Lesson 22 - UnboundEd
Lesson 22
Basic Code
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.
Segment words into phonemes by tapping one finger for each phoneme and then blend the phonemes together to form one-syllable words (RF.1.2d)
Use phonics skills when reading the story “Bud the Cat” in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary
Orally produce words with various vowel and consonant sounds by blending the sounds
(RF.1.4c)
(RF.1.2b)
Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) Identify common nouns that name people and things (L.1.1b) With purpose and understanding, read decodable text in the story “Bud the Cat” that incorporates the letter-sound correspondences taught in one-syllable words with purpose and understanding (RF.1.4a)
Ask and answer questions about the story “Bud the Cat,” orally and in writing, requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (L.1.2e) Describe people, places, things, and events about the story “Bud the Cat” with relevant details, expressing ideas and feelings clearly. (SL.1.4)
Produce complete sentences orally and in writing (SL.1.6) Identify and use end punctuation, including periods and question marks, in writing (L.1.2b)
At a Glance Warm-Up Reviewing Vowel and Consonant Sounds
Exercise
Materials
Blending and Segmenting Mirror, Mirror Vowel Discrimination Game
Minutes 5
handheld mirrors (optional)
10
vowel cards from Worksheet 21.1
15
Grammar
Identifying Nouns
Reading Time
Small Group Reading: “Bud the Cat”
Snap Shots; Worksheet 22.1; scissors; glue
20
Take-Home Material
Take-Home Story: “Bud the Cat”
Worksheet 22.2
*
156 Unit 1 | Lesson 22 © 2013 Core Knowledge Foundation
10
Warm-Up
5 minutes Blending and Segmenting
For blending
• Follow the instructions in Lesson 1. 1.
lid (3)
/l/ /i/ /d/
5.
risk (4)
/r/ /i/ /s/ /k/
2.
cab (3)
/k/ /a/ /b/
6.
spill (4)
/s/ /p/ /i/ /l/
3.
jam (3)
/j/ /a/ /m/
7.
pest (4)
/p/ /e/ /s/ /t/
4.
stew (3)
/s/ /t/ /oo/
8.
broil (4)
/b/ /r/ /oi/ /l/
For segmenting
Reviewing Vowel and Consonant Sounds
25 minutes
Mirror, Mirror
10 minutes
Note: If you have handheld mirrors, you may use them for this exercise. If you do not, you may have students work with a partner. Tell them to watch their partner’s mouth when they make the vowel sounds to observe what happens. • Ask students to share something that they remember about vowel sounds. • Summarize the important information: • Vowel sounds are open-mouth sounds. • Vowel sounds can be stretched out when someone calls out a name or sings. • Every word must have a vowel sound. • Tell the class that during this lesson they will review consonant sounds. • Remind the class that most words contain consonant sounds but a few words do not. For example, the word I does not contain a consonant sound. • Remind the class that consonant sounds are made with parts of the mouth touching or momentarily closed. This slows or stops the flow of air leaving the mouth. • Have students watch their mouths (or their partner’s mouth) as they say the consonant sound /m/.
Unit 1 | Lesson 22 157 © 2013 Core Knowledge Foundation
• Point out that when they say this consonant sound, their mouths stay completely closed. Air does not flow freely from their mouths—it is released through their noses. • Have students watch their mouths (or their partner’s mouth) as they say the consonant sound /p/. • Point out that when they say this consonant sound, their mouths close momentarily and then open to release a puff of air. Air does not flow continuously from their mouths—it is stopped for a moment when their lips are closed and then it is released. • Have students watch their mouths as they say the consonant sound /th/. • Point out that when they say this consonant sound, their tongues are between their upper and lower teeth. Air does not flow freely from their mouths—it is slowed down as it moves around their tongues.
Some consonant sounds are said in isolation. They need to be pronounced with vowel sounds in order to be heard clearly. In fact, the word consonant means “sounded with,” indicating that a consonant sound needs to be sounded with a vowel sound.
• Point out that none of these consonant sounds are made with a wide open mouth, which is the way that vowel sounds are made. • Have the class listen as you sing “Happy Birthday” with only the consonant sounds: /h/. . . /p/. . . /b/. . . /th/. . . /d/. . . /t/. . . /y/, etc. • Point out that this song sounds like a bunch of clipped, almost inaudible sounds without the vowel sounds.
Vowel Discrimination Game If students need additional practice discriminating sounds, you may use the Pausing Point exercise “Distinguish Similar Sounds” and the activities in the Assessment and Remediation Guide for practice with vowels.
15 minutes
• Distribute the vowel cards students cut out from the previous lesson. • Tell students that you want them to show you the picture of /i/ when you say the /i/ sound, /e/ when you say the /e/ sound, /a/ when you say the /a/ sound, /u/ when you say the /u/ sound, and /o/ when you say the /o/ sound. • Practice this several times. • Next, tell students that you will be reading some three-sound words that contain only one vowel sound. The vowel sound will always be the middle sound, and it will always be /i/, /e/, /a/, /u/, or /o/. • Tell students you want them to show you the picture of /i/ when you say a word that contains the /i/ sound, /e/ when you say a word that contains the /e/ sound, etc. Note: If students have trouble hearing a word’s middle sound, say the word in a segmented fashion: /h/ /o/ /p/. Then repeat the word in its blended form: hop.
158 Unit 1 | Lesson 22 © 2013 Core Knowledge Foundation
1.
hop
5.
cat
9.
2.
shed
6.
bet
10. hum
3.
pin
7.
top
11. wet
4.
gum
8.
chip
12. had
pat
Grammar
10 minutes Identifying Nouns Note: In this grammar lesson you will continue to discuss nouns as parts of speech that name things. • Begin with a review: Say the phrase, “ball rolls,” and have students listen carefully and repeat it after you. • Ask students which word in the phrase names a thing. Remind them that a word that names a thing is a part of speech called a noun. • Tell students that today they are going to learn some more words that are nouns that name things. • Tell students to listen carefully to the following phrases and ask them to tell you the word that names a thing in the phrase. Note: The last two examples are plural nouns. 1.
car starts
3.
red books
2.
big toe
4.
fingers wiggle
• Remind students that a noun can be at the beginning of a phrase or at the end. • Tell them to listen carefully to the following phrases and ask them to tell you the word that names a thing and is a noun. 1.
telephone rings
2.
red bicycle
• Ask students whether the noun is at the beginning or at the end of the phrase. • Summarize by asking students what we call a part of speech that names a thing. (noun)
Unit 1 | Lesson 22 159 © 2013 Core Knowledge Foundation
Reading Time
20 minutes
Small Group Reading: “Bud the Cat” Introducing the Story • Tell students that they will get to read another story today from Snap Shots. Ask students, “What has Beth taken snap shots of so far?” • Review the previous stories. Ask students, “Where did Beth travel to with her mom?” (U.K.) “Who is she visiting?” (Nat and Dot) Page 28
• Tell students that they will be reading about a cat named Bud. Previewing the Spellings • You may wish to preview the Tricky Words have and said. Previewing the Vocabulary • You may wish to preview the following vocabulary before reading today’s story. 1.
vet—a doctor for animals (short for veterinarian)
2.
cast—a thick wrapping that surrounds a body part that has a broken bone
Previewing Grammar • Tell students that they have now read sentences that end in a period and in an exclamation point. Write these two symbols on the board. • Write a question mark on the board. Ask students if anyone recognizes this type of ending. • Tell students that this is a question mark. It is used at the end of a sentence that is a question. Tell students that they will see a question mark in today’s story. Purpose for Reading • Tell students to read today’s story to learn about Bud the cat.
160 Unit 1 | Lesson 22 © 2013 Core Knowledge Foundation
Small Group Work Note: Worksheet 22.1 asks students to sequence the events of the story. Before having students read the story, review the worksheet with them, explaining the directions.
Worksheet 22.1
Group 1: Ask students who are able to do independent work to sit with their partners, take out their Readers, and take turns reading the story “Bud the Cat” aloud to one another. Ask them to complete the worksheet on “Bud the Cat.” Group 2: Have students who need more support when reading form a group. Listen to students read, check comprehension, and ask students to point out new spellings. Complete the worksheet together. Wrap-Up • Review Worksheet 22.1. You may use the discussion questions below to further assess comprehension.
Discussion Questions on “Bud the Cat” 1.
Literal Where did Nat get Bud? (Nat got Bud from the vet.)
2.
Literal What was wrong with Bud? (His leg was bad.)
3.
Inferential How do you think Nat felt about getting Bud the cat? What part of the story shows you how Nat felt? (Answers may vary.)
Take-Home Material Take-Home Story: “Bud the Cat” • Have students take Worksheet 22.2 home so they can practice reading the story with a family member.
Unit 1 | Lesson 22 161 © 2013 Core Knowledge Foundation
Basic Code
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.
Segment words into phonemes by tapping one finger for each phoneme and then blend the phonemes together to form one-syllable words (RF.1.2d)
Use phonics skills when reading the story “Bud the Cat” in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary
Orally produce words with various vowel and consonant sounds by blending the sounds
(RF.1.4c)
(RF.1.2b)
Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) Identify common nouns that name people and things (L.1.1b) With purpose and understanding, read decodable text in the story “Bud the Cat” that incorporates the letter-sound correspondences taught in one-syllable words with purpose and understanding (RF.1.4a)
Ask and answer questions about the story “Bud the Cat,” orally and in writing, requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (L.1.2e) Describe people, places, things, and events about the story “Bud the Cat” with relevant details, expressing ideas and feelings clearly. (SL.1.4)
Produce complete sentences orally and in writing (SL.1.6) Identify and use end punctuation, including periods and question marks, in writing (L.1.2b)
At a Glance Warm-Up Reviewing Vowel and Consonant Sounds
Exercise
Materials
Blending and Segmenting Mirror, Mirror Vowel Discrimination Game
Minutes 5
handheld mirrors (optional)
10
vowel cards from Worksheet 21.1
15
Grammar
Identifying Nouns
Reading Time
Small Group Reading: “Bud the Cat”
Snap Shots; Worksheet 22.1; scissors; glue
20
Take-Home Material
Take-Home Story: “Bud the Cat”
Worksheet 22.2
*
156 Unit 1 | Lesson 22 © 2013 Core Knowledge Foundation
10
Warm-Up
5 minutes Blending and Segmenting
For blending
• Follow the instructions in Lesson 1. 1.
lid (3)
/l/ /i/ /d/
5.
risk (4)
/r/ /i/ /s/ /k/
2.
cab (3)
/k/ /a/ /b/
6.
spill (4)
/s/ /p/ /i/ /l/
3.
jam (3)
/j/ /a/ /m/
7.
pest (4)
/p/ /e/ /s/ /t/
4.
stew (3)
/s/ /t/ /oo/
8.
broil (4)
/b/ /r/ /oi/ /l/
For segmenting
Reviewing Vowel and Consonant Sounds
25 minutes
Mirror, Mirror
10 minutes
Note: If you have handheld mirrors, you may use them for this exercise. If you do not, you may have students work with a partner. Tell them to watch their partner’s mouth when they make the vowel sounds to observe what happens. • Ask students to share something that they remember about vowel sounds. • Summarize the important information: • Vowel sounds are open-mouth sounds. • Vowel sounds can be stretched out when someone calls out a name or sings. • Every word must have a vowel sound. • Tell the class that during this lesson they will review consonant sounds. • Remind the class that most words contain consonant sounds but a few words do not. For example, the word I does not contain a consonant sound. • Remind the class that consonant sounds are made with parts of the mouth touching or momentarily closed. This slows or stops the flow of air leaving the mouth. • Have students watch their mouths (or their partner’s mouth) as they say the consonant sound /m/.
Unit 1 | Lesson 22 157 © 2013 Core Knowledge Foundation
• Point out that when they say this consonant sound, their mouths stay completely closed. Air does not flow freely from their mouths—it is released through their noses. • Have students watch their mouths (or their partner’s mouth) as they say the consonant sound /p/. • Point out that when they say this consonant sound, their mouths close momentarily and then open to release a puff of air. Air does not flow continuously from their mouths—it is stopped for a moment when their lips are closed and then it is released. • Have students watch their mouths as they say the consonant sound /th/. • Point out that when they say this consonant sound, their tongues are between their upper and lower teeth. Air does not flow freely from their mouths—it is slowed down as it moves around their tongues.
Some consonant sounds are said in isolation. They need to be pronounced with vowel sounds in order to be heard clearly. In fact, the word consonant means “sounded with,” indicating that a consonant sound needs to be sounded with a vowel sound.
• Point out that none of these consonant sounds are made with a wide open mouth, which is the way that vowel sounds are made. • Have the class listen as you sing “Happy Birthday” with only the consonant sounds: /h/. . . /p/. . . /b/. . . /th/. . . /d/. . . /t/. . . /y/, etc. • Point out that this song sounds like a bunch of clipped, almost inaudible sounds without the vowel sounds.
Vowel Discrimination Game If students need additional practice discriminating sounds, you may use the Pausing Point exercise “Distinguish Similar Sounds” and the activities in the Assessment and Remediation Guide for practice with vowels.
15 minutes
• Distribute the vowel cards students cut out from the previous lesson. • Tell students that you want them to show you the picture of /i/ when you say the /i/ sound, /e/ when you say the /e/ sound, /a/ when you say the /a/ sound, /u/ when you say the /u/ sound, and /o/ when you say the /o/ sound. • Practice this several times. • Next, tell students that you will be reading some three-sound words that contain only one vowel sound. The vowel sound will always be the middle sound, and it will always be /i/, /e/, /a/, /u/, or /o/. • Tell students you want them to show you the picture of /i/ when you say a word that contains the /i/ sound, /e/ when you say a word that contains the /e/ sound, etc. Note: If students have trouble hearing a word’s middle sound, say the word in a segmented fashion: /h/ /o/ /p/. Then repeat the word in its blended form: hop.
158 Unit 1 | Lesson 22 © 2013 Core Knowledge Foundation
1.
hop
5.
cat
9.
2.
shed
6.
bet
10. hum
3.
pin
7.
top
11. wet
4.
gum
8.
chip
12. had
pat
Grammar
10 minutes Identifying Nouns Note: In this grammar lesson you will continue to discuss nouns as parts of speech that name things. • Begin with a review: Say the phrase, “ball rolls,” and have students listen carefully and repeat it after you. • Ask students which word in the phrase names a thing. Remind them that a word that names a thing is a part of speech called a noun. • Tell students that today they are going to learn some more words that are nouns that name things. • Tell students to listen carefully to the following phrases and ask them to tell you the word that names a thing in the phrase. Note: The last two examples are plural nouns. 1.
car starts
3.
red books
2.
big toe
4.
fingers wiggle
• Remind students that a noun can be at the beginning of a phrase or at the end. • Tell them to listen carefully to the following phrases and ask them to tell you the word that names a thing and is a noun. 1.
telephone rings
2.
red bicycle
• Ask students whether the noun is at the beginning or at the end of the phrase. • Summarize by asking students what we call a part of speech that names a thing. (noun)
Unit 1 | Lesson 22 159 © 2013 Core Knowledge Foundation
Reading Time
20 minutes
Small Group Reading: “Bud the Cat” Introducing the Story • Tell students that they will get to read another story today from Snap Shots. Ask students, “What has Beth taken snap shots of so far?” • Review the previous stories. Ask students, “Where did Beth travel to with her mom?” (U.K.) “Who is she visiting?” (Nat and Dot) Page 28
• Tell students that they will be reading about a cat named Bud. Previewing the Spellings • You may wish to preview the Tricky Words have and said. Previewing the Vocabulary • You may wish to preview the following vocabulary before reading today’s story. 1.
vet—a doctor for animals (short for veterinarian)
2.
cast—a thick wrapping that surrounds a body part that has a broken bone
Previewing Grammar • Tell students that they have now read sentences that end in a period and in an exclamation point. Write these two symbols on the board. • Write a question mark on the board. Ask students if anyone recognizes this type of ending. • Tell students that this is a question mark. It is used at the end of a sentence that is a question. Tell students that they will see a question mark in today’s story. Purpose for Reading • Tell students to read today’s story to learn about Bud the cat.
160 Unit 1 | Lesson 22 © 2013 Core Knowledge Foundation
Small Group Work Note: Worksheet 22.1 asks students to sequence the events of the story. Before having students read the story, review the worksheet with them, explaining the directions.
Worksheet 22.1
Group 1: Ask students who are able to do independent work to sit with their partners, take out their Readers, and take turns reading the story “Bud the Cat” aloud to one another. Ask them to complete the worksheet on “Bud the Cat.” Group 2: Have students who need more support when reading form a group. Listen to students read, check comprehension, and ask students to point out new spellings. Complete the worksheet together. Wrap-Up • Review Worksheet 22.1. You may use the discussion questions below to further assess comprehension.
Discussion Questions on “Bud the Cat” 1.
Literal Where did Nat get Bud? (Nat got Bud from the vet.)
2.
Literal What was wrong with Bud? (His leg was bad.)
3.
Inferential How do you think Nat felt about getting Bud the cat? What part of the story shows you how Nat felt? (Answers may vary.)
Take-Home Material Take-Home Story: “Bud the Cat” • Have students take Worksheet 22.2 home so they can practice reading the story with a family member.
Unit 1 | Lesson 22 161 © 2013 Core Knowledge Foundation
