Lesson 14
Lesson 14
Grammar
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.
Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) 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 the letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
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 nonfiction/ informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Capitalize hoilidays, product names, and geographic names (L.2.2a) Identify and use text features such as captions to locate key facts of information in a nonfiction/informational text (RI.2.5)
At a Glance Warm-Up
Exercise
Materials
Minutes
board
10
projection system; Worksheet 14.1
25
Kids Excel
25
Worksheet 14.2
*
Scrambled Sentences
Grammar and Writing Reading Time Take-Home Material
Capitalization of I; Common and Proper Nouns Partner Reading: “The Soccer Twins, Part I” Grammar
Advance Preparation Write the following sentences on individual cards. Write one word and punctuation mark per card. Tape them in a random fashion to the board. • Pam would like to be on a swimming team. • Bill plays tricks on his sister.
Unit 3 | Lesson 14 101 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Scrambled Sentences • After unscrambling sentences using the prepared cards, ask students to identify common and proper nouns.
Grammar and Writing
25 minutes
Capitalization of I • Write the following sentence on the board: • Pat and i had fun on the airplane. • Ask students if anything looks wrong about the sentence. (The word I is not capitalized.) Explain to students anywhere the word I appears, it should be capitalized. Correct the sentence.
Common and Proper Nouns • Orally review common and proper nouns using the list below. Say aloud the common noun and have students give you a proper noun. Remind students if they were writing these words, the proper nouns would begin with capital letters.
Common Worksheet 14.1
See the Pausing Point for students needing additional help with common and proper nouns.
1.
boy
2.
principal
3.
school
4.
street
5.
day
6.
month
Proper
• Write the following sentences on the board and have a student tell you how to correct the capitalization and punctuation. Remind students to capitalize any proper nouns and place the correct punctuation in the sentence. The second sentence will require students to place quotation marks in the right place. Also, have students tell you which common nouns to box and which proper nouns to circle. • david and i did a fine job on the painting • did jim hand out snacks, asked jane • Turn to Worksheet 14.1. Use the first sentence as guided practice. Write the sentence on the board. Have a student tell you how to correct it. Students should rewrite the remaining sentences correctly on their worksheets, box the common nouns, and circle proper nouns.
102 Unit 3 | Lesson 14 © 2013 Core Knowledge Foundation
• On the back of Worksheet 14.1: review the examples and complete the first two with students as guided practice.
Reading Time
25 minutes
Partner Reading: “The Soccer Twins, Part I” Introducing the Story • This story is about two girls who are on a soccer team. Begin a class K-W-L chart for this two-part story. Ask students what they Know about soccer. Record some comments on the chart. Next ask students what they Wonder or think they Want to learn from this story. Tell students as they read both parts of the story they will fill in some information on the chart. Previewing Spellings “The Soccer Twins, Part I”
• Direct students’ attention to the board. Words that should be previewed prior to the story are: ‘ai’ ex | plain
‘er’ socc | er
Multi-syllable words Prin | cess ex | plain socc | er
Challenging Vocabulary • Preview the following vocabulary. 1.
mitt—a glove used to protect the hands of soccer goalies
2.
goalkeeper—the player who guards the soccer goal; also called the keeper or the goalie
Purpose for Reading • Students should read to learn something they can contribute to the K-W-L chart. Partners may wish to jot ideas down on a piece of paper as they read. • Remind students to read the captions in the story. Partner Reading If some pairs finish early during small group time, they may illustrate one of the words or phrases from the Supplemental Materials section. Write several of these words or phrases on the board or chart paper prior to starting small group time.
• Today students will be reading as partners. This is a good time for you to circulate and make anecdotal notes. Wrap-Up • When the class has finished reading the story, use the Discussion Questions to promote a discussion of the story. Remind students to answer questions in complete sentences.
Unit 3 | Lesson 14 103 © 2013 Core Knowledge Foundation
Discussion Questions on “The Soccer Twins, Part I” 1.
Literal What is the setting of this story? (The setting of the story is a soccer field.)
2.
Literal Who are the characters? (The characters are Pat, Les, Dad, and the narrator.)
3.
Literal Who is the narrator of the story? (The narrator is the publisher of Kids Excel, Mark Deeds.)
4.
Inferential What is the plot of the story? (Pat and Les are playing a soccer match and trying to win.)
Take-Home Material Grammar • Ask students to take home Worksheet 14.2. Please remind students about tomorrow’s spelling test.
Supplemental Materials • Decodable words: 1.
idol
5.
pie
9.
2.
sinus
6.
tie
10. died
3.
invent
7.
die
11. tied
4.
icing
8.
lie
• Phrases and sentences: 1.
I would like a slice of pie.
2.
Can I lick the icing pan?
3.
Did you invite the class to your house?
4.
My pet fish died.
• Wiggle Cards:
104 Unit 3 | Lesson 14 © 2013 Core Knowledge Foundation
1.
lie down
2.
tie your laces
invite
Grammar
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.
Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8) 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 the letter-sound correspondences taught, with purpose and understanding (RF.2.4a)
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 nonfiction/ informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Capitalize hoilidays, product names, and geographic names (L.2.2a) Identify and use text features such as captions to locate key facts of information in a nonfiction/informational text (RI.2.5)
At a Glance Warm-Up
Exercise
Materials
Minutes
board
10
projection system; Worksheet 14.1
25
Kids Excel
25
Worksheet 14.2
*
Scrambled Sentences
Grammar and Writing Reading Time Take-Home Material
Capitalization of I; Common and Proper Nouns Partner Reading: “The Soccer Twins, Part I” Grammar
Advance Preparation Write the following sentences on individual cards. Write one word and punctuation mark per card. Tape them in a random fashion to the board. • Pam would like to be on a swimming team. • Bill plays tricks on his sister.
Unit 3 | Lesson 14 101 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Scrambled Sentences • After unscrambling sentences using the prepared cards, ask students to identify common and proper nouns.
Grammar and Writing
25 minutes
Capitalization of I • Write the following sentence on the board: • Pat and i had fun on the airplane. • Ask students if anything looks wrong about the sentence. (The word I is not capitalized.) Explain to students anywhere the word I appears, it should be capitalized. Correct the sentence.
Common and Proper Nouns • Orally review common and proper nouns using the list below. Say aloud the common noun and have students give you a proper noun. Remind students if they were writing these words, the proper nouns would begin with capital letters.
Common Worksheet 14.1
See the Pausing Point for students needing additional help with common and proper nouns.
1.
boy
2.
principal
3.
school
4.
street
5.
day
6.
month
Proper
• Write the following sentences on the board and have a student tell you how to correct the capitalization and punctuation. Remind students to capitalize any proper nouns and place the correct punctuation in the sentence. The second sentence will require students to place quotation marks in the right place. Also, have students tell you which common nouns to box and which proper nouns to circle. • david and i did a fine job on the painting • did jim hand out snacks, asked jane • Turn to Worksheet 14.1. Use the first sentence as guided practice. Write the sentence on the board. Have a student tell you how to correct it. Students should rewrite the remaining sentences correctly on their worksheets, box the common nouns, and circle proper nouns.
102 Unit 3 | Lesson 14 © 2013 Core Knowledge Foundation
• On the back of Worksheet 14.1: review the examples and complete the first two with students as guided practice.
Reading Time
25 minutes
Partner Reading: “The Soccer Twins, Part I” Introducing the Story • This story is about two girls who are on a soccer team. Begin a class K-W-L chart for this two-part story. Ask students what they Know about soccer. Record some comments on the chart. Next ask students what they Wonder or think they Want to learn from this story. Tell students as they read both parts of the story they will fill in some information on the chart. Previewing Spellings “The Soccer Twins, Part I”
• Direct students’ attention to the board. Words that should be previewed prior to the story are: ‘ai’ ex | plain
‘er’ socc | er
Multi-syllable words Prin | cess ex | plain socc | er
Challenging Vocabulary • Preview the following vocabulary. 1.
mitt—a glove used to protect the hands of soccer goalies
2.
goalkeeper—the player who guards the soccer goal; also called the keeper or the goalie
Purpose for Reading • Students should read to learn something they can contribute to the K-W-L chart. Partners may wish to jot ideas down on a piece of paper as they read. • Remind students to read the captions in the story. Partner Reading If some pairs finish early during small group time, they may illustrate one of the words or phrases from the Supplemental Materials section. Write several of these words or phrases on the board or chart paper prior to starting small group time.
• Today students will be reading as partners. This is a good time for you to circulate and make anecdotal notes. Wrap-Up • When the class has finished reading the story, use the Discussion Questions to promote a discussion of the story. Remind students to answer questions in complete sentences.
Unit 3 | Lesson 14 103 © 2013 Core Knowledge Foundation
Discussion Questions on “The Soccer Twins, Part I” 1.
Literal What is the setting of this story? (The setting of the story is a soccer field.)
2.
Literal Who are the characters? (The characters are Pat, Les, Dad, and the narrator.)
3.
Literal Who is the narrator of the story? (The narrator is the publisher of Kids Excel, Mark Deeds.)
4.
Inferential What is the plot of the story? (Pat and Les are playing a soccer match and trying to win.)
Take-Home Material Grammar • Ask students to take home Worksheet 14.2. Please remind students about tomorrow’s spelling test.
Supplemental Materials • Decodable words: 1.
idol
5.
pie
9.
2.
sinus
6.
tie
10. died
3.
invent
7.
die
11. tied
4.
icing
8.
lie
• Phrases and sentences: 1.
I would like a slice of pie.
2.
Can I lick the icing pan?
3.
Did you invite the class to your house?
4.
My pet fish died.
• Wiggle Cards:
104 Unit 3 | Lesson 14 © 2013 Core Knowledge Foundation
1.
lie down
2.
tie your laces
invite
