Lesson 22
Lesson 22
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 “Buster the Pig,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Segment and blend phonemes during dictation to form one- and two-syllable words (RF.1.2d)
Read and understand decodable text in the story “Buster the Pig” that incorporates the letter-sound correspondences taught in oneand 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) Use personal pronouns orally (L.1.1d)
At a Glance Warm-Up
Exercise
Dictation
Dictation with Vowel Digraphs
Small Group
“Buster the Pig”
Pronoun Review Card Sort
Materials
Minutes
index cards
15
paper and pencil for each student
20
Grace; Worksheet 22.1
25
Advance Preparation Write the following nouns and pronouns on cards, one word per card: he, she, it, mouse, Todd, princess, blouse, Jane. These cards will be used during the Warm-Up activity.
132 Unit 6 | Lesson 22 © 2013 Core Knowledge Foundation
Warm-Up
15 minutes Pronoun Review Card Sort • Show the cards one at a time and have students read them. • Display all of the cards. • Point to the word mouse and ask students to make a sentence with that word, for example, “The mouse runs.” • Ask students which of the pronouns could replace the word mouse in that sentence. • Have students repeat the sentence with the pronoun it, for example, “It runs.” • Place the card with the word it next to the card with the word mouse. • Repeat with the remaining cards.
Dictation
20 minutes Dictation with Vowel Digraphs • Tell students to take out a pencil and a piece of paper. • Explain that you are going to say a number of words containing vowel digraphs, such as ‘oo’, ‘ou’, ‘oi’, ‘aw’, ‘u_e’, ‘o_e’, ‘i_e’, ‘ee’, and ‘a_e’. • Tell students that you will call out a word for them to write. • Say each word, then say it again slowly, holding up one finger for each sound. • Ask students to count the sounds in the word and then, on their paper, draw a line for each sound in the word. • Once students have drawn one line for each sound in the word, remind them that many of these vowel sounds are spelled with two letters. These two letters work together and are written on the same line. • Remind students that other vowel sounds, such as the long vowel sounds /ae/, /ie/, /oe/, and /ue/, are written on separate lines. Demonstrate for students using the word bake. Tell students that even though there are only three sounds in the word bake, /b/ /ae/ /k/, they should write four lines, because the ‘a_e’ are written separately. • Have students write the spellings on their respective lines. • Finally, ask students to read the word back to you. • After dictating all of the words, write them on the board and have students self-correct their work.
Unit 6 | Lesson 22 133 © 2013 Core Knowledge Foundation
1.
tool
5.
slope
2.
fuse
6.
seedling
3.
draw
7.
outline
4.
hoist
8.
statement
Small Group
25 minutes “Buster the Pig” Note: Before breaking into small groups, write some of the words or phrases from previous Supplemental Materials sections on the board. If some pairs finish early, they can illustrate one of the words or phrases. Introducing the Story • Tell students that today’s story introduces students to Buster, a pig that is hoping to win a prize.
Worksheet 22.1
Previewing the Spellings • Please preview the following spellings before reading today’s story. ‘n’ > /ng/
‘wh’ > /w/
Other Two-Syllable Words
oinks
whimpers
livestock
pink
white
Buster
flank
when
inspects
tank
which
Page 68
thinks
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. 1.
livestock—farm animals, such as cows, pigs, and horses
2.
flank—the side of some animals
3.
grooming—cleaning and caring for an animal to make them neat and attractive
4.
inspects—closely examines something
Purpose for Reading • Tell students to read today’s story to hear all about the livestock contest.
134 Unit 6 | Lesson 22 © 2013 Core Knowledge Foundation
Small Group Group 1: Meet with students needing additional support. Read “Buster the Pig” and complete Worksheet 22.1. Group 2: Have students read “Buster the Pig,” either with a partner or by themselves, and complete Worksheet 22.1. Wrap-Up • Review Worksheet 22.1 with the whole class.
Unit 6 | Lesson 22 135 © 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 “Buster the Pig,” requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1) Read and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught (RL.1.10) Segment and blend phonemes during dictation to form one- and two-syllable words (RF.1.2d)
Read and understand decodable text in the story “Buster the Pig” that incorporates the letter-sound correspondences taught in oneand 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) Use personal pronouns orally (L.1.1d)
At a Glance Warm-Up
Exercise
Dictation
Dictation with Vowel Digraphs
Small Group
“Buster the Pig”
Pronoun Review Card Sort
Materials
Minutes
index cards
15
paper and pencil for each student
20
Grace; Worksheet 22.1
25
Advance Preparation Write the following nouns and pronouns on cards, one word per card: he, she, it, mouse, Todd, princess, blouse, Jane. These cards will be used during the Warm-Up activity.
132 Unit 6 | Lesson 22 © 2013 Core Knowledge Foundation
Warm-Up
15 minutes Pronoun Review Card Sort • Show the cards one at a time and have students read them. • Display all of the cards. • Point to the word mouse and ask students to make a sentence with that word, for example, “The mouse runs.” • Ask students which of the pronouns could replace the word mouse in that sentence. • Have students repeat the sentence with the pronoun it, for example, “It runs.” • Place the card with the word it next to the card with the word mouse. • Repeat with the remaining cards.
Dictation
20 minutes Dictation with Vowel Digraphs • Tell students to take out a pencil and a piece of paper. • Explain that you are going to say a number of words containing vowel digraphs, such as ‘oo’, ‘ou’, ‘oi’, ‘aw’, ‘u_e’, ‘o_e’, ‘i_e’, ‘ee’, and ‘a_e’. • Tell students that you will call out a word for them to write. • Say each word, then say it again slowly, holding up one finger for each sound. • Ask students to count the sounds in the word and then, on their paper, draw a line for each sound in the word. • Once students have drawn one line for each sound in the word, remind them that many of these vowel sounds are spelled with two letters. These two letters work together and are written on the same line. • Remind students that other vowel sounds, such as the long vowel sounds /ae/, /ie/, /oe/, and /ue/, are written on separate lines. Demonstrate for students using the word bake. Tell students that even though there are only three sounds in the word bake, /b/ /ae/ /k/, they should write four lines, because the ‘a_e’ are written separately. • Have students write the spellings on their respective lines. • Finally, ask students to read the word back to you. • After dictating all of the words, write them on the board and have students self-correct their work.
Unit 6 | Lesson 22 133 © 2013 Core Knowledge Foundation
1.
tool
5.
slope
2.
fuse
6.
seedling
3.
draw
7.
outline
4.
hoist
8.
statement
Small Group
25 minutes “Buster the Pig” Note: Before breaking into small groups, write some of the words or phrases from previous Supplemental Materials sections on the board. If some pairs finish early, they can illustrate one of the words or phrases. Introducing the Story • Tell students that today’s story introduces students to Buster, a pig that is hoping to win a prize.
Worksheet 22.1
Previewing the Spellings • Please preview the following spellings before reading today’s story. ‘n’ > /ng/
‘wh’ > /w/
Other Two-Syllable Words
oinks
whimpers
livestock
pink
white
Buster
flank
when
inspects
tank
which
Page 68
thinks
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. 1.
livestock—farm animals, such as cows, pigs, and horses
2.
flank—the side of some animals
3.
grooming—cleaning and caring for an animal to make them neat and attractive
4.
inspects—closely examines something
Purpose for Reading • Tell students to read today’s story to hear all about the livestock contest.
134 Unit 6 | Lesson 22 © 2013 Core Knowledge Foundation
Small Group Group 1: Meet with students needing additional support. Read “Buster the Pig” and complete Worksheet 22.1. Group 2: Have students read “Buster the Pig,” either with a partner or by themselves, and complete Worksheet 22.1. Wrap-Up • Review Worksheet 22.1 with the whole class.
Unit 6 | Lesson 22 135 © 2013 Core Knowledge Foundation
