Lesson 13

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Lesson 13

Spelling Alternatives

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 (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction text read independently (RL.2.1) Describe how characters in a fiction text that has been read independently respond to major events and challenges (RL.2.3) Use information gained from the illustrations and words in a text read independently to demonstrate understanding of its characters, setting, or plot (RL.2.7) Read and write words with the following letter-sound correspondences: ‘el’ > /ə/ + /l/ (travel), ‘le’ > /ə/ + /l/ (apple) (RF.2.3e) At a Glance Warm-Up

Exercise Review /ə/ Spelling Tree(s)

The /ə/ + /l/ Sound and Its Spellings Syllable Review Reading Time Take-Home Material

Today’s Focus Spellings Spelling Tree Syllable Chunking Whole Group: “The Letter” Read the Words

Read the following Tricky Word: bridge (RF.2.3f)

Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates letter-sound correspondences taught, with purpose and understanding (RF.2.4a)

Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)

Materials

Minutes

schwa Spelling Tree(s)

5

board

10

Spelling Tree branches; prepared leaves; tape

10

board

10

Sir Gus

25

Worksheet 13.1

*

Advance Preparation Prepare two more branches for the /ə/ or /ə/ + /l/ Spelling Tree: ‘el’ and ‘le’. Prepare these leaves for the branches: level, model, camel, tunnel, channel, nickel, travel, middle, bubble, little, simple, uncle, jungle, table, trouble.

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Warm-Up

5 minutes Review /ə/ Spelling Tree(s) • Ask students to say the schwa sound together as a class. Point to random words on the /ə/ Tree(s) and ask students to read the words together as a class.

The /ə/ + /l/ Sound and Its Spellings

20 minutes

Today’s Focus Spellings

10 minutes

• Remind students that in a previous lesson, they worked with the spellings ‘ul’, ‘il’, and ‘al’ for the /ə/ + /l/ sound combination. Tell students that today they will focus on two more spellings for the /ə/ + /l/ sound combination. • Explain that the first spelling is ‘el’ as in travel. • Write the following words on the board, one at a time, and read them aloud as a class as you write the words: level, model, tunnel, channel, camel. • Ask various students to direct you to the letters to be circled in each word for the /ə/ + /l/ sound. • Explain that the second spelling is ‘le’ as in apple. • Write the following words on the board, one at a time, and read them aloud as a class as you write the words: middle, simple, uncle, cattle, little. • Ask various students to direct you to the letters to be circled in each word for the /ə/ + /l/ sound.

Spelling Tree

10 minutes

• Display the prepared branches for the /ə/ or /ə/ + /l/ Tree. • Show students the leaves you have prepared. • Distribute the leaves to student groups. Ask them to circle the spellings of the /ə/ + /l/ on each leaf and attach them to the tree. Note: Whether you have one or more trees representing all spellings for /ə/, place these leaves on two new branches: ‘el’ and ‘le’.

Syllable Review

10 minutes

Syllable Chunking Remember to refer to the Appendix: Using Chunking to Decode Multi-Syllable Words, if needed.

• Write the following words on the board, leaving a space between syllables, and ask students to read them aloud as you write them. 1.

dis cuss

3.

wit ness

5.

den tist

2.

mag net

4.

sig nal

6.

fan tas tic

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• Point out to students that each syllable in each of these words ends with a consonant, so the syllables follow the Consonant Vowel Consonant (CVC) pattern. Point out that the vowel sound in these syllables is a short vowel sound, because the syllable ends in a consonant. • Write the following words on the board, leaving a space between syllables, and ask students to read them aloud as you write them. 1.

la dy

3.

ho tel

5.

re ply

2.

o pen

4.

ti ny

6.

u nite

• Point out to students that the first syllable in each word ends with a vowel sound and as a result represents the long vowel sound. • Review each word, emphasizing the long sound at the end of the first syllable. • Tell students that they have been practicing reading words with these syllable patterns for several months, so they should be very familiar with reading these types of words. • Now, direct students’ attention to the /ə/ or /ə/ + /l/ Tree and the ‘le’ branch, saying they will now learn a new syllable pattern. • Point out to students that on this branch, all of the ‘le’ words have a consonant before the ‘le’. This is a new syllable pattern. When chunking syllables with words ending in ‘le’, the preceding consonant and ‘le’ are a separate syllable. See the Pausing Point for additional instructional materials with the /ə/ + /l/ sound combination.

• Write these words on the board, pointing out to students how to divide the words into two syllables, with the consonant plus ‘le’ as one syllable. Ask students to read the words. 1.

sin gle

6.

sta ble

2.

han dle

7.

cra dle

3.

gam ble

8.

i dle

4.

tem ple

9.

a ble

5.

twin kle

10. nee dle

Note: Point out to students that in the first five words, the first syllable has a CVC pattern with a short vowel sound, while the first syllable in the next five words ends in a vowel with the long vowel sound.

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Reading Time

25 minutes

Whole Group: “The Letter” Introducing the Story

Chapter 8:“The Letter”

• Ask students to summarize what happened in the last story, “The King’s Ghost.” Lead students through this process by first asking them to tell you the main characters, the major events, and the story’s ending. (You may wish to record their answers on the board.) With the provided information, summarize the story: The king and his knights went out to sea and were approached by pirates. The pirates told the knights they had to give up the king and the boat. Sir Gus made scary sounding noises because Sir Gus was seasick, and Sir Tom told the pirates the sounds were from the boat’s ghost. The pirates were scared of the ghost and they went away. King Alfred wanted to reward Sir Gus as he thought he was clever and brave for pretending to be a ghost, but Sir Gus was really just seasick. Previewing the Spellings • Begin by pre-teaching the Tricky Word bridge. The students might think the ‘dge’ in bridge would be pronounced /d/ /j/, but these letters stand for the /j/ sound. ‘dge’ is a spelling for /j/, also found in words like judge and fudge. • Preview the following spellings before reading today’s story. ‘y’ > /ee/ stor | y utt | er | ly a | ssem | bly

/ə/ + /l/ peace | ful sev | er | al a | rri | val trav | eled no | ble

‘a’ > /ə/ a | cross a | ssem | bly a | pol | o | gize

‘o’ > /u/ from

Previewing the Vocabulary You may wish to point out that llama is one of the few words with ‘ll’ at the beginning.

• Preview the following vocabulary before reading today’s story. 1.

summoned—called to do something

2.

dazed—confused

3.

llama—four legged animal related to the camel

4.

astonished—completely surprised

5.

fearsome—causing fear or dread

Purpose for Reading • Students should read the story to find out what news is delivered to King Alfred in the letter.

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Reading Supports • Tell students that if they are confused as they read, they should raise their hands to ask a question. • Make sure students understand the humor when Sir Gus says he had a nasty run-in with a llama. (Llamas are peaceful animals.) • At the end of the story, the knights smile and chuckle. Ask students why they do this. (The knights knew they tricked the king into thinking Sir Gus was volunteering to fight the fearsome beast.) Wrap-Up

Discussion Questions on “The Letter” 1.

Literal What does the king give Sir Gus after the ride on the boat? (The king gives Sir Gus a shiny medal and a silver cup.)

2.

Literal Why does the king call his knights together? (The king has heard there is a frightening beast and he wants his knights to get rid of it.)

3.

Inferential The king speaks of a beast that can make flames come out of its mouth. What type of beast might this be? (a dragon)

4.

Inferential What does it mean to be fearsome? (Answers may vary, but should include references to things which cause fear.)

5.

Literal Why does the king think Sir Gus is volunteering to save the kingdom from the beast? (All of the other knights step backwards, leaving Sir Gus in front of the group.)

6.

Literal Does Sir Gus really volunteer to fight the beast? (No, he wasn’t paying attention, so he didn’t step back with the rest of the knights.)

Take-Home Material Read the Words • Ask students to take home Worksheet 13.1 to complete at home.

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Supplemental Materials • Newly decodable words: 1.

little

10. single

19. simple

28. level

2.

battle

11. double

20. trouble

29. travel

3.

apple

12. triple

21. possible

30. model

4.

eagle

13. title

22. table

31. parallel

5.

candle

14. jungle

23. puzzle

32. barrel

6.

bubble

15. fable

24. handle

33. novel

7.

gentle

16. wiggle

25. uncle

34. tunnel

8.

triangle

17. able

26. nickel

35. label

9.

rectangle

18. middle

27. shovel

36. channel

• Phrases and sentences: 1.

double trouble

13. invisible man

2.

The Big Apple

3.

can’t hold a candle to

14. There is a little bug on the apple.

4.

a married couple

15. Mitchell found two nickels.

5.

odd couple

16. It is a vegetable garden.

6.

mud puddle

7.

roll out the barrel

17. He is digging a tunnel with a shovel.

8.

fly like an eagle

9.

cradle to the grave

10. idle hands 11. twinkle, twinkle little star

18. My bicycle is yellow. 19. Rachel is reading a novel. 20. level playing field 21. on pins and needles

12. double take

• Wiggle Cards: 1.

get under a table

2.

stand in the middle of the room 7.

stumble

3.

pretend to eat an apple

8.

giggle

4.

act startled

9.

mumble

5.

act puzzled

10. wiggle like a snake

6.

pretend to blow a bubble

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• Chains: 1.

peddle > meddle > middle > riddle > fiddle > faddle > paddle > saddle

2.

level > bevel > revel > ravel > travel > gravel > grovel

Code Knowledge • Before today’s lesson, if students read 1,000 words in a trade book, on average 843–919 of those words would be completely decodable. • After today’s lesson, if students read 1,000 words in a trade book, on average 850–926 of those words would be completely decodable. 100 Unit 5 | Lesson 13 © 2013 Core Knowledge Foundation

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