null  null
Read Well • Unit 6
6 6
Communities
Sir
Communities
Henr y
Sir
Henr y
Teacher’s Guide • Sir Henry
Teacher’s Guide
Unit 6
Sopris West Educational Services
Level 2
Teacher’s Guide
Unit 6
Sir Henry
Teacher’s Guide
Unit 6
ge
-dge
bi-
ge says /j/
Voiced
dge says /j/
Voiced
means two
as in bicycle
•
•
•
Note: See New and Important Objectives on page 2 for a complete list of skills taught and reviewed.
Critical Foundations in Primary Reading
Marilyn Sprick, Ann Watanabe, Karen Akiyama-Paik, and Shelley V. Jones
Copyright 2009 Sopris West Educational Services. All rights reserved.
Permission is granted to the purchasing teacher to reproduce the blackline masters for use in his or her classroom only. No other
portion of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying
or recording, or by any information storage and retrieval system, without the express written permission of the publisher.
ISBN 13-digit: 978-1-60218-529-6
ISBN 10-digit: 1-60218-529-8
13 12 11 10 09 08
166895
2 3 4 5 6 7
Table of Contents
Unit 6
Sir Henry
Sequence and Sound Pronunciation Guide. . . . . . . . . . . . . . . . . . . . . . iv
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
New and Important Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Daily Lesson Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Materials and Materials Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . 10
Important Tips
Diagnostic–Prescriptive Teaching of Multisyllabic Words. . . . 11
How to Teach the Lessons
Exercise 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Unit and Story Opener: Sir Henry. . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Vocabulary: Chapters 1, 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Story Reading 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
With the Teacher: Chapter 1. . . . . . . . . . . . . . . . . . . . . . . . . . . 20
On Your Own: Chapter 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Comprehension and Skill Activity 1: Story Comprehension. . . . . . . 27
Comprehension and Skill Activity 2: Passage Reading Fluency. . . . . 28
Exercise 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Vocabulary: Chapters 3, 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Story Reading 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
With the Teacher: Chapter 3. . . . . . . . . . . . . . . . . . . . . . . . . . . 33
On Your Own: Chapter 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Comprehension and Skill Activity 3: Story Comprehension . . . . . . 40
Comprehension and Skill Activity 4:
Main Idea and Supporting Details . . . . . . . . . . . . . . . . . . . . . . . 41
Exercise 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Vocabulary: Chapters 5, 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Story Reading 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
With the Teacher: Chapter 5. . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Comprehension and Skill Activity 5: Story Comprehension . . . . . . 50
ii
Table of Contents
Comprehension and Skill Activity 6:
Vocabulary and Alphabetical Order. . . . . . . . . . . . . . . . . . . . . . 51
Comprehension and Skill Activity, Just for Fun:
Create Your Own “Missing Trophy” Poster. . . . . . . . . . . . . . . 52
Exercise 4a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Exercise 4b, Focus Lesson: From Story Map to Written Retell. . . . 56
Story Reading 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
With the Teacher: Chapter 6. . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Comprehension and Skill Activity 7: Story Map . . . . . . . . . . . . . . . . 63
Comprehension and Skill Activity 8: Written Retell. . . . . . . . . . . . . 64
Exercise 5a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Exercise 5b, Focus Lesson: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . 68
Story Reading 5 (Fluency). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Comprehension and Skill Activity 9:
Main Idea and Supporting Details . . . . . . . . . . . . . . . . . . . . . . . 73
Comprehension and Skill Activity 10:
Vocabulary and Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Exercise 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Story Reading 6 (Fluency). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Comprehension and Skill Activity: Written Assessment . . . . . . . . . 81
End of the Unit
Making Decisions: Using the Oral Reading and
Written Assessment Results. . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Oral Reading Fluency Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Certificate of Achievement and Goal Setting . . . . . . . . . . . . . . . . . . 88
Extra Practice 1 • Decoding Practice. . . . . . . . . . . . . . . . . . . . . . . . . 89
Extra Practice 1 • Fluency Passage. . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Extra Practice 1 • Activity and Word Fluency A. . . . . . . . . . . . . . . . 91
Extra Practice 2 • Decoding Practice. . . . . . . . . . . . . . . . . . . . . . . . . 92
Extra Practice 2 • Fluency Passage. . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Extra Practice 2 • Activity and Word Fluency B. . . . . . . . . . . . . . . . 95
Extra Practice 3 • Decoding Practice. . . . . . . . . . . . . . . . . . . . . . . . . 96
Extra Practice 3 • Fluency Passage. . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Extra Practice 3 • Activity and Word Fluency A or B . . . . . . . . . . . 99
iii
Read Well 2 Sequence and Sound Pronunciation Guide
Letter Sounds and Combinations
Cumulative Review of Read Well 1 Sounds and Combinations (Ss, Ee, ee, Mm, Aa, Dd, th, Nn, Tt,
Ww, Ii, Th, Hh, Cc, Rr, ea, sh, Sh, Kk, -ck, oo, ar, wh, Wh, ĕ, -y as in fly, Ll, Oo, Bb, all, Gg, Ff, Uu,
er, oo as in book, Yy, a schwa, Pp, ay, Vv, Qq, Jj, Xx, or, Zz, a_e, -y as in baby, i_e, ou, ow as in
cow, ch, Ch, ai, igh, o_e, ir) and:
Unit 2
Unit 3
Unit 5
Unit 6
aw
ew
ue
u_e
ow
ge
/aw/
Paw
Voiced
//
Crew
Voiced
//
Blue
Voiced
//
Flute
Bossy E Voiced
/ōōō/
Snow
Voiced (Long)
/j/
Page
Voiced
Unit 6
Unit 7
Unit 8
Unit 10
-dge
ci
ce
kn
ph
oa
/j/
Badge
Voiced
/sss/
Circle
Unvoiced
/sss/
Center
Unvoiced
/nnn/
Knee
Voiced
/fff/
Phone
Unvoiced
/ōōō/
Boat
Voiced (Long)
Unit 11
Unit 12
Unit 13
oi
ea
gi
au
oy
/oi/
Point
Voiced
/ĕĕĕ/
Bread
Voiced (Short)
/j/
Giraffe
Voiced
/au/
Astronaut
Voiced
/oy/
Boy
Voiced
Affixes (including morphographs—affixes taught with meaning) and Open Syllables
Cumulative Review of Read Well 1 Affixes (-ed, -en, -es, -ing, -ly, -s, -y, -tion) and:
Unit 2
Unit 3
Unit 5
re-
un-
ex-
o
-ful
bi-
Means again
as in reread
Means not
as in unhappy
as in excited
Open syllable
/ō/
as in open and
moment
Means full of
as in colorful
Means two
as in bicycle
Unit 7
Unit 8
Unit 11
Unit 12
de-
-able
i
be-
-ous
dis-
as in detective
as in comfortable
Open syllable
/ī/
as in silence and
pilot
as in before
as in enormous
as in discover
Unit 14
Unit 13
Unit 15
Unit 16
-al
-ible
-or
-ment
-ic
pre-
as in animal
as in flexible
Means one who
as in actor
as in apartment
as in scientific
Means before
as in preview
Unit 17
iv
Unit 6
Unit 18
Unit 19
-ity
-sion
-ness
-less
in-
im-
as in activity
as in permission
as in fairness
Means without
as in helpless
as in insert
Means not
as in impossible
Introduction
Sir Henry
Story Notes
Units 4–7 are all about people and animals working together to create healthy families
and communities.
Sir Henry: Students read about a state contest, a victory walk, and a
missing trophy—all of which add up to a good mystery. Through the
words of Sir Henry, an endearing St. Charles Cavalier Spaniel, your
students will learn how members of a community cheer each other
on, work together, and solve problems.
Recommended Read Alouds
caution
(Reminder)
Do not read the Read
Aloud recommendations
during small group
instruction. Reserve this
time for students to read.
The Read Well 2 suggested Read Alouds enhance small group
instruction—providing opportunities to further build background
knowledge and vocabulary.
Dear Mrs. LaRue by Mark Teague
Fiction • Narrative
Dear Mrs. LaRue is a hilarious book about a spunky dog named Ike. When
Ike’s antics land him in obedience school, he tries to persuade Mrs. LaRue
that he should be allowed to go home.
Ike writes, “How could you do this to me? This is a PRISON, not a
school! You should see the other dogs. They are BAD DOGS, Mrs. LaRue! I
do not fit in.”
Read Well Connections
Dear Mrs. LaRue and Sir Henry are both stories told through the words of dogs—both strong
and lovable characters.
Note from the authors
GENRES, VOICE, AND FAVORITE CHARACTERS—
HAVE FUN!
Read Well 2 covers a wide variety of genres, including both nonfiction and fiction.
Fictional stories include realistic and imaginative stories, written especially to appeal to primary grade
students. Across the program, favorite characters are introduced and then reappear in new settings,
situations, and adventures.
Read Well’s Sir Henry was inspired by a real dog. In the story, the character experiences human
emotions and reactions that resonate with young children. The field test students enjoyed Sir Henry,
and we hope you will too.
1
New and Important Objectives
A Research-Based Reading Program
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonological and Phonemic Awareness
Segmenting; Blending; Rhyming; Onset and Rime;
Counting Syllables
Phonics
Cumulative Letter Sounds and Combinations
Review • Ss, Ee, ee, Mm, Aa, Dd, th, Nn, Tt, Ww, Ii, Th, Hh,
Cc, Rr, ea, sh, Sh, Kk, -ck, oo, ar, wh, Wh, ĕ, -y (as in fly), Ll,
Oo, Bb, all, Gg, Ff, Uu, er, oo (as in book), Yy, a (schwa), Pp,
ay, Vv, Qq, Jj, Xx, or, Zz, a_e, -y (as in baby), i_e, ou, ow (as in
cow), ch, Ch, ai, igh, o_e, ir, aw, ew, ue, u_e, ow (as in snow)
Cumulative Affixes, Morphographs, and Open Syllables
Review • -ed, -en, -er, -es, -est, -ing, -ly, -s, -y, -tion, re-, un-,
ex-, -ful, o (as in open and moment)
★ New Letter Sounds, Combinations, Affixes,
Morphographs, and Related Words
ge (as in page) • age, cage, charge, garbage, gem, George,
German, orange, packages, rummage
-dge (as in badge) • badge, budge, dodge, edge, fudge, judge,
judged, judges, ledge, nudge
bi- • bicolored, bicycle, bifold
★ New Contractions
aren’t, you’ll
★ New Proper Nouns
Friday, Gazette, Henry’s, John, John’s, Jollytown, Lady Elizabeth,
Orlando, September, Sir Henry, Spanish, White’s, Winston, Wong
* K nown Pattern Words With Affixes, Known Tricky Words With Affixes, and Known Multisyllabic Words With Affixes
have base words students have previously read. The words are new in this unit because they have not been previously read with the affix.
★ = New in this unit
2
Phonics (continued)
★ New Pattern Words
beach, beamed, cheer, chewed, clerk, clerk’s, clip, clippings, dine, dining, gas,
mowing, neck, note, pat, plead, pleaded, pups, quite, sale, scarf, shelf, skills, soft,
stone, sulk, sulking, those, threw, vase, vases
*Known Pattern Words With Affixes • bumps, cases, checking, clues, dashed,
dragged, leads, meeting, news, older, owner, pays, roses, sending, showed, singer,
slower, steps, thankful, thinks, trainer, trucks, unturned, vets, winner, wowed, writer
★ New Compound and Hyphenated Words
anymore, everyone’s, firefighters, groundskeeper, hotline, ourselves
★ Other New Multisyllabic Words
according, admire, admired, appetite, baker, bakery, barber, chocolate, comment,
comments, commotion, contest, delight, delightful, delivers, disappear, disappeared,
disappears, distress, distressed, distressing, doggie, dusty, florist, florists, goggles,
grateful, groomer, groomer’s, groomers, information, litter, local, national,
organize, organizing, party, polishes, reminds, report, reported, reporter, reports,
retrace, ribbons, select, selects, studied, study, subject, support, victory
*Known Multisyllabic Words With Affixes • belongs, dazzled, flowers,
gathered, letters, problems, volunteers
★ New Tricky Words
butcher, butcher’s, buys, congratulate, congratulated, congratulations, discovers,
doubt, especially, events, famous, final, goes, grocery, group, human, humans,
librarian, neighbors, nervous, office, officer, police, popular, search, station,
students, tomorrow, touch, trophies, trophy, won
*Known Tricky Words With Affixes • changing, colored, learning, loved, lover,
lovers, loving, puts, searching
Fluency
Accuracy, Expression, Phrasing, Rate
Vocabulary
New • commotion, congratulate, delightful, distressed,
exhausted, local, plead, retrace, sulk, victory
Review • community, dawdle, imagination, impressed,
neighborhood, ordinary, plain, popular, pout, shrug, scowl, treasure
Reviewed in Context • community, colony, impressed,
neighborhood, ordinary, perfect, plain, popular, speechless
Idioms and Expressions
New • chain of events
3
Comprehension
Unit Genres
Nonfiction • Expository
Fiction • Imaginative
Comprehension Processes
Build Knowledge: Factual, Procedural, Conceptual
Day
Remember
Defining
Identifying (recalling)
Using
Understand
Defining (in your own words)
Describing
Explaining (rephrasing)
Illustrating
Sequencing
Summarizing
Using
Visualizing
Apply
Demonstrating
Explaining (unstated)
Illustrating
Inferring
Making Connections (relating)
Predicting
Using
Analyze
Classifying
Comparing/Contrasting
Distinguishing Cause/Effect
Drawing Conclusions
Inferring
Evaluate
Making Judgments
Responding (personal)
Create
Generating Ideas
E = Exercise, S = Storybook, C = Comprehension & Skill
4
1
2
S,C
S
S
S,C
S
S
S,C
S
S
S
S,C
S
S
S
S
S
S
S
S
S,C
S
S
S
C
S,C
S
S
S
C
3
4
5
S,C E,S,C E,C
S
S,C
E
C
S
S E,S,C C
C
C
C E,C
E,S,C
S,C S,C E,C
C
C
S
S
S
S,C
6
C
C
S,C
C
C
C
C
C
S
S
S
S,C
C
S,C
Comprehension (continued)
Skills and Strategies
Day
Priming Background Knowledge
Setting a Purpose for Reading
Answering Questions
Asking Questions
Visualizing
Comprehension Monitoring/Fix Ups
Does it Make Sense?
Looking Back
Restating
Summarizing
Main Idea
Retelling
Supporting Details
Understanding Text Structure
Title, Author, Illustrator
Fact or Fiction
Genre (Classifying)
Narrative
Setting
Main Character/Traits (Characterization)
Goal
Problem/Solution
Action/Events/Sequence
Outcome/Conclusion
Lesson/Author’s Message
Expository
Subject/Topic
Heading
Supporting Details (Facts/Information)
Main Idea
Using Graphic Organizers
Chart
Diagram (labeling)
Hierarchy (topic/detail)
K-W-L
Map (locating, labeling)
Matrix (compare/contrast)
Sequence (linear, cycle, cause and effect)
Story Map
Web
1
2
S
S
S
S
3
4
5
6
S
S
S
S
C
C
C
C
C
C
C
C
C
C
C
E
C
S
S
S
C
S*,C
C
C
S
C
S
S,C
S*,C
S
S, C
E,S,C
C
S
C*
C
C
C
C
C
S
E,C
C
E = Exercise, S = Storybook, C = Comprehension & Skill
*Narrator
5
Comprehension (continued)
Study Skills
Day
Alphabetical Order
Following Directions
Locating Information
Note Taking
Previewing
Reviewing
Test Taking
Using Glossary
Using Table of Contents
Viewing
Verifying
1
S
S
2
3
S
S
S
4
5
6
C
S
Writing in Response to Reading
Day
Sentence Completion
Making Lists
Sentence Writing
Story Retell/Summary
Fact Summary
Paragraph Writing
Report Writing
Open-Ended Response
Creative Writing
1
2
3
C
C
C
C
4
5
6
C
C
C
C
5
6
C
C
E,C
Writing Traits
(Addressed within the context of Writing in Response to Reading)
Day
Ideas and Content
Elaborating/Generating
Organization
Introduction
Topic Sentence
Supporting Details
Sequencing
Word Choice
Sophisticated Words (Tier 2 and 3)
Conventions
Capital
Ending Punctuation
Other (commas, quotation marks)
Presentation
Handwriting
Neatness
E = Exercise, S = Storybook, C = Comprehension & Skill
6
1
2
C
C
C
C
C
3
4
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
Daily Lesson Planning
lesson Plan format
Teacher-Directed
Independent
45 Minutes
Lesson Part 1
Teacher-Directed as Needed
Lesson Part 2
Lesson Part 3
(Phonological Awareness,
Phonics, Fluency, Comprehension)
(Vocabulary, Fluency,
Comprehension)
(Vocabulary, Fluency,
Comprehension)
15–20 Minutes
20–25 Minutes
15–20 Minutes
6
7
Well 2
• Units
5
6
7
5–7
6
7
2 • Units
5
6
7
A
5–7
Com mu nit
es
Com m u n i ti
Name:
es
ties
Com m u n i ti
ies
C o m m u n i t Book
ctivity i e s
Communi
7
Units 1–
5
Read Well
e Book
Exercis
Read
5
Communi
ties
Sopris
West
2
tional
Educa
Level
Servic
West
Sopris
We
tional
Educa
2
Servic
es
Keep y ou r cool
w i t h M i s s Ta m a s s h
e
v i sits a volcano
Sopris
We
•Exercises
Keep y ou r cool
w i t h M i s s Ta m a s s h
e
v i sits a volcano
es
Sopris
Level
st ®
•Unit and/or Story Opener
•Vocabulary
•Interactive Story Reading
•Short Passage Practice
Timed Readings
n
ehensio
Compr ill Work
k
S
d
an Units 1–7
st ®
•Story Reading With Partner
or Whisper Reading
•Comprehension and Skill
Activities
HOMEWORK
Read Well Homework (blackline masters of new Read Well 2 passages) provides an
opportunity for children to celebrate accomplishments with parents. Homework should be
sent home on routine days.
ORAL READING FLUENCY ASSESSMENT
Upon completion of this unit, assess each student and proceed to Unit 7, as appropriate.
WRITTEN ASSESSMENT
Upon completion of this unit, students will be administered a written assessment that can be
found on page 83 in the student’s Activity Book 1.
Note: See Making Decisions for additional assessment information.
7
DIFFERENTIATED LESSON PLANS
The differentiated lesson plans illustrate how to use materials for students with various
learning needs. As you set up your unit plan, always include Read Well 2 Exercises and Story
Reading on a daily basis. Unit 6 includes 6-, 8-, 9-, 10-, and 11-Day Plans.
Plans
For groups that:
6-Day
Complete Oral Reading Fluency Assessments with Passes and Strong Passes
8-Day
Complete Oral Reading Fluency Assessments with Passes and require teacherguided assistance with Story Reading and Comprehension and Skill Work
9-, 10-, or 11-Day
Have difficulty passing the unit Oral Reading Fluency Assessments
6-DAY PLAN
Day 1
Day 2
Day 3
Teacher-Directed
Teacher-Directed
Teacher-Directed
Independent Work
Independent Work
• Exercise 1
• Story Opener: Sir Henry
• Vocabulary, Ch. 1, 2
• Sir Henry, Ch. 1
• Guide practice, as needed, on
Comp & Skill 1, 2
Independent Work
• On Your Own: Partner or
Whisper Read, Sir Henry, Ch. 2
• Comp & Skill 1, 2
• Exercise 2
• Vocabulary, Ch. 3, 4
• Sir Henry, Ch. 3
• Guide practice, as needed, on
Comp & Skill 3, 4
• On Your Own: Partner or
Whisper Read, Sir Henry, Ch. 4
• Comp & Skill 3, 4
• Exercise 3
• Vocabulary, Ch. 5, 6
• Sir Henry, Ch. 5
• Guide practice, as needed, on
Comp & Skill 5, 6
• Repeated Reading: Partner or
Whisper Read, Sir Henry, Ch. 5
• Comp & Skill 5, 6
Homework
• Homework Passage 2
Homework
Homework
Day 4
Day 5
Day 6
Teacher-Directed
Teacher-Directed
Teacher-Directed
• Homework Passage 3
• Homework Passage 1
• Exercise 4a
• Exercise 4b: Focus Lesson
• Sir Henry, Ch. 6
• Guide practice, as needed, on
Comp & Skill 7, 8a, 8b
• Exercise 5a
• Exercise 5b: Focus Lesson
• Fluency, E‑Mail 1
• Guide practice, as needed, on
Comp & Skill 9, 10
Independent Work
Independent Work
Homework
Homework
• Repeated Reading: Partner or
Whisper Read, Sir Henry, Ch. 6
• Comp & Skill 7, 8a, 8b
• Homework Passage 4
• Repeated Reading: Partner or
Whisper Read, E‑Mail 1
• Comp & Skill 9, 10
• Exercise 6
• Fluency, E‑Mail 2
Independent Work
• Repeated Reading: Partner or
Whisper Read, E‑Mail 2
• Written Assessment
• Oral Reading Fluency
Assessment*
Homework
• Homework Passage 6
• Homework Passage 5
Note: Unit 6 features an extra Just for Fun Comp & Skill activity, located after Activity 6. This
page can be used any time after Exercise 3 and Chapter 5. The Just for Fun activity allows the
related activities—Story Map and Written Retell—to be located side by side in the Activity Book.
8
* The Oral Reading Fluency Assessments are individually administered by the teacher while students are working on their Written Assessments.
8-DAY PLAN • Pre-Intervention
Day 1
Day 2
Day 3
Day 4
Teacher-Directed
Teacher-Directed
Teacher-Directed
Teacher-Directed
• Exercise 1
• Story Opener: Sir
Henry
• Vocabulary, Ch. 1, 2
• Sir Henry, Ch. 1
• Guide practice, as
needed, on Comp &
Skill 1
• Review Exercise 1
• Sir Henry, Ch. 2
• Guide practice, as
needed, on Comp &
Skill 2
Independent Work
• Repeated Reading:
Partner or Whisper
Read, Sir Henry, Ch. 2
• Comp & Skill 2
Independent Work
• Repeated Reading:
Partner or Whisper
Read, Sir Henry, Ch. 1
• Comp & Skill 1
Homework
• Exercise 2
• Vocabulary, Ch. 3, 4
• Sir Henry, Ch. 3
• Guide practice, as
needed, on Comp &
Skill 3
Independent Work
• Repeated Reading:
Partner or Whisper
Read, Sir Henry, Ch. 3
• Comp & Skill 3
• Review Exercise 2
• Sir Henry, Ch. 4
• Guide practice, as
needed, on Comp &
Skill 4
Independent Work
• Repeated Reading:
Partner or Whisper
Read, Sir Henry, Ch. 4
• Comp & Skill 4
Homework
• Comp & Skill 2 (Passage
Fluency)
Homework
• Homework Passage 3
Day 5
Day 6
Day 7
Day 8
Teacher-Directed
Teacher-Directed
Teacher-Directed
Teacher-Directed
• Homework Passage 2
Homework
• Homework Passage 1
• Exercise 3
• Vocabulary, Ch. 5, 6
• Sir Henry, Ch. 5
• Guide practice, as
needed, on Comp &
Skill 5, 6
• Exercise 4a
• Exercise 4b: Focus
Lesson
• Sir Henry, Ch. 6
• Guide practice, as
needed, on Comp &
Skill 7, 8a, 8b
Independent Work
• Repeated Reading:
Partner or Whisper
Read, Sir Henry, Ch. 5
• Comp & Skill 5, 6
Independent Work
• Repeated Reading:
Partner or Whisper
Read, Sir Henry, Ch. 6
• Comp & Skill 7, 8a, 8b
Homework
• Homework Passage 4
Homework
• Comp & Skill 9 or Just
for Fun: Create Your
Own “Missing Trophy”
Poster
• Exercise 5a
• Exercise 5b: Focus
Lesson
• Fluency, E‑Mail 1
• Assist with Comp &
Skill 8a, 8b, as needed
• Guide Practice on
Comp & Skill 10
Independent Work
• Repeated Reading:
Partner or Whisper
Read, E‑Mail 1
• Complete Comp & Skill
8a, 8b, 10
• Exercise 6
• Fluency, E‑Mail 2
Independent Work
• Repeated Reading:
Partner or Whisper
Read, E‑Mail 2
• Written Assessment
• Oral Reading Fluency
Assessment*
Homework
• Homework Passage 6
Homework
• Homework Passage 5
9-, 10-, or 11-Day Plan • Intervention
For Days 1–8, follow 8-Day plan. Add Days 9, 10, 11 as follows:
Day 9 Extra Practice 1
Day 10 Extra Practice 2
Day 11 Extra Practice 3
Teacher-Directed
Teacher-Directed
Teacher-Directed
Independent Work
Independent Work
Independent Work
Homework
Homework
• Decoding Practice
• Fluency Passage
• Activity and Word Fluency A
• Fluency Passage
• Decoding Practice
• Fluency Passage
• Activity and Word Fluency B
• Fluency Passage
• Decoding Practice
• Fluency Passage
• Activity and Word Fluency A or B
• Oral Reading Fluency
Assessment*
Homework
• Fluency Passage
9
Materials and Materials Preparation
Core Lessons
Teacher Materials
READ WELL 2 MATERIALS
• Unit 6 Teacher’s Guide
• Sound Cards
• Unit 6 Oral Reading Assessment Fluency, page 87
• Group Assessment Record found in Getting Started
SCHOOL SUPPLIES
Stopwatch or watch with a second hand
Student Materials
READ WELL 2 MATERIALS (for each student)
• Communities storybook
• Exercise Book 1
• Activity Book 1 or copies of Unit 6 Comprehension and
Skill Work
• Unit 6 Written Assessment, found in Activity Book 1, page 83,
and on the blackline master CD.
• Unit 6 Certificate of Achievement/Goal Setting (BLM, page 88)
• Unit 6 Homework (blackline masters)
See Getting Started for suggested homework routines.
SCHOOL SUPPLIES
Pencils, colors (optional—markers, crayons, or colored pencils)
ion
Caut
ns only
se lesso
Use the Students
d.
if neede E xtra
ed
e
n
o
wh
nefit
may be
Practice t wo, or
e,
from on ns.
s so
le
three
Extra Practice Lessons
Student Materials
Make one copy per student
of each blackline master, as
appropriate for the group.
Note: For new or difficult
Comprehension and Skill
Activities, make overhead
transparencies from the
blackline masters. Use
the transparencies to
demonstrate and guide
practice.
FOCUS LESSONS
For Exercises 4b and 5b
(Focus Lessons), make
overhead transparencies
from the blackline masters,
write on transparencies
placed over the pages,
or use paper copies to
demonstrate how to
complete the lessons.
READ WELL 2 MATERIALS (for each student, as needed)
See Extra Practice blackline masters located on the CD.
• Unit 6 Extra Practice 1: Decoding Practice, Fluency Passage,
Word Fluency A, and Activity
• Unit 6 Extra Practice 2: Decoding Practice, Fluency Passage,
Word Fluency B, and Activity
• Unit 6 Extra Practice 3: Decoding Practice, Fluency Passage,
Word Fluency A or B, and Activity
SCHOOL SUPPLIES
10
Pencils, colors (markers, crayons, or colored pencils), highlighters
Important Tips
Diagnostic–Prescriptive Teaching
of Multisyllabic Words
REMINDER
When Read Well is combined with adequate instructional time, most children learn to read with
ease. Others need an occasional boost within the program, and a few require diagnosis and targeted
instruction. In this tip, we look at targeting multisyllabic words and multisyllabic word fluency.
PROBLEM
During Exercises, Story Reading, and/or Assessments, students make errors
on multisyllabic words. Ask:
•What kind of multisyllabic word reading errors are students making?
•Do students stop reading when they encounter multisyllabic words?
•Do students lack fluency on multisyllabic words?
GENERAL CORRECTION PROCEDURES
During Exercises and Story Reading, provide corrections as you go.
•If students make an error during the Exercises, put the word on the board
and do a group correction. Return to the difficult word at least three times.
•If students make an error during Story Reading, gently correct the error and
have the student reread the sentence. Make a note of the error. After Story
Reading, practice the word again.
MAKE
STRATEGIES
OVERT
Acknowledge students’
abilities. Have students
periodically articulate the
strategy they use to read
big words without your
assistance.
Say something like:
You read that whole row
of multisyllabic words
without my help. How did
you do that? (I read the
parts . . . )
That’s right. You read the
small word parts and put
them together.
HOW TO CORRECT SPECIFIC ERRORS
Sound Error
If a student makes an error on a sound, follow these procedures.
For example, the word is “goggles,” but students read “giggles”:
Write “goggles” on the board during an Exercise or after Story Reading. Point under o.
Have students identify the sound. Say the sound. (/ŏŏŏ/)
Have students read the syllables. Everyone, read the syllables. (gog-gles)
Have students read the whole word. Read the whole word. (goggles)
When people go skiing, they wear . . . goggles.
Pronunciation Error
If a student reads the syllables correctly but mispronounces the word, tell students how to pronounce
the word. For example, students say /cŏm-mō-shun/.
Say something like: That word is pronounced /cŭm-mō-shun/.
Say the word with me. commotion
When the team made a touchdown, there was a big . . . commotion.
Say the word again. (commotion)
11
Students Stop or Say “I don’t know”
Do not tell students the word. Encourage them to use their skills.
or ga nize
c c c
During an Exercise, write the word on the board:
•Draw loops under each syllable. Guide practice with your hand. Have
students say each syllable as you loop under it. Say something like:
You can read that big word by reading the parts you know.
Read the first part. Loop. (or) Next part. Loop. (ga)
Next part. Loop. (nize) Read the whole word.
Slide your hand under the whole word. (organize)
You can read that big word by using the parts you know.
or ga niz ing
c c c c
•Provide an oral sentence starter to reinforce pronunciation. Say something like:
My desk is a mess. I need to . . . organize it. Say the word three times. (organize . . . )
•Return to any difficult word three times.
•Repeat with “organizing.”
If students have difficulty during Story Reading, gently guide students. Do not wait. Immediately say
something like:
Let’s read the word by parts. Everyone . . . or-ga-niz-ing
That’s right! The word is organizing. Everyone, reread the sentence.
Officer Wong did a wonderful job organizing the search party.
After Story Reading, put any difficult words on the board.
Remind students to use the strategy of reading big words by parts. Say something like:
When you see a big word you don’t know, remember to jump right in and read it by parts.
What should you do when you see a big word you don’t know?
(Jump right in and read it by parts!)
BUILDING FLUENCY WITH MULTISYLLABIC WORDS
To build fluency with multisyllabic words, add daily rhythmic fluency
practice with the Extra Practice Word Fluencies: Rhyming Words and
Related Words.
•Have students practice one or two rows from the Rhyming Words
each day.
Say something like: Look at Row 1 under Rhyming Words.
Each row has little words that will help you read a big word.
Let’s read the first row. Read smoothly and pause before the last big word.
You point, and I’ll clap to keep us together. make, take, lake,
brake . . . awake
Now try it a little faster. (make, take, lake, brake . . . awake)
Now read each single-syllable word twice and the last word once.
(make-make, take-take, lake-lake, brake-brake . . . awake!)
12
EXTRA PRACTICE
Unit
6
Word Fluency
A
Name _____________________________________
Rhyming Words
High-Frequency Rhyming Words: make, take, lake, grow, low, slow, blow, window, farm, arm, line, fine, way, day, play, stay, today
make
take
lake
brake
awake
grow
low
slow
blow
window
farm
arm
charm
harm
alarm
15
line
fine
mine
whine
airline
20
way
day
play
stay
today
25
bake
baked
baking
baker
bakery
stress
stressful
distress
distressed
distressing
10
turn
turned
turning
return
unturned
15
doubt
doubted
doubtful
doubtfully
doubting
20
organize
organized
organizing
organization
unorganized
25
5
10
Related Words
5
High-Frequency Tricky Words
could
people
water
been
who
been
water
could
who
people
10
water
could
who
people
been
15
who
been
people
water
could
20
people
who
been
could
water
25
© 2009 Sopris West Educational Services. All Rights Reserved.
•Repeat with one or two rows from the Related Words each day.
Say something like:
Let’s read the first row. First you’re going to read for accuracy, then we’ll work on speed.
First word. (bake) Next word. (baked) Next word. (baking) . . .
Those are easy. Read each word two times.
(bake-bake, baked-baked, baking-baking, baker-baker, bakery-bakery)
Wow! You even read the last word quickly. What’s the last word? (bakery)
Say it slowly and count the syllables. (bake-er-y)
How many syllables? (three)
5
How to Teach the Lessons
Teach from this section. Each instructional component is
outlined in an easy-to-teach format.
Exercise 1
Exerci
se Boo
k
Un5its 1
6 7 –7
5
Read Wel
Com m u n i ti e
es
s
Commu
nities
Sopris
Level 2
cationa
West Edu
Keep y ou r cool
i s s Ta m a s s h
with M
e
v i sits a volcano
l Services
Exercise 3
7
s 5–7
Com mu niti
Exercise 2
•Vocabulary
•Story Reading 2
With the Teacher: Chapter 3
On Your Own: Chapter 4
•Comprehension and Skill Activities 3, 4
6
l 2 • Unit
•Story Opener: Sir Henry
•Vocabulary
•Story Reading 1
With the Teacher: Chapter 1
On Your Own: Chapter 2
•Comprehension and Skill Activities 1, 2
Sopris
West ®
Activi
Name:
ty Boo
k
•Vocabulary
•Story Reading 3
With the Teacher, Chapter 5
•Comprehension and Skill Activities 5, 6
Exercise 4a
•Exercise 4b: Focus Lesson
•Story Reading 4
With the Teacher: Chapter 6
•Comprehension and Skill Activities 7, 8
Exercise 5a
•Exercise 5b: Focus Lesson
•Story Reading 5, Fluency
With the Teacher: E‑Mail 1
•Comprehension and Skill Activities 9, 10
Compr
and Skehension
ill
Units 1 Work
7
–
E x t ra
P
& Hom ractice
e
Blackl work
Ma s i ne
Read W
ell 2 an te rs
d Read
Well 2
Plus
Exercise 6
•Story Reading 6, Fluency
With the Teacher: E‑Mail 2
•Written Assessment
Note: Lessons include daily homework.
Marily
n Spric
k, Ann
Karen
Akiyam
Watan
abe,
a-Paik
, and Sh
elley V.
Jones
12 11
10 09
Copyrig
08
ht
1 2 3
Permissio 2009 Sopris We
4 5 6
st Educati
n is gran
ted for
blacklin
the purc onal Services.
e
l is a regi masters for use hasing teacher All rights rese
rved.
stered
tradema in his or her clas to reproduce
these
rk of Sop
sroom
only.
ris West
Educati
onal Serv
ices.
Read Wel
13
EXERCISE 1
1 SOUND REVIEW
Use selected Sound Cards from Units 1–5.
Pacing
Exercise 1 should take
about 15 minutes.
★ 2 NEW
SOUND INTRODUCTION
•Tell students g-e says /j/ as in page and d-g-e says /j/ as in badge.
•Have students look at the pictures, identify “page” and “badge,” and read the sentence.
(George wrote his name near the edge of the page.)
•Have students practice: g-e says /j/ as in page and d-g-e says /j/ as in badge.
•Have students read the sentence again, then identify the words with /j/ as in page and /j/ as
in bagde.
•For Rows B and C, have students read the underlined sound, then the word.
•Have students go back and read the whole words. Provide repeated practice.
3 ACCURACY AND FLUENCY BUILDING
•For each task, have students say any underlined part, then read the word.
•Set a pace. Then have students read the whole words in each task and column.
•Provide repeated practice, building accuracy first, then fluency.
C1.Multisyllabic Words
•For each word, have students read and finger count each syllable, then read the word.
Use the word in a sentence to help with pronunciation.
•If the word is unfamiliar, tell students the word, then have them say, spell, and say it.
D1.Tricky Words
•For each Tricky Word, have students identify known sounds or word parts. Use the
word in a sentence to help with pronunciation.
•If the word is unfamiliar, tell students the word. Then have students say, spell, and
say it.
group
Try to sound out the first Tricky Word in your head. Thumbs up when you know the word.
Use my sentence to help you pronounce the word. Sara, BJ, and I are working on a project
together. We are in the same . . . group. Spell group. (g-r-o-u-p)
Read the word five times. (group, group, group, group, group)
especially
Look at the next word. Say the word by parts with me. es-pe-cial-ly
Miss Tam missed everyone at home while she was in Ghana, . . . especially . . . her pets.
Read the word three times. (especially, especially, especially)
won
David ran faster than everyone else. He . . . won . . . the race.
butcher
Mom went to buy meat at the . . . butcher . . . shop.
Gazette
The name of the newspaper is the Jollytown . . . Gazette.
D2.Story Words
Tell students the underlined sound, then have them read the word.
4 READING BY ANALOGY
Have students figure out the underlined parts by reading other words they know.
14
★ =New in this unit
EXERCISE 1
5 WORDS IN CONTEXT
Tell students to use the sounds and word parts they know and then the sentences to figure out
how to say each word.
Sir Henry
Unit
6
1
Exercise
Use before Chapters 1 and 2
1 . SOUND REVIEW
Use selected Sound Cards from Units 1–5 .
★2 . NEW SOUND INTRODUCTION
TEAM
EXPECTATIONS
(Reminder)
Introduce the new sounds /j/ as in page and /j/ as in badge .
A
ge
-dge
Provide a quick review
of expectations before
starting the lesson.
George wrote his name near the edge of the page.
page
1. Sit up.
badge
2.Follow directions.
B
age cage gem stage 3. Help each other.
C
judge ledge nudge dodge 4. Work hard and have fun.
3 . ACCURACY AND FLUENCY BUILDING
the whole column .
A1
B1
Sound Practice
crowd
wowed
flowers
Jollytown
owner
window
mowing
B
cheer
true
clerk
scarf
crawled
trainer
chewed
florist
goggles
support
groomer
victory
community
admired
groundskeeper
bakery
contest
garbage
D1
Tricky Words
group
especially
won
butcher
Gazette ACKNOWLEDGE
STUDENTS WHEN
THEY MEET YOUR
EXPECTATIONS
Students respond
positively when you
acknowledge their
accomplishments. Pair
descriptive praise with an
individual turn or job.
[Ryan], great job sitting
up and finger tracking.
You have a professional
attitude about your
learning. Everyone, watch
how [Ryan] is able to
follow along while I read.
D2
Story Words
trophy
police
grocery
Have students figure out the underlined parts by reading other words they know .
go 5 . WORDS IN CONTEXT
Multisyllabic Words
gog • gles
sup • port
groom • er
vic • tor • y
com • mu • ni • ty
ad • mired
grounds • keep • er
bake • ry
con • test
gar • bage
me C1
Mixed Practice
4 . READING BY ANALOGY
A
For each column, have students say any underlined part, then read each word . Next, have students read
de- local delight commotion delightful Orlando Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word .
A
con • grat • u • late
I’m excited that John won the contest. Let’s congratulate him! B
sta • tion
The firefighters waited at the station until they got a call.
C
fa • mous ner • vous
I was excited to meet the famous singer. When I met the singer, I couldn’t speak. I was too nervous.
D
par • ents
Mom and Dad are my parents.
© 2009 Sopris West Educational Services . All Rights Reserved .
35
15
UNIT AND STORY OPENER • Sir Henry
5
6
7
Com mu niti
PROCEDURES
1. Introducing the Story
6
7
Com m u n i ti e
es
unities
Sopris
•Tell students the title of their new story is Sir Henry.
Say something like:
Everyone, look at the Table of Contents on page 4.
Today, we are going to start a new unit about a different
community. What does a community do?
(The people or animals of the community live and
work together.)
What’s the title of the story? (Sir Henry)
West Edu
cat
Level 2
ional Ser
vices
Keep y ou r cool
i s s Ta m a s s h
with M
e
v i sits a volcano
Sopris
West ®
Read the title of Chapter 1. (No Ordinary Day)
Read the title of Chapter 2. (Local Dog Wins)
Read the titles of Chapter 3, 4, 5, and 6 to yourself.
Think about what this story might
be about.
When you are ready to tell me
what you think this story is about,
put your thumbs up.
[Meredith], what do you think this
story is going to be about?
(I think it is going to be about
a dog.)
How did you figure that out?
(Chapter 2 is called “Local
Dog Wins.”)
[Aldo], what else do you think
it’s about?
(I think it’s about a dog show.)
How did you figure that out?
(It says the dog wins.)
•Discuss the gray text question
under the picture.
Identifying—Authors, Illustrator
Have students turn to the title page
on page 35. Say something like:
Turn to the title page on page 35.
Who are the authors?
(Ann Watanabe and Marilyn Sprick)
Who is the illustrator?
(Janet Pederson)
16
TABLE OF CONTENTS
UNIT 6 • Sir Henry
Sir Henry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
FICTION • MYSTERY
With the Teacher
Vocabulary: Chapters 1, 2 . . . . . . . . . . . . . . . . . . . . . . . . . 36
Chapter 1, No Ordinary Day . . . . . . . . . . . . . . . . . . . . . . . 38
On Your Own
Chapter 2, Local Dog Wins . . . . . . . . . . . . . . . . . . . . . . . . 40
With the Teacher
Vocabulary: Chapters 3, 4 . . . . . . . . . . . . . . . . . . . . . . . . . 43
Chapter 3, A Distressing Day . . . . . . . . . . . . . . . . . . . . . . 44
On Your Own
Chapter 4, The Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
With the Teacher
Vocabulary: Chapters 5, 6 . . . . . . . . . . . . . . . . . . . . . . . . . 49
Chapter 5, Problem Solved . . . . . . . . . . . . . . . . . . . . . . . . 50
With the Teacher
Chapter 6, Six Years Later . . . . . . . . . . . . . . . . . . . . . . . . . 54
STORY RETELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
2. Introducing the Title Page
Fluency
FICTION • IMAGINATIVE
With the Teacher
E-Mail 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
With the Teacher
E-Mail 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4
s
Comm
Using Table of Contents; Defining and Using Vocabulary—
community; Identifying—Title; Predicting; Explaining
5
its 5–7
Remember, Understand, Apply
Read We
ll 2 • Un
COMPREHENSION PROCESSES
UNIT AND STORY OPENER • Sir Henry
UNIT 6
Sir Henry
Sir Henry . . . . . . . . . . . . . . . . . . 35
by Ann Watanabe and Marilyn Sprick
illustrated by Janet Pederson
dedicated to Sir Henry
and John and Lee White
Sir Henry
by Ann Watanabe and Marilyn Sprick
illustrated by Janet Pederson
E-Mail 1 . . . . . . . . . . . . . . . . . . . 58
by Ann Watanabe and Marilyn Sprick
illustrated by Janet Pederson
E-Mail 2 . . . . . . . . . . . . . . . . . . . 60
by Ann Watanabe and Marilyn Sprick
illustrated by Janet Pederson
34
3. Introducing Genre:
Fiction • Mystery
This story is fiction.
What does that mean?
(It’s make-believe.)
Yes, the story is made
up or make-believe,
but it is based on a real
dog named Sir Henry.
1
This is a story about a community.
y Who is part of the community?
35
Comprehending
as you go
1 Analyze: Viewing; Understand: Using Vocabulary—
community (In this community, there is a firefighter, a
police officer, a family, and a dog.)
Sir Henry and his
brother, Sir Winston,
live in Hawaii, and they
really do ride around in
a convertible.
The story is also
a mystery.
A mystery has a
problem that needs to
be solved.
17
VOCABULARY • Sir Henry, Chapters 1 and 2
COMPREHENSION PROCESSES
Understand, Apply
PROCEDURES
Introducing Vocabulary
local ★ commotion ★ delightful ★ victory,
community ★ congratulate
★
WITH THE TEACHER
Chapters 1, 2
Vocabulary
For each vocabulary word,
have students read the word
by parts, then read the whole
word. Read the student-friendly
explanations to students as
they follow with their fingers.
Then have students use the
vocabulary word by following
the gray text and reviewing
the photos and illustrations,
as appropriate.
★ lo • cal
Local describes things and places
close to your home or community.
A local school is a school close to
your home. What do you call a
bank that is close to your home?1
★ com • mo • tion
A commotion is a lot of
noise and activity.
Dad did not like the
commotion we made with
our music. Describe the
commotion.2
★ de • light • ful
Delightful means cheerful and fun.
He is a delightful child. Describe the child.3
Using
vocabulary
(= New
36
1 Understand: Using Vocabulary—local (a local bank)
2 Understand: Describing; Using Vocabulary—commotion (There was a commotion because the
music was loud and made the dog howl.)
3 Understand: Describing; Using Vocabulary—delightful (He is delightful because he is cheerful and fun.)
18
★ =New in this unit
VOCABULARY • Sir Henry, Chapters 1 and 2
SIR HENRY
★ vic • to • ry
A victory is a win.
When the girl won the race, it
was a sweet victory.
com • mu • ni • ty
A community is a group of
people or animals that lives
and works together.
Most people live together in
a community. The story of Sir
Henry is about a community.
Name someone who lives in
your community.1
★ con • grat • u • late
Congratulate means to tell others you are happy
for them because they won something or did
something special.
The principal congratulated the student for reading 100
books. If someone wins a race, what will we do? 2
Using
vocabulary
37
1 Apply: Making Connections; Using Vocabulary—community (The lunch lady
lives in our community . . . )
2 Understand: Using Vocabulary—congratulate (We will congratulate them.)
19
STORY READING 1 • Sir Henry, Chapter 1
WITH THE TEACHER
CHAPTER 1 INSTRUCTIONS
Students read Chapter 1 with the teacher and Chapter 2 on their own.
Note: If you’re working on an 8- to 11-Day Plan, you will read Chapter 2
with students.
COMPREHENSION PROCESSES
Remember, Understand, Apply, Analyze
COMPREHENSION BUILDING
•Encourage students to answer questions with complete sentences, when
appropriate.
•If students have difficulty comprehending, think aloud with them or reread
the portion of the story that answers the question. Repeat the question.
PROCEDURES
1. Introducing the Chapter
Identifying—Title; Inferring
Say something like:
Turn to page 38. What’s the title of this chapter? (No Ordinary Day)
Why do you think this is no ordinary day?
2. First Reading
•Ask questions and discuss the text as indicated by the gray text.
•Mix group and individual turns, independent of your voice.
Have students work toward a group accuracy goal of 0–5 errors.
Quietly keep track of errors made by all students in the group.
•After reading the story, practice any difficult words.
Repeat, if students have not reached the accuracy goal.
3. Second Reading, Short Passage Practice: Developing Prosody
•Demonstrate expressive, fluent reading of the first paragraph. Read at a
rate slightly faster than the students’ rate. Say something like:
Listen to my expression as I read the first two paragraphs. I’m going to read
like I’m telling someone I’m getting ready to go somewhere and I’m excited
about it. I’m going to read the sentence that ends with an exclamation mark
with even more excitement, and I’m going to exaggerate words that
describe things.
“It was exactly 6:00 a.m. I could hear the garbage trucks outside my window.
I crawled out from under the bed. I was so excited! This was no ordinary day.
John, Mom, and Dad were checking to see that everything on our list was
packed. I was ready!”
•Guide practice with your voice.
Read the first page with me.
•Provide individual turns while others track with their fingers and
whisper read.
•Repeat with one paragraph at a time.
20
Correcting
Decoding
Errors
During story reading,
gently correct any error,
then have students reread
the sentence.
REPEATED
READINGS
Prosody
On the second reading,
students practice
developing prosody—
phrasing and expression.
Research has shown
that prosody is related
to both fluency and
comprehension.
STORY READING 1 • Sir Henry, Chapter 1
WITH THE TEACHER
WITH THE TEACHER
Chapter 1
No Ordinary Day
Look at the pictures and think about the chapter title.
What do you think is going to happen in this chapter?1
It was exactly 6:00 a.m. I could hear the garbage
trucks outside my window. I crawled out from under
the bed.
I was so excited! This was no ordinary day.
John, Mom, and Dad were checking to see that
everything on our list was packed. I was ready!
I had won the local contest and was going to the
state contest. The living room was full of balloons
and treats. My
trainer, the kids
next door, the
grocery clerk,
and the florist
with flowers all
arrived at the
same time to
send me off.
What kind of day is it?2What do you think the family is doing? 3
38
Comprehending
as you go
1 Apply: Predicting (Something special will happen. Someone will win a prize . . . )
2 Remember: Identifying—What, Using Vocabulary—ordinary (It is no ordinary day.)
3 Apply: Inferring; Explaining (The family is packing to go to the state contest.)
21
STORY READING 1 • Sir Henry, Chapter 1
WITH THE TEACHER
SIR HENRY
I loved all the commotion. Every once in a
while, someone would pat me on the head and say,
“Good job.”
John looked a little nervous.
At exactly 9:00 a.m., we were ready to go.
Mom threw my scarf around my neck. Dad helped
me with my goggles. Soon we were on our way to
Orlando and the state contest.
FOCUS ON
INFERENCE
After completing the page,
say something like:
Yes, you figured out that
the dog is talking. At first,
I thought it was the boy.
The book doesn’t tell
us who the speaker is,
but the speaker said he
was wearing a scarf and
goggles.
Who is telling the story?1There are two clues that tell you who is talking.
What are the clues? 2
39
Who is wearing a scarf
and goggles? (the dog)
You’re good detectives.
This story is being told by
the dog!
Comprehending
as you go
1 Understand: Identifying—Narrator (The dog is telling the story.)
2 Analyze: Drawing Conclusions; Apply: Inferring, Viewing (The story says he crawled out from under the
bed. People patted him on the head. The story says mom threw a scarf around his neck and dad helped him
put on goggles. In the picture, the dog is wearing the scarf and goggles.)
22
STORY READING 1 • Sir Henry, Chapter 2
CHAPTER 2 INSTRUCTIONS
Students read Chapter 2 on their own.
Note: If you’re working on an 8- to 11-Day Plan, you will read Chapter 2
with students.
COMPREHENSION PROCESSES
ON YOUR OWN
PREP NOTE
Setting a Purpose
Write questions on a
chalk board, white board,
or large piece of paper
before working with your
small group.
Remember, Understand, Apply
PROCEDURES FOR READING ON YOUR OWN
1. Getting Ready
Have students turn to Chapter 2 on page 40.
2. Setting a Purpose
Explaining, Identifying—Who
Before students begin reading, say something like:
On page 40, you’re going to read a newspaper article.
Read to find out the answers to these questions:
• Who won Best in Show at the State Contest?
• What did John and his parents say?
• What happened when Sir Henry and John got back to their community?
Before you start reading, look at the picture on page 40.
What does the picture show? (a dog and a trophy)
Here’s a clue for you as you read. The trophy is very important in the rest of the story.
3. Reading on Your Own: Partner or Whisper Reading
•Have students take turns reading every other page with a partner or have students
whisper read on their own.
•Continue having students track each word with their fingers.
•Have students ask themselves or their partners the gray text questions.
For Whisper Reading, say something like:
Everyone, turn to page 40. This is where you’re going to start reading on your own—without
me. Please whisper read with your finger, so I can see where you are in your work.
Turn to page 42. That’s where you are going to stop reading.
For Partner Reading, say something like:
Everyone, turn to page 40. This is where you’re going to start Partner Reading.
Where are you going to sit? (at our desks, side by side)
You will take turns reading pages. If you are the listener, what will you do? (keep my book flat,
follow with my finger, compliment my partner)
If you are the reader, what will you do? (keep my book flat, finger track, read quietly)
Turn to page 42. That’s where you are going to stop reading.
4. Comprehension and Skill Work
For students on a 6-Day Plan, tell them they will do Comprehension and Skill Activities
1 and 2 after they read Chapter 2 on their own. Guide practice, as needed. For teacher
directions, see pages 27 and 28. (For 8- to 11-Day Plans, see the Lesson Planner, page 9.)
5. Homework 1: Repeated Reading
23
STORY READING 1 • Sir Henry, Chapter 2
ON YOUR OWN
ON YOUR OWN
Chapter 2
Local Dog Wins
Jollytown Gazette
Local Dog Wins Best in
Show at State Contest
by George Page, reporter
Sir Henry White wowed the crowd and judges
at the state contest—winning Best in Show. The
judge exclaimed, “Just delightful! This dog is a
true winner.”
Sir Henry’s owner, John White, beamed.
John White’s parents said, “We are thankful for
everyone’s support.”
John read a thank-you note to the community.
“Sir Henry and I want to thank you all for your
help. We especially want to thank Groomer’s
Delight and Sir Henry’s vet and trainers. This
victory belongs to many people.”
What did Sir Henry win?1Who did Sir Henry and John thank?2
40
Comprehending
as you go
1 Remember: Identifying—What (Sir Henry won Best in Show at the state contest.)
2 Remember: Identifying—Who; Using Vocabulary—community (Sir Henry and John thanked
the community.)
24
STORY READING 1 • Sir Henry, Chapter 2
ON YOUR OWN
SIR HENRY
When we got home, John and I took a long walk
through the neighborhood. Everywhere we went,
people congratulated us. I carried the trophy with
me. The firefighters let me sit on their truck so they
could get a picture of me.
When we got to the pet store, the owner gave me
a bone. John carefully put the trophy where I could
watch it while I chewed on the bone.
Why did everyone in the neighborhood congratulate Sir Henry?1How did Sir
Henry feel about his trophy?2How can you tell?3
41
Comprehending
as you go
1 Apply: Inferring; Explaining; Defining and Using Vocabulary—congratulate (They
congratulated him because they were happy he won. They were proud of him . . . )
2 Apply: Inferring, Explaining (He was proud of it . . . )
3 Apply: Inferring, Explaining (He carried it around with him. He watched it all the time . . . )
25
STORY READING 1 • Sir Henry, Chapter 2
ON YOUR OWN
ON YOUR OWN
As soon as the kids in the park saw us, they
dashed over to see us. They admired the trophy.
Even the groundskeeper stopped mowing
the lawn to congratulate us. John and I took
a long victory walk through the neighborhood.
Before going home, we stopped and talked at the
butcher shop, the bakery, and the police station.
I was famous!
y
unit
omm up of
c
r
You e gro lives
is th le who your
peop orks in od.
w
o
and ighborh
e
n
Sir Henry and John took a victory walk through the neighborhood. What do
you think a victory walk is?1People in the community congratulated Sir Henry.
Who were some of these people?2
42
Comprehending
as you go
1 Apply: Inferring; Understand: Defining and Using Vocabulary—victory (You go on a victory walk when you
win something . . . )
2 Understand: Explaining; Using Vocabulary—community, congratulate (People in the community who
congratulated Sir Henry were the firefighters, the kids, the groundskeeper . . . )
26
COMPREHENSION AND SKILL ACTIVITY 1
STORY COMPREHENSION
COMPREHENSION PROCESSES
Remember, Understand, Apply
Sir Henry
Unit
WRITING TRAITS
6
Activity
1
Use after Exercise 1 and Chapters 1 and 2
Conventions—Capital, Period
Name _________________________________
Story Comprehension
No Ordinary Day
Identifying—Main Character/Narrator
1 Whoistellingthestory?
Mrs.White,themom
Identifying—Beginning
SirHenry,thedog
John,theowner
2 Atthebeginningofthestory,itwasnoordinarydaybecauseSirHenry...
crawledoutfromtheunderthetable.
hadwonthelocalcontestandwasgoingtothestatecontest.
wasexcitedaboutpoppingballoons.
Identifying—What
Using Vocabulary—commotion
3 MainIdea:SirHenrylovedthecommotion.
Check all the things that describe the commotion.
Inferring
Thetrainerandthekidsnextdoorcame
atthesametime.
Thegroceryclerkcamewiththekids.
Thefloristcamewithflowers.
Grandfatherwassleepingonthecouch.
4 TwocluestellyouSirHenryisadog.
Checkthetwoclues.
Hewokeupatexactly6:00a.m.
Hecrawledoutfromunderthebed.
Peoplewouldpathimontheheadandsay,“Goodjob.”
Describing—Character Traits
(Characterization)
(Accept any reasonable response.)
5 DescribeSirHenry.
is a show dog.
wears a scarf and goggles.
lives with the White family.
SirHenry
He
He
© 2009 Sopris West Educational Services. All Rights Reserved.
55
PROCEDURES
For each step, demonstrate and guide practice, as needed. Then have students complete the
page independently.
1. Selection Response—Basic Instructions (Items 1, 2, 4)
•Have students read each sentence starter or question, then fill in the bubble or check the
blank with the correct answer.
•Think aloud with students and discuss the multiple-choice options, as needed.
•Remind students to put a period at the end of the sentences.
2. Main Idea: Selection Response—Basic Instructions (Item 3)
Have students read the main idea statement and check the correct responses.
3. Characterization: Sentence Completion (Item 5)
Have students complete the sentences to describe Sir Henry’s characteristics. Remind them
to use capitals and periods.
Self-monitoring
Have students check and correct their work.
27
COMPREHENSION AND SKILL ACTIVITY 2
PASSAGE READING FLUENCY
FLUENCY
Accuracy, Expression, Rate
PROCEDURES
For each step, demonstrate and guide practice, as needed. Then have
students complete the page independently.
28
Passage Reading—Basic Instructions
•Have students read the practice words.
•Have students finger track and whisper read the story two times—
the first time for accuracy and the second time for fluency.
Have students cross out a trophy each time they finish.
•Have students do a one-minute Timed Reading and cross out
the timer.
ACCURACY
PRECEDES RATE
(Reminder)
Students should read
the story with a high
degree of accuracy before
proceeding to Timed
Readings. Reading for
increased rate before
establishing a high
degree of accuracy may
encourage students to
guess at words.
COMPREHENSION AND SKILL ACTIVITY 2
Sir Henry
Unit
6
Activity
2
Use after Exercise 1 and Chapters 1 and 2
Name __________________________________
Passage Reading Fluency
1. Practice these words:
wagging
wiggling
excited
decided
nervous
congratulate
2. Read the story 2 times. Cross out a trophy each time you read the story.
JohnandSirHenry
JohnandSirHenrywereatthelocaldogshow.Whiletheywaited
theirturntogointotheshowring,JohncarefullybrushedSirHenry’s
thickfur.SirHenrykeptwagginghistailandwigglingallover.He
wasexcited!Johnwasexcitedtoo,buthewasalsonervous.
Finally,itwastimetoentertheshowring.SirHenrywasnot
nervousatall.Hewalkedproudlyaroundthering.Thejudgeswere
impressed.TheydecidedSirHenrywasthebestdogattheshow.Sir
HenryandJohnwon!
Aftertheshow,everyonewantedtocongratulatethewinners.
TherewasquiteacommotionaspeoplepattedSirHenryandshook
John’shand.SirHenryandJohnwereveryproudoftheirtrophy.
13
26
39
50
63
75
88
92
101
113
125
3. Set a timer and see how far you can read in one minute.
Then cross out the timer.
56
© 2009 Sopris West Educational Services. All Rights Reserved.
29
EXERCISE 2
1 SOUND REVIEW
Have students read the sounds and key word phrases. Work for accuracy, then fluency.
2 ACCURACY AND FLUENCY BUILDING
C1.Related Words
For each group of words, tell students the related word. Then have
them read the words.
All the words in the first group are related to the word report.
Read the words.
The next words are related to . . .
D1.Word Endings
Have students read any underlined word, then the word with
the ending.
Note: Tell students that you change the y to i when you add ed
to “study.”
Accuracy
and Fluency
Building
(Reminder)
•For each task, have
students say any
underlined part, then
read the word.
•Set a pace. Then have
students read the whole
words in each task and
column.
•Provide repeated
practice, building
accuracy first, then
fluency.
E1. Tricky Words
•For each Tricky Word, have students identify known sounds or word
parts. Use the word in a sentence to help with pronunciation.
neighbors
Look at the first word. Say the word by parts with me. neigh-bors
The people who live around us are called our . . . neighbors.
Say the words two times. (neighbors, neighbors)
search
English
group
beautiful
Maddy lost her ring. She started to . . . search . . . for it.
The language we are speaking is . . . English.
We are all working together in a . . . group.
The sunset was very, very . . . beautiful.
E2.Story Words
For each word, tell students the underlined sound and have them read the word.
Use the word in a sentence, as needed. Say something like:
retrace
The underlined sound is /sss/. Say the underlined sound. (/sss/)
Now read the word. (retrace)
We will walk back the same way we came. We will . . . retrace . . . our steps.
officer
excited
Jack needed help, so he found a police . . . officer.
We were . . . excited . . . about going to the seashore.
3 WORDS IN CONTEXT
4 MULTISYLLABIC WORDS
For each word, have students read each syllable, finger count, then read the whole word. Use
the word in a sentence, as appropriate.
30
★ =New in this unit
EXERCISE 2
5 MORPHOGRAPHS AND AFFIXES
•Remind students that a morphograph is a word part that means something.
★ Introduce “bi = two.”
•Have students read each word and what it means.
•For Row B, have students read the underlined part, then the word.
Sir Henry
Unit
6
Exercise
2
Use before Chapters 3 and 4
1 . SOUND REVIEW
A
ge as in page B
Have students review sounds for accuracy, then for fluency .
ew as in crew ea u_e 2 . ACCURACY AND FLUENCY BUILDING
the whole column .
A1
3 . WORDS IN CONTEXT
ue ar B2
steps
corner
low
mind
showed
store
E1
Word Endings
report
reports
reported
reporter
Mixed Review
morning
doub/t
twelve
solve Wong
ow as in snow D1
Related Words
quite
admire
spoke
roses
A2
aw C1
Bossy E
Mixed Practice
o as in open For each column, have students say any underlined part, then read each word . Next, have students read
B1
New Sound Practice
charge
orange
judged
German
-dge as in badge impressed
dragged
gathered
groomer
baker
pleaded
distress
distressed
distressing
study
studied
disappear
disappears
disappeared
Tricky Words
neighbors
search English
group
beautiful
E2
Story Words
retrace
officer
excited
BUILDING
MASTERY
(Reminder)
For each task, have
students work first on
accuracy and then on
fluency. Have fun!
Practice words multiple
times in varied ways. Have
students whisper the
words, squeak the words,
and read the sounds and
words in a rhythm.
GENTLE
CORRECTIONS
If you hear an error, write
the word on the board.
Have all students identify
the difficult sound and
then blend the word.
Periodically, repeat
practice of the difficult
word.
Have students use the sounds and word parts they know and then the sentence to pronounce each underlined word .
A
li • brar • i • an
Miss Tam was a librarian before she retired.
B
flor • ist
Dad got Mom some roses from the florist.
4 . mULTISYLLABIC WORDS
Have students read and finger count each word part, then read each whole word .
A
Span • ish
Spanish
com • ments comments
B
vol • un • teers
volunteers
prob • lems
problems
C
ap • pe • tite
appetite
bar • ber
barber
D
in • for • ma • tion
information
our • selves
ourselves
5 . mORPHOGRAPHS AND AFFIXES
Have students practice reading “bi = two” and related words . For Row B, have students read the underlined part,
then the word .
★ bi = two A
B
36
thankful bicycle = two wheels commotion bicolored = two colors exhausted unturned © 2009 Sopris West Educational Services . All Rights Reserved .
31
VOCABULARY • Sir Henry, Chapters 3 and 4
COMPREHENSION PROCESSES
Remember, Apply
PROCEDURES
Introducing Vocabulary
★
★
WITH THE TEACHER
plead ★ distressed exhausted ★ retrace
For each vocabulary word,
have students read the word
by parts, then read the whole
word. Read the student-friendly
explanations to students as
they follow with their fingers.
Then have students use the
vocabulary word by following
the gray text and reviewing
the photos and illustrations,
as appropriate.
Chapters 3, 4
Vocabulary
★ plead
Plead means to beg. When you
really want something, you may beg,
or plead, for it.
The boy pleaded with his mom to
let him stay up late. Have you ever
begged, or pleaded, for something?
What was it?1
★ dis • tressed
Distressed means very upset.
The girl was distressed when she
lost her dog. Have you ever been
very upset and worried? What
were you distressed about?2
★ ex • haust • ed
Exhausted means very tired.
The baby was exhausted after visiting the relatives. Show
me what you would look like if you were exhausted.3
★ re • trace
Using
vocabulary
Retrace means to go back and do something again.
When you retrace your steps, you go back exactly the
way you came.
I lost my ring and retraced my
steps to find it. If you lost your
pencil on the way to the library,
what should you do?4
(= New
43
1 Apply: Making Connections; Using Vocabulary—plead (I pleaded for a video game. I pleaded for
a puppy . . . )
2 Apply: Making Connections; Using Vocabulary—distressed (I was distressed when my brother had to
go to the hospital. I was distressed when my mom lost her job . . . )
3 Apply: Demonstrate; Using Vocabulary—exhausted
4 Apply: Using Vocabulary—retrace (I should retrace my steps and look for it.)
32
★ =New in this unit
STORY READING 2 • Sir Henry, Chapter 3
WITH THE TEACHER
CHAPTER 3 INSTRUCTIONS
Students read Chapter 3 with the teacher and Chapter 4 on their own.
Note: If you’re working on an 8- to 11-Day Plan, you will read
Chapter 4 with students.
COMPREHENSION PROCESSES
Remember, Understand, Apply
PROCEDURES
1. Reviewing Chapters 1 and 2
Using Vocabulary—community, victory, congratulate
•Have students turn to page 40. Quickly discuss the questions from
Chapter 2, Setting a Purpose. Say something like:
Yesterday, you read Chapter 2 on your own. Let’s see what you found out.
• Who won Best in Show at the State Contest? (Sir Henry)
• What did John and his parents say? (They thanked the community.)
•W
hat happened when Sir Henry and John got back to their community?
(They took a victory walk. Everyone congratulated Sir Henry.)
2. Introducing Chapter 3
Identifying—Title; Defining and Using Vocabulary—distressed; Predicting
Have students turn to page 44. Discuss the title. Say something like:
What’s the title of this chapter? (A Distressing Day)
What does distressing mean? (Distressing means very upset.)
So what do you think might happen in this chapter? (Someone is going to get
distressed, something is going to happen to Sir Henry . . . )
3. First Reading
•Ask questions and discuss the story as indicated by the gray text.
•Mix group and individual turns, independent of your voice.
Have students work toward a group accuracy goal of 0–2 errors.
Quietly keep track of errors made by all students in the group.
•After reading the story, practice any difficult words.
Reread the story if students have not reached the accuracy goal.
4. Second Reading, Timed Readings: Repeated Reading
•As time allows, have students do Timed Readings while others
follow along.
•Time individuals for 30 seconds and encourage each child to
work for a personal best.
•Determine words correct per minute. Record student scores.
33
STORY READING 2 • Sir Henry, Chapter 3
WITH THE TEACHER
WITH THE TEACHER
Chapter 3
A Distressing Day
Jollytown Gazette
Show Trophy Disappears
FINGER
TRACKING
(Reminder)
To help students keep
their places and follow
along when others read,
continue having them
track text with their
fingers. Give turns to
individual students who
are following along.
by George Page, reporter
This morning, Police
Officer Wong of the
Jollytown police reported,
“Sir Henry White’s Best
in Show Trophy has
disappeared.”
Owner John White was
speechless and had no
comment. John’s parents
pleaded to people in the
community, “Please call
if you have any information about the missing
trophy. Sir Henry is quite distressed. He is
moody and will not come out of the corner.”
Officer Wong said, “Anyone with information
on the missing trophy should call the Doggie
Help Hotline.”
FOCUS ON
VOCABULARY—
distressed
After reading the page,
say something like:
Who is distressed? (Sir
Henry)
How can the White family
tell that Sir Henry is
distressed? (He is moody
and will not come out of
the corner.)
What is the problem? 1What did John’s parents ask the people in the
community to do? 2Why? 3
44
Comprehending
as you go
1 Understand: Explaining—Problem (Sir Henry’s trophy disappeared.)
2 Remember: Identifying—What (They asked people to call if they have any information about the trophy.)
3 Apply: Inferring, Explaining (Someone might have seen it . . . )
34
STORY READING 2 • Sir Henry, Chapter 3
WITH THE TEACHER
SIR HENRY
I could not believe that my trophy was gone.
I went to bed that night without eating. I had lost
my appetite. John tried to help. He said, “Don’t worry,
Sir Henry. Officer Wong has called on community
volunteers to help find your trophy. We will leave no
stone unturned.”
mmunities
People in co
ther
work toge
lems.
ob
to solve pr
John told Sir Henry that the community volunteers would leave no stone
unturned. What does that mean? 1
45
Comprehending
as you go
1 Apply: Inferring; Understand: Defining (It means they will look everywhere. It means
they will look under every stone . . . )
35
STORY READING 2 • Sir Henry, Chapter 4
ON YOUR OWN
CHAPTER 4 INSTRUCTIONS
Students read Chapter 4 on their own.
Note: If you’re working on an 8- to 11-Day Plan, you will read Chapter 4
with students.
COMPREHENSION PROCESSES
Remember, Understand, Apply
PROCEDURES FOR READING ON YOUR OWN
1. Introducing Chapter 4 and Reviewing Genre, Mystery
Identifying—Problem; Predicting
•Have students turn to page 46.
Turn to page 46. This chapter is called “The Search.”
This story is a mystery.
In a mystery, there’s a problem that needs to be solved.
What is the problem in this story? (Sir Henry’s trophy is missing.)
What do you think people are going to do in this chapter? (look for
the trophy)
2. Setting a Purpose
Identifying—Who; Explaining
Before students begin reading, say something like:
As you read the next pages, try to answer:
• Who organized the search?
• Who helped with the search?
• What did Sir Henry and John do to look for the trophy?
3. Reading on Your Own: Partner or Whisper Reading
•Have students take turns reading every other page with a partner or
have students whisper read on their own.
•Continue having students track each word with their fingers.
Note: At this reading level, Finger Tracking allows you to monitor
student engagement and increases accuracy and fluency.
•Have students ask themselves or their partners the gray text questions.
4. Comprehension and Skill Work
For students on a 6-Day Plan, tell them they will do Comprehension and
Skill Activities 3 and 4 after they read Chapter 4 on their own. Guide
practice, as needed. For teacher directions, see pages 40 and 41. (For 8- to
11-Day Plans, see the Lesson Planner, page 9.)
5. Homework 2: Repeated Reading
36
PREP NOTE
Setting a Purpose
Write questions on a
chalkboard, white board,
or large piece of paper
before working with your
small group.
STORY READING 2 • Sir Henry, Chapter 4
ON YOUR OWN
ON YOUR OWN
Chapter 4
The Search
It seemed like the whole community showed up
to search for my trophy. There were a lot of people—
the butcher, the baker, and the neighborhood kids.
The barber, my groomer, my trainer, the florist, and
the librarian all showed up. Some were old friends
and some were new neighbors. I was impressed!
Officer Wong took charge. She gathered
everyone together and gave each group a map.
Everyone studied their maps. One group spoke in
Spanish, another in German, and others just spoke
plain ordinary English. There was no doubt in my
mind that they all wanted to help.
made
s are
ie
it
n
u
ent
Comm
differ
many
f
o
up
ople.
of pe
kinds
Who is helping to look for the trophy?1Why is Sir Henry impressed by the
search for his trophy?2
46
Comprehending
as you go
1 Remember: Identifying—Who; Using Vocabulary—community (Everyone in the
community is helping—the barber, the butcher, the baker . . . )
2 Apply: Inferring; Explaining; Using Vocabulary—impressed (Sir Henry is impressed
because so many people came to help.)
37
STORY READING 2 • Sir Henry, Chapter 4
ON YOUR OWN
SIR HENRY
Officer Wong told John and me to retrace our
steps. The victory walk in the neighborhood was the
last time we had the trophy.
Here’s the map that John and I used.
2
1
3
4
5
We walked, and walked, and walked.
1
2
3
4
The trophy was not at the fire station.
The trophy was not at the pet store.
The trophy was not at the park.
The trophy was not at the butcher’s
shop or the bakery.
5 Our last stop was the police station.
Where did John and Sir Henry look for the trophy?1Let’s retrace their steps
on the map.2
47
Comprehending
as you go
1 Understand: Summarizing, Sequencing (First they looked at the fire station, then at the pet store, then at
the park, then the butcher’s shop and bakery. The last stop was the police station.)
2 Apply: Demonstrating; Using Maps; Viewing; Using Vocabulary—retrace
38
STORY READING 2 • Sir Henry, Chapter 4
ON YOUR OWN
ON YOUR OWN
We were exhausted. With our heads hanging
low, we dragged ourselves into the station.
Twelve beautiful orange roses sat on the clerk’s
desk. I started to admire the flowers when . . . I
heard myself bark.
Oh, my! I couldn’t believe my eyes! The roses
were sitting in my trophy!
What did Sir Henry do when he saw the orange roses?1What were the roses
in?2Was Sir Henry’s problem solved?3There is still a mystery. What is it? 4
48
Comprehending
as you go
1 Remember: Identifying—What (Sir Henry started to admire the roses.)
2 Remember: Identifying—What (The roses were in his trophy.)
3 Understand: Explaining—Solution (Yes, he found his trophy.)
4 Apply: Inferring, Explaining (The mystery is how his trophy ended up at the police station
with roses in it.)
39
COMPREHENSION AND SKILL ACTIVITY 3
STORY COMPREHENSION
COMPREHENSION PROCESSES
Understand
Sir Henry
Unit
6
Activity
3
Use after Exercise 2 and Chapters 3 and 4
Name _________________________________
Story Comprehension
Identifying—What, Using
Vocabulary—distressed, impressed
Defining and Using Vocabulary—
distressed
Identifying—What
Identifying—Action
Using Vocabulary—community
A Distressing Day
1 SirHenrywas
excited
distressed
distressed
2 What’sanotherwordthatmeansdistressed?
excited
happy
becausehistrophywasmissing.
impressed
upset
3 WhatdidSirHenrydowhenthetrophydisappeared?
Hegotexcitedandwaggedhistail.
Hegotmoodyandwaggedhistail.
Hegotmoodyandwouldn’tcomeoutofthecorner.
4 OfficerWongwasinchargeoffindingthemissingtrophy.
Check three things that tell what Officer Wong did.
reportedthemissingtrophytotheJollytownGazette
wouldnotcomeoutofthecorner
askedthatanyonewithinformationonthemissingtrophycallthe
DoggieHelpHotline
calledoncommunityvolunteerstohelpfindthetrophy
calledoncommunityvolunteerstorakeleaves
Illustrating
5 Drawapictureofthemissingtrophy.
© 2009 Sopris West Educational Services. All Rights Reserved.
PROCEDURES
For each step, demonstrate and guide practice, as needed. Then have students complete the
page independently.
1. Selection Response—Basic Instructions (Items 1–4)
•Have students read each sentence or question, then fill in the bubble and/or blank with
the correct answer.
•Think aloud with students and discuss the multiple-choice options, as needed.
2. Illustrating—Basic Instructions (Item 5)
Have students draw a picture of the missing trophy.
Self-monitoring
Have students check and correct their work.
40
57
COMPREHENSION AND SKILL ACTIVITY 4
MAIN IDEA
COMPREHENSION PROCESSES
Remember, Understand, Apply,
Analyze
Sir Henry
Unit
6
Activity
4
Use after Exercise 2 and Chapters 3 and 4
WRITING TRAITS
Main Idea
Conventions—Complete Sentence,
Capital, Period
Using Vocabulary—community
Identifying—Who
Identifying—Action; Supporting Details
Drawing Conclusions
Inferring—Main Idea
Visualizing; Illustrating
Name __________________________________
Attheplayground,someofthecommunityvolunteerspickedup
trash.Someofthecommunityvolunteersrakedleaves.Someofthe
volunteerspaintedtheswings.
1 Whoarethesesentencesabout?
agarbagetruck
trees
communityvolunteers
2 Checkwhatthevolunteersdid.
hadlunch
pickeduptrash
rakedleaves
playedontheswings
paintedtheswings
3 Thevolunteerspickeduptrash,rakedleaves,andpaintedtheswings.
Whatwasthemainthingthevolunteersdid?
cametogethertohavelunch
cleaneduptheplayground
cleanedupthecommunitycentertogether
(Accept any reasonable response.)
4 Writeandillustratethemainidea. (Start with The community volunteers . . . )
The community
volunteers cleaned
up the playground.
5
© 2009 Sopris West Educational Services. All Rights Reserved.
PROCEDURES
For each step, demonstrate and guide practice, as needed. Then have students complete the
page independently.
1. Main Idea: Selection Response—Basic Instructions (Items 1–3)
•Have students read the paragraph in the box.
•Have students read the questions, then fill in the bubbles and/or check the
correct answers.
2. Main Idea: Sentence Writing, Illustrating—Basic Instructions (Item 4)
Have students write the main idea sentence. Remind them to use a capital and a period.
Then have students draw a picture of the main idea.
Who is the paragraph about? (the community volunteers)
What did you learn about the community volunteers? (They cleaned up the playground.)
What should we start our sentence with? (The community volunteers)
What can you write for the main idea? (The community volunteers cleaned up the playground.)
41
EXERCISE 3
1 SOUND REVIEW
Use selected Sound Cards from Units 1–6.
2 ACCURACY AND FLUENCY BUILDING
•For each task, have students say any underlined part, then read the word.
•Set a pace. Then have students read the whole words in each task and column.
•Provide repeated practice, building accuracy first, then fluency.
D1.Word Endings
Have students read any underlined word, then the word with an ending.
Note: Tell students that you drop the e when you add -ing to “dine” and “change.”
E1. Tricky Words
•For each Tricky Word, have students identify known sounds or word parts. Use the
word in a sentence to help with pronunciation.
•If the word is unfamiliar, tell students the word. Then have students say, spell, and
say it.
buys
Try to sound out the first Tricky Word in your head.
Thumbs up when you know the word. Use my sentence to help you pronounce the word.
Sometimes when we go to the store, my mom . . . buys . . . me a treat. Spell buy. (b-u-y)
Read the word five times. (buys, buys, buys, buys, buys)
discovers
Look at the next word. Say the word by parts with me. dis-cov-ers
In the book, Zack finds a cave no one knew about. He . . . discovers . . . a cave.
Read the word two times. (discovers, discovers)
events
front
puts
table
Lots of things were going on at the state fair. There were many . . . events.
The Table of Contents is found in the . . . front . . . of a book.
After my sister is done playing with her toys, she always . . . puts . . . them away.
Our classroom has many chairs and a round . . . table.
3 MULTISYLLABIC WORDS
•For each word in Row A, have students read each syllable, finger count,
then read the word. Use the word in a sentence, as appropriate.
polishes
3 syllables
My dad waxes and . . . polishes . . . the car.
silver
2 syllables
Shelly has a special pen that writes in . . .
silver . . . ink.
dollar
2 syllables
Juan spent almost all his money. He had
one . . . dollar . . . left.
September
3 syllables
School starts in the month of . . . September.
•For Row B, have students read each whole word.
•Repeat practice on whole words, building accuracy, then fluency.
Multisyllabic
Words
Correction
Procedure
If students make an error,
write the word on the
board. Draw loops under
each syllable and guide
practice with your hand.
Have students say each
syllable, then read the
whole word.
4 WORDS IN CONTEXT
•Tell students to use the sounds and word parts they know and then the sentences
to figure out how to say each word. Assist, as needed.
•Have students read each word part, the whole word, then the sentence.
42
EXERCISE 3
Sir Henry
Unit
6
Exercise
3
Use before Chapter 5
1 . SOUND REVIEW
Use selected Sound Cards from Units 1–6 .
2 . ACCURACY AND FLUENCY BUILDING
the whole column .
A1
B1
New Sound Practice
C1
Bossy E
orange
rummage
edge
dodge
George
Page
D1
Mixed Practice
vases
White
shared
sale
B2
Buildups
be
begin
beginning
beginnings 3 . mULTISYLLABIC WORDS
whole word .
For each column, have students say any underlined part, then read each word . Next, have students read
E1
Word Endings
found
clue
leads
afternoon
opened
during
shelf
station
retrace
buys
discovers
events
front
puts
table
dine
dining
change
changing
Have students read and finger count each word part, then read each whole word . For Row C, have students read each
A
pol • ish • es
polishes
sil • ver
silver
B
dol • lar
dollar
Sep • tem • ber
September
C
community 4 . WORDS IN CONTEXT
Mistakes are an important
part of learning!
•If you hear a mistake,
say something like:
Oops, that was hard,
but we can get it!
•Demonstrate or guide
students on the correct
skill or strategy (sound,
sounding out, reading a
word by parts . . . ).
•Have the group practice
the skill.
•Make sure the individual
who made the mistake
has an opportunity to
demonstrate that he or
she worked hard and
got it.
•Give descriptive
feedback.
[Sienna], you worked
hard and now you can
read the Tricky Word
front.
Tricky Words
happened
gathered
walking
florists victory thankful LEARNING FROM
MISTAKES
(Reminder)
information Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word .
A
se • lect
I get to choose my birthday cake. I always select chocolate.
B
de • li • vers
The mailman delivers letters and packages each day.
C
ac • cord • ing
According to the news report, it will rain today.
D
to • mor • row
I can’t go today, but Mom said I can go tomorrow.
E
Fri • day
My brother is going to a birthday party on Friday.
© 2009 Sopris West Educational Services . All Rights Reserved .
37
43
VOCABULARY • Sir Henry, Chapters 5 and 6
COMPREHENSION PROCESSES
Apply
PROCEDURES
Introducing Vocabulary
SIR HENRY
popular ★ sulk ★ chain of events
For each vocabulary word,
have students read the word
by parts, then read the whole
word. Read the student-friendly
explanations to students as
they follow with their fingers.
Then have students use the
vocabulary word by following
the gray text and reviewing
the photos and illustrations, as
appropriate.
Chapters 5, 6
Vocabulary
pop • u • lar
Something is popular when many
people like it.
Our local restaurant is very
popular. What do you know about
the restaurant?1
★ sulk
Sulk means to show that you
are unhappy. People often
sulk by pouting and not
talking.
Mom said that we could
not stay up late. We were
so unhappy that we sulked.
What do some kids do
when they can’t have
their way?2
Idioms and Expressions
Using
vocabulary
★ chain of e • vents
A chain of events is a series of things that happen in a
certain order. Each thing causes the next thing to happen.
Minnie Bird screeched. Miss Tam jumped and spilled the
milk. Old Scraggly Cat walked through the milk and left
paw prints all over the house. What was the chain of events?3
(= New
49
1 Understand: Defining and Using Vocabulary—popular (Many people like the restaurant.)
2 Apply: Using Vocabulary—sulk (Some kids sulk when they can’t have their way.)
3 Apply: Using Idioms and Expressions—chain of events (The chain of events was the bird screeched,
Miss Tam spilled the milk, then the cat left paw prints all over the house.)
44
★ =New in this unit
STORY READING 3 • Sir Henry, Chapter 5
WITH THE TEACHER
CHAPTER 5 INSTRUCTIONS
Students read with the teacher. (The remainder of “Sir Henry” is read
with the teacher.)
COMPREHENSION PROCESSES
Remember, Understand, Apply
PROCEDURES
1. Reviewing Chapter 4
Identifying—Who, Using Vocabulary—community, retrace
Have students turn to page 46. Quickly discuss the questions from Chapter 4, Setting a
Purpose. Say something like:
Yesterday, you read Chapter 4 on your own. Let’s see what you found out.
• Who organized the search? (Officer Wong organized the search.)
•W
ho helped with the search? (Many people from the community helped—the butcher, the
baker, the neighborhood kids, the barber, groomer, trainer, florist, and librarian.)
•W
hat did Sir Henry and John do to look for the trophy? (They retraced their steps.)
2. Introducing Chapter 5
•Have students read the chapter title.
•Ask the gray text questions under the chapter title.
3. First Reading
•Ask questions and discuss the story as indicated by the gray text.
•Mix group and individual turns, independent of your voice.
Have students work toward a group accuracy goal of 0–4 errors.
Quietly keep track of errors made by all students in the group.
•After reading the story, practice any difficult words.
Reread the story if students have not reached the accuracy goal.
Correcting
Decoding
Errors
During story reading,
gently correct any error,
then have students reread
the sentence.
4. Second Reading, Short Passage Practice: Developing Prosody
•Demonstrate expressive, fluent reading of the first two paragraphs.
Listen to my expression as I read the part where Officer Wong is talking to the reporters. I’m
going to make it sound like she is being very professional.
“Officer Wong: Good morning, I am happy . . . ”
•Guide practice with your voice.
•Provide individual turns while others track with their fingers and whisper read.
•Repeat with one paragraph at a time.
5. Partner Reading or Whisper Reading: Repeated Reading
Before beginning independent work, have students finger track and do Partner or
Whisper Reading.
6. Comprehension and Skill Work
Tell students they will do Comprehension and Skill Activities 5 and 6 after they read
Chapter 5. Guide practice, as needed. For teacher directions, see pages 50 and 51.
7. Homework 3: Repeated Reading
45
STORY READING 3 • Sir Henry, Chapter 5
WITH THE TEACHER
WITH THE TEACHER
Chapter 5
Problem Solved
What’s the mystery? What do you hope to learn in this chapter?
Jollytown Gazette
Sir Henry’s Trophy Found
by George Page, reporter
According to Police Officer Wong, Sir Henry’s
trophy has been found. Information will be shared
at the Jollytown Community Hall tomorrow at
8:00 a.m.
50
46
STORY READING 3 • Sir Henry, Chapter 5
WITH THE TEACHER
SIR HENRY
People from all over gathered at the community
hall to find out what had happened to my trophy.
Officer Wong opened the meeting.
Officer Wong:
Good morning. I am happy to
report that Sir Henry’s Best in
Show trophy has been found.
It was on the front desk of the
Jollytown Police Station. Any
questions?
Reporter:
Officer Wong:
Reporter:
Officer Wong:
Officer, why was the trophy at
the police station?
It was the clerk’s birthday.
What does that have to do with
the missing trophy?
Orange roses were in the
trophy.
Reporter:
But what were the roses doing
in the trophy?
Officer Wong:
Let me tell you about the chain
of events.
Where was the trophy found?1We don’t know how the roses got in the trophy
or how the trophy got to the police station. What do you think happened?2
51
Comprehending
as you go
1 Remember: Identifying—Where (The trophy was at the police station.)
2 Apply: Inferring, Explaining (Sir Henry left his trophy at the police station and the clerk
put her flowers in it. The police found the trophy and put flowers in it to surprise
Sir Henry . . . )
47
STORY READING 3 • Sir Henry, Chapter 5
WITH THE TEACHER
52
48
WITH THE TEACHER
STORY READING 3 • Sir Henry, Chapter 5
WITH THE TEACHER
SIR HENRY
•
•
•
•
FRIDAY, SEPTEMBER 17
Sir Henry and John return home from victory walk.
Trophy left on dining room table.
Mrs. White bumps the trophy.
Trophy falls into rummage sale box.
SATURDAY, SEPTEMBER 18
• White family reports trophy missing.
• Florist buys trophy at rummage sale for one dollar,
thinking it is a vase.
• Florist puts trophy on shelf with other vases.
• Florist gets call for 12 orange roses.
• Florist selects silver vase.
• Florist delivers orange roses to the police
station for the clerk’s birthday.
SUNDAY, SEPTEMBER 19
• Ofcer Wong leads search party.
• Sir Henry and John retrace steps.
• Dog discovers trophy with orange owers in it
at the police station.
This chart shows the chain of events. What do you think that means?1How
did the trophy end up in the rummage sale box?2Who thought the trophy
was a vase?3What happened next?4
53
Comprehending
as you go
1 Understand: Defining and Using Idioms and Expressions—chain of events (A chain of
events is a series of things that happen in a certain order.)
2 Understand: Explaining (Mrs. White bumped into it and it fell off the table.)
3 Remember: Identifying—Who (The florist thought the trophy was a vase.)
4 Understand: Explaining (The florist put flowers in the trophy and delivered it to the
police station.)
49
COMPREHENSION AND SKILL ACTIVITY 5
STORY COMPREHENSION
COMPREHENSION PROCESSES
Remember, Understand, Apply
Sir Henry
Unit
WRITING TRAITS
6
Activity
5
Use after Exercise 3 and Chapter 5
Conventions—Capital, Period
Name _________________________________
Story Comprehension
Problem Solved
Identifying—Setting
Using Vocabulary—community
1 Wheredidthischaptertakeplace? (Start with This chapter took place . . . )
This chapter took place at the community hall.
Identifying—Where
Using Vocabulary—community
atthecommunityhall
2 Wheredidtheyfindthetrophy?
atthecommunityhall
Identifying—Action; Sequencing; Using
Idioms and Expressions—chain of events
atthegrocerystore
atthepolicestation
atthestore
3 Completethesentencesbelow.Theytellthechainofeventsinthestory.
the trophy.
B. Thetrophyfellintothe rummage sale box.
A. Mrs.Whitebumped
petbox
rummagesalebox
C. Thefloristgotthetrophyattherummagesale.Thefloristput
roses
forherbirthday.
inthetrophy.
D. Thenthefloristsenttherosesto
Identifying—Who
theclerkatthepolicestationforherbirthday
theclerkatthebutcher’sshop
4 ThetrophywentfromSirHenrytootherpeople.Listthepeoplewhohadthe
trophyatsometime.
PROCEDURES
For each step, demonstrate and guide
practice, as needed. Then have students
complete the page independently.
theclerkatthepolicestation
Mrs. White
the florist
the clerk
© 2009 Sopris West Educational Services. All Rights Reserved.
1. Selection Response—Basic Instructions (Items 1, 2, 3B, 3D)
•Have students read each sentence or question, then fill in the bubble and/or blank with
the correct answer.
•Think aloud with students and discuss the multiple-choice options, as needed.
•Remind students to put a period at the end of the sentences.
2. Sentence Completion—Basic Instructions (Items 3A, 3C)
Have students read the question and sentence starters. Have them write answers that
correctly complete the sentences. Remind students to put a period at the end of sentences.
3. Making Lists—Basic Instructions (Item 4)
•Have students read the directions and brainstorm possible answers.
•Have students write the answers in the blanks.
•Remind students they can look back in their storybook if they need to.
Self-monitoring
Have students check and correct their work.
50
5
COMPREHENSION AND SKILL ACTIVITY 6
VOCABULARY and ALPHABETICAL ORDER
COMPREHENSION PROCESSES
Understand, Apply
Sir Henry
Unit
6
Activity
6
Use after Exercise 3 and Chapter 5
Alphabetical Order
Defining and Using Vocabulary—
commotion; Visualizing; Illustrating
Vocabulary and Alphabetical Order
A
B
C
D
om t
i e d
c __m o _i o n
d_st r_sse _
E
F
G
H
I
J
Defining and Using Vocabulary—
distressed; Visualizing; Illustrating
1. Fill in the missing letters of the alphabet.
Complete the words in the second column and then read them.
2. For each word, read the definition.
Then complete the sentence using the word.
3. Draw a picture of the word in the box.
commotion
Whenthereisacommotion,
thereareloudsoundsand
manythingsgoingon.
Thefirebellwentoffand
therewasabig
commotion
K
L
________________________
atschool.
M
distressed
p ea d
P _l__de
Johnwas
N
O
Defining and Using Vocabulary—
pleaded
Visualizing; Illustrating
Name __________________________________
Q
R
S
T
U
V
W
X
Y
Tobedistressedmeanstobe
veryupset.
distressed
________________________
becausehisbestfriendwas
moving.
pleaded
Pleadedmeanstohave
begged.
Thegirl
pleaded
________________________
forapetcat.
Z
60
© 2009 Sopris West Educational Services. All Rights Reserved.
PROCEDURES
For each step, demonstrate and guide practice, as needed. Then have students complete the
page independently.
Alphabetical Order—Basic Instructions
•Have students read the letters in the alphabet column and fill in the missing letters.
•Have students fill in the blanks for the vocabulary words in the column.
Vocabulary: Sentence Completion, Illustrating—Basic Instructions
•Have students read the vocabulary words and definitions.
•Have students read the sample sentences and fill in the blanks. Have students visualize and
draw a picture of each sentence.
Self-monitoring
Have students check and correct their work.
51
COMPREHENSION AND SKILL ACTIVITY
JUST FOR FUN • CREATE YOUR OWN “MISSING TROPHY” POSTER
Sir Henry
Unit
6
Just for Fun
Use as appropriate
Name _________________________________
• Create Your Own “Missing Trophy” Poster
Draw a picture of the missing trophy. Add any information you wish.
Missing
Trophy
How to use
“just for Fun”
Activities
Note: This activity is
optional and is just for fun.
Use the activity:
• as a cushion activity
• for homework
• just for fun
ation
u have any inform
Please call if yo
ng
about the missi
trophy.
© 2009 Sopris West Educational Services. All Rights Reserved.
61
PROCEDURES
Illustrating—Specific Instructions
As time allows, have students draw a picture of Sir Henry’s missing trophy and add any other
information they wish.
52
COMPREHENSION AND SKILL ACTIVITY
JUST FOR FUN
Your students may enjoy seeing these pictures of the real Sir Henry, who really does ride
around in a convertible. He lives in Hawaii with his brother Sir Winston.
53
EXERCISE 4a
1 SOUND REVIEW
Have students read the sounds and key word phrases.
Read the sounds and the phrases. (/ēēē/ as in baby, // as in flute . . . )
PACING
Exercises 4a and 4b
should take about
20 minutes.
2 ACCURACY AND FLUENCY BUILDING
•For each task, have students say any underlined part, then read the word.
•Set a pace. Then have students read the whole words in each task and column.
•Provide repeated practice, building accuracy first, then fluency.
B1.Shifty Words
•Tell students that one sound changes a word.
•For each word, have students say the underlined sound, then read the word.
C1.Reading by Analogy
Have students figure out how to say -al by reading other words they know.
Read the first word. (animal)
What does -al say in animal? (/ul/)
Read the underlined sound and then the whole word.
(/ul/, animal; /ul/, national; /ul/, final)
Read each word two times. (animal, animal; national, national; final, final)
E1. Tricky Words
•For each Tricky Word, have students identify known sounds or word parts. Use the
word in a sentence to help with pronunciation.
•If the word is unfamiliar, tell students the word. Then have students say, spell, and
say it.
country
Look at the first word. Say the word by parts with me. coun-try
Ghana is a . . . country. Spell country. (c-o-u-n-t-r-y)
Read the word three times. (country, country, country)
full
Try to sound out the next Tricky Word in your head.
Thumbs up when you know the word. Use my sentence to help you pronounce the word.
I ate a very big breakfast. Now I am . . . full. Spell full. (f-u-l-l)
Read the word five times. (full, full, full, full, full)
been
Where have you . . . been?
E2.Story Words
Tell students the underlined sound, then have them read the word.
3 WORDS IN CONTEXT
Tell students to use the sounds and word parts they know and then the sentences to figure out
how to say each word.
4 MULTISYLLABIC WORDS
•For each word in Row A, have students read each syllable and then read the word. Use the
word in a sentence, as appropriate.
•For Row B, have students read each whole word.
54
EXERCISE 4a
5 MORPHOGRAPHS AND AFFIXES
•Have students read the underlined part, then the word.
•Review the meaning of the morphographs bi-, re-, un-, and -ful, as time allows.
Sir Henry
Unit
6
Exercise
4a
Use before Exercise 4b (Focus Lesson)
1 . SOUND REVIEW
Have students review sounds for accuracy, then for fluency .
A
-y as in baby B
ge u_e as in flute ir 2 . ACCURACY AND FLUENCY BUILDING
A1
B1
C1
Shifty Words
orange
strange
ledge
judge
Reading by Analogy
vases
cases
cages
stages
A2
animal
national
final
C2
Word Endings
B2
Mixed Practice
Mixed Review
slower
proud
few
without clues
sends
corner
pictures
little
oodles
3 . WORDS IN CONTEXT
igh aw as in paw u ar finally
older
sulking
finding
lover Tricky Words
change
changed
changing
country
full
been
E2
write
writer
writing
Story Words
office
since
trophy
trophies
D2
Contractions
I would = I’d
do not = don’t
Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word .
pop • u • lar
Many people go to that beach. It is very popular.
B
rib • bons
I will wrap the gift with colored ribbons.
4 . mULTISYLLABIC WORDS
B
buildings 5 . mORPHOGRAPHS AND AFFIXES
A
B
3
BUILDING
INDEPENDENCE
(Reminder)
Some students will try
to follow your voice
instead of learning to read
the sounds and words.
Therefore, it is important
for you to demonstrate
and guide practice only as
needed.
Give students many
opportunities to
respond without your
assistance—with groups
and individuals. Encourage
independence.
Have students read each word part, then read each whole word . For Row B, have students read each whole word .
grate • ful
or E1
D1
Related Words
A
A
ow as in cow For each column, have students say any underlined part, then read each word . Next, have students read
the whole column .
New Sound Practice
-dge as in badge grateful
computer florist commotion
communities Have students read the underlined word part, then the word .
bicycle retrace com • mo • tion bicolored unlock expect probably wonderful © 2009 Sopris West Educational Services . All Rights Reserved .
55
EXERCISE 4b (Focus Lesson)
FROM STORY MAP TO WRITTEN RETELL
PURPOSE
The purpose of this lesson is to provide explicit instruction in how to use
FOCUS
LESSON
a story map to complete the middle of a written retell. The lesson prepares
Skills and
students for Comprehension and Skill Work. Students do not write in their
Strategies
books but will watch and respond as you guide them through the lesson.
COMPREHENSION PROCESSES
PREP NOTE
To demonstrate how
to use a story map to
complete a written
retell, use an overhead
of page 39 in students’
Exercise Book 1, write on a
transparency placed over
the page, or use a paper
copy.
Remember, Understand, Apply
PROCEDURES
1 INTRODUCTION
Explain the purpose of the lesson. Say something like:
Today, we’re going to learn how to use a story map to complete a written retell.
Remember, a story map and a written retell are both shortened versions of the story. Each has an
introduction, a beginning, a middle, and an end—just like the story does.
You’ve used a story map to write the beginning and end of a written retell. Now we are going to
learn to use the story map to write the middle of a written retell.
2 STORY MAP, MIDDLE
Identifying—Action; Explaining
Guide responses and demonstrate how to write each response.
Put your finger on the first box. This is the middle of the story map.
Let’s complete the story map to tell what happened in the middle of the story.
Read the first event. (Sir Henry and John went . . . )
Where did they go? (on a victory walk)
So what should I write? (on a victory walk.)
Now let’s read the second event. (Sir Henry’s trophy went missing.)
Now read the third event. (Officer Wong . . . )
What did Officer Wong do? (organized a search party)
So what should I write in the blank? (organized a search party.)
The fourth event says that John and Sir Henry retraced their steps.
List three places they went. Where did they go? (to the fire station, to the pet store, to the bakery . . . )
3 STORY MAP TO WRITTEN RETELL, MIDDLE
Sequencing, Summarizing—Action
•Guide responses and demonstrate how to write each response.
Put your finger on the second box. That’s the middle of the written retell.
We can use the information from story map to complete the middle of the written retell. The first
sentence is done for us. Let’s read it together. After returning from the dog show, Sir Henry and
John went on a victory walk through the neighborhood.
Now look at Item 2 of your story map. What can we write next on our written retell?
(Sir Henry’s trophy went missing.)
56
•Repeat for the remaining events or actions in the middle of the story map.
•Have students read the middle of the written retell.
Sir Henry
6 Activity 7
EXERCISE 4b (Focus Unit
Lesson)
Use after Exercise 4 and Chapter 6
Name __________________________________
Story Map
Sir Henry
V introduction
Sir Henry
6
Unit
Exercise
Setting
4b
(Focus Lesson)Where
Use after Exercise 4a and before Chapter 6
Main character
From Story
Map to Written Retell
Sir Henry
FOCUS
LESSON
Skills and
Strategies
Sir Henr
y
M BEGinninG
____
______
______
______
______
______
Name
7
6 ise 4 and Chapter 6
itExerc
Unafter
y
Activit
Goal
Map
Story
Use
ry
Sir Hen
n
oductio
V intr
Sir Henry
O MiddlE
Unit
6 Activity 8a
Where
Setting
Main cha
racter
Sir Hen
Use after Exercise 4 and Chapter 6
ry
inninG
M BEG
Sir Hen
Goal
dlE
O Mid
1 Sir Hen
Problem
Action
ry and
2 Sir Hen
.
t missing
hy wen
ry’s trop
3 Off icer
retrace
d their
•
party.
•
•
nd
They fou
steps.
organized a search
Wong
• Use your story map to help 3youOfficer
retell the story.
• Use complete sentences that have a capital at the beginning and a period at the end.
• Use your best handwriting.
(List 3
e/
outcom
ion
conclus
on a victory walk.
Retell
2 Sir Henry’s trophy went missing.
Sir Henry
Wong
Henry
and Sir went.)
4 John place
s they
T End
) Written
Action
t
John wen
Name _________________________________
1 Sir Henry and John went
Problem
ry won
Don't write
in your
Exercise
Book .
Story MapSir Henry won
hy at
the trop
V introduction
62
• Setting/Main character: Read the introduction. It introduces the main character
4 John and Sir Henry
theirThen
steps.
and tellsretraced
where he lives.
it tells a little more about
(List 3 places they went.)
the main character.
to the fire station
to the pet store
to the bakery
The main character in• this story is Sir Henry. Sir Henry lives in Jollytown with
John White and his family. Sir Henry is a wonderful show dog.
•
M BEGinninG
• initiating Event: Write what happened at the beginning of the story.
•
EndHenry
TSir
Sir Henr
y
y
Activit
8a
6 ise 4 and Chapter 6
itExerc
Unafter
Use
outcome/
conclusion
___
______
______
______
______
______
Name
l
en Retel
) Writt
at the end.
.
a period
acter
l the story beginning and
main char
t
you retel
at the
duces the
to help
more abou
a capital
story map
ion. It intro it tells a little
that have
introduct
• Use your plete sentences
. Then
ng.
Read the where he lives
acter:
• Use com best handwriti
and tells character.
ain char
with
• Use your
main
ytown
• Setting/M
O MiddLE
the
n
Joll
lives in
oductio
Henry
ry. Sir
dog.
Sir Hen
ful show
story is
wonder
ter in this Sir Henry is a
story.
ning of the
in charac
ily.
the begin
The ma
his fam
ened at
ite and
e what happ
John Wh
t: Writ
V intr
M
ry
Sir Hen
Action:
Problem/
dLE •
O Mid
• Problem/Action: Read about Sir Henry’s victory walk. Then tell about the problem and
62
Even
initiating
inG •
BEGinn
They found the trophy at
Written Retell
ry
Sir Hen
what people did to solve the problem.
©2009 Sopris West Educational Services. All Rights Reserved.
After returning from the dog show, Sir Henry and John went on a victory walk
lem and
t the prob
tell abou
Then
ry walk.
ry’s victo problem.
k
t Sir Hen
the
ory wal
Read abou le did to solve
t on a vict
what peop
John wen
Hen
show, Sir
the dog
rning from
After retu
od.
hborho
the neig
through
ry and
Sir Henry's trophy went
missing, so Officer Wong organized a search
party. John and Sir Henry retraced their
steps. They went to the fire station, to the
pet store, and to the bakery. No one had the
trophy!
through the neighborhood.
(continued
)
63
(continued)
©2009 Sopris West Educational Services. All Rights Reserved.
© 2009 Sopris West Educational Services . All Rights Reserved .
63
Blackline master
3
57
STORY READING 4 • Sir Henry, Chapter 6
WITH THE TEACHER
CHAPTER 6 INSTRUCTIONS
Students read Chapter 6 with the teacher.
COMPREHENSION PROCESSES
Understand, Apply, Evaluate
PROCEDURES
1. Reviewing Chapters 1–5
Have students quickly review how the story started, the problem, the
search, and the resolution.
2. Introducing Chapter 6
Identifying—Title; Predicting; Inferring
•Read and discuss the title. Say something like:
What’s the title of this chapter? (Six Years Later)
What do you think this chapter will be about?
•Discuss the gray text questions under the chapter title.
3. First Reading
•Ask questions and discuss the story as indicated by the gray text.
•Mix group and individual turns, independent of your voice.
Have students work toward a group accuracy goal of 0–2 errors.
Quietly keep track of errors made by all students in the group.
•After reading the story, practice any difficult words.
Reread the story if students have not reached the accuracy goal.
4. Second Reading, Timed Readings: Repeated Reading
•As time allows, have students do Timed Readings while others
follow along.
•Time individuals for 30 seconds and encourage each child to
work for a personal best.
•Count the number of words read correctly in 30 seconds (words read
minus errors). Multiply by two to determine words correct per minute.
Record student scores.
5. Partner Reading: Repeated Reading
Have each partner read Chapter 6 before beginning
independent work.
6. Comprehension and Skill Work: Repeated Reading
Tell students they will do Comprehension and Skill Activities 7 and 8 after
they read Chapter 6. Guide practice, as needed. For teacher directions, see
pages 63 and 64.
7. Homework 4: Repeated Reading
58
STORY READING 4 • Sir Henry, Chapter 6
WITH THE TEACHER
WITH THE TEACHER
Chapter 6
Six Years Later
How has Sir Henry’s life been eventful?1What do you think he and John are
doing six years after the trophy was won, lost, and found?2
It’s been six years since I won my first contest.
The trophy case is now full. There are oodles of
ribbons and six trophies—five for State and one for
National Best in Show.
The White family and the whole community are
proud of me. I am proud of me.
John and I still go for walks around our
neighborhood. I’m older and slower now. Our little
community has changed. There are a few more tall
buildings. The vet has moved to a new office, and
the florist is so busy that he had to get a bigger shop.
Orange roses in trophy vases are very popular.
John spends a lot of time on the computer. He
sends my pictures to dog lovers all over the country.
I think he is writing a book about me. Awesome!
What’s happened in the six years since Sir Henry won his first trophy?3
54
Comprehending
as you go
1 Understand: Summarizing (He was a show dog. He won trophies. He lost his trophy,
and the entire community tried to help him find it. He finally found his trophy.)
2 Understand: Inferring (They probably take walks, pose for pictures, show off their
trophies . . . )
3 Understand: Summarizing (Sir Henry won lots of trophies. He is older and slower.
There are more buildings in the town . . . )
59
STORY READING 4 • Sir Henry, Chapter 6
WITH THE TEACHER
SIR HENRY
I often think back to that day when I won
my first trophy. I am grateful that I live in such
a wonderful community. Without everyone’s
help, I couldn’t have won the trophy. Without my
community’s help finding the trophy, I’d probably
still be sulking in the corner.
Why is Sir Henry grateful that he lives where he does?1Did you like the story
about Sir Henry? Why or why not?2
55
Comprehending
as you go
1 Understand: Explaining; Using Vocabulary—community (Sir Henry is grateful that he lives in a community
where everyone is helpful.)
2 Evaluate: Responding; Apply: Explaining (I liked this story because everyone in the community helped
Sir Henry. I liked this story because Sir Henry and John worked together and were best friends. I didn’t like
the story because Sir Henry was kind of spoiled.)
60
STORY READING 4 • Sir Henry, Chapter 6
WITH THE TEACHER
WITH THE TEACHER
56
61
STORY READING 4 • Sir Henry, Chapter 6
WITH THE TEACHER
WITH THE TEACHER
Story Retell
Sir Henry
Who told this story? 1
Where did most of the story take place?2
Comprehending
as you go
●
At the beginning, what did
Sir Henry want? 3
■
In the middle of the story, a
problem developed. What
was the problem? 4
What actions did the characters
take to solve the problem?5
What was the outcome?6
▲
How was the mystery solved?7
What lessons did Sir Henry
learn about his community?8
57
1 Understand: Explaining—Narrator (Sir Henry told
6 Understand: Explaining—Outcome (They found the
this story.)
trophy at the police station.)
2 Understand: Explaining—Setting (It took place in7 Understand: Explaining; Using Idioms and
Jollytown.)
Expressions—chain of events (Officer Wong outlined
the chain of events.)
3 Understand: Explaining—Beginning, Goal (Sir Henry
8
wanted to win the state contest.)
Understand: Explaining—Lessons; Using
Vocabulary—community (Sir Henry learned that
4 Understand: Explaining—Middle, Problem
people
in a community are willing to help others. He
(Sir Henry’s trophy disappeared.)
learned that when a community works together, it can
5 Understand: Explaining—Action; Using Vocabulary—
solve problems.)
community, retrace (Sir Henry and John asked the
community for help. They retraced their steps to look
for the trophy.)
62
COMPREHENSION AND SKILL ACTIVITY 7
STORY MAP
COMPREHENSION PROCESSES
Understand, Apply
Sir Henry
WRITING TRAITS
Conventions—Period
Using Graphic Organizer
Summarizing, Sequencing
Unit
7
Name __________________________________
Sir Henry
(Accept any reasonable response.)
◆ introdUCtion
Setting
Jollytown
Where
show dog
lives with White family
famous
Main Character
Describing—Character Traits
(Characterization)
Explaining—Middle, Problem,
Action; Using Vocabulary—
victory, community, retrace
Activity
Story Map
Identifying—Setting
Explaining—Beginning
6
Use after Exercise 4 and Chapter 6
Sir Henry
● BEGinninG
Goal
SirHenrywon
Best in Show.
■ MiddlE
Problem
Action
1 SirHenryandJohnwent
on a victory walk.
2 SirHenry’strophywentmissing.
gotcommunityvolunteerstolook
forthetrophy.
3 OfficerWong
4 JohnandSirHenryretracedtheirsteps.
(List 3 places they went.)
•
•
• Explaining—End, Outcome/Conclusion
fire station
pet store
park
▲ End
outcome/
Conclusion
62
init.
Theyfoundthetrophyat
thepolicestationwithroses
© 2009 Sopris West Educational Services. All Rights Reserved.
PROCEDURES
Use an overhead BLM copy of the story map to demonstrate and guide practice, as needed.
Story Map: Character Web, Sentence Completion—Basic Instructions
•Have students complete each section of the story map: introduction, beginning, middle, and
end. Remind students to put a period at the end of a sentence.
•For some groups, provide students with time to complete each section before you move to
the next.
•For more independent writers, demonstrate and guide how to complete the entire story map,
then have students complete their own map independently.
63
COMPREHENSION AND SKILL ACTIVITY 8a
WRITTEN RETELL
COMPREHENSION PROCESSES
Remember, Understand, Apply,
Analyze
Sir Henry
Unit
6
Activity
8a
Use after Exercise 4 and Chapter 6
WRITING TRAITS
Organization—Sequence
Conventions—Complete Sentence,
Capital, Period
Presentation
Summarizing, Sequencing
Written Retell
(Accept any reasonable response.)
◆ introdUCtion
● BEGinninG
PROCEDURES
Use an overhead BLM copy of the story
map to demonstrate and guide how to
create a written retell.
• Setting/Main Character: Read the introduction. It introduces the main character
and tells where he lives. Then it tells a little more about
the main character.
The main character is a show dog named Sir Henry.
Sir Henry lives with the White family in Jollytown. He
is famous.
• initiating Event: Write what happened at the beginning of the story.
SirHenry
Explaining—Middle, Problem, Action
Using Vocabulary—
victory, neighborhood
Sir Henry
• Use your story map to help you retell the story.
• Use complete sentences that have a capital at the beginning and a period at the end.
• Use your best handwriting.
Identifying—Setting, Main Character
Describing—Main Character
Explaining—Beginning, Initiating Event
Name _________________________________
wonBestinShowandtookhomeabeautifultrophy.
★ ■ MiddlE • Problem/Action: Read about Sir Henry’s victory walk. Then tell about the problem and
what people did to solve the problem.
victory
walkthroughtheneighborhood.
wentmissing.OfficerWongorganizedpeople
Thenthetrophy
fromJollytowntofindthetrophy.
Afterreturningfromthedogshow,SirHenryandJohnwentona
Written Retell—Specific
Instructions
1. Demonstrate and guide students as
continued
they use the story map to write the
63
introduction. Say something like:
We’re going to use our story map
to write a written retell, just like we
did in our Focus Lesson. A good written retell has an introduction, a beginning, a middle, and an
end—just like the story does.
First, we’re going to complete the introduction. Look at my story map. Where did the story take
place? (in Jollytown)
Who is the main character? (Sir Henry)
What does my story map say about him? (Sir Henry is a show dog. He lives with the
White family.)
I’m going to use that information in my introduction.
Let’s start with, “The main character is . . . ”
© 2009 Sopris West Educational Services. All Rights Reserved.
2. Repeat with the Beginning section of the retell. Say something like:
Put your finger on the circle. Now we’re going to write the beginning. Look at my story map.
In the beginning of the story, what happened to Sir Henry? (Sir Henry won Best in Show.)
So what should we write in the blank to complete the sentence in the written retell? Sir
Henry . . . (won Best in Show)
3. Repeat with the Middle section of the retell, as needed.
64
COMPREHENSION AND SKILL ACTIVITY 8b
WRITTEN RETELL (continued)
Sir Henry
Unit
6
Activity
8b
(Accept any reasonable response.)
■ MiddlE
Name __________________________________
• tell what John and Sir Henry did to find the trophy.
wenttothefire
station.Theywenttothepetstoreandpark.
JohnandSirHenryretracedtheirsteps.They
Explaining—End; Outcome/Conclusion
▲ End
• outcome/Conclusion: Write what happened to the trophy.
SirHenryandJohnfoundthetrophy
atthe
Inferring; Drawing Conclusions
policestation.
Tell how Sir Henry felt at the end of the story.
veryhappy
hegothistrophyand
because
everyonehelpedhim.
SirHenrywas
Illustrating
Check
and Correct
Does every sentence make sense?
Is there a capital at the beginning
and a period at the end of each sentence?
Did you use your best handwriting?
When you are finished checking and correcting your work, draw a picture of
your favorite part of the story in the box above.
64
© 2009 Sopris West Educational Services. All Rights Reserved.
4. Repeat with the End section of the retell. Say something like:
Look at my story map. What happened in the end? (They found the trophy at the police station.)
Put your finger on the triangle. Read and finish the sentence. (Sir Henry and John found the
trophy at the . . . police station.)
So we’ll write “police station” in the blank.
Have students brainstorm how they think Sir Henry felt at the end of the story. Encourage
complete sentences in their oral responses and have them complete the sentence. Remind
them to put a period at the end of the sentence.
5. Self-monitoring
Have students use the Check and Correct box to evaluate and fix their work, as needed.
6. Have students illustrate their favorite part of the story.
65
EXERCISE 5a
1 SOUND REVIEW
Use selected Sound Cards from Units 1–6.
PACING
Exercises 5a and 5b
should take about
20 minutes.
2 SHIFTY WORD BLENDING
For each word, have students say the underlined sound. Then have them
sound out the word smoothly and say it. Use the words in sentences, as appropriate.
3 ACCURACY AND FLUENCY BUILDING
•For each task, have students say any underlined part, then read the word.
•Set a pace. Then have students read the whole words in each task and column.
•Provide repeated practice, building accuracy first, then fluency.
B1.Reading by Analogy
Have students figure out how to say the open syllable e by reading other words they know.
D2.Story Words
Tell students the underlined sound, then have them read the word.
E1. Tricky Words
•For each Tricky Word, have students identify known sounds or word parts. Use the
word in a sentence to help with pronunciation.
•If the word is unfamiliar, tell students the word. Then have students say, spell, and
say it.
put
Try to sound out the first Tricky Word in your head. Thumbs up when you know the word.
Use my sentence to help you pronounce the word. When you are done playing with the
game, please . . . put . . . the blocks away. Spell put. (p-u-t)
Read the word three times. (put, put, put)
humans
Look at the next word. Say the word by parts with me. hu-mans
Another word for people is . . . humans. Spell humans. (h-u-m-a-n-s)
Read the word two times. (humans, humans)
scientists
brother
sorry
People that study science are called . . . scientists.
I have a sister and a . . . brother.
If you hurt someone’s feelings, you should say “I’m . . . sorry.”
4 MULTISYLLABIC WORDS
For each word, have students read each syllable and then read the whole word. Use the word
in a sentence, as appropriate.
Winston
subject
groomer
Sir Henry’s brother is named Sir . . . Winston.
Math is Matt’s favorite . . . subject.
Theo washed and brushed his dog just like a real . . . groomer.
5 WORDS IN CONTEXT
Tell students to use the sounds and word parts they know and then the sentence to figure out
how to say each word. Assist, as needed.
66
EXERCISE 5a
6 MORPHOGRAPHS AND AFFIXES
•Have students read the underlined part, then the word.
•Have students tell what the words mean.
Fluency
Unit
6
Exercise
5a
Use before Exercise 5b (Focus Lesson)
1 . SOUND REVIEW
Use selected Sound Cards from Units 1–6 .
2 . SHIFTY WORD BLENDING
fudge For each word, have students say the underlined part, sound out smoothly, then read the word .
budge 3 . ACCURACY AND FLUENCY BUILDING
the whole column .
A1
C1
Reading by Analogy
news
strange
treats
right
pays
ground
study
me
he
detective
even
events
B2
4 . mULTISYLLABIC WORDS
bathe Contractions
you will
you’ll
are not
aren’t
I have
I’ve
C2
Related Words
go
goes
going
D2
Story Words
officer
excite
police
E1
Tricky Words
put
humans
scientists
brother
sorry
E2
Compound Words
anymore
awesome
Jollytown
sub • ject
subject
groom • er
groomer
Have students use the sounds and word parts they know and then the sentences to pronounce each underlined word .
con • grat • u • la • tions
I won the contest. Mom said, “Congratulations!” B
search • ing
My dog is lost. We are searching for it all over town.
C
ex • haust • ed
I spent all day cleaning my room. I am exhausted.
6 . mORPHOGRAPHS AND AFFIXES
40
Provide repeated practice
on each task. If you hear
an error, gently correct
the whole group with a
demonstration and/or
guided practice. Move
to another skill or task,
then return to the difficult
item many times—mixing
group and individual turns,
independent of your
voice. When a task is easy,
build speed of recognition.
Remember, practice
makes perfect! And
practice builds fluency.
A
TEACH TO
MASTERY/
DISCRIMINATION
PRACTICE
Repeated Practice
Have students read each word part, then read each whole word .
Winston
5 . WORDS IN CONTEXT
D1
Word Endings
sending
clippings
sulking
dazzled
dusty
Rhyming Words
nose
rose
those
bath For each column, have students say any underlined part, then read each word . Next, have students read
B1
Mixed Practice
Win • ston
badge undo Have students read the underlined word part, then the word .
commotion rewrite bifold © 2009 Sopris West Educational Services . All Rights Reserved .
67
EXERCISE 5b (Focus Lesson)
SYNONYMS
PURPOSE
This lesson provides explicit instruction in synonyms and how to do a
FOCUS
LESSON
matching exercise. The lesson prepares students for Comprehension and Skill
Skills and
Work. Students do not write in their books but will watch and respond as
Strategies
you guide them through the lesson.
PREP NOTE
To demonstrate how to
complete the matching
exercise, use an overhead
of page 41 in students’
Exercise Book 1, write on a
transparency placed over
the page, or use a paper
copy.
COMPREHENSION PROCESSES
Understand
PROCEDURES
1 INTRODUCTION
•Explain the purpose of the lesson and what a synonym is.
Say something like:
Today, we’re going to learn about words that mean the same or almost the same thing.
Those words are called synonyms.
A synonym for huge is big.
A synonym for tiny is little.
What’s a synonym for super? (great, outstanding, wonderful . . . )
•Have students read the definition.
Look at your Focus Lesson. Read the definition of synonym.
(Synonyms are words that mean the same or almost the same as another word.)
2 MATCHING SYNONYMS
Defining and Using Vocabulary—ordinary, exhausted, plain
•Guide practice in matching synonyms.
Put your finger under the first word in the box. Read the word. (sad)
Trace the line to the word in the second column.
What’s the synonym for sad? (unhappy)
Do sad and unhappy mean the same or almost the same? (yes)
That’s right. So they are . . . synonyms.
Read the next word under sad. (glad)
Look at the second column. Read the words to yourself. Put your hand on your head when
you’ve found the synonym for glad.
Which word should we draw a line to? (happy)
Yes, happy is a synonym for . . . glad.
68
•Repeat for each word.
EXERCISE 5b (Focus Lesson)
Fluency
Unit
6
Exercise
5b
(Focus Lesson)
Use after Exercise 5a and before E-mail 1
Synonyms
FOCUS
LESSON
Skills and
Strategies
Synonyms are words that mean the same or almost the same as another word.
sad
happy
glad
little
small
very tired
ordinary
unhappy
exhausted
plain
© 2009 Sopris West Educational Services . All Rights Reserved .
Don't write
in your
Exercise
Book .
Blackline master
41
69
STORY READING 5 • E‑Mail 1 (Fluency)
WITH THE TEACHER
FLUENCY PASSAGE INSTRUCTIONS
This Story Reading targets fluency as the primary goal of instruction
and practice. Students do repeated readings of this short passage to
improve accuracy, expression, and rate.
COMPREHENSION PROCESSES
Understand, Analyze
PROCEDURES
1. Warm-Up: Partner or Whisper Reading
Before beginning group Story Reading, have students finger track and
partner or whisper read the selection.
2. First Reading
•Mix group and individual turns, independent of your voice.
Have students work toward a group accuracy goal of 0–3 errors.
Quietly keep track of errors made by all students in the group.
•After reading the story, practice any difficult words.
Reread the story if students have not reached the accuracy goal.
3. Second Reading, Short Passage Practice: Developing Prosody
•Demonstrate reading the first paragraph with expression and fluency.
Have students finger track as you read.
•Have students choral read the first paragraph. Encourage reading with
expression and fluency.
•Repeat with the second paragraph.
4. Third Reading, Timed Readings: Repeated Reading
•Select a page. Encourage each child to work for a personal
best. Have students whisper read for a one-minute Timed
Reading. Tell students to go back to the top of the page and
keep reading until the minute is up.
•Have students put their finger on the last word they read and count the
number of words read correctly in one minute.
•Have students do a second Timed Reading of the same page.
•Have students try to beat their last score.
•Celebrate improvements.
5. Comprehension and Skill Work
Tell students they will do Comprehension and Skill Activities 9 and
10 after they read “E‑Mail 1.” Guide practice, as needed. For teacher
directions, see pages 73 and 74.
6. Homework 5: Repeated Reading
70
Correcting
Decoding
Errors
During story reading,
gently correct any error,
then have students reread
the sentence.
CHECKOUT AND/
OR ASSESSMENTS
While students do
Partner Reading, listen
to individuals read
the passage. You may
also wish to begin
Oral Reading Fluency
Assessments with the
strongest students in the
group.
STORY READING 5 • E‑Mail 1 (Fluency)
WITH THE TEACHER
WITH THE TEACHER
Fluency
E-Mail 1
by Ann Watanabe and Marilyn Sprick
illustrated by Janet Pederson
To: Sir Henry
Subject: Congratulations
Hey Henry,
Thanks for sending the news clippings.
Sorry I wasn’t around to help you find your
trophy. What a commotion! Best in Show, a
victory, then the trophy goes missing. What a
chain of events!
You must have been distressed. That
Officer Wong is good, but she needs a detective
dog. She needs me. That’s what she needs.
Those humans just don’t have what it takes. I’ve
never seen them put their noses to the ground.
2
8
17
25
33
36
42
51
59
68
77
58
71
STORY READING 5 • E‑Mail 1 (Fluency)
WITH THE TEACHER
E-MAIL 1
I would have sniffed us right to the trophy.
I would have dazzled Wong with my nose work.
Oh well—glad you got the trophy back!
I’m on a case searching for a colony of ants.
The scientists think it’s fun to study ants. I find
that strange. I have been on the ant trail for
days. It’s hot, dusty work. I am exhausted at
the end of the day, but it pays well.
What’s next? Are you going for the gold?
You’ll have to train hard. It’s a good thing the
Jollytown dog groomers are so cool. Do they
still have those awesome treats?
Glad you aren’t sulking in the corner
anymore.
Your detective brother,
Sir Winston
9
18
26
36
46
56
65
74
82
92
100
105
112
113
116
118
Describe Sir Winston.1How is Sir Winston different from Sir Henry? 2
59
Comprehending
as you go
1 Understand: Describing (Sir Winston is a detective. He thinks he’s very good at what he does . . . )
2 Analyze: Comparing/Contrasting (Sir Winston is a detective dog, and Sir Henry is a show dog. Sir Winston
has a job, but Sir Henry doesn’t work . . . )
72
COMPREHENSION AND SKILL ACTIVITY 9
MAIN IDEA AND
★
SUPPORTING DETAILS
COMPREHENSION PROCESSES
Understand, Apply, Analyze
Fluency
Unit
WRITING TRAITS
6
Activity
9
Use after Exercise 5 and E-Mail 1
Conventions—Complete Sentence,
Capital, Period
Main Idea and ★ Supporting Details
SirHenryisnoordinarydog.Heisashowdog.Atthedog
shows,thejudgesarealwaysimpressedwithHenry’sperfectteeth.
Theylikehisroundeyesandthedelightfulwayhewagshistail.
Identifying—Who
1 Whoarethesesentencesabout?
Arthur
SirHenry
Identifying—What; Supporting Details
Inferring—Main Idea
Illustrating
thejudges
2 SupportingDetails:Checkwhatimpressesthejudges.
Classifying
Name _________________________________
Henry’sperfectteeth
HenrylivesinJollytown
Henry’sroundeyes
thewayHenrywagshistail
3 Henry’sperfectteeth,roundeyes,andthewayhewagshistail
makeHenry...
aperfectfriend.
anordinarydog.
agreatshowdog.
(Accept any reasonable response.)
4 Writeandillustratethemainidea.
Remember to start your sentence with a capital
and end with a period.
Sir Henry is a great show
dog.
© 2009 Sopris West Educational Services. All Rights Reserved.
65
PROCEDURES
For each step, demonstrate and guide practice, as needed. Then have students complete the
page independently.
1. Main Idea/Supporting Details: Selection Response—Basic Instructions (Items 1–3)
•Have students read the paragraph in the gray box.
•Have students read the questions, then fill in the bubbles and/or check the
correct answer.
2. Main Idea: Sentence Writing, Illustrating—Basic Instructions (Item 4)
Have students write the main idea sentence. Remind them to use a capital and a period.
Then have students draw a picture of the main idea.
★ =New in this unit
73
COMPREHENSION AND SKILL ACTIVITY 10
VOCABULARY AND
★
SYNONYMS
COMPREHENSION PROCESSES
Understand, Apply, Create
WRITING TRAITS
Conventions—Period
PROCEDURES
For each step, demonstrate and guide practice, as needed. Then have students complete the
page independently.
Vocabulary: Selection Response—Basic Instructions
Have students read each sentence, then fill in the blank with the correct vocabulary word.
Remind students to put a period at the end of sentences.
Selection Response—Introductory Instructions
•Have students read the first sentence, then find the bold word (local) in the synonym box.
•Have students read the words from the second column and choose the word that means the
same as the bold vocabulary word. Have them draw a line between the synonyms.
•Repeat with the next three sentences.
★ Synonyms:
Self-monitoring
Have students read their sentences to see if they make sense.
74
★ =New in this unit
COMPREHENSION AND SKILL ACTIVITY 10
Defining and/or
Using Vocabulary—
congratulate,
dawdle, pout
Defining and/or
Using Vocabulary—
commotion,
treasure, imagination
Defining and/or
Using Vocabulary—
plead, sulk, shrug
Defining and/or
Using Vocabulary—
retrace, scowl
Defining and/or
Using Vocabulary—
local, sulk, distressed,
exhausted
Fluency
Unit
6
Activity
10
Use after Exercise 5 and E-Mail 1
Name __________________________________
Vocabulary
congratulate
1 Todayismybirthday.Everyoneishappyformeandwill
meforturningnine.
dawdle
pout
congratulate
2 Thepartyisloud.Peoplearedoingmanythings.Thereisquitea
commotion.
treasure
commotion
imagination
sulk.
3 Ilostmybirthdaypresent,soIwenttoacornerto
plead
sulk
shrug
4 AfterIlostmypresent,IwentbacktoalltheplacesIhadbeen.
retraced
I mysteps.
scowled
retraced
jumped
★ Synonyms
Words that mean the same thing, or almost the same thing, are called synonyms. A synonym can take the place
of another word.
Read the sentences. Then draw lines in the box to match the words that mean the same thing.
1 Mymotherwenttobuyabirthday
presentatalocalstore.
local
pouted
2 WhenIlostmypresent,Iwentto
myroomandsulked.
sulked
nearby
3 WhenIlostmypresent,Ifelt
distressed.
distressed
verytired
4 Aftertheparty,Iwasexhausted.
exhausted
upset
66
© 2009 Sopris West Educational Services. All Rights Reserved.
75
EXERCISE 6
1 SOUND REVIEW
Have students read the sounds and key word phrases. Work for accuracy, then fluency.
Read the sounds and the phrases.
(/o˘o/ as in book, /ә/ as in ago, /īīī/ as in fly, /ōōō/ as in snow, /j/ as in badge)
2 SOUND PRACTICE
•For each task, have students spell and say the focus sound in the gray bar. For Mixed
Practice, read the header.
Next, have students read each underlined sound, the word, then the whole column.
g-e says /j/ . . . /j/, cage; /j/, strange; /j/, gem; cage, strange, gem
d-g-e says /j/ . . . /j/, judge; /j/, dodge; /j/, ledge; judge, dodge, ledge
•Repeat with each column, building accuracy first, then fluency.
3 MULTISYLLABIC WORDS
For each word, have students read each syllable, finger count, then read the whole word. Use
the word in a sentence, as appropriate.
litter
question
reminds
subject
lessons
impressed
organize
organizing
Elizabeth
communities
2
2
2
2
2
2
3
4
4
4
syllables
syllables
syllables
syllables
syllables
syllables
syllables
syllables
syllables
syllables
We picked up the trash and . . . litter.
I raised my hand because I had a . . . question.
The baby looks like his father. He . . . reminds . . . me of his father.
Reading is my favorite . . . subject.
Siri went to her violin . . . lessons.
I wrote in my best handwriting. Mom was very . . . impressed.
The books were all mixed up. I will . . . organize . . . the books.
The garage was a mess. We spent time . . . organizing it.
The queen’s name was . . . Elizabeth.
Like people, ants live and work together in . . . communities.
•Repeat practice with whole words, mixing group and individual turns.
4 WORDS IN CONTEXT
•Tell students to use the sounds and word parts they know and then the sentence to figure
out how to say each word. Assist, as needed.
•Have students read each word part, the whole word, and then the sentence.
5 MORPHOGRAPHS AND AFFIXES
•Have students read the underlined part, then the word.
•Review the meaning of the morphographs -ful­, bi-, re-, and un-, as time allows.
•Repeat practice with whole words, mixing group and individual turns.
Build accuracy, then fluency.
76
EXERCISE 6
Fluency
6
Unit
Exercise
6
Use before E-mail 2
1 . SOUND REVIEW
A
B
Have students review sounds for accuracy, then for fluency .
oo as in book a as in ago u 2 . SOUND PRACTICE
whole column .
a_e -y as in fly ow as in snow ou -dge as in badge ay o_e In each column, have students spell and say the sound, then say any underlined sound and the word . Next, have students read the
ge
-dge
cage
strange
gem
judge
dodge
ledge
3 . mULTISYLLABIC WORDS
ow as in snow
slowed
grow
show
ew, ue
news
clues
glue
mixed Practice
skills
leash
use
out
e-mail
day
back
pups
glad
Have students read and finger count each word part, then read each whole word .
A
lit • ter
litter
ques • tion question
B
re • minds
reminds
sub • ject
subject
C
les • sons
lessons
im • pressed
impressed
D
or • ga • nize
organize
or • ga • niz • ing
organizing
E
E • liz • a • beth
Elizabeth
com • mu • ni • ties
communities
4 . WORDS IN CONTEXT
Have students use the sounds and word parts they know and then the sentence to pronounce each underlined word .
A
touch
The rabbit’s fur looked so soft that I had to touch it.
B
stu • dents
Mr. Chapman’s class has students from many countries.
C
la • dy
The nice man helped the old lady cross the street.
D
lov • ing
The mother gave her baby a loving hug and a kiss.
E
learn • ing
Maya thinks learning about maps in fun.
5 . mORPHOGRAPHS AND AFFIXES
Have students read the underlined word part, then the word .
A
delightful
bifold
commotion
opened
B
refill
unhappy
expert
helpful
42
ENTHUSIASM!
Small accomplishments
become big
accomplishments with
your enthusiasm.
© 2009 Sopris West Educational Services . All Rights Reserved .
77
STORY READING 6 • E‑Mail 2 (Fluency)
WITH THE TEACHER
FLUENCY PASSAGE INSTRUCTIONS
This Story Reading targets fluency as the primary goal of instruction
and practice. Students do repeated readings of this short passage to
improve accuracy, expression, and rate.
COMPREHENSION PROCESSES
Understand, Analyze
PROCEDURES
1. Warm-Up: Partner or Whisper Reading
Before beginning group Story Reading, have students finger track and
partner or whisper read the selection.
2. First Reading
•Mix group and individual turns, independent of your voice.
Have students work toward a group accuracy goal of 0–3 errors.
Quietly keep track of errors made by all students in the group.
•After reading the story, practice any difficult words.
Reread the story if students have not reached the accuracy goal.
3. Second Reading, Short Passage Practice: Developing Prosody
•Demonstrate reading the first paragraph with expression and fluency.
Have students finger track as you read.
•Have students choral read the first paragraph. Encourage reading with
expression and fluency.
•Repeat with second paragraph.
4. Third Reading, Timed Readings: Repeated Reading
•Select a page. Encourage each child to work for a personal
best. Have students whisper read for a one-minute Timed
Reading. Tell students to go back to the top of the page and
keep reading until the minute is up.
•Have students put their finger on the last word they read and count the
number of words read correctly in one minute.
•Have students do a second Timed Reading of the same page.
•Have students try to beat their last score.
•Celebrate improvements.
5. Written Assessment (Comprehension and Skill)
Tell students they will do a Written Assessment after they read “E‑Mail 2.”
For teacher directions, see pages 81 and 82.
6. Homework 6: Repeated Reading
78
STORY READING 6 • E‑Mail 2 (Fluency)
WITH THE TEACHER
WITH THE TEACHER
Fluency
E-Mail 2
by Ann Watanabe and Marilyn Sprick
illustrated by Janet Pederson
To: Sir Henry
Subject: Congratulations
Dear Brother Henry,
Thank you for sending the news clippings.
I am so glad that you got your trophy back.
I read every news story to my class.
Officer Wong did a wonderful job organizing
the search party. Oh my, a lot of people from
the community helped out—the barber, the
groomer, the florist, and even the librarian.
It was a good lesson for my students.
The kittens and the pups were impressed
with how helpful the humans were. People in
communities help each other out! The pups did
ask why Officer Wong didn’t have a detective
dog. I thought that was a very good question.
FINGER
TRACKING
(Reminder)
3
10
20
28
To help students keep
their places and follow
along when others read,
continue having them
track text with their
fingers. Give turns to
individual students who
are following along.
35
45
52
59
67
74
82
90
98
107
60
79
STORY READING 6 • E‑Mail 2 (Fluency)
WITH THE TEACHER
E-MAIL 2
I have a delightful class. The pups are
learning how to walk on leash. It isn’t a popular
lesson, but they are getting very good. I told
them they could be like you one day—Best in
Show. The kittens are learning how to use the
litter box. Oh yes, they are all learning
important skills!
Most of all, we like our reading lessons.
We are reading stories about a dog detective.
The dog reminds me of Winston.
Keep in touch, brother dear.
Your loving sister,
Lady Elizabeth
8
18
27
37
46
54
56
64
72
78
83
86
88
Describe Lady Elizabeth.1How is Lady Elizabeth different from Sir Winston? 2
61
Comprehending
as you go
1 Understand: Describing (Lady Elizabeth is a teacher. She seems very nice.)
2 Analyze: Comparing/Contrasting (Sir Winston is a detective, and Lady Elizabeth is a teacher. Sir Winston
talks about himself, and Lady Elizabeth says nice things about others . . . )
80
COMPREHENSION AND SKILL ACTIVITY • WRITTEN ASSESSMENT
WRITTEN ASSESSMENT (1 of 2)
COMPREHENSION PROCESSES
Remember, Understand, Apply
WRITING TRAITS
Conventions—Complete Sentence,
Beginning Capital, Period
Unit
6
Written Assessment
Use after Exercise 6 and E-Mail 2
WArM-UP
bagwag
PROCEDURES
Do not demonstrate or guide practice.
Written Assessment—Introductory
Instructions
1. Introduce the Written Assessment.
Tell students they will whisper read
the passage and then answer the
questions without help.
Today is our Written Assessment
day. You get to show me what you
can do on your own. First, whisper
read the passage and then answer
the questions—just like you’ve been
doing on your Comprehension and
Skill Work.
If you read a question and aren’t sure
what to do, what should you do?
(Reread the question and try again.)
If you still can’t answer the question,
what should you do?
(Reread the passage and try again.)
If you still aren’t sure, I know you will
do your best.
Name __________________________________
mailtail
wantwash
TheRealStory
Hi,it’sme,SirHenry.Thisistherealstoryaboutbeingashowdog.
Myowner,John,andIliketodoourbest,soweworkveryhardtoget
readyforeverycontest.
First,JohnandItrainformonths.Thismaysoundstrangetoyou,
butthat’sthebestpartofbeingashowdog.Johntellsmewhattodo,
andIlistenandwagmytail.ThenJohnsaysthingslike,“Thejudgesare
goingtobeimpressed.”
Thenrightbeforetheshow,Johntakesmetothegroomers.Iget
washedandbrusheduntilIlookbeautiful.Ittakesalongtime.Itis
exhausting,butItrynottosulk.
Onshowday,we’reready.Ialwaysfeelalittlenervous,butIknowwe
willdoourbest.Weliketowin,butthebestpartofbeingashowdogis
workingasateam.
continued
4
© 2009 Sopris West Educational Services. All Rights Reserved.
2. Check for student understanding.
3. Remind students to check and correct.
When you finish your assessment, what should you do? (check and correct)
That’s right. Go to the top of the page. Reread the questions and make sure your answers make
sense. Fix anything that doesn’t sound right. Make sure you have an answer for every question.
4. Remind students what to do when they finish their work.
81
COMPREHENSION AND SKILL ACTIVITY • WRITTEN ASSESSMENT
WRITTEN ASSESSMENT (2 of 2)
Test Taking
Identifying—Main
Character, Narrator
Sentence Completion
Inferring—Topic
Identifying—Goal
Identifying—Action
Defining and Using
Vocabulary—
exhausting
Unit
(continued)
6
Written Assessment
Name _________________________________
MAIN CHARACTER/NARRATOR
1 Whoistellingthestory?
TOPIC
Sir Henry
istellingthestory.
(1 point)
2 SirHenry’sstoryisabout...
eatingwell.
beingashowdog.
GOAL
hisowner,John.
(1 point)
3 JohnandSirHenryalwayswant...
towalktall.
todotheirbest.
ACTION
tofoolthejudges.
(1 point)
4 WhatdoJohnandSirHenrydotogetreadyforashow?
Theytrainforafewhours.
Theytrainforafewdays.
Theytrainforafewmonths.
VOCABULARY – ExHAUSTING
(1 point)
5 ThestorysaysthatSirHenrythinksgettingwashedandbrushedisexhausting.
WhatdoesSirHenrymean?
Gettingwashedandbrushedmakeshimlaugh.
Gettingwashedandbrushedmakeshimhappy.
Gettingwashedandbrushedmakeshimtired.
DRAWING CONCLUSIONS
Drawing Conclusions
(1 point)
(1 point)
6 Attheend,SirHenrysays,“Weliketowin,butthebestpartofbeingashowdog
isworkingasateam.”ThismeansSirHenrylikesto...
workwithJohn.
impressthejudges.
takeawalk.
5
© 2009 Sopris West Educational Services. All Rights Reserved.
Unit
(continued)
Describing—Character Traits
(Characterization); Sentence Writing
6
Written Assessment
Name __________________________________
(Accept any reasonable response.)
Date __________________________________
CHARACTERIZATION, WRITTEN RESPONSE
(2 points, 1 for each correct response.)
7 DescribeSirHenry.Writetwoormoresentences.
Check
and Correct
read your answers.
Do your answers make sense?
Do you have a capital at the beginning of each sentence
and a period at the end?
Did you use your best handwriting?
SCorinG
Date
1 /1
Main Character/Narrator ____
6
82
()
works very hard with his owner. 1
( )
On show days he gets nervous, but he always does his best. 2
SirHenryisagreatshowdog.He
1 /1
Topic ____
1 /1
Goal ____
1 /1
Action ____
1 /1 Drawing Conclusions ____
1 /1 Characterization ____
2 /2
Vocabulary ____
8 /8
Total ____
© 2009 Sopris West Educational Services. All Rights Reserved.
End of the Unit
In this section, you will find:
Making Decisions
As you near the end of the unit, plan to give the Written
Assessment and the Oral Reading Fluency Assessment to each
child in your group. Use this section as a general guide for
making instructional decisions and doing diagnostic planning.
Written Assessment
The Unit 6 Written Assessment is located on page 83 of Activity
Book 1 and on the blackline masters CD.
Oral Reading Fluency Assessment
The Unit 6 Oral Reading Fluency Assessment is located on
page 87 of this teacher’s guide and in the Assessment Manual.
Certificate of Achievement and Goal Setting
Celebrate your children’s accomplishments. When your
students master the unit skills, send home the Certificate of
Achievement. Have students set goals for the next unit.
Extra Practice Lessons
Use the Extra Practice lessons for students who need additional
decoding and fluency work. Student materials can be copied
from the Extra Practice blackline masters.
83
Making Decisions
GENERAL ASSESSMENT GUIDELINES
1. After students read Story Reading 6, “E‑Mail 2,” give the group the Unit 6 Written
Assessment in place of Comprehension and Skill Work. Follow the
instructions on pages 81 and 82 of this guide.
2. While the group is completing the Written Assessment, or any time during
the day, administer the Oral Reading Fluency Assessment. Assess each
student individually.
3. Score oral fluency responses on the Student Assessment Record. Adhere
to the scoring criteria in the Assessment Manual. Use a stopwatch to time
how long it takes each student to read the Oral Reading Fluency Passage,
and record errors.
USING WRITTEN ASSESSMENT RESULTS
Results of the Written Assessment should not be used to determine whether a student
or group of students continues forward in the program. As long as students pass the
Oral Reading Fluency Assessment, they should continue forward with the next unit.
The Written Assessment should be used to informally monitor how well students read
independently and answer questions in writing. If any student has difficulty with the
Written Assessment, re-administer the assessment orally.
If the student has difficulty answering the questions orally:
•Record the types of errors (e.g., main idea, sequencing, open-ended response).
•Provide explicit instruction for these types of questions during reading group, before
independent work, and in tutorials, as needed.
1) Demonstrate (or model) appropriate responses, guide practice, and provide
opportunities for independent practice.
2) For inferential questions, think aloud with students—explain how you
arrive at an answer.
3) For literal questions, teach students to reread a passage, locate information, reread
the question, and respond.
At this level, if the student is able to answer the questions orally but not on paper, it
may not be due to comprehension problems. The student’s difficulties may be related to
a lack of motivation, an inability to work independently, or a struggle with handwriting,
spelling, language, or vocabulary.
84
USING THE ORAL READING FLUENCY RESULTS
At the end of each unit, you will need to make decisions regarding student progress.
Should students go forward in the program? Does the group need Extra Practice
before proceeding? Do individuals require more assistance and practice to continue
working in their group? These decisions all require use of the oral reading fluency data
and professional judgment. As you analyze assessment results, watch for trends and
anomalies.
See the Assessment Manual for detailed information and instructional recommendations.
General guidelines and recommendations follow:
Strong Pass
•Continue with the current pace of instruction.
≥ 104 WCPM
0–2 errors
•Have students set goals. (Until students are reading approximately
180 words correct per minute, oral reading fluency continues to be
an instructional goal.)
Pass
•Continue with the current pace of instruction. Consider increasing
fluency practice.
84–103 WCPM
0–2 errors
No Pass
≤ 83 WCPM
RE D
G
FL A
.
d f lag
e
is a r ention
P a ss
rv
A No early inte nse
te
d
il
in
m
n
a
A
vent uming
e
r
p
c an
ons
ime - c
he
and t ntion in t
ve
r
e
t
in
e.
f u t ur
•If a child scores a No Pass but has previously passed all
assessments, you may wish to advance the student to the next unit,
then carefully monitor the student.
•If a child scores a No Pass but has previously passed all assessments,
you may wish to advance the student to the next unit and also
provide additional practice opportunities. (See below.)
•If a child scores two consecutive No Passes or periodic No Passes,
additional practice must be provided. (See below.)
•If a child scores three consecutive No Passes, the student should be
placed in a lower-performing group.
Added Practice Options for Groups
Warm-Ups: Begin each story reading with a review of the previous day’s story.
After reading the story, include Short Passage Practice on a daily basis.
Extended Units: If several children begin to score No Passes or barely pass, consider
extending the unit by adding Extra Practice 1, 2, and/or 3. Extra Practice lessons
include Decoding Practice, Fluency Passage, Word Fluency, and a Comprehension and
Skill Activity. (See pages 89 to 99 in this guide.)
Vowel Review: Consider a review of selected vowel units from Read Well 1 or Fluency
Foundations.
Added Practice Options for Individual Students
Tutorials: Set up five-minute tutorials on a daily basis with an assistant, trained
volunteer, or cross-age tutor. Have the tutor provide Short Passage Practice and Timed
Readings or Extra Practice lessons.
Double Dose: Find ways to provide a double dose of Read Well instruction:
•Have the student work in his or her group and a lower-performing group.
•Have an instructional assistant, older student, or parent volunteer preview or
review lessons.
•Have an instructional assistant provide instruction with Extra Practice lessons.
85
END-OF-THE-UNIT CELEBRATION
When students pass the Oral Reading Fluency Assessment, celebrate with the
Certificate of Achievement on p. 88.
Note: Using the Flesch-Kincaid Grade Level readability formula, the Unit 6
Assessment has a 2.3 readability level. Readabilities are based on number of Please congra
tulate
...
words per sentence and number of syllables per word. Adding one or two
Jaynese
multisyllabic words can increase readability by a month or two. Though
Read W
ell 2 U
nit 6
Sir Hen
ry
90
we are attending to readability for the assessments, the overriding factor
M
rs. Smith
is decodability.
Oct. 15
who suc
cessfully c
ompleted
•
with words co
rrect pe
r minute.
Teacher S
ignature Date © 2009 Sop
GOAL SETTING
If you choose to have students set goals, help them brainstorm
accomplishments in reading.
Say something like:
Let’s look at our goal-setting form.
It starts with “I’ve improved my reading by . . . ”
The next line says, “My new goal is to . . . ”
For Unit 7, I’d like all of you to work on increasing your reading
fluency by one word per minute.
ris West E
duca
✄
86
rvices. A
ll rights r
eser ved.
Goal S
etting
I’ve imp
roved m
y readin
g by My new goal is to
words co
read rrect pe
I will wo
r minute.
words co
rk on m
rrect pe
y goal b
r minute.
y:
• Read
ing and r
ereadin
g careful
• Workin
ly
g hard in
reading
• group
90
Signed Date 88
Blacklin
e M aste
1
Reading
my homew
ork
Jaynes
e
Oct. 15
r
The next line says, “I will work on my goal by . . . ”
Everyone, read the dots. What will you do to reach your goal?
(Reading and rereading carefully. Working hard in reading group.)
[Jaynese], how will you work on your goal? (by reading my homework stories)
The next part of your form tells you what your fluency was for Unit 6.
I think everyone is going to meet their goals for Unit 7!
tional Se
How I
Did:
My fluen
cy was Goal: Me
t ✓ © 2009 Sop
90 Exceeded
: ris West E
duca
tional Se
rvices. A
ll rights r
eser ved.
UNIT 6 ORAL READING FLUENCY ASSESSMENT
ADMINISTRATION
Use after Sir Henry
TRICKY WORD and FOCUS SKILL WARM-UP
alone
through
quite
commotion
which
congratulations
ORAL READING FLUENCY PASSAGE
The Little Brown Puppy
★ Dad and I walked to the pet store on Saturday. We liked
to watch the puppies through the window.
The clerk saw us and asked, “Would you like to hold a
puppy?”
I nodded my head, so the clerk reached into the cage to
pick up a puppy. There was quite a commotion. The puppies
started barking and jumping up and down. One little brown
puppy sat alone in a corner. The clerk asked, “Which puppy
would you like to hold?”
I said, “I’d like to hold that little brown puppy.” The clerk
gave the puppy to me. It chewed on my finger and wagged its
tail. I smiled and said, “If we keep her, we could call her Fudge.”
When Dad smiled, I knew we would get to take her home.
The clerk said, “Congratulations!”
ORAL READING
FLUENCY
WCPM
STRONG PASS
PASS
NO PASS
12
19
31
32
44
55
65
76
81
93
106
120
132
136
Start timing at the ★ . Mark errors. Make a single slash in the text (/) at 60 seconds. Have the student
complete the passage. If the student completes the passage in less than 60 seconds, have the student go back to
the ★ and continue reading. Make a double slash (//) in the text at 60 seconds.
Determine words correct per minute by subtracting errors from words read in 60 seconds.
The student scores no more than 2 errors on the first pass through the passage and reads 104 or more words
correct per minute. Proceed to Unit 7.
The student scores no more than 2 errors on the first pass through the passage and reads 84 to 103 words
correct per minute. Proceed to Unit 7.
The student scores 3 or more errors on the first pass through the passage and/or reads 83 or fewer words
correct per minute. Provide added fluency practice with RW2 Unit 6 Extra Practice. (Lessons follow the
certificate at the end of the teacher’s guide.) After completing the Extra Practice, retest the student.
87
Please congratulate . . .
who successfully completed
Read Well 2 Unit 6 • Sir Henry
with
words correct per minute.
Teacher Signature
Date
© 2009 Sopris West Educational Services. All rights reserved.
✄
Goal Setting
I’ve improved my reading by
My new goal is to read
words correct per minute.
words correct per minute.
I will work on my goal by:
• Reading and rereading carefully
• Working hard in reading group
•
How I Did:
My fluency was
Signed
Goal: Met
Exceeded:
Date
88
Blackline Master
© 2009 Sopris West Educational Services. All rights reserved.
EXTRA PRACTICE 1 • DECODING PRACTICE
PROCEDURES
1. Sound Review
Use Sound Cards from Units 1–6.
•Have students say each sound for
accuracy, then fluency.
•Mix group and individual turns.
2. Sounding Out Smoothly
•For each word, have students say
the underlined part, sound out
the word smoothly, then read the
whole word. Use the words in
sentences, as needed.
•Repeat practice. Mix group and
individual turns, independent of
your voice.
EXTRA PRACTICE 1
Unit
6
Decoding Practice
Name ______________________________________
1. SOUND REvIEW Use selected Sound Cards from Units 1–6.
2. SOUNDINg OUT SmOOThly have students say the underlined part, sound out and read each word, then read the row.
shed
left
seen
keep
3. ACCURACy/FlUENCy BUIlDINg have students say any underlined part, then read each word. Next, have students read the column.
A1
C1
B1
D1
Sound Practice
Word Endings
Word Endings
cage
George
fudge
ride
riding
looked
distressed
asked
reached
walked
nod
nodded
A2
Mixed Practice
B2
over
check
store
easy
swing
Buildups
claim
exclaim
exclaimed
act
exact
exactly
solved
mowing
missing
Contractions
couldn’t
I’d
I’ve
D2
Compound Words
everything
groundskeeper
4. TRICKy WORDS have students read each row for accuracy, then fluency.
A
through
there
your
friend
said
5
B
watch
you
put
here
head
10
5. mUlTISyllABIC WORDS have students read the word by parts, tell how many syllables are in the word, then read the whole word.
3. Accuracy and Fluency Building
•For each task, have students say
any underlined part, then read
each word.
•Set a pace. Then have students
read the whole words.
•Provide repeated practice,
building accuracy first,
then fluency.
A
mat • ter
matter
might • y
mighty
B
be • long
belong
own • er
owner
C
prob • lem
problem
com • mo • tion
commotion
6. DICTATION Say the word. have students say the word, then finger count and say the sounds. have students say each sound as they touch or write it.
A1
Shifty Words
c a
_se
c a _ge_
p_ a ge
B1
Rhyming Words
l _ike
__
b _ike
__
h _ike
__
37
© 2 009 Sopris West Educational Services. All Rights Reserved.
4. Tricky Words
Have students read each row for accuracy, then fluency.
5. Multisyllabic Words
For each word, have students read each syllable out loud, finger count the
syllables, then tell how many syllables are in the word. If needed, use the
word in a sentence. Have students read the whole word.
caution
Your children may not
need Extra Practice.
Use assessment results
to determine if Extra
Practice is needed.
6. Dictation
case, cage, page, like, bike, hike
•Say “case.” Have students say the word. Guide students as they finger count and say the
sounds. Have students touch or write the sounds, then read the word. Say something like:
The first word is case. Say the word. (case)
Say and count the sounds in case with me.
Hold up one finger for each sound. /k/•/āāā/•/sss/ How many sounds? (three)
What’s the first sound? (/k/) Touch under /k/.
What’s the next sound? (/āāā/) Write /āāā/.
What’s the last sound? (/sss/) Touch under the /sss/. Read the word. (case)
Yes, the Bossy E at the end makes letter a say its name.
•Repeat with “cage” and “page.”
•Continue with the rhyming words: like, bike, hike.
89
EXTRA PRACTICE 1 • FLUENCY PASSAGE
PROCEDURES
1. First Reading
Mix group and individual turns,
independent of your voice. Have
students work toward an accuracy
goal of 0–2 errors and practice any
difficult words.
EXTRA PRACTICE
EXTRA PRACTICE 1
Unit
6
Fluency Passage
Name ______________________________________
Fluency Passage
My goal is to read with 0–2 errors and
words correct per minute.
I read with
errors and
words correct per minute.
On the Case
Maya went to the park and saw her friend George. He looked
distressed. “What’s the matter, George?” asked Maya.
“My bike is missing,” he said.
Maya exclaimed, “This is a case for Mighty Maya! When did you last
have your bike?”
George said, “Here, at the park.”
“Tell me everything you did after you got here,” said Maya.
“First, I went to check out the commotion by the swings,” said
George.
“You walked to the swings?” asked Maya. “What about your bike?”
George said, “I left it by that tree where the groundskeeper is
mowing.”
“Well, that’s easy,” said Maya. She ran to the groundskeeper and
asked, “Have you seen a bike?”
“Yes, I did,” the groundskeeper said. “I couldn’t find the owner, so I
put it in the shed.”
“That bike belongs to George. Case solved!” said Maya.
2. Second Reading, Short Passage
Practice: Developing Prosody
•Demonstrate how to read a line
or two with expression. Read
at a rate slightly faster than the
students’ rate. Say something like:
Listen as I read the first two
sentences with expression and
phrasing. I’m going to emphasize
certain words and pause
between sentences.
“Maya went to the park and
saw her friend George. He
looked distressed.”
•Guide practice with your voice.
Now read the paragraph with me.
I’ve listened to my child read this passage twice. •Provide individual turns while
others track with their fingers and
whisper read. Provide descriptive
and positive feedback.
[Adrianna], you read with wonderful expression!
Homework 3. Partner Reading: Repeated Reading (Checkout Opportunity)
While students do Partner Reading, listen to individuals read the passage.
Work on accuracy and fluency, as needed.
90
25 38 41 47 58 70 71 82 94 95 106 112 125 130 139
Date _________ Signed __________________________
© 2 009 Sopris West Educational Services. All Rights Reserved.
4. Homework: Repeated Reading
Have students read the story at home.
12 19 38
EXTRA PRACTICE 1 • ACTIVITY AND WORD FLUENCY A
EXTRA PRACTICE 1
Unit
6
Activity
Name ______________________________________
Passage Comprehension
EXTRA PRACTICE
Unit
6
Word Fluency
On the Case
A
Name _____________________________________
have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. Think aloud with students and discuss the multiple-choice options, as needed. Remind students to put a period at the end of each sentence.
Rhyming Words
High-Frequency Rhyming Words: make, take, lake, grow, low, slow, blow, window, farm, arm, line, fine, way, day, play, stay, today
make
take
lake
brake
awake
grow
low
slow
blow
window
10
farm
arm
charm
harm
alarm
15
line
fine
mine
whine
airline
20
way
day
play
stay
today
25
bake
baked
baking
baker
bakery
stress
stressful
distress
distressed
distressing
turn
turned
turning
return
unturned
15
doubt
doubted
doubtful
doubtfully
doubting
20
organize
organized
organizing
organization
unorganized
25
1
5
Who are the main characters?
Maya and Ben
2
Ben and George
In the beginning, what was the problem?
a flat tire
3
Related Words
Maya and George
In the middle, Maya
a missing bike
took the case.
took the case
5
too much rain
ran home
got upset
10
4
In the end, Maya found the bike and said, . . .
“Nice bike.”
“Case solved!”
“Get out of here.”
Paragraph Comprehension
A
C va
n
ble o
ila ROM
D-
High-Frequency Tricky Words
have students read the paragraph, then fill in the bubble and/or blank for each sentence. Remind them to use a period. have them read the sentences.
could
people
water
been
who
been
water
could
who
people
10
water
could
who
people
been
15
who
been
people
water
could
20
people
who
been
could
water
25
5
George stopped to buy fudge. He forgot about his bike and walked home. His
brother Bill found the bike and rode it home. When George got home, his bike was
there.
1
© 2009 Sopris West Educational Services. All Rights Reserved.
George stopped to buy
fudge
2
He
forgot
3
His
brother
mother
PROCEDURES
For each step, demonstrate and guide
practice, as needed. Then have students
complete the page independently.
fudge.
baseball cards
a globe
about his bike and walked home.
found the bike and rode it home.
sister
brother
Check
and Correct
39
© 2 009 Sopris West Educational Services. All Rights Reserved.
1. Activity
Passage Comprehension
•Have students read each sentence or phrase, then fill in the bubble
and/or blank with the correct answer.
•Think aloud with students and discuss the multiple-choice options, as
needed.
•Remind students to put a period at the end of sentences.
Accuracy
Before Fluency
Word Fluency is designed
to build accuracy and
fluency. Students should
practice for accuracy
before working on
fluency.
Paragraph Comprehension
•Have students read the paragraph.
•Have students read each numbered sentence or phrase, then fill in the bubble and/or
blank. Remind them to end sentences with a period, where needed.
•Have students read the completed sentences.
Self-monitoring
Have students read and check their work, then draw a happy face in the Check and
Correct circle.
2. Word Fluency (BLMs are located on the CD.)
•To build fluency, have students read Rhyming Words, Related Words, and HighFrequency Tricky Words. Have students read each section three times in a row.
•To build accuracy, have students read all sets with partners.
91
EXTRA PRACTICE 2 • DECODING PRACTICE
PROCEDURES
1. Sound Review
Use selected Sound Cards from Units 1–6.
•Have students say each sound, building accuracy first, then fluency.
•Mix group and individual turns, independent of your voice.
2. Sounding Out Smoothly
•For each word, have students say the underlined part, sound out the
word smoothly, then read the whole word. Use the words in sentences,
as needed.
•Have students read all the words in the row, building accuracy first,
then fluency.
•Repeat practice. Mix group and individual turns, independent of
your voice.
3. Accuracy and Fluency Building
•For each task, have students say any underlined part, then read
each word.
•Set a pace. Then have students read the whole words in each task
and column.
•Provide repeated practice, building accuracy first, then fluency.
4. Tricky Words
Have students read each row for accuracy, then fluency.
5. Multisyllabic Words
For each word, have students read each syllable out loud, finger count the
syllables, then tell how many syllables are in the word. If needed, use the
word in a sentence. Have students read the whole word.
6. Dictation
snow, slow, show, tail, trail, mail
•Say “snow.” Have students say the word. Guide students as they finger
count and say the sounds. Have students touch or write the sounds,
then read the word.
The first word is snow. Say the word. (snow)
Say and count the sounds in snow with me.
Hold up one finger for each sound.
/sss/•/nnn/•/ōōō/ How many sounds? (three)
What’s the first sound? (/sss/) Touch under /sss/. What’s the next sound?
(/nnn/) Touch under /nnn/.
What’s the last sound? (/ōōō/)
What letter pattern makes the /ōōō/ sound? (o-w)
Write /ōōō/ with the o-w pattern. Read the word. (snow)
92
•Repeat with “slow” and “show.”
•Continue with the rhyming words: tail, trail, mail.
caution
Your children may not
need Extra Practice.
Use assessment results
to determine if Extra
Practice is needed.
EXTRA PRACTICE 2 • DECODING PRACTICE
EXTRA PRACTICE 2
Unit
6
Decoding Practice
Name ______________________________________
1. SOUND REvIEW Use selected Sound Cards from Units 1–6.
2. SOUNDINg OUT SmOOThly have students say the underlined part, sound out and read each word, then read the row.
next
leash
Sir
class
3. ACCURACy/FlUENCy BUIlDINg have students say any underlined part, then read each word. Next, have students read the column.
A1
C1
B1
Sound Practice
Word Endings
fudge
cage
page
puppy
puppies
Mixed Practice
trained
trainer
owner
always
around
Buildups
told
cold
hold
wag
wagged
A2
D1
Rhyming Words
light
delight
delightful
C2
D2
Bossy E
Affix Practice
gave
liked
smiled
quite
sometimes
drag
dragged
chew
chewed
explained
exclaimed
exactly
4. TRICKy WORDS have students read each row for accuracy, then fluency.
A
walked
their
many
could
head
5
B
were
some
what
would
watch
10
5. mUlTISyllABIC WORDS have students read the word by parts, tell how many syllables are in the word, then read the whole word.
A
cor • ner
corner
un • til
until
B
lo • cal
local
to • geth • er
together
C
com • mo • tion
commotion
com • mu • ni • ty
community
6. DICTATION Say the word. have students say the word, then finger count and say the sounds. have students say each sound as they touch or write it.
A1
Shifty Words
s n _ow_
s _l o w
_sh_ o w
© 2009 Sopris West Educational Services. All Rights Reserved.
B1
Rhyming Words
t ail
___
t r ail
___
m ail
___
40
93
EXTRA PRACTICE 2 • FLUENCY PASSAGE
PROCEDURES
1. First Reading
Mix group and individual turns,
independent of your voice. Have
students work toward an accuracy
goal of 0–2 errors and practice any
difficult words.
EXTRA PRACTICE
EXTRA PRACTICE 2
Unit
6
Fluency Passage
Name ______________________________________
Fluency Passage
My goal is to read with 0–2 errors and
words correct per minute.
I read with
errors and
words correct per minute.
Puppy Class
When Sir Henry was a puppy, John took him to a puppy class at the
local community hall. Many puppies were in the class.
The puppies were first trained to walk on a leash. Other puppies
dragged their owners, but Sir Henry did exactly what he was told.
The puppies walked around the hall with their owners. Sometimes
the owners had the puppies stop. Some puppies did not stop. Sir Henry
always did what he was told. John gave Sir Henry a treat.
“What a delightful dog!” the trainer said.
At the end of the class, the trainer said, “Next time, we will train
the puppies to sit.” Then he let the puppies play together. What a
commotion!
“This is fun. I can’t wait until the next class,” said John.
2. Second Reading, Timed Reading:
Repeated Reading
•Once the group accuracy
goal has been achieved,
time individual students
for 30 or 60 seconds while the
other children track with their
fingers and whisper read.
•Determine words correct per
minute. Record student scores.
Celebrate when students reach
their goals!
Wow! [Nancy], you met your goal.
That was your best score ever.
You get to read to the principal
this week.
Homework I’ve listened to my child read this passage twice. 3. Partner Reading: Repeated
Reading (Checkout Opportunity)
While students do
Partner Reading, listen to
individuals read the passage.
Work on accuracy and fluency, as needed.
© 2 009 Sopris West Educational Services. All Rights Reserved.
4. Homework: Repeated Reading
Have students read the story at home.
94
15 24 36 48 58 71 83 90 104 117 118 130
Date _________ Signed __________________________
41
EXTRA PRACTICE 2 • ACTIVITY AND WORD FLUENCY B
EXTRA PRACTICE 2
Unit
6
Activity
Name ______________________________________
Passage Comprehension
EXTRA PRACTICE
Unit
6
Word Fluency
Puppy Class
B
Name _____________________________________
have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. Think aloud with students and discuss the multiple-choice options, as needed. Remind students to put a period at the end of each sentence.
Rhyming Words
High-Frequency Rhyming Words: or, for, nor, saw, draw, good, wood, stood
ash
cash
flash
splash
eyelash
or
for
nor
or
corridor
10
fudge
judge
nudge
smudge
misjudge
15
saw
paw
jaw
draw
jigsaw
20
good
wood
stood
hood
redwood
25
admire
admires
admired
admiring
admiration
5
delight
delights
delighted
delightful
delightfully
10
congratulate
congratulates
congratulated
congratulating
congratulations
15
excite
excited
exciting
excitement
excitedly
20
train
trained
training
trainer
untrained
25
come
only
work
give
most
5
most
give
only
work
come
10
5
A
C va
Who are the main characters?
the trainer and his dog
2
at the park
In class, the owners trained their dogs to
sit up
4
John and Sir Henry
Miss Tam and Scraggly Cat
Where does the story take place?
at the pet store
3
Related Words
n
ble o
ila ROM
D-
1
in the puppy class
walk on a leash.
walk on a leash
walk on two legs
Why did Sir Henry get a treat?
He dragged his owner.
He chewed on a bone.
He did what he was told.
High-Frequency Tricky Words
give
work
most
come
only
15
only
come
give
most
work
20
work
most
come
only
give
25
© 2009 Sopris West Educational Services. All Rights Reserved.
PROCEDURES
For each step, demonstrate and guide
practice, as needed. Then have students
complete the page independently.
Paragraph Comprehension
have students read the paragraph, then fill in the bubble and/or blank for each sentence. Remind them to use a period. have them read the sentences.
Jolly learned a lot in class. He learned to sit, stay, and walk on a leash. When he
was older, Jolly went to a dog contest and won Best in Show.
class.
1
Jolly learned a lot in
2
Check the things Jolly learned to do.
sing
stay
walk on a leash
3
Jolly went to a dog contest and won
a ribbon
Best in Show
0
Check
and Correct
Best in Show.
a bone
42
© 2 009 Sopris West Educational Services. All Rights Reserved.
1. Activity
Passage Comprehension
•Have students read each sentence or phrase, then fill in the bubble
and/or blank with the correct answer.
•Think aloud with students and discuss the multiple-choice options, as
needed.
•Remind students to put a period at the end of sentences.
Accuracy
Before Fluency
Word Fluency is designed
to build accuracy and
fluency. Students should
practice for accuracy
before working on
fluency.
Paragraph Comprehension
•Have students read the paragraph.
•Have students read each numbered sentence or phrase, then fill in the bubble and/or
blank. Remind them to end sentences with a period, where needed.
•Have students read the completed sentences.
Self-monitoring
Have students read and check their work, then draw a happy face in the Check and
Correct circle.
2. Word Fluency (BLMs are located on the CD.)
•To build fluency, have students read Rhyming Words, Related Words, and HighFrequency Tricky Words. Have students read each section three times in a row.
•To build accuracy, have students read all sets with partners.
95
EXTRA PRACTICE 3 • DECODING PRACTICE
PROCEDURES
1. Sound Review
Use selected Sound Cards from Units 1–6.
•Have students say each sound, building accuracy first, then fluency.
•Mix group and individual turns, independent of your voice.
2. Sounding Out Smoothly
•For each word, have students say the underlined part, sound out the
word smoothly, then read the whole word. (Use the words in sentences,
as needed.)
•Have students read all the words in the row, building accuracy first,
then fluency.
•Repeat practice. Mix group and individual turns, independent
of your voice.
3. Accuracy and Fluency Building
•For each task, have students say any underlined part, then read each
word.
•Set a pace. Then have students read the whole words in each task
and column.
•Provide repeated practice, building accuracy first, then fluency.
4. Tricky Words
Have students read each row for accuracy, then fluency.
5. Multisyllabic Words
For each word, have students read each syllable out loud, finger count the
syllables, then tell how many syllables are in the word. If needed, use the
word in a sentence. Have students read the whole word.
6. Dictation
art, start, started, bell, fell, smell
•Say “art.” Have students say the word. Guide students as they finger
count and say the sounds. Have students touch or write the sounds,
then read the word. Say something like:
The first word is art. Say the word. (art)
Say and count the sounds in art with me.
Hold up one finger for each sound.
/ar/•/t/ How many sounds? (two)
What’s the first sound? (/ar/) Write /ar/ with the letter pattern.
What’s the last sound? (/t/) Touch under /t/.
Read the word. (art)
96
•Repeat with “start” and “started.”
•Continue with the rhyming words: bell, fell, smell.
caution
Your children may not
need Extra Practice.
Use assessment results
to determine if Extra
Practice is needed.
EXTRA PRACTICE 3 • DECODING PRACTICE
EXTRA PRACTICE 3
Unit
6
Decoding Practice
Name ______________________________________
1. SOUND REvIEW Use selected Sound Cards from Units 1–6.
2. SOUNDINg OUT SmOOThly have students say the underlined part, sound out and read each word, then read the row.
fudge
which
brown
clerk
3. ACCURACy/FlUENCy BUIlDINg have students say any underlined part, then read each word. Next, have students read the column.
A1
C1
B1
Mixed Practice
Word Endings
window
floor
paw
door
over
nap
napping
dine
dining
A2
outside
doorbell
everywhere
Word Endings
home
alone
safe
time
white
quite
step
stepped
Compound Words
D1
Bossy E
barking
bumped
crushed
rolled
filled
jumped
C2
Buildups
den
sudden
suddenly
4. TRICKy WORDS have students read each row for accuracy, then fluency.
A
grocery
there
couldn’t
table
from
5
B
come
through
work
school
any
10
5. mUlTISyllABIC WORDS have students read the word by parts, tell how many syllables are in the word, then read the whole word.
A
him • self
himself
e • vents
events
B
sud • den • ly
suddenly
Sat • ur • day
Saturday
C
or • di • nar • y
ordinary
con • grat • u • la • tions
congratulations
6. DICTATION Say the word. have students say the word, then finger count and say the sounds. have students say each sound as they touch or write it.
A1
Buildups
_ar_ t
_st_ ar t
s t ar t _ed
_
© 2009 Sopris West Educational Services. All Rights Reserved.
B1
Rhyming Words
b _ell
__
f _ell
__
s m _ell
__
43
97
EXTRA PRACTICE 3 • FLUENCY PASSAGE
PROCEDURES
1. First Reading
Mix group and individual turns,
independent of your voice. Have
students work toward an accuracy
goal of 0–2 errors and practice any
difficult words.
EXTRA PRACTICE
EXTRA PRACTICE 3
Unit
6
Fluency Passage
Name ______________________________________
Fluency Passage
My goal is to read with 0–2 errors and
words correct per minute.
I read with
errors and
words correct per minute.
Chain of Events
The day started like any ordinary day. John was at school, and Mr.
White was at work. Mrs. White had just come home from the grocery
store. Sir Henry was napping on the rug.
Suddenly, the doorbell rang. Sir Henry jumped. As he ran for
the door, he bumped into the dining room table. A grocery bag that
was on the table fell to the floor. Eggs came out of the bag and rolled
everywhere.
Sir Henry couldn’t stop himself in time. He stepped right on the
rolling eggs and crushed them. He had egg white all over his paws.
“What a mess,” thought Sir Henry. “I need to go outside.”
Sir Henry ran for his doggie door. He was a mess, but he was outside.
What a chain of events!
2. Second Reading, Short Passage
Practice: Developing Prosody
•Demonstrate how to read a line
or two with expression. Read
at a rate slightly faster than the
students’ rate. Say something like:
Listen as I read the first two
sentences with expression and
phrasing. I’m going to emphasize
certain words and pause
between sentences.
“The day started like any ordinary
day. John was at school, and
Mr. White was at work.”
•Guide practice with your voice.
Now read the paragraph with me.
I’ve listened to my child read this passage twice. •Provide individual turns while
others track with their fingers and
whisper read. Provide descriptive
and positive feedback.
[Julia], you read with wonderful expression!
Homework 3. Partner Reading: Repeated Reading (Checkout Opportunity)
While students do Partner Reading, listen to individuals read the passage.
Work on accuracy and fluency, as needed.
98
34 45 58 74 75 87 100 111 126 131
Date _________ Signed __________________________
© 2 009 Sopris West Educational Services. All Rights Reserved.
4. Homework: Repeated Reading
Have students read the story at home.
13 26 44
EXTRA PRACTICE 3 • ACTIVITY AND WORD FLUENCY A OR B
PROCEDURES
For each step, demonstrate and guide
practice, as needed. Then have students
complete the page independently.
1. Activity
Passage Comprehension
•Have students read each sentence
or phrase, then fill in the
bubble and/or blank with the
correct answer.
•Think aloud with students and
discuss the multiple-choice
options, as needed.
•Remind students to put a period
at the end of sentences.
Paragraph Comprehension
•Have students read the paragraph.
•Have students read each
numbered sentence or phrase,
then fill in the bubble and/or
blank. Remind them to end
sentences with a period,
where needed.
•Have students read the
completed sentences.
EXTRA PRACTICE 3
Unit
6
Activity
Name ______________________________________
Passage Comprehension
Chain of Events
have students read each sentence or question, then fill in the bubble and/or blank with the correct answer. Think aloud with students and discuss the multiple-choice options, as needed. Remind students to put a period at the end of each sentence.
1
doorbell rang.
First, Sir Henry was napping when the
man shouted
doorbell broke
eggs
2
Then, he bumped into a table and
eggs
balloons
3
Next, Sir Henry
wagged
4
Last, Sir Henry ran
for a treat
stepped
doorbell rang
rolled everywhere.
marbles
right on the rolling eggs and crushed them.
nodded
stepped
for his doggie door.
for his doggie door
to John’s school
Paragraph Comprehension
have students read the paragraph, then fill in the bubble and/or blank for each sentence. Remind them to use a period. have them read the sentences.
When Mrs. White got home, she found groceries and eggs all over the floor. She
called the police and reported a break-in. The police came out, saw the doggie door,
and shook their heads. What a commotion!
1
Mrs. White found
pancakes
groceries and eggs
groceries and eggs
all over the floor.
dog food
the police.
2
Mrs. White called
3
The police saw the doggie door and shook . . .
their tails.
their heads.
their hats.
Check
and Correct
© 2 009 Sopris West Educational Services. All Rights Reserved.
45
Self-monitoring
Have students read and check their work, then draw a happy face in the Check and
Correct circle.
2. Word Fluency (BLMs are located on the CD.)
You may wich to have students practice with Unit 6 Extra Practice, Word Fluency A or B.
99
Read Well • Unit 6
6 6
Communities
Sir
Communities
Henr y
Sir
Henr y
Teacher’s Guide • Sir Henry
Teacher’s Guide
Unit 6
Sopris West Educational Services
Level 2
Teacher’s Guide
Unit 6
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