Lesson 32
Lesson 32
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 Kilt,” 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 Kilt” 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 from the story “The Man in the Kilt” 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 Kilt”
Small Group
Reviewing the Story
Take-Home Material
Take-Home Story: “The Bus Stop”
Materials
Minutes 5
pencils; Worksheet 32.1
20
Snap Shots; world map or globe
15
pencils; Worksheet 32.2
20
Worksheet 32.3
*
Unit 1 | Lesson 32 209 © 2013 Core Knowledge Foundation
Note to Teacher This is the last lesson for Unit 1. Due to the extensive assessment at the beginning of Unit 1, there is no need for an end-of-unit assessment. Please look at students’ scores from the earlier assessments, along with your anecdotal notes and other records, to guide you in choosing activities for the upcoming Pausing Point.
Warm-Up
5 minutes Blending and Segmenting • Follow the instructions in Lesson 1. 1.
lamb (3)
/l/ /a/ /m/
5.
plate (4)
2.
gas (3)
/g/ /a/ /s/
6.
break (4) /b/ /r/ /ae/ /k/
3.
pug (3)
/p/ /u/ /g/
7.
skip (4)
/s/ /k/ /i/ /p/
4.
rush (3)
/r/ /u/ /sh/
8.
flap (4)
/f/ /l/ /a/ /p/
Reviewing the Tricky Words
/p/ /l/ /ae/ /t/
20 minutes
Tricky Word Practice • Distribute Worksheet 32.1. • Write the on the board and have students read it. • Have students copy the onto the left side of their sheet of paper next to the number 1. They should say the name of each letter as they copy the word. Worksheet 32.1
• 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 the from memory on their paper next to the number 1. They should say the name of each letter as they write the word. • 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.
210 Unit 1 | Lesson 32 © 2013 Core Knowledge Foundation
• Repeat these steps with some or all of the remaining Tricky Words. Choose the words that students need to practice the most. 1.
the
6.
why
2.
here
7.
what
3.
there
8.
who
4.
was
9.
said
5.
where
10. says
Reading Time
15 minutes
Partner Reading: “The Man in the Kilt” Introducing the Story • Tell students that today they will read the story “The Man in the Kilt.”
Page 62
• Ask students if they know what a kilt is. Explain that a kilt is a skirt that is worn by both men and women, many who are from Scotland. (You may wish to show students where Scotland is located on the world map or globe if you have one available.) Tell students that a person from Scotland is called a Scot. A kilt has a tartan design, which is a plaid-like pattern. Previewing the Vocabulary • You may wish to preview the following Tricky Words: why, where, and what. • You may also wish to show students where Scotland is on a world map or globe and explain that a person from Scotland is called a Scot. You may write the words Scotland and Scot on the board, explaining the abbreviation to students. Purpose for Reading • Tell students to read carefully to learn more about the man in the kilt. Wrap-Up • Use the following discussion questions to guide your conversation about the story.
Discussion Questions on “The Man in the Kilt” 1.
Literal Why did Beth think that the man they met was wearing a dress? (He was wearing a kilt.)
2.
Inferential What country do kilts come from? (Kilts come from Scotland.)
Unit 1 | Lesson 32 211 © 2013 Core Knowledge Foundation
Small Group
20 minutes Reviewing the Story • Distribute Worksheet 32.2. • Explain to students that the worksheet has questions about the story “The Man in the Kilt.” • Have students reread the story and answer the questions. Please encourage students to write complete sentences. 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 previous stories from the Reader, read ahead, or do other independent work
Worksheet 32.2
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.
Take-Home Material Take-Home Story: “The Bus Stop” • Have students take Worksheet 32.3 home so they can practice reading the story with a family member.
212 Unit 1 | Lesson 32 © 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 Kilt,” 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 Kilt” 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 from the story “The Man in the Kilt” 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 Kilt”
Small Group
Reviewing the Story
Take-Home Material
Take-Home Story: “The Bus Stop”
Materials
Minutes 5
pencils; Worksheet 32.1
20
Snap Shots; world map or globe
15
pencils; Worksheet 32.2
20
Worksheet 32.3
*
Unit 1 | Lesson 32 209 © 2013 Core Knowledge Foundation
Note to Teacher This is the last lesson for Unit 1. Due to the extensive assessment at the beginning of Unit 1, there is no need for an end-of-unit assessment. Please look at students’ scores from the earlier assessments, along with your anecdotal notes and other records, to guide you in choosing activities for the upcoming Pausing Point.
Warm-Up
5 minutes Blending and Segmenting • Follow the instructions in Lesson 1. 1.
lamb (3)
/l/ /a/ /m/
5.
plate (4)
2.
gas (3)
/g/ /a/ /s/
6.
break (4) /b/ /r/ /ae/ /k/
3.
pug (3)
/p/ /u/ /g/
7.
skip (4)
/s/ /k/ /i/ /p/
4.
rush (3)
/r/ /u/ /sh/
8.
flap (4)
/f/ /l/ /a/ /p/
Reviewing the Tricky Words
/p/ /l/ /ae/ /t/
20 minutes
Tricky Word Practice • Distribute Worksheet 32.1. • Write the on the board and have students read it. • Have students copy the onto the left side of their sheet of paper next to the number 1. They should say the name of each letter as they copy the word. Worksheet 32.1
• 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 the from memory on their paper next to the number 1. They should say the name of each letter as they write the word. • 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.
210 Unit 1 | Lesson 32 © 2013 Core Knowledge Foundation
• Repeat these steps with some or all of the remaining Tricky Words. Choose the words that students need to practice the most. 1.
the
6.
why
2.
here
7.
what
3.
there
8.
who
4.
was
9.
said
5.
where
10. says
Reading Time
15 minutes
Partner Reading: “The Man in the Kilt” Introducing the Story • Tell students that today they will read the story “The Man in the Kilt.”
Page 62
• Ask students if they know what a kilt is. Explain that a kilt is a skirt that is worn by both men and women, many who are from Scotland. (You may wish to show students where Scotland is located on the world map or globe if you have one available.) Tell students that a person from Scotland is called a Scot. A kilt has a tartan design, which is a plaid-like pattern. Previewing the Vocabulary • You may wish to preview the following Tricky Words: why, where, and what. • You may also wish to show students where Scotland is on a world map or globe and explain that a person from Scotland is called a Scot. You may write the words Scotland and Scot on the board, explaining the abbreviation to students. Purpose for Reading • Tell students to read carefully to learn more about the man in the kilt. Wrap-Up • Use the following discussion questions to guide your conversation about the story.
Discussion Questions on “The Man in the Kilt” 1.
Literal Why did Beth think that the man they met was wearing a dress? (He was wearing a kilt.)
2.
Inferential What country do kilts come from? (Kilts come from Scotland.)
Unit 1 | Lesson 32 211 © 2013 Core Knowledge Foundation
Small Group
20 minutes Reviewing the Story • Distribute Worksheet 32.2. • Explain to students that the worksheet has questions about the story “The Man in the Kilt.” • Have students reread the story and answer the questions. Please encourage students to write complete sentences. 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 previous stories from the Reader, read ahead, or do other independent work
Worksheet 32.2
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.
Take-Home Material Take-Home Story: “The Bus Stop” • Have students take Worksheet 32.3 home so they can practice reading the story with a family member.
212 Unit 1 | Lesson 32 © 2013 Core Knowledge Foundation
