Lesson 23
Lesson 23
Review and Practice
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions, orally and in writing, about “Whisper,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)
Read one- and two-syllable words spelled with consonant spelling alternatives learned in this unit and then write each word under its corresponding picture (RF.1.3b)
Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10)
Read and/or write two-syllable words composed of two closed syllables, magic ‘e’ syllables, and/or r-controlled syllables
Segment one- and two-syllable words into individual sounds and/or syllables (RF.1.2d)
Read and understand decodable text in the story “Whisper” that incorporates the letter-sound correspondences taught in oneand two-syllable words, with purpose and understanding (RF.1.4a)
Read one- and two-syllable words spelled with spellings for /s/, /n/, /w/, and /ng/ and then write each word under its corresponding picture (RF.1.3b) Identify the number of syllables (i.e., vowel sounds) in spoken and written words (RF.1.3d)
(RF.1.3e)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
At a Glance
Exercise
Warm-Up
Segmenting and Blending TwoSyllable Words
Small Group
Label the Picture/Count the Sounds
Worksheets 23.1, 23.2
20
“Whisper”
Grace; Worksheet 23.3
25
Worksheet 23.4
*
Take-Home Material
136 Unit 6 | Lesson 23 © 2013 Core Knowledge Foundation
Pronoun Practice
Materials
Minutes 15
Warm-Up
15 minutes Segmenting and Blending Two-Syllable Words Note: Continue using thumb-finger taps to represent sounds, returning to the forefinger-thumb tap for the first sound in the second syllable. • Look at each word in the box below and notice where they are marked with a syllable divider. • Say the first word (starfish). • Repeat the word, pausing slightly between the syllables. • Say the first syllable in a segmented fashion, marking each sound with a thumb-finger tap, beginning with a thumb-forefinger tap (/s/ /t/ /ar/). • Say the second syllable in a segmented fashion, returning to the thumbforefinger tap for the first sound (/f/ /i/ /sh/). • Say the blended word while making a fist. • Have students repeat after you. • Continue this process with the remaining words. 1.
star∙fish (3+3) /s/ /t/ /ar/ ∙ /f/ /i/ /sh/
2.
tooth∙pick (3+3) /t/ /oo/ /th/ ∙ /p/ /i/ /k/
3.
bob∙cat (3+3) /b/ /o/ /b/ ∙ /k/ /a/ /t/
4.
camp∙fire (4+3) /k/ /a/ /m/ /p/ ∙ /f/ /ie/ /r/
5.
egg∙shell (2+3) /e/ /g/ ∙ /sh/ /e/ /l/
Unit 6 | Lesson 23 137 © 2013 Core Knowledge Foundation
Small Group
45 minutes Label the Picture/Count the Sounds
20 minutes
• Please use this time to provide remediation or enrichment to students. You may use exercises from the Pausing Point or from the Assessment and Remediation Guide to review skills that students need to practice. Group 1: Work closely with students in this group to complete Worksheets 23.1 and 23.2, providing scaffolding and support as necessary. Group 2: Have students in this group, who need less support, work independently on Worksheets 23.1 and 23.2. If students finish early, they can reread stories from the Grace Reader. Ask them to choose one story to summarize and retell to a partner.
Worksheets 23.1, 23.2
“Whisper”
25 minutes
Note: Remind students that when we summarize, we retell just the important parts of the story, and not every single detail. A summary tells who was in the story and the main events, using words like first, next, then, and last. Note: Before breaking into small groups, write some of the words or phrases from previous Supplemental Materials sections on the board. If some pairs finish early, they can illustrate one of the words or phrases.
Page 72
Introducing the Story • Tell students that today they will learn more about the livestock at the park. Previewing the Spellings • Please preview the following spellings before reading today’s story: Worksheet 23.3
‘n’ > /ng/
‘wh’ > /w/
‘kn’ > /n/
Other Two-Syllable Words
thinks
whisper
knit
udder
whizbang
bucket
• You should also teach cow as a Tricky Word. Write the word on the board and circle ‘ow.’ Tell students that like the Tricky Word how they learned earlier, the ‘ow’ is tricky and is pronounced /ou/. Previewing the Vocabulary • Please preview the following vocabulary before reading today’s story. Allow students to ask questions to clarify the meaning of these words and phrases as necessary.
138 Unit 6 | Lesson 23 © 2013 Core Knowledge Foundation
1.
wool—the soft, thick hair of sheep
2.
udder—the part of a cow that hangs down and releases milk
3.
plops—drops or places something in a heavy way
Purpose for Reading • Tell students to read today’s story to learn which animal Grace likes best. Small Group • Divide students into two groups. You will work with Group 1, students who need more direct support and immediate feedback, while students in Group 2 should partner read. Group 1: Meet with students needing more direct support. Listen as students take turns reading aloud “Whisper.” Assist students in completing Worksheet 23.3 when they finish reading the story. Group 2: Tell students to take turns reading “Whisper.” They should complete Worksheet 23.3 once they finish reading the story. Tell them if they finish early, they can illustrate one of the words or phrases on the board, or reread a previous story in the Reader. Wrap-Up • Use the following discussion questions to guide conversation about the story. Remember to encourage students to answer in complete sentences. When answering a question, ask students to cite the part of the story that guided their answer.
Discussion Questions on “Whisper” 1.
Inferential Why is a man cutting wool off a sheep? (The man is cutting wool off a sheep so it can be used to make hats, scarves, and mittens.)
2.
Literal What does Jill get to do? (Jill gets to milk a cow.)
3.
Literal What does Grace get to do? (Grace gets to take a chick home.)
4.
Evaluative Why might Grace have asked to take the chick home? (Answers may vary, but might include that the chick is soft and cute.)
Take-Home Material Pronoun Practice • Have students take home Worksheet 23.4 to practice with a family member.
Unit 6 | Lesson 23 139 © 2013 Core Knowledge Foundation
Review and Practice
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this unit.
Ask and answer questions, orally and in writing, about “Whisper,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)
Read one- and two-syllable words spelled with consonant spelling alternatives learned in this unit and then write each word under its corresponding picture (RF.1.3b)
Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10)
Read and/or write two-syllable words composed of two closed syllables, magic ‘e’ syllables, and/or r-controlled syllables
Segment one- and two-syllable words into individual sounds and/or syllables (RF.1.2d)
Read and understand decodable text in the story “Whisper” that incorporates the letter-sound correspondences taught in oneand two-syllable words, with purpose and understanding (RF.1.4a)
Read one- and two-syllable words spelled with spellings for /s/, /n/, /w/, and /ng/ and then write each word under its corresponding picture (RF.1.3b) Identify the number of syllables (i.e., vowel sounds) in spoken and written words (RF.1.3d)
(RF.1.3e)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
At a Glance
Exercise
Warm-Up
Segmenting and Blending TwoSyllable Words
Small Group
Label the Picture/Count the Sounds
Worksheets 23.1, 23.2
20
“Whisper”
Grace; Worksheet 23.3
25
Worksheet 23.4
*
Take-Home Material
136 Unit 6 | Lesson 23 © 2013 Core Knowledge Foundation
Pronoun Practice
Materials
Minutes 15
Warm-Up
15 minutes Segmenting and Blending Two-Syllable Words Note: Continue using thumb-finger taps to represent sounds, returning to the forefinger-thumb tap for the first sound in the second syllable. • Look at each word in the box below and notice where they are marked with a syllable divider. • Say the first word (starfish). • Repeat the word, pausing slightly between the syllables. • Say the first syllable in a segmented fashion, marking each sound with a thumb-finger tap, beginning with a thumb-forefinger tap (/s/ /t/ /ar/). • Say the second syllable in a segmented fashion, returning to the thumbforefinger tap for the first sound (/f/ /i/ /sh/). • Say the blended word while making a fist. • Have students repeat after you. • Continue this process with the remaining words. 1.
star∙fish (3+3) /s/ /t/ /ar/ ∙ /f/ /i/ /sh/
2.
tooth∙pick (3+3) /t/ /oo/ /th/ ∙ /p/ /i/ /k/
3.
bob∙cat (3+3) /b/ /o/ /b/ ∙ /k/ /a/ /t/
4.
camp∙fire (4+3) /k/ /a/ /m/ /p/ ∙ /f/ /ie/ /r/
5.
egg∙shell (2+3) /e/ /g/ ∙ /sh/ /e/ /l/
Unit 6 | Lesson 23 137 © 2013 Core Knowledge Foundation
Small Group
45 minutes Label the Picture/Count the Sounds
20 minutes
• Please use this time to provide remediation or enrichment to students. You may use exercises from the Pausing Point or from the Assessment and Remediation Guide to review skills that students need to practice. Group 1: Work closely with students in this group to complete Worksheets 23.1 and 23.2, providing scaffolding and support as necessary. Group 2: Have students in this group, who need less support, work independently on Worksheets 23.1 and 23.2. If students finish early, they can reread stories from the Grace Reader. Ask them to choose one story to summarize and retell to a partner.
Worksheets 23.1, 23.2
“Whisper”
25 minutes
Note: Remind students that when we summarize, we retell just the important parts of the story, and not every single detail. A summary tells who was in the story and the main events, using words like first, next, then, and last. Note: Before breaking into small groups, write some of the words or phrases from previous Supplemental Materials sections on the board. If some pairs finish early, they can illustrate one of the words or phrases.
Page 72
Introducing the Story • Tell students that today they will learn more about the livestock at the park. Previewing the Spellings • Please preview the following spellings before reading today’s story: Worksheet 23.3
‘n’ > /ng/
‘wh’ > /w/
‘kn’ > /n/
Other Two-Syllable Words
thinks
whisper
knit
udder
whizbang
bucket
• You should also teach cow as a Tricky Word. Write the word on the board and circle ‘ow.’ Tell students that like the Tricky Word how they learned earlier, the ‘ow’ is tricky and is pronounced /ou/. Previewing the Vocabulary • Please preview the following vocabulary before reading today’s story. Allow students to ask questions to clarify the meaning of these words and phrases as necessary.
138 Unit 6 | Lesson 23 © 2013 Core Knowledge Foundation
1.
wool—the soft, thick hair of sheep
2.
udder—the part of a cow that hangs down and releases milk
3.
plops—drops or places something in a heavy way
Purpose for Reading • Tell students to read today’s story to learn which animal Grace likes best. Small Group • Divide students into two groups. You will work with Group 1, students who need more direct support and immediate feedback, while students in Group 2 should partner read. Group 1: Meet with students needing more direct support. Listen as students take turns reading aloud “Whisper.” Assist students in completing Worksheet 23.3 when they finish reading the story. Group 2: Tell students to take turns reading “Whisper.” They should complete Worksheet 23.3 once they finish reading the story. Tell them if they finish early, they can illustrate one of the words or phrases on the board, or reread a previous story in the Reader. Wrap-Up • Use the following discussion questions to guide conversation about the story. Remember to encourage students to answer in complete sentences. When answering a question, ask students to cite the part of the story that guided their answer.
Discussion Questions on “Whisper” 1.
Inferential Why is a man cutting wool off a sheep? (The man is cutting wool off a sheep so it can be used to make hats, scarves, and mittens.)
2.
Literal What does Jill get to do? (Jill gets to milk a cow.)
3.
Literal What does Grace get to do? (Grace gets to take a chick home.)
4.
Evaluative Why might Grace have asked to take the chick home? (Answers may vary, but might include that the chick is soft and cute.)
Take-Home Material Pronoun Practice • Have students take home Worksheet 23.4 to practice with a family member.
Unit 6 | Lesson 23 139 © 2013 Core Knowledge Foundation
