Lesson 21
Lesson 21
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 “Big Dig,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Identify who is telling the story at various points in “The Big Dig” (RL.1.6) Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Segment two-syllable words into individual sounds and/or syllables (RF.1.2d) State that every syllable must have a vowel sound (RF.1.3d)
At a Glance Warm-Up Reviewing Two-Syllable Words Reading Time Take-Home Material
156 Unit 5 | Lesson 21 © 2013 Core Knowledge Foundation
Identify the number of syllables (i.e., vowel sounds) in spoken and written words) (RF.1.3d) Read and/or write two-syllable words composed of two closed syllables, magic ‘e’ syllables, and/or r-controlled syllables (RF.1.3e)
Read and understand decodable text in the story “The Big Dig” that incorporates the letter-sound correspondences taught in one and 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)
Exercise
Materials
Minutes
Sound Dictation
10
Segmenting and Blending TwoSyllable Words
5
Practice Partner Reading: “The Big Dig” Practice Pack
Worksheet 21.1
20
Kate’s Book; Worksheet 21.2
25
Worksheet 21.3
*
Warm-Up
10 minutes Sound Dictation • Have students take out a piece of paper and a pencil. • Tell students that they will practice writing the spellings of consonant sounds they studied in previous units. • Say the sounds listed below, and have students write the spellings for each sound. Tell students how many spellings to write for each sound. • Circulate around the room during this time to see what students have written down. 1.
/ch/ (2 spellings)
‘ch’, ‘tch’
2.
/m/ (2 spellings)
‘m’, ‘mm’
3.
/j/ (3 spellings)
‘j’, ‘g’, ‘ge’
4.
/n/ (2 spellings)
‘n’, ‘nn’
5.
/k/ (4 spellings)
‘c’, ‘k’, ‘cc’, ‘ck’
6.
/s/ (2 spellings)
‘s’, ‘ss’
7.
/g/ (2 spellings)
‘g’, ‘gg’
8.
/z/ (3 spellings)
‘z’, ‘s’, ‘zz’
Reviewing Two-Syllable Words
25 minutes
Segmenting and Blending Two-Syllable Words
5 minutes
• Follow the instructions in Lesson 2, remembering to have students tell you how to write the last two words on the board. • You may also have students provide you with two-syllable words to segment and blend. If the words are decodable, write them on the board. 1.
gar den
(2+3)
/g/ /ar/
/d/ /e/ /n/
2.
an swer
(2+2)
/a/ /n/
/s/ /er/
3.
gold fish
(4+3)
/g/ /oe/ /l/ /d/
4.
moon shine
(3+3)
/m/ /oo/ /n/
5.
*dark ness
(3+3)
/d/ /ar/ /k/
6.
*sweet er
(4+1)
/s/ /w/ /ee/ /t/
/f/ /i/ /sh/ /sh/ /ie/ /n/
/n/ /e/ /s/ /er/
*Have students provide the spellings for these words, syllable by syllable, as you write the words on the board.
Unit 5 | Lesson 21 157 © 2013 Core Knowledge Foundation
Practice
20 minutes
• Distribute Worksheet 21.1. • Tell students that each sentence on this worksheet has a blank with two word choices. They should read the sentences and choose the word that makes the most sense. • Complete the first few sentences as a class. If students seem ready, have them complete the worksheet on their own or with a partner.
Worksheet 21.1
Reading Time
25 minutes
Partner Reading: “The Big Dig” Introducing the Story • Ask students to tell you the two good things and one bad thing Nan told Kate in the last story. Review that they learned the bone is from a T. rex and that Kate and Max get to name it. The bad thing is that Max and Kate cannot keep the bone because they found it in a state park. Ask students, “Based on the title, what do you think is going to happen in today’s story?” Worksheet 21.2
Previewing the Spellings • Please preview the following spellings before reading today’s story: ‘wr’ > /r/
‘ve’ > /v/
‘ge’ > /j/
Other TwoSyllable Words
Tricky Words
wrap
we’ve
large
digg ing
no
I’ve
charge
help ers
once
Page 56
fin ished
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, as necessary.
158 Unit 5 | Lesson 21 © 2013 Core Knowledge Foundation
1.
expose—to reveal or uncover something
2.
lab—a place where science experiments and research take place
3.
site—a place
4.
plaster—a wet material that hardens when it dries and can protect things, such as bones
5.
picks—tools with very sharp ends that can break away at rocks
Purpose for Reading • Tell students to read today’s story to find out how the big dig goes at the site where Kate and Max discovered a T. rex bone. When they are finished, they should complete Worksheet 21.2. Encourage students to look back at the story to find their answers. Wrap-Up • Review Worksheet 21.2. 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 Big Dig” 1.
Literal Who is the narrator telling the story? (Kate is the narrator telling the story.)
2.
Inferential Why were the helpers scraping the side of the cliff? (The helpers were scraping the side of the cliff in order to dig out more T. rex bones.)
3.
Literal What steps will the bone man and his helpers take to get the T. rex bones out from the cliff? (The bone man and his helpers will cut the cliff into large blocks of rocks, wrap the blocks in plaster, lift the blocks with a crane to place on a truck, and then drive the blocks to the bone man’s lab.)
4.
Evaluative The bone man says it will take a long time to finish all of their work. Why do you think it might take such a long time? (Answers may vary.)
5.
Literal What did Kate decide to name T. rex? (She decided to name it Max, or T. Max.)
Take-Home Material Practice Pack • Have students take home Worksheet 21.3 to practice with a family member.
Unit 5 | Lesson 21 159 © 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 “Big Dig,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Identify who is telling the story at various points in “The Big Dig” (RL.1.6) Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Segment two-syllable words into individual sounds and/or syllables (RF.1.2d) State that every syllable must have a vowel sound (RF.1.3d)
At a Glance Warm-Up Reviewing Two-Syllable Words Reading Time Take-Home Material
156 Unit 5 | Lesson 21 © 2013 Core Knowledge Foundation
Identify the number of syllables (i.e., vowel sounds) in spoken and written words) (RF.1.3d) Read and/or write two-syllable words composed of two closed syllables, magic ‘e’ syllables, and/or r-controlled syllables (RF.1.3e)
Read and understand decodable text in the story “The Big Dig” that incorporates the letter-sound correspondences taught in one and 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)
Exercise
Materials
Minutes
Sound Dictation
10
Segmenting and Blending TwoSyllable Words
5
Practice Partner Reading: “The Big Dig” Practice Pack
Worksheet 21.1
20
Kate’s Book; Worksheet 21.2
25
Worksheet 21.3
*
Warm-Up
10 minutes Sound Dictation • Have students take out a piece of paper and a pencil. • Tell students that they will practice writing the spellings of consonant sounds they studied in previous units. • Say the sounds listed below, and have students write the spellings for each sound. Tell students how many spellings to write for each sound. • Circulate around the room during this time to see what students have written down. 1.
/ch/ (2 spellings)
‘ch’, ‘tch’
2.
/m/ (2 spellings)
‘m’, ‘mm’
3.
/j/ (3 spellings)
‘j’, ‘g’, ‘ge’
4.
/n/ (2 spellings)
‘n’, ‘nn’
5.
/k/ (4 spellings)
‘c’, ‘k’, ‘cc’, ‘ck’
6.
/s/ (2 spellings)
‘s’, ‘ss’
7.
/g/ (2 spellings)
‘g’, ‘gg’
8.
/z/ (3 spellings)
‘z’, ‘s’, ‘zz’
Reviewing Two-Syllable Words
25 minutes
Segmenting and Blending Two-Syllable Words
5 minutes
• Follow the instructions in Lesson 2, remembering to have students tell you how to write the last two words on the board. • You may also have students provide you with two-syllable words to segment and blend. If the words are decodable, write them on the board. 1.
gar den
(2+3)
/g/ /ar/
/d/ /e/ /n/
2.
an swer
(2+2)
/a/ /n/
/s/ /er/
3.
gold fish
(4+3)
/g/ /oe/ /l/ /d/
4.
moon shine
(3+3)
/m/ /oo/ /n/
5.
*dark ness
(3+3)
/d/ /ar/ /k/
6.
*sweet er
(4+1)
/s/ /w/ /ee/ /t/
/f/ /i/ /sh/ /sh/ /ie/ /n/
/n/ /e/ /s/ /er/
*Have students provide the spellings for these words, syllable by syllable, as you write the words on the board.
Unit 5 | Lesson 21 157 © 2013 Core Knowledge Foundation
Practice
20 minutes
• Distribute Worksheet 21.1. • Tell students that each sentence on this worksheet has a blank with two word choices. They should read the sentences and choose the word that makes the most sense. • Complete the first few sentences as a class. If students seem ready, have them complete the worksheet on their own or with a partner.
Worksheet 21.1
Reading Time
25 minutes
Partner Reading: “The Big Dig” Introducing the Story • Ask students to tell you the two good things and one bad thing Nan told Kate in the last story. Review that they learned the bone is from a T. rex and that Kate and Max get to name it. The bad thing is that Max and Kate cannot keep the bone because they found it in a state park. Ask students, “Based on the title, what do you think is going to happen in today’s story?” Worksheet 21.2
Previewing the Spellings • Please preview the following spellings before reading today’s story: ‘wr’ > /r/
‘ve’ > /v/
‘ge’ > /j/
Other TwoSyllable Words
Tricky Words
wrap
we’ve
large
digg ing
no
I’ve
charge
help ers
once
Page 56
fin ished
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, as necessary.
158 Unit 5 | Lesson 21 © 2013 Core Knowledge Foundation
1.
expose—to reveal or uncover something
2.
lab—a place where science experiments and research take place
3.
site—a place
4.
plaster—a wet material that hardens when it dries and can protect things, such as bones
5.
picks—tools with very sharp ends that can break away at rocks
Purpose for Reading • Tell students to read today’s story to find out how the big dig goes at the site where Kate and Max discovered a T. rex bone. When they are finished, they should complete Worksheet 21.2. Encourage students to look back at the story to find their answers. Wrap-Up • Review Worksheet 21.2. 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 Big Dig” 1.
Literal Who is the narrator telling the story? (Kate is the narrator telling the story.)
2.
Inferential Why were the helpers scraping the side of the cliff? (The helpers were scraping the side of the cliff in order to dig out more T. rex bones.)
3.
Literal What steps will the bone man and his helpers take to get the T. rex bones out from the cliff? (The bone man and his helpers will cut the cliff into large blocks of rocks, wrap the blocks in plaster, lift the blocks with a crane to place on a truck, and then drive the blocks to the bone man’s lab.)
4.
Evaluative The bone man says it will take a long time to finish all of their work. Why do you think it might take such a long time? (Answers may vary.)
5.
Literal What did Kate decide to name T. rex? (She decided to name it Max, or T. Max.)
Take-Home Material Practice Pack • Have students take home Worksheet 21.3 to practice with a family member.
Unit 5 | Lesson 21 159 © 2013 Core Knowledge Foundation
