Lesson 9
Lesson 9
Spelling Alternatives Review Tricky Spelling
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 (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/ informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Know and use various text features such as captions to locate key facts of information in a text efficiently (RI.2.5) At a Glance Warm-Up
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8)
Exercise Code Flip Book Review
Today’s Spellings
Review of the /oe/ Sound and Spellings Tricky Spelling ‘o’
Reading Time
Small Group: “Val’s Training”
Materials
Minutes
Consonant Code Flip Book
5
*
10
Worksheet 9.1; projection system
25
Kids Excel
20
Advance Preparation Write the following words on leaves: tad | pole, en | close, oat | meal, o | pen, rain | coat, bo | nus, toe | nail, hip | po, fro | zen, ex | plode, fo | cus, steam | boat, lo | cate, con | do. Do not bold or underline the spellings on the leaves as students will complete this as part of the lesson.
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
69
Warm-Up
5 minutes Code Flip Book Review • Review spellings ‘kn’ for /n/, ‘wr’ for /r/, and ‘wh’ for /w/. Point to spellings on the Consonant Code Flip Book and ask students what sound they would say if they saw each spelling in a word. • Ask students to tell you four to five words for each spelling; write the words students provided on the board. • Remind students these are spelling alternatives for the sounds /n/, /r/, and /w/.
Today’s Spellings
35 minutes
Review of the /oe/ Sound and Spellings
10 minutes
• Review the spellings for /oe/: ‘oa’, ‘oe’, ‘o_e’, and ‘o’. Point to the branches on the /oe/ Spelling Tree and read one word from each branch. • Write the words you recorded on the leaves on the board: 1.
‘oa’: oat | meal, rain | coat, steam | boat
2.
‘oe’: toe | nail
3.
‘o_e’: tad | pole, en | close, ex | plode
4.
‘o’: bo | nus, hip | po, fro | zen, fo | cus, lo | cate, con | do
• Read each word on the board together as a class. • After reading each word, summarize the information about the sound and spelling. • Distribute the prepared leaves to student pairs. • Ask students to read the word together and circle the spelling. • Ask each student pair to show the class their leaf, read the word aloud, and say which /oe/ and/or /o/ spelling the word contains. Students can then tape their leaf to the appropriate branch on the /oe/ and/or the /o/ Spelling Tree.
Tricky Spelling ‘o’
25 minutes
• Write ovals on the board, but do not read the word aloud or ask students to say the word. • Write o | val and ov | als underneath ovals. Explain that both of these are ways students might try chunking the letters into syllables.
Worksheet 9.1
70
• Tell students, “I am going to say a sentence using this word. I want you to listen carefully and then decide how to say this word.” • Say, “There are many shapes: circles, squares, triangles, and
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
.”
• Point to the syllables of the first word and model how to sound out each syllable as it is divided. O | vals is pronounced /oe/ /vulz/ with the /oe/ sound. • Now point to the syllables in the second word and model sounding out the word as it is divided in ov | als. It is pronounced /ov/ /ulz/ with the short vowel /o/ sound because the ‘o’ is followed by a consonant. • Ask students which pronunciation makes sense (o | vals). Circle o | vals. • Review the patterns of the long ‘o’ versus the short ‘o’ sound, i.e., ‘o’ is pronounced as /oe/ at the end of a syllable and as /o/ if it is followed by a consonant. • Repeat this procedure: write the target word on the board and then write the two different ways it can be broken up into syllables. Then use the word in an oral sentence, alternately pointing and saying the /oe/ and /o/ sound. Ask students which word makes sense and then circle the correct word. • Do not write the sentences you will say orally; just write the words. 1.
The table is very dusty, so we need to po | lish/pol | ish it.
2.
I love to learn about the planets and the so | lar/sol | ar system.
3.
The drink was fro | zen/froz | en solid.
4.
He talked slowly like a ro | bot/rob | ot.
5.
The car had a large and brand new mo | tor/mot | or.
6.
The computer was a newer mo | del/mod | el.
• Explain that seeing the letter ‘o’ in a word creates a tug-of-war, with each of the /o/ and /oe/ sounds pulling on it. When reading, students need to practice breaking words into chunks, trying out the two different sounds, and then choosing the sound that makes sense.
bro ken brok en
/oe/
/o/
• Complete Worksheet 9.1 as a class.
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
71
Reading Time
20 minutes
Small Group: “Val’s Training” Introducing the Story • Tell students they will read the second story in the series about the swimming sisters. Today they will read about how Val trains for her races. Ask students if Val is older or younger (younger) and what type of races she likes to swim (longer races). Challenging Vocabulary • Preview the following vocabulary.
“Val’s Training” If some student pairs finish reading early, they may illustrate a phrase from the story. They can also reread stories from this and past Readers.
1.
training—to practice
2.
taper—to gradually reduce the amount of training, usually before a competition
3.
lane—the way a pool is divided lengthwise
Previewing Spellings ‘a_e’ take lane
‘ai’ train | ing ex | plained
‘ay’
‘oa’
say
coach moaned
same
Purpose for Reading • Tell students to read carefully to learn how Val trains for swimming. Small Group Reading Time Before dividing into groups, remind all students to pay close attention to the captions and use of quotations throughout the story. You will spend today and tomorrow listening to students read in small groups. Remember to use the Anecdotal Reading Record to record student’s reading progress. Small Group 1: Listen as students needing extra support read “Val’s Training” aloud. Small Group 2: Have more independent students read “Val’s Training” with partners.
72
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
Wrap-Up • Discuss the questions below with students, encouraging them to answer in complete sentences.
Discussion Questions on “Val’s Training” 1.
Literal Why don’t Kim and Val have the same training? (Val and Kim have different training because they swim different kinds of races.)
2.
Literal How does Val train? Does she swim quick sprints or does she swim many yards? Why? (Val trains by swimming many yards. She swims long races.)
3.
Literal What does it mean to taper off? (Taper off means to do less and less of something.)
4.
Literal What does Val do when she is finished swimming? (When Val has finished swimming, she does bench presses, leg presses, sit-ups, and chin-ups.)
5.
Inferential What does the phrase “there’s no gain without pain” mean? (The phrase means it can be difficult and challenging to get better at something.)
Supplemental Materials • Decodable words: 1.
jumbo
3.
smoke
2.
oak
4.
lone
• Phrases and sentences: 1.
Get over it.
3.
go solo
2.
go for broke
4.
over the hill
• Wiggle Cards: 1.
do the limbo dance
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
73
Spelling Alternatives Review Tricky Spelling
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 (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/ informational text read independently (RI.2.1) Identify the main purpose of a nonfiction/ informational text read independently, including what the author wants to answer, explain, or describe (RI.2.6) Know and use various text features such as captions to locate key facts of information in a text efficiently (RI.2.5) At a Glance Warm-Up
Read decodable text that incorporates the letter-sound correspondences taught with sufficient accuracy and fluency to support comprehension (RF.2.4) Read and understand decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding (RF.2.4a) Describe how reasons or facts support specific points the author makes in a nonfiction text read independently (RI.2.8)
Exercise Code Flip Book Review
Today’s Spellings
Review of the /oe/ Sound and Spellings Tricky Spelling ‘o’
Reading Time
Small Group: “Val’s Training”
Materials
Minutes
Consonant Code Flip Book
5
*
10
Worksheet 9.1; projection system
25
Kids Excel
20
Advance Preparation Write the following words on leaves: tad | pole, en | close, oat | meal, o | pen, rain | coat, bo | nus, toe | nail, hip | po, fro | zen, ex | plode, fo | cus, steam | boat, lo | cate, con | do. Do not bold or underline the spellings on the leaves as students will complete this as part of the lesson.
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
69
Warm-Up
5 minutes Code Flip Book Review • Review spellings ‘kn’ for /n/, ‘wr’ for /r/, and ‘wh’ for /w/. Point to spellings on the Consonant Code Flip Book and ask students what sound they would say if they saw each spelling in a word. • Ask students to tell you four to five words for each spelling; write the words students provided on the board. • Remind students these are spelling alternatives for the sounds /n/, /r/, and /w/.
Today’s Spellings
35 minutes
Review of the /oe/ Sound and Spellings
10 minutes
• Review the spellings for /oe/: ‘oa’, ‘oe’, ‘o_e’, and ‘o’. Point to the branches on the /oe/ Spelling Tree and read one word from each branch. • Write the words you recorded on the leaves on the board: 1.
‘oa’: oat | meal, rain | coat, steam | boat
2.
‘oe’: toe | nail
3.
‘o_e’: tad | pole, en | close, ex | plode
4.
‘o’: bo | nus, hip | po, fro | zen, fo | cus, lo | cate, con | do
• Read each word on the board together as a class. • After reading each word, summarize the information about the sound and spelling. • Distribute the prepared leaves to student pairs. • Ask students to read the word together and circle the spelling. • Ask each student pair to show the class their leaf, read the word aloud, and say which /oe/ and/or /o/ spelling the word contains. Students can then tape their leaf to the appropriate branch on the /oe/ and/or the /o/ Spelling Tree.
Tricky Spelling ‘o’
25 minutes
• Write ovals on the board, but do not read the word aloud or ask students to say the word. • Write o | val and ov | als underneath ovals. Explain that both of these are ways students might try chunking the letters into syllables.
Worksheet 9.1
70
• Tell students, “I am going to say a sentence using this word. I want you to listen carefully and then decide how to say this word.” • Say, “There are many shapes: circles, squares, triangles, and
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
.”
• Point to the syllables of the first word and model how to sound out each syllable as it is divided. O | vals is pronounced /oe/ /vulz/ with the /oe/ sound. • Now point to the syllables in the second word and model sounding out the word as it is divided in ov | als. It is pronounced /ov/ /ulz/ with the short vowel /o/ sound because the ‘o’ is followed by a consonant. • Ask students which pronunciation makes sense (o | vals). Circle o | vals. • Review the patterns of the long ‘o’ versus the short ‘o’ sound, i.e., ‘o’ is pronounced as /oe/ at the end of a syllable and as /o/ if it is followed by a consonant. • Repeat this procedure: write the target word on the board and then write the two different ways it can be broken up into syllables. Then use the word in an oral sentence, alternately pointing and saying the /oe/ and /o/ sound. Ask students which word makes sense and then circle the correct word. • Do not write the sentences you will say orally; just write the words. 1.
The table is very dusty, so we need to po | lish/pol | ish it.
2.
I love to learn about the planets and the so | lar/sol | ar system.
3.
The drink was fro | zen/froz | en solid.
4.
He talked slowly like a ro | bot/rob | ot.
5.
The car had a large and brand new mo | tor/mot | or.
6.
The computer was a newer mo | del/mod | el.
• Explain that seeing the letter ‘o’ in a word creates a tug-of-war, with each of the /o/ and /oe/ sounds pulling on it. When reading, students need to practice breaking words into chunks, trying out the two different sounds, and then choosing the sound that makes sense.
bro ken brok en
/oe/
/o/
• Complete Worksheet 9.1 as a class.
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
71
Reading Time
20 minutes
Small Group: “Val’s Training” Introducing the Story • Tell students they will read the second story in the series about the swimming sisters. Today they will read about how Val trains for her races. Ask students if Val is older or younger (younger) and what type of races she likes to swim (longer races). Challenging Vocabulary • Preview the following vocabulary.
“Val’s Training” If some student pairs finish reading early, they may illustrate a phrase from the story. They can also reread stories from this and past Readers.
1.
training—to practice
2.
taper—to gradually reduce the amount of training, usually before a competition
3.
lane—the way a pool is divided lengthwise
Previewing Spellings ‘a_e’ take lane
‘ai’ train | ing ex | plained
‘ay’
‘oa’
say
coach moaned
same
Purpose for Reading • Tell students to read carefully to learn how Val trains for swimming. Small Group Reading Time Before dividing into groups, remind all students to pay close attention to the captions and use of quotations throughout the story. You will spend today and tomorrow listening to students read in small groups. Remember to use the Anecdotal Reading Record to record student’s reading progress. Small Group 1: Listen as students needing extra support read “Val’s Training” aloud. Small Group 2: Have more independent students read “Val’s Training” with partners.
72
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
Wrap-Up • Discuss the questions below with students, encouraging them to answer in complete sentences.
Discussion Questions on “Val’s Training” 1.
Literal Why don’t Kim and Val have the same training? (Val and Kim have different training because they swim different kinds of races.)
2.
Literal How does Val train? Does she swim quick sprints or does she swim many yards? Why? (Val trains by swimming many yards. She swims long races.)
3.
Literal What does it mean to taper off? (Taper off means to do less and less of something.)
4.
Literal What does Val do when she is finished swimming? (When Val has finished swimming, she does bench presses, leg presses, sit-ups, and chin-ups.)
5.
Inferential What does the phrase “there’s no gain without pain” mean? (The phrase means it can be difficult and challenging to get better at something.)
Supplemental Materials • Decodable words: 1.
jumbo
3.
smoke
2.
oak
4.
lone
• Phrases and sentences: 1.
Get over it.
3.
go solo
2.
go for broke
4.
over the hill
• Wiggle Cards: 1.
do the limbo dance
Unit 3 | Lesson 9 © 2013 Core Knowledge Foundation
73
