Lesson 11
Lesson 11
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 “The Yard Sale,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Read one-syllable words spelled with spellings for /n/ and /s/ and then write each word under its corresponding picture (RF.1.3b)
Read words with the following inflectional endings: present tense verbs ending in –ing and past tense verbs ending in –ed (RF.1.3f)
Read and understand decodable text in the story “The Yard Sale” that incorporates the letter-sound correspondences taught in oneand two-syllable words, with purpose and understanding (RF.1.4a) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c) Spell and write one- and two-syllable words using the letter-sound correspondences taught in Grade 1 for a weekly spelling assessment (L.1.2d) Spell and write high-frequency Tricky Words taught in Grade 1 for a weekly spelling assessment (L.1.2d) Identify frequently occurring root words and their inflectional forms (L.1.4c)
At a Glance Spelling Practice Small Group Take-Home Material
Exercise
Materials
Minutes
Worksheet 11.1
15
Worksheets 11.2 and 11.3
20
“The Yard Sale”
Grace; Worksheet 11.4
25
Spelling Words
Worksheet 11.1
*
Introduce Spelling Words Word Sort/Label the Picture
Unit 6 | Lesson 11 © 2013 Core Knowledge Foundation
73
Spelling
15 minutes Introduce Spelling Words • Remind students that they will have a list of spelling words to practice and learn each week. • Tell students that the words for this week will use the spelling alternatives that they have learned for the /m/ sound, as well as review consonant clusters. • Read and write each spelling word, underlining and reviewing the alternative spelling or consonant cluster in each word. Have students repeat each word after you. Remind students that the last word is a Tricky Word. Tricky Words do not follow the rules, so their spellings must be memorized.
Worksheet 11.1
• Ask one or more students to use each word in a sentence, making sure to explain vocabulary for any words they may not know. • The words for the week are: ‘m’ > /m/
‘mm’ > /m/
Consonant Clusters
Tricky Word
maps
hammer
skipped
could
mice
trimmed
scrub space
Practice
20 minutes Word Sort/Label the Picture • Tell students that they will now practice the spelling alternatives they have learned thus far in this unit: ‘kn’ > /n/ and ‘c’, ‘ce’, and ‘se’ > /s/. • Have students turn to Worksheets 11.2 and 11.3. Tell students that on Worksheet 11.2, they should sort the words according to which spelling they include for /n/. On the back of the worksheet, students should add endings to root words, noting the spelling pattern.
Worksheets 11.2, 11.3
74
• The words at the top of Worksheet 11.3 include spelling alternatives for /s/ and /n/. Students should read the words and write them under the correct picture.
Unit 6 | Lesson 11 © 2013 Core Knowledge Foundation
Small Group
25 minutes “The Yard Sale” Introducing the Story
Worksheet 11.4
• Ask students to turn to the table of contents and locate the story that comes after “The Band.” (“The Yard Sale”) Ask students to tell you the page number on which “The Yard Sale” starts. (page 22) Tell students that a yard sale is an event where someone sells used things in front of their home. It is called a yard sale because it sometimes is held on a patch of grass, or yard, in front of someone’s home. Previewing the Spellings • Please preview the following spellings before reading today’s story.
‘kn’ > /n/
‘ce’ > /s/
‘a_e’ > /ae/
knapsack
price
sale
knives
choice
games
Page 22
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. 1.
yard sale—an event where someone sells used things in front of their home
2.
coil—material that is wound into a circle
3.
selfish—not thinking of other people
4.
thrilled—very excited and happy
5.
bin—a container that holds things
6.
“two (books) for the price of one”—an expression that means you only need to pay for one item, but you receive two items for that price
Purpose for Reading • Tell students to read today’s story to find out how Grace makes a decision at a yard sale. Note: Before breaking into small groups, write some of the words or phrases from the previous Supplemental Materials section on the board. If some pairs finish early, they can illustrate one of the words or phrases.
Unit 6 | Lesson 11 © 2013 Core Knowledge Foundation
75
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 “The Yard Sale.” Work with students to complete Worksheet 11.4, referring back to the story to help them answer the questions. Group 2: Tell students to take turns reading “The Yard Sale.” Students should then complete Worksheet 11.4, referring back to the story to help them answer the questions. 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 “The Yard Sale” 1.
Literal What is for sale at the yard sale? (There are books, game, shells, rope, a knapsack, a lamp, pants, dresses, forks, spoons, and knives.)
2.
Inferential Why can’t Grace buy both books? (Grace does not have enough money to buy two books, so she only buys one book for her sister.)
3.
Literal What does the man having the yard sale say to Grace? (The man says that Grace can get two books for the price of one.)
4.
Evaluative What does this tell you about Grace? What kinds of words could you use to describe Grace? (This tells us that Grace thinks of other people before herself because she decides to buy a book for her sister instead of herself. We could use the words kind, generous, etc., to describe Grace.)
Take-Home Material Spelling Words • Have students take home Worksheet 11.1 to practice spelling words with a family member.
76
Unit 6 | Lesson 11 © 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 “The Yard Sale,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Read one-syllable words spelled with spellings for /n/ and /s/ and then write each word under its corresponding picture (RF.1.3b)
Read words with the following inflectional endings: present tense verbs ending in –ing and past tense verbs ending in –ed (RF.1.3f)
Read and understand decodable text in the story “The Yard Sale” that incorporates the letter-sound correspondences taught in oneand two-syllable words, with purpose and understanding (RF.1.4a) Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c) Spell and write one- and two-syllable words using the letter-sound correspondences taught in Grade 1 for a weekly spelling assessment (L.1.2d) Spell and write high-frequency Tricky Words taught in Grade 1 for a weekly spelling assessment (L.1.2d) Identify frequently occurring root words and their inflectional forms (L.1.4c)
At a Glance Spelling Practice Small Group Take-Home Material
Exercise
Materials
Minutes
Worksheet 11.1
15
Worksheets 11.2 and 11.3
20
“The Yard Sale”
Grace; Worksheet 11.4
25
Spelling Words
Worksheet 11.1
*
Introduce Spelling Words Word Sort/Label the Picture
Unit 6 | Lesson 11 © 2013 Core Knowledge Foundation
73
Spelling
15 minutes Introduce Spelling Words • Remind students that they will have a list of spelling words to practice and learn each week. • Tell students that the words for this week will use the spelling alternatives that they have learned for the /m/ sound, as well as review consonant clusters. • Read and write each spelling word, underlining and reviewing the alternative spelling or consonant cluster in each word. Have students repeat each word after you. Remind students that the last word is a Tricky Word. Tricky Words do not follow the rules, so their spellings must be memorized.
Worksheet 11.1
• Ask one or more students to use each word in a sentence, making sure to explain vocabulary for any words they may not know. • The words for the week are: ‘m’ > /m/
‘mm’ > /m/
Consonant Clusters
Tricky Word
maps
hammer
skipped
could
mice
trimmed
scrub space
Practice
20 minutes Word Sort/Label the Picture • Tell students that they will now practice the spelling alternatives they have learned thus far in this unit: ‘kn’ > /n/ and ‘c’, ‘ce’, and ‘se’ > /s/. • Have students turn to Worksheets 11.2 and 11.3. Tell students that on Worksheet 11.2, they should sort the words according to which spelling they include for /n/. On the back of the worksheet, students should add endings to root words, noting the spelling pattern.
Worksheets 11.2, 11.3
74
• The words at the top of Worksheet 11.3 include spelling alternatives for /s/ and /n/. Students should read the words and write them under the correct picture.
Unit 6 | Lesson 11 © 2013 Core Knowledge Foundation
Small Group
25 minutes “The Yard Sale” Introducing the Story
Worksheet 11.4
• Ask students to turn to the table of contents and locate the story that comes after “The Band.” (“The Yard Sale”) Ask students to tell you the page number on which “The Yard Sale” starts. (page 22) Tell students that a yard sale is an event where someone sells used things in front of their home. It is called a yard sale because it sometimes is held on a patch of grass, or yard, in front of someone’s home. Previewing the Spellings • Please preview the following spellings before reading today’s story.
‘kn’ > /n/
‘ce’ > /s/
‘a_e’ > /ae/
knapsack
price
sale
knives
choice
games
Page 22
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. 1.
yard sale—an event where someone sells used things in front of their home
2.
coil—material that is wound into a circle
3.
selfish—not thinking of other people
4.
thrilled—very excited and happy
5.
bin—a container that holds things
6.
“two (books) for the price of one”—an expression that means you only need to pay for one item, but you receive two items for that price
Purpose for Reading • Tell students to read today’s story to find out how Grace makes a decision at a yard sale. Note: Before breaking into small groups, write some of the words or phrases from the previous Supplemental Materials section on the board. If some pairs finish early, they can illustrate one of the words or phrases.
Unit 6 | Lesson 11 © 2013 Core Knowledge Foundation
75
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 “The Yard Sale.” Work with students to complete Worksheet 11.4, referring back to the story to help them answer the questions. Group 2: Tell students to take turns reading “The Yard Sale.” Students should then complete Worksheet 11.4, referring back to the story to help them answer the questions. 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 “The Yard Sale” 1.
Literal What is for sale at the yard sale? (There are books, game, shells, rope, a knapsack, a lamp, pants, dresses, forks, spoons, and knives.)
2.
Inferential Why can’t Grace buy both books? (Grace does not have enough money to buy two books, so she only buys one book for her sister.)
3.
Literal What does the man having the yard sale say to Grace? (The man says that Grace can get two books for the price of one.)
4.
Evaluative What does this tell you about Grace? What kinds of words could you use to describe Grace? (This tells us that Grace thinks of other people before herself because she decides to buy a book for her sister instead of herself. We could use the words kind, generous, etc., to describe Grace.)
Take-Home Material Spelling Words • Have students take home Worksheet 11.1 to practice spelling words with a family member.
76
Unit 6 | Lesson 11 © 2013 Core Knowledge Foundation
