Lesson 31 - UnboundEd
Lesson 31
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 in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
Orally produce words with various vowel and consonant sounds by blending the sounds
Ask and answer questions about the story “The Man in the Black Hat,” orally or in writing, requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)
(RF.1.2b)
Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) Read and write Tricky Words taught thus far (RF.1.3g)
With purpose and understanding, read decodable text in the story “The Man in the Black Hat” that incorporates the letter-sound correspondences taught in one-syllable words (RF.1.4a)
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 “The Man in the Black Hat” with relevant details, expressing ideas and feelings clearly (SL.1.4) Produce complete sentences orally and in writing (SL.1.6)
At a Glance
Exercise
Warm-Up
Blending and Segmenting
Reviewing the Tricky Words
Tricky Word Practice
Reading Time
Partner Reading: “The Man in the Black Hat”
Small Group
Reviewing the Story
Materials
Minutes 5
pencils; Worksheet 31.1
15
Snap Shots
20
pencils; Worksheet 31.2
20
Unit 1 | Lesson 31 205 © 2013 Core Knowledge Foundation
Warm-Up
5 minutes Blending and Segmenting • Follow the instructions in Lesson 1. 1.
fin (3)
/f/ /i/ /n/
5.
jump (4)
/j/ /u/ /m/ /p/
2.
ton (3)
/t/ /u/ /n/
6.
drip (4)
/d/ /r/ /i/ /p/
3.
chef (3)
/sh/ /e/ /f/
7.
vent (4)
/v/ /e/ /n/ /t/
4.
lap (3)
/l/ /a/ /p/
8.
built (4)
/b/ /i/ /l/ /t/
Reviewing the Tricky Words
15 minutes
Tricky Word Practice • Distribute Worksheet 31.1. • Write the word a on the board and have students read it. • Have students copy a onto the left side of their sheet of paper next to the number 1. They should say the name of the letter as they copy the word. Worksheet 31.1
• Erase the word from the board. • Have students fold their paper along the dotted line and position it so that the word they copied is facing the desk. • Have students write a from memory on their paper next to the number 1. They should say the name of the letter as they write the word.
For some students, it might be helpful if they said the sounds of the Tricky Words along with the letter names. For example, while writing of, they could say the sound /u/ is spelled with the letter ‘o’ and the /v/ is spelled with the letter ‘f’.
• Tell students to unfold their paper and compare the word they just wrote with the word they copied earlier. • Have students correct the word if they misspelled it. • Repeat these steps with some or all of the remaining Tricky Words. Choose the words that students need to practice the most.
206 Unit 1 | Lesson 31 © 2013 Core Knowledge Foundation
1.
a
6.
are
2.
I
7.
were
3.
no
8.
one
4.
of
9.
who
5.
from
10. two
Reading Time
20 minutes
Partner Reading: “The Man in the Black Hat” Introducing the Story • Tell students that today they will read “The Man in the Black Hat.” • Show students the image of the man in the black hat, and ask them, “What job do you think this man has?” (Answers may vary, but could include soldier.) Page 54
• Explain that Nat and Beth and their moms are continuing on their sightseeing tour of London. They stop by Buckingham Palace, the place where the King and Queen live. Soldiers stand outside of the palace, wearing a red jacket and a fuzzy hat. They are not allowed to speak or smile at people. However, sometimes people do silly things to try to make the soldiers smile. Previewing the Spellings • You may wish to preview the following spellings before reading today’s story:
‘ck’ > /k/ stock flock Previewing the Vocabulary • You may wish to preview the following vocabulary before reading today’s story. 1.
split—when a person has one leg go in the front of their body and the other stretches behind, or both legs go out to the sides
2.
did a jig—danced with lively steps
Purpose for Reading • Ask students, “Do you think Nat will try to make the soldier smile? What about Beth?” Tell students to read the story to find out whether Nat and Beth try to make the man in the black hat smile. Wrap-Up • Use the following discussion questions to guide your conversation about the story. Remind students to answer in complete sentences and cite the part of the story where they found the answer.
Unit 1 | Lesson 31 207 © 2013 Core Knowledge Foundation
Discussion Questions on “The Man in the Black Hat” 1.
Literal What is the man in the black hat not allowed to do? (He is not allowed to move or grin.)
2.
Evaluative Why do you think he is not allowed to move or to grin? (Answers may vary.)
3.
Literal What things do Beth and Nat do to try to make the man in the black hat grin? (They dance, fall, and act silly.)
4.
Evaluative What would you do to get the man to grin? (Answers may vary.)
Small Group
20 minutes Reviewing the Story • Distribute Worksheet 31.2. • Explain to students that the worksheet has questions about the story “The Man in the Black Hat.” • Have students reread the story and answer the questions. Please encourage students to write complete sentences.
Worksheet 31.2
Group 1: Ask students who are able to do independent work to complete the worksheet on their own. If students finish quickly, have them reread stories from the Reader or do other seat work. Group 2: Have students who need more support with answering the story questions form a group. Help them complete some or most of the worksheet. Have students finish the worksheet on their own. While students are doing this, you can catch up with Group 1. • Alternatively, you can work with a group to reinforce a skill students need to practice more, for example dictation with words or practicing reading. See the Pausing Point for appropriate exercises.
208 Unit 1 | Lesson 31 © 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 in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.1.4c)
Orally produce words with various vowel and consonant sounds by blending the sounds
Ask and answer questions about the story “The Man in the Black Hat,” orally or in writing, requiring literal recall and understanding of the details and facts of a fiction text (RL.1.1)
(RF.1.2b)
Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words (RF.1.2c) Read and write Tricky Words taught thus far (RF.1.3g)
With purpose and understanding, read decodable text in the story “The Man in the Black Hat” that incorporates the letter-sound correspondences taught in one-syllable words (RF.1.4a)
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 “The Man in the Black Hat” with relevant details, expressing ideas and feelings clearly (SL.1.4) Produce complete sentences orally and in writing (SL.1.6)
At a Glance
Exercise
Warm-Up
Blending and Segmenting
Reviewing the Tricky Words
Tricky Word Practice
Reading Time
Partner Reading: “The Man in the Black Hat”
Small Group
Reviewing the Story
Materials
Minutes 5
pencils; Worksheet 31.1
15
Snap Shots
20
pencils; Worksheet 31.2
20
Unit 1 | Lesson 31 205 © 2013 Core Knowledge Foundation
Warm-Up
5 minutes Blending and Segmenting • Follow the instructions in Lesson 1. 1.
fin (3)
/f/ /i/ /n/
5.
jump (4)
/j/ /u/ /m/ /p/
2.
ton (3)
/t/ /u/ /n/
6.
drip (4)
/d/ /r/ /i/ /p/
3.
chef (3)
/sh/ /e/ /f/
7.
vent (4)
/v/ /e/ /n/ /t/
4.
lap (3)
/l/ /a/ /p/
8.
built (4)
/b/ /i/ /l/ /t/
Reviewing the Tricky Words
15 minutes
Tricky Word Practice • Distribute Worksheet 31.1. • Write the word a on the board and have students read it. • Have students copy a onto the left side of their sheet of paper next to the number 1. They should say the name of the letter as they copy the word. Worksheet 31.1
• Erase the word from the board. • Have students fold their paper along the dotted line and position it so that the word they copied is facing the desk. • Have students write a from memory on their paper next to the number 1. They should say the name of the letter as they write the word.
For some students, it might be helpful if they said the sounds of the Tricky Words along with the letter names. For example, while writing of, they could say the sound /u/ is spelled with the letter ‘o’ and the /v/ is spelled with the letter ‘f’.
• Tell students to unfold their paper and compare the word they just wrote with the word they copied earlier. • Have students correct the word if they misspelled it. • Repeat these steps with some or all of the remaining Tricky Words. Choose the words that students need to practice the most.
206 Unit 1 | Lesson 31 © 2013 Core Knowledge Foundation
1.
a
6.
are
2.
I
7.
were
3.
no
8.
one
4.
of
9.
who
5.
from
10. two
Reading Time
20 minutes
Partner Reading: “The Man in the Black Hat” Introducing the Story • Tell students that today they will read “The Man in the Black Hat.” • Show students the image of the man in the black hat, and ask them, “What job do you think this man has?” (Answers may vary, but could include soldier.) Page 54
• Explain that Nat and Beth and their moms are continuing on their sightseeing tour of London. They stop by Buckingham Palace, the place where the King and Queen live. Soldiers stand outside of the palace, wearing a red jacket and a fuzzy hat. They are not allowed to speak or smile at people. However, sometimes people do silly things to try to make the soldiers smile. Previewing the Spellings • You may wish to preview the following spellings before reading today’s story:
‘ck’ > /k/ stock flock Previewing the Vocabulary • You may wish to preview the following vocabulary before reading today’s story. 1.
split—when a person has one leg go in the front of their body and the other stretches behind, or both legs go out to the sides
2.
did a jig—danced with lively steps
Purpose for Reading • Ask students, “Do you think Nat will try to make the soldier smile? What about Beth?” Tell students to read the story to find out whether Nat and Beth try to make the man in the black hat smile. Wrap-Up • Use the following discussion questions to guide your conversation about the story. Remind students to answer in complete sentences and cite the part of the story where they found the answer.
Unit 1 | Lesson 31 207 © 2013 Core Knowledge Foundation
Discussion Questions on “The Man in the Black Hat” 1.
Literal What is the man in the black hat not allowed to do? (He is not allowed to move or grin.)
2.
Evaluative Why do you think he is not allowed to move or to grin? (Answers may vary.)
3.
Literal What things do Beth and Nat do to try to make the man in the black hat grin? (They dance, fall, and act silly.)
4.
Evaluative What would you do to get the man to grin? (Answers may vary.)
Small Group
20 minutes Reviewing the Story • Distribute Worksheet 31.2. • Explain to students that the worksheet has questions about the story “The Man in the Black Hat.” • Have students reread the story and answer the questions. Please encourage students to write complete sentences.
Worksheet 31.2
Group 1: Ask students who are able to do independent work to complete the worksheet on their own. If students finish quickly, have them reread stories from the Reader or do other seat work. Group 2: Have students who need more support with answering the story questions form a group. Help them complete some or most of the worksheet. Have students finish the worksheet on their own. While students are doing this, you can catch up with Group 1. • Alternatively, you can work with a group to reinforce a skill students need to practice more, for example dictation with words or practicing reading. See the Pausing Point for appropriate exercises.
208 Unit 1 | Lesson 31 © 2013 Core Knowledge Foundation
