose
Read across texts to
compare authors purpose
Review and Assess
Comprehension
STRATEGY

Analyze Text Structure
TRANSFER THE STRATEGY Remind children that the author
of Soccer used different descriptions as a way to organize the
selection. Good readers pay attention to how a selection is put
together in order to understand it better. Model how using this
strategy helped you:
Think Aloud
As I read, I noticed that the author describes
how the children play soccer. He says that they run and kick
and pass the ball. He also describes how the players move
by saying that they are quick and that they zig and zag.
Knowing what all the team members do helps me understand
how they accomplish the goal of playing soccer.
Focus Question Invite children to talk about how the strategy
helped them. Encourage them to begin: I noticed that the selection
describes . How might this strategy help them when they
read another selection?
SKILL

Evaluate Authors Purpose
READING ACROSS TEXTS Ask children to recall the many selections
they read this week. Explain that authors write different kinds of
texts for different purposes. For example, they might write a story
to entertain readers but write a nonfiction selection to inform them
about something. We can compare what the authors purposes were for
writing the selections we read this week.
Think Aloud
I think the authors of Soccer and Teamwork had the
same purpose for writing. They wanted to share information.
Both authors used pictures and words to tell about people
working as a team. Both authors showed real people doing real
jobs together.
Invite children to talk about the authors purpose in the selections
they read this week.
by Lindo B. Ross
illustroted by
Elivio 6ovodier
We Con
HeIp
b BonnIe Ferroro

by Corrie 5mith
lnformationaI
Nonfiction
AII KInds
oI Teoms
b BonnIe Ferroro
Make Connections Reinforce

the idea that some books are
written to teach us things.
Show children colorful pictures
in a book that teaches about
something, like Soccer. What can
we learn from a book like Soccer?
Point out that we can find out
the materials of the game (a ball,
players, a field, a net) and how
to use them, such as kicking the
ball down the field.
SkiIIs Trace
Evaluate Authors Purpose
Introduce U1: 113AB
Practice /
Apply
U1: 113J, 119G135A;
Leveled Practice: 3536
Reteach /
Review
U1: 139E, 139L, 139NP,
139RT, 139V, 139YZ; U2:
93G111A
Assess Weekly Tests; Unit 1 Test;
Benchmark Tests A, B
Maintain U3: 75G83A
139E
Objectives
Practice identifying
sentences
Publish and present writing
Materials
index cards
childrens writing from Day 3
Grammar Practice Book, p. 25
Writing Sentences
DAY 1 Writing Sentences
Mechanics: Sentence
Punctuation
Proofread
S-Day Grammar
S-Day Writing
Transitions
That Teach
While packing up, have
children tell about a time
they agreed to help
someone.
Persuasive
DAY 1 Shared: Persuasive
Sentences
DAY 2 Interactive: Persuasive
Sentences
DAY 3 Writing Trait: Voice
Independent: Prewrite
and Draft
DAY 4 Independent: Revise
and Edit
DAY 5 Independent: Publish
and Present
Review and Assess
Grammar
Writing Sentences
REVIEW
Have all children write the punctuation marks ? . ! on index
cards. Have each child write or say three sentences: a statement,
a question, and an exclamation. Call on volunteers to read their
sentences while the remaining children vote on the kind of
sentences they are by raising their punctuation mark cards.
Review and Assess
Writing
Persuasive Sentences
PUBLISH AND PRESENT
Our class is a team, and today we will work together as a team to
accomplish some goals. Our goals will be to present our persuasive
sentences and pictures and to be a good audience.
Invite each child to share his or her drawing and sentences from
yesterday with the class.
Collect childrens work to be published in a class book. Place the
book in the Reading Center for children to reread and enjoy.
Speaking, Listening, and Viewing
SPEAKING STRATEGIES
Encourage children to read their sentences in a tone of voice that
shows why they like their sport so much.
LISTENING AND VIEWING STRATEGIES
Remind children to be polite and attentive by sitting still and
listening to their classmates persuasive sentences.
Have children offer their personal opinions in discussion about
which sports are best and why, and which of their classmates
writing they agreed with. Encourage children to express their
point of view on why they felt a certain sport was best.
Soccer 139F
E
n
d
-
o
f
-
W
e
e
k

A
s
s
e
s
s
m
e
n
t
PIuency
Assessment
6rades 1-6
MacmiIIanIMc6raw-iII
Fluency Assessment
Practice and
Assessment
6rade 1
ELL Practice and
Assessment, 4849
Administer the Test
Weekly Reading Assessment,
Passages and questions, pages 5360
ASSESSED SKILLS
Authors Purpose
CVCC Patterns
Writing Sentences
Phoneme Categorization, Segmentation, and Deletion
Final Blends
Assessment Tool
Administer Weekly Assessment online or on CD-ROM.

Fluency
Assess fluency for one group of children per week. Use the
Phoneme Segmentation Fluency, and High-Frequency Word
Recognition Fluency assessments. See fluency norms on
Fluency Assessment page 368 to interpret results.
Approaching Level Weeks 1, 3, 5
On Level Weeks 2, 4
Beyond Level Week 6
Alternative
Assessments
Leveled Weekly Assesssment,
for Approaching Level, pages 6168
ELL Practice and Assessment, pages 4849
WeekIy
Assessment
IncIudes LeveIed weekIy Iests
6rade 1
Weekly Assessment, 5360
139G
E
n
d
-
o
f
-
W
e
e
k

A
s
s
e
s
s
m
e
n
t
HIGH-FREQUENCY WORDS
Item 1
IF...
01 items correct
THEN...
Reteach skills using the Additional
Lessons, page T13.

Go to www.macmillanmh.com
Evaluate for Intervention.
COMPREHENSION
Skill: Authors Purpose
Items 4, 5, 6
01 items correct Reteach skills using the
Additional Lessons, page T9.
Evaluate for Intervention.
GRAMMAR
Writing Sentences
Items 7, 8
01 items correct Reteach skills: Grammar Practice Book,
page 25
PHONEMIC AWARENESS
Phoneme Categorization,
Segmentation, and Deletion
Items 9, 10
01 items correct Reteach skills using the Additional
Lessons, page T1.
PHONICS
STRUCTURAL ANALYSIS
Final Blends
CVCC Patterns
Items 2, 3, 11, 12
01 items correct Reteach skills using the Additional
Lessons, page T5.
Diagnose Prescribe
To place children
in the Intervention
Program, use
the Diagnostic
Assessment in the
Intervention Teachers
Edition.
Triumphs
AN INTERVENTION PROGRAM
R E A D I N G
Soccer 139H
Phonemic Awareness
Objective Categorize words with final blends /nd/, /st/, /nt/, /nk/
PHONEME CATEGORIZATION
Model
Listen as I say three words. Two will have the same ending sounds: ant, slant,
fast. The words ant and slant have the same ending sound /nt/. The word
fast ends with /st/ and does not have the same ending sound as ant and
slant. The word fast does not belong because it does not have the same
ending sound. Repeat the routine for link, find, and sink.
Listen to these words and say the word that does not have the same ending
sound: spend, rest, blend. (rest) Repeat the routine with the listed words.
vest, fast, hand (hand) mend, test, bend(test) past, ant, plant (past)
found, round, post (post) spent, slant, rest (rest) test, land, rest (land)
Can children categorize words with final blends?
Phonics
Objective Identify and blend sounds in words with final blends /nd/-nd, /st/-st, /nt/-nt,
/nk/-nk
Materials Large Letter Cards: a, b, d, f, g, H, i, k, l, m, n, p, r, s, t, w
Small Letter Cards
BLEND SOUNDS IN WORDS WITH FINAL BLENDS
Model
Display Large Letter Cards m, i, n, and t. Say the sounds: /m/ /i/ /n/
/t/. Then blend the sounds together: /mmmiiinnnt/, mint. Have children
blend the sounds with you. Repeat the routine for band and fast.
Display Large Letter Cards g, r, a, n, and d. Listen as I blend the sounds and
read this word: grand. I hear /nd/ at the end of grand. Read it with me.
Have children use Small Letter Cards to make the words grand, wind,
and brand. Have them touch each letter, say the sound, and then blend.
Repeat the routine with grant, pant, lint, pink, Hank, and drink.
Can children blend words with final blends /nd/-nd, /st/-st, /nt/-nt, and /nk/-nk?
Blend Sounds Some

languages, including
Vietnamese, Hmong, and
Haitian Creole, do not have
final blends. For additional
practice, tell children you
will play a game called
Slow-Fast. One at a time,
show the Letter Cards n
and t. Have children make
the two sounds. Then
show the letters quickly,
almost simultaneously, and
have children blend them
together. Continue the
game with n and d, then s
and t, varying the rates.
Approaching Level Options
For each skill below,
additional lessons are
provided. Use these lessons
on consecutive days after
teaching the lessons
presented within the week.
Phonics: Final Blends, T5
Authors Purpose, T9
Additional Resources
139I
Objective Read and write high-frequency words
Materials Vocabulary Cards: come, on, that, good
Vocabulary Cards BLM: Teachers Resource Book, p. 123
pocket chart
REVIEW come, good, on, that
Display Vocabulary Cards for come, on, that, and good in a pocket
chart.
Give each child a set of Vocabulary Cards. Point to and say the word
come. This word is come. It is spelled c-o-m-e. Will you come to the party?
Have children find the word card for come. Ask them to read, spell, write,
and use it in a sentence. Repeat the routine for on, that, and good.
Review how to decode previously taught letter sounds in the new words.
For example: We learned that c stands for /k/ and m stands for /m/. That
helps me figure out the word come.
Can children read high-frequency words come, good, on, and that?
Decodable Reader
Objectives Decode words with final blends /nd/-nd, /st/-st, /nt/-nt, /nk/-nk in
connected text; read with accuracy
Materials Decodable Reader: Kids Can Do It Fast!
BLEND AND READ WORDS WITH FINAL BLENDS
Point to the title Kids Can Do It Fast!, and have children sound it out
as you run your finger under it.
Point to the s and t at the end of Fast. Tell children that s and t blend
to make the /st/ sound at the end of the word. Have children point
to the letters and repeat the sound with you. Read fast and have the
children read it with you. That car is going fast!
If children can read the words independently, encourage them to
whisper-read the selection. If they need additional support, guide
them page by page.
Fluency: ECHO-READ
I will read a page of the book and Id like you to read that page right after
me. Have children blend sounds in words as they read aloud.
Accuracy Have children repeat words and sentences after you say
them, as needed, until they are reading text with no errors and with
automaticity.
Words fhdf end wifh leffer blends hdve fhe
sounds of bofh leffers.
n + f = nf
d n t l i s t s i n k
Soy the word eoch picture shows.
Write the Ietter bIends ot the end of eoch word.
You con write nd, st, nt, or nk.
1.
s o
n

d
3.
c o
s

t
2.
h o
n

d
9.
i
n

k
Decodable Reader
Kids Can Do
It Fast!
by Ming Chin Lee
If children have difficulty
remembering the letters
in high-frequency words,
say the letters one at a
time as children find the
corresponding Letter Cards
and place them in order
on the desk. Then read the
words with children.
Constructive
Feedback
Soccer 139J
On Level Options
P Phonics
Objective Identify, blend, and read words with final blends
Materials Large Letter Cards: h, a, n, d
Small Letter Cards
Model
Display Large Letter Cards h, a, n, and d. Blend the sounds and read the
word: /haaannnd/, hand.
Ask children to use their Small Letter Cards to form hand. Have them
blend the sounds with you and read the word: /haaannnd/, hand.
Ask children to repeat the routine with: lift, list, last, sink, land, and sand.
Letter/Sound Fluency: Display Letter Cards for nd, nt, st, and nk. Have
children name each letter and the sound that each blend stands for.
Can children blend and read words with final blends?
P Decodable Reader
Objectives Decode words with final blends /nd/-nd, /st/-st, /nt/-nt,
/nk/-nk in connected text; read with prosody
Materials Decodable Reader: Kids Can Do It Fast!
BLEND AND READ
Point to the title, and ask children to read it. Have
each child read aloud a sentence of the text.
When children have completed the story, ask: What can kids do outside
to clean up? (pick up trash, p. 26) How can kids help with shopping? (carry
bags, p. 27) How can children help with dishes? (wash and dry them, p. 29)
What might the parents of the children in this book say? (Thank you!)
Fluency: PARTNER READING: PAUSING FOR PUNCTUATION
Have children listen as you read the sentences on page 28. The question
mark at the end of the second sentence tells me to raise my voice. When we
read, we need to pay close attention to punctuation marks and to use our
voices to make the story more interesting to listen to.
Have them read with a partner paying close attention to punctuation.
Prosody Model reading sentences with expression, proper intonation,
and phrasing until children sound as if they are speaking naturally.
Practice Using
Language Use of subject
and object pronouns may
be unfamiliar to some
children. Provide practice
before reading to help
children with pronouns in
Kids Can Do It Fast! Point
to a pencil. Say: This is
a pencil. It is yellow. Ask:
What does it mean? (pencil)
Repeat with other objects.
Then read pages 26, 30, 31,
and 32. For each, ask: What
does it mean?
Sometimes consonants form a blend. You can hear
each consonant sound in a final blend.
hand past
Say the word. Draw a line under the final blend.
Write the final blend on the line. Circle the picture.
1. a n t
2. l i s t
3. b a n d
4. r i n k
nt
st
nd
nk
Decodable Reader
Kids Can Do
It Fast!
by Ming Chin Lee
139K
For children who may not
be reading with prosody,
ask them to listen to your
voice go up and down
with each sentence of
Kids Can Do It Fast! Guide
them to read the story
with the appropriate
expression, letting their
voices rise with questions
and show excitement with
exclamations.
Constructive
Feedback
Level ed Reader Lesson 1
Beyond Level Options
Objective Read to recognize story structure and evaluate authors purpose
Materials Leveled Reader: All Kinds of Teams
self-stick notes
BEFORE READING
Preview and Predict Read the title and the name of the author.
Preview the title page and photographs.
Review High-Frequency Words Have children locate very (pp. 2, 6),
help (pp. 2, 4, 9), use (p. 6), and now (p. 15) in the selection and read
the sentences they are in.
Set a Purpose for Reading Lets read to find out how people work together.
DURING READING
Have children turn to page 2, whisper-read the selection, and place self-
stick notes next to words they have difficulty with.
Remind children that when they come to an unfamiliar word, they can
look for familiar chunks within the word, break the word into syllables
and sound out each part, think about whether or not the sentence
makes sense, and use the pictures to check the words meaning.
Monitor childrens reading, and guide them to use appropriate strategies
to problem-solve difficult words.
AFTER READING
Ask children to share difficult words and the strategies they used to
figure them out. Use their examples to reinforce good reading strategies.
Invite children to retell the selection and make the following
connections:
Text-to-Self: (I help the lady who lives next door by walking her dog.)
Text-to-World: (When there are bad storms in other countries, the
United States sends people to help.)
Text-to-Text: (The Big Book Teamwork shows how people work
together. It shows some of the
same ways All Kinds of Teams
shows, like firefighters putting
out a fire. Both show children
playing soccer.)
1. Tom dnd I pldy in fhe sd
n

d
.
2. I puf on my pi
n

k
hdf.
3. We look df dn d
n

t
on d rock.
9. We cdnnof ld
s

t
in fhe sun.
5. Tom dnd I sd
n

k
down on d mdf.
Reod eoch sentence. CompIete eoch word by
writing the missing Ietter bIends. Write nd, st, nt,
or nk
Explain Have children

revisit the first sentence.
Write it on the board.
Underline who work
together. Explain that
this tells more about the
people. Help children
complete the following
sentences: I am a person
who . My teacher is a
person who . Provide
practice so children can
learn these patterns.
Leveled
Reader
lnformationaI
Nonfiction
AII KInds
oI Teoms
b BonnIe Ferroro
Soccer 139L
P Phonemic Awareness
Objective Segment sounds in words with final blends /nd/, /st/, /nt/, /nk/
Materials Sound Boxes
markers
PHONEME SEGMENTATION
Model
Say the word hand. I will say the sounds I hear in the word hand: /h/ /a/
/n/ /d/. I will use the Sound Box to help me count the sounds by placing a
marker in a box for each sound I say: /h/ /a/ /n/ /d/. I count four sounds and
see four markers. Repeat with vest and ant.
Have children use the Sound Boxes and markers to show how many
sounds they hear in each word as they segment the following words:
and sand vest list hint tent think rank
bend kind fast lost bent hunt brink ink
Can children blend sounds in words with final blends /nd/, /st/, /nt/, /nk/?
P Phonics
Objective Blend sounds in words with final blends /nd/-nd, /st/-st, /nt/-nt, /nk/-nk
Materials Large Letter Cards: a, b, d, e, i, k, m, n, s, t, t, u, w
Small Letter Cards
BLEND LETTERS/SOUNDS
Model
Display Large Letter Cards b, a, n, and d. Blend the word, and have
children repeat it. The letters n and d stand for /nd/ in band. Display letter
cards t, i, n, t. Have children blend and say the word with you. The letters
n and t stand for /nt/ at the end of tint.
Display Cards for sent, must, wink, and band. Have children use Small
Letter Cards to make each word, blend the letters, and say the words.
Repeat the routine to blend and read words with final blends from Kids
Can Do It Fast!: fast, last, list, print, sink, hand(s), land, stand(s), sand, and
Frank.
Letter Sound Fluency: Display Letter Cards n, d, t, k. As you hold up
each letter, pair it with n, and have children say the sound of the blend.
Can children blend sounds in words with final blends?
If children are having
difficulty segmenting
words with n blends, use
the Sound Box BLMs to
segment band. Then model
how to replace each marker
(sound) by writing a letter
in the corresponding box.
Repeat with list and tank.
Constructive
Feedback
139M
P High-Frequency Words
Objective Reinforce high-frequency words help, very, use, now
Materials Vocabulary Cards: help, very, use, now pocket chart
Vocabulary Cards BLM, Teachers Resource Book, p. 124
help, very, use, now
Give each child a set of Vocabulary Cards and display help, very, use,
and now in a pocket chart.
Point to very. This word is very. It is spelled v-e-r-y. It is very cold today.
Have children spell, read, and write very and use it in a sentence. Follow
the same steps for the words help, use, and now.
Review how to decode previously taught letter sounds in the new words.
We know that h stands for /h/ and p stands for /p/. That can help me figure
out the word help. Repeat for other high-frequency words.
Have partners choose a Vocabulary Card and read and spell each word.
Can children identify the words help, very, use, and now?
Objective Read to analyze text structure and evaluate authors purpose
Materials Leveled Reader: We Help!
BEFORE READING
Preview and Predict Read the title and authors name. Preview the title
page. Do a picture walk. What do you think this book is about?
High-Frequency Words Have children locate help (pp. 2, 4, 6),
very (pp. 3, 5, 7), use (pp. 2, 4, 6), and now (pp. 3, 5, 7) and read the
sentences they are in.
Set a Purpose for Reading Lets find out how children help at home.
DURING READING
Have children turn to page 2 and whisper-read the story.
Remind children to notice words with final blends, think about whether
the sentence makes sense, and use pictures to check meaning.
AFTER READING
Discuss words that gave children difficulty and the strategies they
used to read them. Reinforce good reading behaviors you noticed.
Invite children to retell the selection and make a personal connection.
Text-to-Self: (I cleaned up milk that I spilled on the floor. I used a rag.)
Practice Language Before

children read, prepare
them to understand the
infinitive verb to help.
Children whose native
language is Haitian Creole,
Khmer, or Korean may
leave out the to. Children
who speak Spanish may
add for before to. Have
children repeat and act out
sentences such as: I want to
paint. I want to sing. I want
to sit.
CircIe the word thot compIetes eoch sentence.
Then write the word on the Iine.
1. We cdn ride
now
.
use now
2. Pdf likes fo
heIp
Sdm.
very help
3. My dog is
very
big.
very use
9. Ndf cdn
use
fhdf pen.
now use
very help use now
help help
very very
Leveled Reader

by Corrie 5mith
Soccer 139N
P Phonics
understanding authors
purpose, remind them
that an author may write
for a variety of purposes.
As you read a selection,
try to figure out if the
author is trying to explain
something, entertain you,
or persuade you to think a
certain way.
Constructive
Feedback
On Level Options
Objective Identify, blend, and read words with final blends
Materials Large Letter Cards: t, a, n, k Small Letter Cards
Model
Display Large Letter Cards t, a, n, and k. Blend the sounds and read the
word: /taaannnk/, tank.
Ask children to use Small Letter Cards to form tank. Have them blend
the sounds with you and read the word: /taannnk/, tank.
Ask children to use their Letter Cards to blend, and read these words:
sank, rink, sand, lost, and risk.
Letter/Sound Fluency: Display Letter Cards nd, st, nt, and nk. Have
children name each letter and the sound that each blend stands for.
Can children blend and read words with final blends?
Objective Read to find authors purpose
Materials Leveled Reader: We Can Help
BEFORE READING
Preview and Predict Read the title and the name
of the author. Preview the title page. Conduct a
picture walk. What kinds of places do you see?
Review High-Frequency Words Have children locate the words very (pp.
7, 12), help (pp. 4, 10, 14), use (pp. 2, 7, 8, 12), and now (pp. 7, 12) and read
the sentences.
Set a Purpose for Reading Lets learn how people can clean up places.
DURING READING
Have children turn to page 2 and quietly read the selection.
Remind children to look for high-frequency words, read words with final
blends, and to think about whether or not a sentence sounds right.
AFTER READING
Ask children which words gave them difficulty and what strategies they
used to figure them out. Discuss which strategies worked, and why.
Invite children to retell the selection and make connections:
Text-to-Self: (I helped my family clean up the backyard.)
Use a word from the box to complete each
sentence.
very help use now
1. Tom can Nan ride.
2. Look! What she did is good.
3. Sam and Matt go up and down .
4. Dick and Nan the
big pan.
help
very
now
use
Leveled Reader
We Con
HeIp
b BonnIe Ferroro
ELL
Leveled Reader
Go to page 139BB.
139O
Objectives Retell to recognize story structure and reread to build fluency
RETELL THE SELECTION
Ask children to retell All Kinds of Teams.
Reread the selection to model expressive reading.
Have children practice fluency by taking turns reading with a partner.
Pay attention to punctuation marks, and use your voice to make the
selection more interesting to listen to. Remember to lower your voice and
pause when you get to a period and raise your voice when you read a
sentence with a question mark. When you see an exclamation mark, read the
sentence with lots of excitement. Always remember to read at a good pace
and with lots of expression.
SKILL

EVALUATE AUTHORS PURPOSE
Have children think about why the author would write a book about
teams. Good readers think about the things they learned after reading a
book. The new things they learned can be clues to help identify the reasons
why an author wrote the story.
Draw an Authors Purpose Chart and complete it with children. Model
your thinking. After reading All Kinds of Teams, I learned that a team is a
group of people who work together. That could be one clue that helps me
decide why the author wrote the book. Ill write this on the chart.
Guide children to find another clue. Using both clues, help children
figure out why the author wrote the story. This chart can be repeated
to find the reasons why the author wrote each of the five chapters in
the book.
Look ot the pictures. Use the words in the box to
fiII in the missing words in the story. Moke up on
ending for the story
Pig dnd dre
very
sdd. They need
heIp
. Whdf will fhey do? They will
use
fhe log. Squirrel will ride on fop of pig.
Now
Pig dnd Squirrel will
.
very help use Now
Leveled Reader
lnformationaI
Nonfiction
AII KInds
oI Teoms
b BonnIe Ferroro
Clue Clue
A team is a group of people
who work together.
A family can be a team.
Authors Purpose
to teach about teams
be reading with speed, ask
them to listen as you read
a page from All Kinds of
Teams. Notice that I keep a
normal pace from sentence
to sentence. If a sentence
ends with an exclamation
mark, I may speed up a
little to show excitement.
Constructive
Feedback
Soccer 139P
P Phonemic Awareness
Objective Practice oral blending of sounds in words with final blends /nd/, /st/, /nt/, /nk/
PHONEME BLENDING
Model
Say: I will say four sounds, /h/ /a/ /n/ /d/. The sounds /n/ and /d/ blend
together and make /nd/. Ill blend all four sounds together to say the word:
/h/ /a/ /nd/, /haaand/, hand. Repeat for link.
Listen as I say more sounds. Blend the sounds together to say each word.
/t/ /e/ /n/ /t/, tent /n/ /e/ /s/ /t/, nest /s/ /i/ /n/ /k/, sink
/l/ /i/ /s/ /t/, list /s/ /a/ /n/ /d/, sand /j/ /u/ /s/ /t/, just
Can children blend sounds in words with final blends /nd/, /st/, /nt/, and /nk/?
P Phonics
Objective Blend sounds in, build, and sort words with blends
Materials Large Letter Cards: a, d, h, i, k, n, r, s
Small Letter Cards
Photo Cards: ant, hand, vest, sock, ink
BLEND SOUNDS IN WORDS WITH FINAL BLENDS
Model
Place Large Letter Cards h, a, n, and d
in the pocket chart. Blend and read hand.
Repeat, building land from hand.
Have children use Small Letter Cards to
blend and read land. Change letters and have children blend the new
words.
Change the l in land to s. What is the word? (sand) Change the d in sand
to k. What is the word? (sank) Change the a in sank to i. What is the word?
(sink) Change the s in sink to r. What is the word? (rink)
SORT WORDS WITH FINAL BLENDS
Place Photo Cards ant, hand, vest, and ink in a pocket chart. Write these
words on index cards: band, sand, pant, rant, fast, mist, fist, rink, and pink.
Have children read each card and match it to the Photo Card with the
same end blend.
Can children blend sounds in and sort words with final blends?
Listening for Final Blends

Have children listen as you
say a sentence with final
blends: My feet sank in the
sand. Repeat, reminding
children to listen for the
final blends. Ask them to
spell out the blends they
heard, using their Letter
Cards. Continue with sink,
tent, and nest.
139Q
P High-Frequency Words
Objective Practice reading high-frequency words
Materials Vocabulary Cards: help, very, use, now pocket chart markers
S-Shaped Game Board, 4-part Spinner, Teachers Resource Book, pp. 157, 155
help, very, use, now
Display Vocabulary Cards for help, very, use, and now in the pocket
chart. Have children point to, read, and spell use and make up a sentence
using the word. Follow the same routine for help, very, and now.
Have pairs of children write the vocabulary words on an S-Shaped Game
Board and number a spinner 1, 2, 3, 4. Children spin the spinner and
move a marker. To stay on the space, they must use the vocabulary word
in a sentence. Play until one child reaches the end of the game board.
Fluency: WORD AUTOMATICITY
Point to each Vocabulary Card in random order. Have children read the
word aloud. Repeat as you point to the words at a faster pace.
Can children read high-frequency words quickly and effortlessly?
Objective Read to build fluency and evaluate authors purpose
Ask children to retell We Help!
Fluency: ECHO-READ
Read the book one page at a time and have children read each page
right after you with the same expression that you use.
SKILL

Draw an Authors Purpose Chart, and complete it with children.
What was the authors purpose or reason for writing the book? What clue
can you find in the story? Write responses in the chart.
Circle the book that tells about real people
or things.
Some authors write to tell a story. Some authors
write to tell about real people or things.
Leveled Reader

by Corrie 5mith
Clue Clue
You can use a hose to clean
a dog.
You can use a brush to clean
a sink.
Authors Purpose
to show ways we can help
making up a sentence with
use, provide a sentence
frame such as: I a
fork every day when I eat.
After children complete the
sentence, read it aloud with
them.
Constructive
Feedback
Soccer 139R
On Level Options
Dramatize To prepare
to retell the selection,
have children act it out.
Ask one group to pretend
to be at the beach and
another to be at the park.
Permit children to strew
scraps of paper and a few
other trash items in their
areas. Read aloud the
selection. Lead children in
using facial expressions,
gestures, and pantomime
to dramatize the reading.
Objective Reread to practice phrasing; read for accuracy
PARTNER READING: PAUSING FOR PUNCTUATION
Model expressive reading, having children echo-read each sentence. Pay
close attention to punctuation marks, and use your voices to make the story
easier to understand.
Ask children to partner read the selection. Remind them to pay attention
to punctuation marks to help make the selection more interesting.
Objective Reread to evaluate authors purpose
Materials Leveled Reader: We Can Help chart paper
Ask children to retell We Can Help.
SKILL

Create an Authors Purpose Chart and complete it with children. Think of
two things you learned by reading We Can Help. Lets record our answers on
the chart.
Using the clues, help children identify the reason Bonnie Ferraro wrote
the selection. Write their response in the chart.
Clue Clue
The sand has garbage in it.
It cant be used.
The park has garbage in it.
It cant be used.
Authors Purpose
to show that cleaning up garbage can make the beach, park,
and lot places to play
MAKE A WORD PYRAMID
Draw a pyramid. Draw three horizontal lines across the pyramid to form
four sections. Write the word garbage in the top section. What is another
word for garbage? Write one or more synonyms in the second section.
Have children look at pictures in the selection. What are examples
of garbage? Write responses in the next space. Have children read a
sentence from the selection that uses the word garbage. Write it in the
last space.
How does the Authors Purpose Chart help you
understand the story Soccer ?
As you read Soccer, fill in the Authors
Purpose Chart.
Authors Purpose
Clue Clue
Leveled Reader
We Con
HeIp
b BonnIe Ferroro
understanding authors
purpose, remind them
that authors organize
nonfiction texts in different
ways. Sometimes authors
compare and contrast things.
Sometimes they describe
things. When you read, think
about how the information is
organized.
Constructive
Feedback
139S
Objective Reread the story to build fluency and to practice accuracy; reread for accuracy
PHRASE-CUED TEXT
Duplicate and distribute a short passage from All Kinds of Teams. Show
children how to make a slash to mark where they pause when reading.
Model reading the passage, having children mark the page when they
hear a pause. Have them read the passage aloud with a partner.
Accuracy Repeat words and sentences as needed until children are
reading text without errors and with automaticity.
Self-Selected Reading
Objective Read independently to evaluate authors purpose
Materials Leveled Books or trade books at childrens independent
reading levels
reading journal or notebook paper pencils
CHOOSE A BOOK
Invite children to choose a fiction or nonfiction chapter
book to read independently. For a list of theme-related
titles, see pages T22 and T23.
READ TO EVALUATE AUTHORS PURPOSE
Have children draw a blank Authors Purpose Chart on notebook paper.
Remind children that good readers pay attention to the authors
purpose for the book and for each chapter. As children read, they
should use the chart to write their ideas about the authors purpose.
WRITE A LETTER TO THE AUTHOR
Have children use the information from their graphic organizer to
write a letter to the author. What do you think the authors purpose
was? What did you find interesting or fun about the book?
Invite children to share what they wrote with the group.
Write a Letter Write the

following sentence frames
on the board: The purpose
of this selection is to teach
us about . You want us
to have fun reading about
. Children can share
their letters with their
groups.
How does the Authors Purpose Chart help you
understand the story Soccer ?
As you read Soccer, fill in the Authors
Purpose Chart.
Authors Purpose
Clue Clue
Clue Clue
Authors Purpose
Main Selection
Soccer 139T
Phonemic Awareness
Objective Categorize words with final blends /nd/, /st/, /nt/, /nk/
PHONEME CATEGORIZATION
Model
Listen as I say three words. Two words will have the same ending sounds, one
will not: hand, find, last. Hand and find have the same ending sounds /nd/.
The word last does not have the same ending sounds. Last does not belong.
Tell children to listen carefully. I will say three words. Tell me which word
does not belong and why. Do the first example with children.
pant, lost, slant (lost) just, must, find (find) land, ink, pink (land)
junk, ant, link (ant) lost, hand, sand (lost) frost, must, pant (pant)
Can children categorize words with final blends?
Phonics
Objective Blend sounds and build words with final blends /nd/, /st/, /nt/, /nk/
Materials Large Letter Cards: a, b, d, h, i, k, l, m, n, p, r, s, t, t
Small Letter Cards
BLEND SOUNDS IN WORDS WITH FINAL BLENDS AND READ CVCC WORDS
Model
Place Large Letter Cards for past in a pocket chart. Point to each
letter as you say each sound aloud then blend the sounds: /p/ /a/ /s/ t/,
/paaast/, past. Repeat, changing p to l to build last.
Have children use Small Letter Cards to form last. Now we are going
to make new words by changing one letter at a time. Replace Letter Cards
to form mast, mist, list, and last. Blend the sounds together to read each
word.
Place Large Letter Cards for p i n k in the pocket chart. Have children use
Small Letter Cards to do the same. Ask children to blend and read pink.
Change letters to form the words sink, link, and rink.
Repeat for hand. Change letters to form sand, land, and band.
Can children blend sounds in words with final blends?
Practice Final Sounds

Reinforce the sounds of
final blends by providing
practice with rhyming
words. Say word pairs and
have children tell which
words rhyme: link/pink
or link/lint? must/dust or
dunk/dust? lend/mend or
lend/lent?
139U
Objective Read high-frequency words quickly and easily
Materials Vocabulary Cards: help, now, use, very
Vocabulary Cards BLM, Teachers Resource Book, p. 124
Display the Vocabulary Cards for help, now, use, and very, and read
each word. Have children place their Vocabulary Cards on the desk and
read each word after you.
Have partners use their Vocabulary Cards to play a game. Ask them to
place their cards facedown on the desk. Taking turns, have children turn
over two cards. If the word cards match, children must read the word and
use it in a sentence. Then children keep the cards. Play continues until all
cards are used.
Objectives Practice blending in connected text; practice fluency
through repeated oral reading; read with prosody
READ THE SELECTION
Have children go on a picture walk through We
Help! and use the photographs to retell the selection.
Ask children to quietly read the selection. Remind them to notice words
that end in blends and to look for high-frequency words they know.
Monitor childrens reading, and provide support as needed.
SKILL

Check for comprehension by discussing the selection using some or
all of the questions provided. What kinds of people are described in this
book? What do they do? Why did the author write We Help!
Have children follow along in their books as you reread the whole
selection to model expressive reading.
Prosody Have children practice fluency by taking turns reading with a
partner. Partners will listen for appropriate intonation and expression.
Act Out Pantomime using

a hose to clean. Have
children repeat after you.
Act out cleaning with a
brush and encourage the
children to repeat after
you. Use the vocabulary
children will encounter in
the selection as they make
the motions.
Read each group of words.
Find the word with the final blend in it.
Write the word on the line.
1.
sink
six sink sun
2.
hand
hand toy Tom
3.
tent
hat hop tent
4.
cast
cast Nan nut

be reading with prosody,
model and read one or two
sentences in the selection.
Have children repeat after
you until they read with
appropriate expression.
Constructive
Feedback
Leveled Reader

by Corrie 5mith
Soccer 139V
On Level Options
If needed, have children
repeat words with which
they are having difficulty
after reading the sentence.
Prompt understanding with
questions: Lets think about
this word. Do you see clues
about the words meaning
in the sentence? Do you
see clues about the words
meaning in the picture?
Constructive
Feedback
Objective Practice fluency through repeated oral readings
Materials Student Book: Soccer
PARTNER READING: PAUSING FOR PUNCTUATION
Have children turn to page 121 in their Student Book
and retell Soccer.
Is soccer a fun game? How can we use our voices to
show that it is fun? Model reading the first two pages
expressively. Have children echo-read after you.
Have children take turns reading the selection one page at a time with a
partner. Make sure both partners follow along in the text and are ready
to help each other with difficult words. Use your voice to show that you
are interested in what you are reading and pay attention to punctuation
marks. When you are the listener, think about whether or not the reader
makes the story easy to understand by using his or her voice.
Monitor childrens reading. You may have them reread the text one or
more times if needed.
Expand Vocabulary
Objective Brainstorm words for sports actions
Materials chart paper
WORDS FOR SPORTS ACTIONS
Point to the word pass on page 128 of Soccer. Ask children to look at the
picture and tell you what this word means. Explain that, in sports, pass
means to give the ball to another player.
Have children use pass in a sentence.
Repeat the process with the phrase zig and zag on page 129 and lands
on page 132.
Have children brainstorm a list of other words for actions sports players
do. Record them on a word web.
Play a Game Write sports

action words from the
selection on the board:
run, kick, pass, zig, zag, and
grab. Ask children to tell
or act out other sports
action words they know,
for example, hit, catch,
or jump. Record these on
the board. Point to the
action word and have the
children demonstrate the
action.
As I read, I will pay attention to the
punctuation.
Look at the sand. We can not use the sand.
10 We can help. We can pick up.
17 Look! The sand is very clean. We can use the
27 sand now.
29 Look at the park. We can not use the park.
39 We can help! We can pick up. 46
Comprehension Check
1. What is wrong with the sand and the park?
2. What can the children do to help?
Words Read
Number of
Errors
=
Words
Correct Score
First Read =
Second Read =
The sand and park have lots of garbage.
The children can
pick up the garbage.
Main Selection
jump kick dribble
Sports Actions
catch
139W
Extend Guess What!
Objective Write a poem
Materials Student Book: Guess What! paper
examples of rhyming poetry
LITERARY ELEMENT: RHYME
Have children retell the important ideas in Guess What!
Ask them to open their Student Book to page 136 and reread the
selection.
Then have children close their books. Read the poem aloud, transposing
the words in the first line of each stanza so the line no longer rhymes,
for example, White and black; Kicked with might; Round and smooth; Air
bound. Then read the poem in its original form. What is different? Which is
more fun to listen to?
Have children identify the rhyming pairs of words.
Give children a chance to read aloud other short rhyming poems about
sports or other topics and identify the rhyming words.
Have children brainstorm words that relate to sports or outdoor
activities. Then have them think of rhyming words. Record the rhyming
words on the board under the sports words; for example, ball: call, fall,
hall, mall, tall, and wall.
Ask pairs to work together to create two or four rhyming lines about an
outdoor activity.
Apply Phonics to Writing
Objective Write sentences using words with blends /nd/, /st/, /nt/, /nk/
Small Letter Cards BLM, Teachers Resource Book, p. 88
WRITE A RHYME WITH WORDS ENDING WITH /nd/, /st/, /nt/, /nk/
Have children look through All Kinds of Teams and make a list of words
ending in nd, st, nt, nk. (list, sink, students, paint)
Have children use their Small Letter Cards to make the word list. Ask
them to make new words using the same end blends, such as list, fist,
mist; or sink, pink, stink.
Have children write a poem using the new words.
As an extra challenge, encourage children to use the vocabulary
words help and very in their poem.
Invite children to share their poems.
oIone.
As reod, wiII poy ottention to vocobuIory
words.
A famlly ls one klnd of team.
7 |n a famlly, everyone can help wlth the meals.
1 Some members of the famlly can make a llst and
2 shop. Others can do the cooklng or take the dlrty
3 dlshes to the slnk now.
1 Have you ever been on a meal team!
9 The people ln thls famlly team up to clean
58 thelr yard. They use rakes to gather the leaves
7 that have fallen. 70
Comprehension Check
1. Whdf dre fhe jobs on d medl fedm? Members of o
meoI teom con moke o Iist ond shop, cook the
meoI, or wosh the dirty dishes.
2. Whdf is good dbouf being on d fedm? A possibIe
onswer incIudes: Teoms con get o Iorge chore
done foster thon if just one person worked
Words Read -
Number of
Errors
=
Words
Correcf Score
First Read - =
Second Read - =
Paired Selection
Work with a Partner

Have partners use Small
Letter Cards to build
rhyming words with final
blends. Read the rhyming
words aloud as a chant.
Help children think of
rhymes. What words rhyme
with white/might? light,
bright What rhymes with
round/bound?
Constructive
Feedback
Soccer 139X
Phonics/High-Frequency Words
Objective Read high-frequency words and words with final blends /nd/-nd, /st/-st, /nt/-nt,
/nk/-nk
READ WORDS WITH FINAL BLENDS AND HIGH-FREQUENCY WORDS
Practice/Assess
Write the following sentences on the board:
Rick is very fast.
Jack had a mint drink.
I like to use pink ink.
Hand over that trunk now.
Have individual children blend the sounds and read the sentences.
Can children identify high-frequency words help, very, use, and now?
Can they blend sounds in words with final blends /nd/-nd, /st/-st,
/nt/-nt, /nk/-nk?

Make Connections Across Texts
Objective Compare and contrast authors purposes from different
books
Leveled Reader: We Help!
Student Book: Soccer; Guess What!
Big Book: Teamwork
SKILL

Help children recall details in Soccer and All Kinds of Teams
Explain that authors write books for different reasons.
Model making a connection between authors
purposes for both selections. Invite children to
make their own connections.
Think Aloud Both authors wanted to tell us
facts about something. The author of We
Help! wanted us to know about different ways
children help out. The author of Soccer wanted
us to know about a game.
Distinguish Sounds Write

the following as headings
on the board: nd, st, nt, and
nk. Say these words one at
a time: band, cent, mint, list,
ink, want, trunk, sand, pink,
and last. Ask: What are the
final sounds of this word?
Which letters make those
sounds? When the child
has correctly identified
the blend, write the word
under the correct heading,
saying the word aloud.
Have the children repeat
the word, exaggerating the
final blend.

by Corrie 5mith
139Y
On Level Options
Objective Compare and contrast authors purposes across texts
Student Book: Soccer
SKILL

Have children recall what they learned in Soccer and All
Kinds of Teams. Remind them that good readers sometimes
compare reasons why authors write.
Model how to make connections between authors purposes in these
two selections.
Think Aloud Both authors wrote their books to tell us how to do
something. The author of Soccer wanted to tell how to play a game. The
author of We Can Help told us how people can clean up places.
Objective Compare and contrast authors purposes across texts
Student Book: Soccer; Guess What!
Big Book: Teamwork
SKILL

Review the selections children read in whole and
small group.
Have children work in pairs. Ask each pair to
revisit one selection.
Have children role-play an interview with an
author. Tell the interviewer to ask questions
about why the author wrote the book.
Compare Ask: Did Soccer

tell how to do something?
Did All Kinds of Teams tell
how to do something? Did
Soccer tell about something
to do outdoors? Did All
Kinds of Teams tell about
something to do outdoors?
Which author wanted to tell
about a game? Which author
wanted to tell about teams?
Interview Have a child

pretend to be the author
of one of the books. Ask
the child simple questions
about why he or she wrote
the book. Did you write it
to make us laugh? Did you
write it to teach us about
lots of sports? Did you write
it to teach us about soccer?
Repeat with the other
titles. After this rehearsal,
have pairs do the skill
activity.
lnformationaI
Nonfiction
AII KInds
oI Teoms
b BonnIe Ferroro
We Con
HeIp
b BonnIe Ferroro
Soccer 139Z
TechnoIogy
Oral Language
For children who need
additional language
support and oral vocabulary
development, use the lesson
found at
www.macmillanmh.com
English Language Learners
Academic Language Used in Whole Group Instruction
Content/Theme Words Skill/Strategy Words Writing/Grammar Words
Academic Language
Throughout the week the English language learners in your class will need
help in building their understanding of the academic language used in
daily instruction and assessment instruments. The following strategies will
help to increase childrens language proficiency and comprehension of
content and instructional words.
Strategies to Reinforce
Academic Language
Use Context Language used by the teacher (see chart
below) should be explained in the context of the task
during whole group. You may use gestures, expressions,
and visuals to support meaning.
Use Visuals Use charts, transparencies, and graphic
organizers to point out and explain key labels to help
children understand classroom language.
Model Demonstrate the task using academic language in
order for children to understand instruction.
teamwork (p. 112K)
accomplish (p. 112/113)
goal (p. 112/113)
together (p. 112/113)
help (p. 113I)
cooperate (p. 113J)
sports (p. 119C)
information (p. 113A)
nonfiction (p. 113A)
organize (p. 113A)
purpose (p. 113A)
rhyme (p. 135J)
sentence (p. 113G)
period (p. 113G)
question mark (p. 113G)
statement (p. 119A)
question (p. 119A)
exclamation (p. 119A)
voice (p. 135C)
139AA
ELL Level ed Reader Lesson
Soccer 139BB
We Can
Clean
by Bonnie Ferraro
Informational Nonfiction
Before Reading
DEVELOP ORAL LANGUAGE
Build Background We use a sponge to clean the
table. Ask children to name different things we use to clean. Ask children
to demonstrate how to use these things. Why do we clean the classroom?
How can we help clean our classroom?
Preview and Predict Point to the cover illustration and read the title
aloud. What do you see? What do the children use to help? How do you think
the children help?
REVIEW VOCABULARY
Help children understand the support words dirty and clean. I wash my
hands when they are dirty. After I wash them, they are clean. What things can
get dirty? How can you clean them?
Set a Purpose for Reading Lets see what the author of this story wants you
to know.
During Reading
Choose from among the differentiated strategies to support childrens
reading at all levels of language acquisition.
After Reading
Remind children to use the high-frequency and support words in their
whole group activities.
DAY 1 Academic
Language
Oral Language and
Vocabulary Review
DAY 2 Academic
Language
ELL Leveled Reader
DAY 3 Academic
Language
ELL Leveled Reader
DAY 4 Academic
Language
ELL Leveled Reader
Comprehension
Check
DAY 5 Academic
Language
ELL Leveled Reader
Literacy Activities
LL 5 0oy Ionner
Objective
To apply vocabulary and
comprehension skills
Materials
ELL Leveled Reader
Beginning
Shared Reading Do a
shared reading of the story.
Have children practice
repeating story sentences
with high-frequency words
very, help, use, and now.
Have children repeat
sentences about the authors
purpose. The author wants us
to clean up garbage.
Intermediate
Read Together Have
children chime in as you
reread the story. Pause to ask
questions about the authors
purpose. Why did the author
write about the sand? Why
did the author write about
helping?
Advanced
Independent Reading
Have small groups alternate
reading sentences to read
the story on their own.
Guide them to keep a list of
words they want to practice
later. Help children complete
the Authors Purpose Chart.
The author wrote this story
because .
EngIish
Language
Learners
6rade 1 LL Ik08'5 60I0
ELL Teachers Guide
For children who need
additional instruction, see
the ELL Teachers Guide.
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Objective
Children will answer Right
There questions
Materials
Student Book, pp. 140142
Question 1
Student Book, page 142
1. What does Jill like to do?
A.
B.
C.
Answer Questions
Test Strategy: Right There
EXPLAIN
Point to the strategy in the bookmark on Student Book page 140.
Explain to children that sometimes they may need to take a test that
asks them to read a passage and answer questions. Good test takers
have strategies to help them answer different kinds of questions.
Right There Explain that some questions have answers that can be
found right in one place in a passage. These are called Right There
questions. To answer a Right There question, look for key words in
the question that are also in the story. When you answer a Right There
question, you can put your finger right on the answer.
MODEL
Read the passage with children. Then use the Think Aloud to model
finding the answer to a Right There question.
Read Question 1 on page 142 in the Student Book. (What does Jill
like to do?) Review the answer choices, making sure children can
identify what each picture is.
Think Aloud
The question asks what Jill likes to do. Because the
question is about Jill, I will skim, or read quickly, the first page
of the story to look for what Jill likes to do. The second line says,
She likes to dig, and the picture shows Jill digging in the sand.
The correct answer must be that Jill likes to dig in the sand. I can
point right to it. The answer is right there in the second line.
139CC
Test Strategy: Right There
PRACTICE
Read aloud Question 2 with children. (What does Nat like to do?)
Now I want you to find the correct answer by looking back at the text.
After children have chosen an answer, ask:
What information did you think the question was asking you about?
(what Nat likes to do)
Where did you find the answer? (The second sentence on page 141,
He likes to ride.)
What did you do to be sure you had the right answer? (I reread the
question and looked for key words. What does Nat like to do?
Sentence 2 said, He likes to ride.)
Have children use the Right There strategy to answer Question 3 .
Questions 2 and 3
Student Book, page 142
2. What does Nat like to do?
A.
B.
C.
3. Where can Nat ride?
A. up the hill
B. in the sand
C. in the house
Test Strategy
All About Us 140/141
140 Go on 141 Go on
Test Strategy
Right There
The answer is right
there on the page.
Jill is six.
She likes to dig.
She plays in the sand.
Nat is six, too.
He likes to ride.
He can go up the hill.
Answer Questions
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Student pages 140 141

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Sport Team

Review Vocabulary Display

Make Connections Reinforce

Administer Weekly Assessment online or on CD-ROM.

Blend Sounds Some

Explain Have children

Practice Language Before

Listening for Final Blends

Write a Letter Write the

Practice Final Sounds

Act Out Pantomime using

For children who may not

Play a Game Write sports

Work with a Partner

Distinguish Sounds Write

Compare Ask: Did Soccer

Interview Have a child

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