Lesson 23
Lesson 23
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.
Read and write letter-sound correspondence ‘ck’ > /k/ (RF.1.3a) With purpose and understanding, read decodable text in the story “The Fish” that incorporates the letter-sound correspondences taught (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) Ask and answer questions about the story “The Fish,” orally or in writing, requiring literal recall and understanding of the details and facts of a fiction text read independently (RL.1.1) At a Glance Warm-Up Concept Review Reviewing the Spellings Reading Time Take-Home Material
162 Unit 1 | Lesson 23 © 2013 Core Knowledge Foundation
Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (L.1.2e) Describe people, places, things, and events from the story “The Fish” with relevant details, expressing ideas and feelings clearly (SL.1.4)
Produce complete sentences orally and in writing (SL.1.6) Read and write one-syllable words from the story “The Fish” that include the lettersound correspondences taught (RF.1.3b)
Exercise Tricky Word Review
Materials
Minutes
Tricky Word Wall
5
Consonant Sounds
5
Double-Letter Spellings
15
The Sound /k/ Spelled ‘ck’ Small Group Reading: “The Fish” Take-Home Story: “The Fish”
Consonant Flip Book; Spelling Card for ‘ck’ > /k/ (black)
15
Snap Shots; Worksheet 23.1
20
Worksheet 23.2
*
Warm-Up
5 minutes Tricky Word Review • Randomly point to a word on the Tricky Word Wall, then call on a student to read the word and use it in a sentence.
Concept Review
5 minutes
Consonant Sounds • Remind the class that during the last lesson they reviewed consonant sounds. • Tell students, “One example of a consonant is the letter ‘b’. When we see ‘b’, we make the sound /b/.” • Ask students to give you a few more examples of consonants, sharing the letter name and the sound we make when reading it. • Ask students to now share information that they remember about consonant sounds. Prompt students by asking them to think about what was discussed when they watched their mouths making consonant sounds in the previous lesson. • Summarize the important information: • Consonant sounds are made with parts of the mouth touching or momentarily closed. • The flow of air leaving the mouth is slowed or stopped. • Most words contain consonant sounds.
Reviewing the Spellings
30 minutes
Double-Letter Spellings
15 minutes
• Tell students that many consonant sounds can be written with either a single letter or with two of the same letter. • Write the letter ‘b’ on the board. • Ask students what sound the letter ‘b’ stands for. (They should say /b/.) • Write the spelling ‘bb’ on the board. • Tell students that this spelling is another way to write the /b/ sound. • Write the words bed and ebb on the board. • Point out that in the word bed, the /b/ sound is written with the spelling ‘b’. In the word ebb, the /b/ sound is written with the double-letter spelling ‘bb’. • Continue to demonstrate this principle using the spellings and words that follow.
Unit 1 | Lesson 23 163 © 2013 Core Knowledge Foundation
• Once you have discussed all of the spellings listed here, tell the class that these double-letter spellings are never found at the beginning of words. They are found at the end of words or in the middle of longer words. Note: The two-syllable example word comment is included in this exercise because ‘mm’ is not found in common one-syllable words. Help students read the word if necessary. Two-syllable words are not explicitly taught or included in the Readers until Unit 4. 1.
b—bb:
bed—ebb
5.
l—ll:
leg—bell
2.
d—dd:
dog—add
6.
m—mm:
mad—comment
3.
f—ff:
fun—stuff
7.
s—ss:
sit—dress
4.
g—gg:
get—egg
The Sound /k/ Spelled ‘ck’
15 minutes
Note: In this exercise you will sort words that contain the /k/ sound spelled ‘c’, ‘k’, or ‘ck’ on the board. It will be useful to discuss with students how the double slashes with a letter in between refer to a sound. A useful phrase to differentiate letters and sounds that you can teach students is, “Letters you see, sounds you hear.” • Write /k/ on the board. Explain that the letter ‘k’ in slashes stands for the sound /k/. • Write the letter ‘c’ on the board below /k/ and ask students what sound the letter ‘c’ stands for. (They should say /k/.) • Write the word cat under the header ‘c’. • Ask students to think of another word that contains the /k/ sound spelled with ‘c’ and write it under the header ‘c’. • Write the letter ‘k’ on the board and ask students what sound the letter ‘k’ stands for. (They should say /k/.) • Write the word kid under the header ‘k’. • Ask students to think of another word that contains the /k/ sound spelled with ‘k’ and write it under the header ‘k’. • Write the spelling ‘ck’ on the board. • Explain that this spelling also stands for the /k/ sound. • Write the word duck under the ‘ck’ header and have students read the word. • Tell students that the spelling ‘ck’ is like the double-letter spellings that they have learned: It never comes at the beginning of a word—only at the end, or in the middle of longer words.
164 Unit 1 | Lesson 23 © 2013 Core Knowledge Foundation
If students need additional practice discriminating sounds, you may use the Pausing Point exercise “Distinguish the Spellings ‘c’, ‘k’, and ‘ck’ for the Sound /k/” and the activities in the Assessment and Remediation Guide.
• Turn to Consonant Flip Book page 5 and put the Spelling Card on the appropriate space. Discuss the power bar. • Write additional words (see table below) on the board and ask students where to add them in the table. • Summarize by saying that the sound /k/ can be spelled three different ways, with ‘c’ as in cat, ‘k’ as in kid, and ‘ck’ as in duck. The spelling ‘ck’ never occurs at the beginning of a word.
/k/ ‘c’
‘k’
‘ck’
cat
kid
duck
cash
kiss
back
cap
skin
thick
Reading Time
20
Small Group Reading: “The Fish” Introducing the Story • Tell students that the last story they read was about a cat. Tell students they will get to read about another type of pet. Give students hints to see if they can guess the other type of pet Nat has: it has fins, not fur; it swims in an aquarium. Previewing the Spellings Page 32
Note: We suggest you read each story prior to each day’s lesson. Based on your knowledge of students and their abilities, you may add or subtract spellings to preview as you see fit. • You may wish to preview the following spellings before reading today’s story:
‘sh’ > /sh/
‘ch’ > /ch/
ship
chip
splash
lunch
Previewing Grammar • Remind students about the apostrophe, and tell them that they will see this in today’s story. Small Group Work • Before breaking into small groups, you may want to review the worksheet with the class, reminding them to answer in complete sentences and to review any unknown words. Remind students that they should look back to the story if they need help finding the answer. Note: Remember that is important to hear students read each week. Please alternate small groups so you have an opportunity to work with each student in a small group setting. Unit 1 | Lesson 23 165 © 2013 Core Knowledge Foundation
Group 1: Ask students to sit with their partners, take out the Readers, and take turns reading the story “The Fish” aloud to one another. If students finish quickly, have them reread previous stories or ask them to complete Worksheet 23.1. Group 2: Read today’s story with this small group. Listen to students read, check comprehension, and ask students to point out new spellings. Complete Worksheet 23.1 together.
Worksheet 23.1
Wrap-Up • Review Worksheet 23.1 as a class. Ask students if there were any parts of the story they did not understand.
Take-Home Material Take-Home Story: “The Fish” • Have students take Worksheet 23.2 home so they can practice reading the story with a family member.
Supplemental Materials If you have students who work quickly, give them the lists of words, chains, phrases, and sentences to read, dictate, copy, or illustrate. You can also have them write silly sentences or stories with the words. You may also use these lists in exercises that you choose from the Pausing Point. • Newly decodable words: Words with asterisks can be found on the Dolch and/ or Fry Word List.
1.
add*
5.
off*
9.
2.
back*
6.
pick*
10. tell*
14. egg
3.
black*
7.
shall*
11. well*
15. grass
4.
miss*
8.
spell*
12. will*
16. odd
still*
13. class
• Chains:
166 Unit 1 | Lesson 23 © 2013 Core Knowledge Foundation
1.
buck > back > sack > sick > sill > fill > fell > well > will > mill
2.
pill > hill > hiss > kiss > kick > pick > pin > pun > puff > huff
• Phrases and sentences: 1.
Pass the buck!
2.
Go hit the sack.
3.
neck and neck
4.
Fill it up!
5.
thick and thin
6.
Pass that truck!
7.
Can Ben crack the egg?
8.
It can add up.
9.
Do not toss rocks!
10. Kim is in a black dress and a red hat.
Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average between 395 and 469 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average between 414 and 496 of those words would be completely decodable. • The sound /b/ is spelled ‘bb’ approximately 4 percent of the time. • The sound /d/ is spelled ‘dd’ approximately 2 percent of the time. • The sound /f/ is spelled ‘ff’ approximately 9 percent of the time. • The sound /g/ is spelled ‘gg’ approximately 8 percent of the time. • The sound /l/ is spelled ‘ll’ approximately 13 percent of the time. • The sound /m/ is spelled ‘mm’ approximately 4 percent of the time. • The sound /s/ is spelled ‘ss’ approximately 8 percent of the time. • The sound /k/ is spelled ‘ck’ approximately 10 percent of the time.
Unit 1 | Lesson 23 167 © 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.
Read and write letter-sound correspondence ‘ck’ > /k/ (RF.1.3a) With purpose and understanding, read decodable text in the story “The Fish” that incorporates the letter-sound correspondences taught (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) Ask and answer questions about the story “The Fish,” orally or in writing, requiring literal recall and understanding of the details and facts of a fiction text read independently (RL.1.1) At a Glance Warm-Up Concept Review Reviewing the Spellings Reading Time Take-Home Material
162 Unit 1 | Lesson 23 © 2013 Core Knowledge Foundation
Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (L.1.2e) Describe people, places, things, and events from the story “The Fish” with relevant details, expressing ideas and feelings clearly (SL.1.4)
Produce complete sentences orally and in writing (SL.1.6) Read and write one-syllable words from the story “The Fish” that include the lettersound correspondences taught (RF.1.3b)
Exercise Tricky Word Review
Materials
Minutes
Tricky Word Wall
5
Consonant Sounds
5
Double-Letter Spellings
15
The Sound /k/ Spelled ‘ck’ Small Group Reading: “The Fish” Take-Home Story: “The Fish”
Consonant Flip Book; Spelling Card for ‘ck’ > /k/ (black)
15
Snap Shots; Worksheet 23.1
20
Worksheet 23.2
*
Warm-Up
5 minutes Tricky Word Review • Randomly point to a word on the Tricky Word Wall, then call on a student to read the word and use it in a sentence.
Concept Review
5 minutes
Consonant Sounds • Remind the class that during the last lesson they reviewed consonant sounds. • Tell students, “One example of a consonant is the letter ‘b’. When we see ‘b’, we make the sound /b/.” • Ask students to give you a few more examples of consonants, sharing the letter name and the sound we make when reading it. • Ask students to now share information that they remember about consonant sounds. Prompt students by asking them to think about what was discussed when they watched their mouths making consonant sounds in the previous lesson. • Summarize the important information: • Consonant sounds are made with parts of the mouth touching or momentarily closed. • The flow of air leaving the mouth is slowed or stopped. • Most words contain consonant sounds.
Reviewing the Spellings
30 minutes
Double-Letter Spellings
15 minutes
• Tell students that many consonant sounds can be written with either a single letter or with two of the same letter. • Write the letter ‘b’ on the board. • Ask students what sound the letter ‘b’ stands for. (They should say /b/.) • Write the spelling ‘bb’ on the board. • Tell students that this spelling is another way to write the /b/ sound. • Write the words bed and ebb on the board. • Point out that in the word bed, the /b/ sound is written with the spelling ‘b’. In the word ebb, the /b/ sound is written with the double-letter spelling ‘bb’. • Continue to demonstrate this principle using the spellings and words that follow.
Unit 1 | Lesson 23 163 © 2013 Core Knowledge Foundation
• Once you have discussed all of the spellings listed here, tell the class that these double-letter spellings are never found at the beginning of words. They are found at the end of words or in the middle of longer words. Note: The two-syllable example word comment is included in this exercise because ‘mm’ is not found in common one-syllable words. Help students read the word if necessary. Two-syllable words are not explicitly taught or included in the Readers until Unit 4. 1.
b—bb:
bed—ebb
5.
l—ll:
leg—bell
2.
d—dd:
dog—add
6.
m—mm:
mad—comment
3.
f—ff:
fun—stuff
7.
s—ss:
sit—dress
4.
g—gg:
get—egg
The Sound /k/ Spelled ‘ck’
15 minutes
Note: In this exercise you will sort words that contain the /k/ sound spelled ‘c’, ‘k’, or ‘ck’ on the board. It will be useful to discuss with students how the double slashes with a letter in between refer to a sound. A useful phrase to differentiate letters and sounds that you can teach students is, “Letters you see, sounds you hear.” • Write /k/ on the board. Explain that the letter ‘k’ in slashes stands for the sound /k/. • Write the letter ‘c’ on the board below /k/ and ask students what sound the letter ‘c’ stands for. (They should say /k/.) • Write the word cat under the header ‘c’. • Ask students to think of another word that contains the /k/ sound spelled with ‘c’ and write it under the header ‘c’. • Write the letter ‘k’ on the board and ask students what sound the letter ‘k’ stands for. (They should say /k/.) • Write the word kid under the header ‘k’. • Ask students to think of another word that contains the /k/ sound spelled with ‘k’ and write it under the header ‘k’. • Write the spelling ‘ck’ on the board. • Explain that this spelling also stands for the /k/ sound. • Write the word duck under the ‘ck’ header and have students read the word. • Tell students that the spelling ‘ck’ is like the double-letter spellings that they have learned: It never comes at the beginning of a word—only at the end, or in the middle of longer words.
164 Unit 1 | Lesson 23 © 2013 Core Knowledge Foundation
If students need additional practice discriminating sounds, you may use the Pausing Point exercise “Distinguish the Spellings ‘c’, ‘k’, and ‘ck’ for the Sound /k/” and the activities in the Assessment and Remediation Guide.
• Turn to Consonant Flip Book page 5 and put the Spelling Card on the appropriate space. Discuss the power bar. • Write additional words (see table below) on the board and ask students where to add them in the table. • Summarize by saying that the sound /k/ can be spelled three different ways, with ‘c’ as in cat, ‘k’ as in kid, and ‘ck’ as in duck. The spelling ‘ck’ never occurs at the beginning of a word.
/k/ ‘c’
‘k’
‘ck’
cat
kid
duck
cash
kiss
back
cap
skin
thick
Reading Time
20
Small Group Reading: “The Fish” Introducing the Story • Tell students that the last story they read was about a cat. Tell students they will get to read about another type of pet. Give students hints to see if they can guess the other type of pet Nat has: it has fins, not fur; it swims in an aquarium. Previewing the Spellings Page 32
Note: We suggest you read each story prior to each day’s lesson. Based on your knowledge of students and their abilities, you may add or subtract spellings to preview as you see fit. • You may wish to preview the following spellings before reading today’s story:
‘sh’ > /sh/
‘ch’ > /ch/
ship
chip
splash
lunch
Previewing Grammar • Remind students about the apostrophe, and tell them that they will see this in today’s story. Small Group Work • Before breaking into small groups, you may want to review the worksheet with the class, reminding them to answer in complete sentences and to review any unknown words. Remind students that they should look back to the story if they need help finding the answer. Note: Remember that is important to hear students read each week. Please alternate small groups so you have an opportunity to work with each student in a small group setting. Unit 1 | Lesson 23 165 © 2013 Core Knowledge Foundation
Group 1: Ask students to sit with their partners, take out the Readers, and take turns reading the story “The Fish” aloud to one another. If students finish quickly, have them reread previous stories or ask them to complete Worksheet 23.1. Group 2: Read today’s story with this small group. Listen to students read, check comprehension, and ask students to point out new spellings. Complete Worksheet 23.1 together.
Worksheet 23.1
Wrap-Up • Review Worksheet 23.1 as a class. Ask students if there were any parts of the story they did not understand.
Take-Home Material Take-Home Story: “The Fish” • Have students take Worksheet 23.2 home so they can practice reading the story with a family member.
Supplemental Materials If you have students who work quickly, give them the lists of words, chains, phrases, and sentences to read, dictate, copy, or illustrate. You can also have them write silly sentences or stories with the words. You may also use these lists in exercises that you choose from the Pausing Point. • Newly decodable words: Words with asterisks can be found on the Dolch and/ or Fry Word List.
1.
add*
5.
off*
9.
2.
back*
6.
pick*
10. tell*
14. egg
3.
black*
7.
shall*
11. well*
15. grass
4.
miss*
8.
spell*
12. will*
16. odd
still*
13. class
• Chains:
166 Unit 1 | Lesson 23 © 2013 Core Knowledge Foundation
1.
buck > back > sack > sick > sill > fill > fell > well > will > mill
2.
pill > hill > hiss > kiss > kick > pick > pin > pun > puff > huff
• Phrases and sentences: 1.
Pass the buck!
2.
Go hit the sack.
3.
neck and neck
4.
Fill it up!
5.
thick and thin
6.
Pass that truck!
7.
Can Ben crack the egg?
8.
It can add up.
9.
Do not toss rocks!
10. Kim is in a black dress and a red hat.
Code Knowledge • Before today’s lesson: If students read 1,000 words in a trade book, on average between 395 and 469 of those words would be completely decodable. • After today’s lesson: If students read 1,000 words in a trade book, on average between 414 and 496 of those words would be completely decodable. • The sound /b/ is spelled ‘bb’ approximately 4 percent of the time. • The sound /d/ is spelled ‘dd’ approximately 2 percent of the time. • The sound /f/ is spelled ‘ff’ approximately 9 percent of the time. • The sound /g/ is spelled ‘gg’ approximately 8 percent of the time. • The sound /l/ is spelled ‘ll’ approximately 13 percent of the time. • The sound /m/ is spelled ‘mm’ approximately 4 percent of the time. • The sound /s/ is spelled ‘ss’ approximately 8 percent of the time. • The sound /k/ is spelled ‘ck’ approximately 10 percent of the time.
Unit 1 | Lesson 23 167 © 2013 Core Knowledge Foundation
