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