Read 12731s.pdf text version

Unit I

Lesson 1

-an, -ab Word Families

Part A:

Let's Read

Poetry Fun

Directions: Read the poem. Circle the -an words with a . Then make your own poem by filling in the blanks.

Jan and Dan

Diddle diddle dumpling, Jan and Dan Cooked their breakfast in a frying pan. Ran to school with their good friend Stan, Diddle diddle dumpling, Dan and Jan.

Jan and Dan

Diddle diddle dumpling, Jan and Dan. Cooked their __________________ in a frying pan. Ran to __________________ with their good friend Stan, Diddle diddle dumpling, Dan and Jan.

#50546--Building Vocabulary: Foundations

© Teacher Created Materials

-an, -ab Word Families

Unit I

Lesson 1

Part B:

Let's Play with Words

Writing Words

Directions: Add a letter to -an to make the word that names each picture.

f

c

m

p

v

1. _____ an

2. _____ an

3. _____ an

© Teacher Created Materials

4. _____ an

. _____ an

#50546--Building Vocabulary: Foundations

TableofContents

Management

Program Overview . . . . . . . . . . . . . . . . . . A7 Components of the Building Vocabulary Kit . . . . . . . . . . . . A8 How to Use This Program . . . . . . . . . . . . . A9 About Level One . . . . . . . . . . . . . . . . . . . A13 Teaching Vocabulary: Research and Practice . . . . . . . . . . . A14 Differentiating Instruction . . . . . . . . . . . . A17 Standards and Correlations . . . . . . . . . A19 Proficiency Levels for English Language Learners . . . . . . . . A20 Response to Intervention . . . . . . . . . . . . A21 Tips for Implementation . . . . . . . . . . . . . A22 About the Authors . . . . . . . . . . . . . . . . . A24

UnitIV:TransitionalWordFamiliesand LongVowels

Introduction to Unit IV . . . . . . . . . . . . . . Differentiation Strategies for Unit IV . . . Lesson 16: -ank, -ink Word Families . . . Lesson 17: -a--e, -ain Word Families . . Lesson 18: -i--e, -ight Word Families . . . Lesson 19: -ee, -ea Word Families . . . . . Lesson 20: -o--e, -oa Word Families . . . Unit IV Review . . . . . . . . . . . . . . . . . . . . B115 B116 B117 B123 B129 B135 B141 B147 B153 B154 B155 B161 B167 B173

UnitV:MoreWordFamilies

Introduction to Unit V . . . . . . . . . . . . . . Differentiation Strategies for Unit V . . . . Lesson 21: -er, -ar Word Families . . . . . . Lesson 22: -ook, -all Word Families . . . . Lesson 23: -ow, -ew Word Families . . . . Unit V Review . . . . . . . . . . . . . . . . . . . . .

UnitI:ShortaandiWordFamilies

Introduction to Unit I . . . . . . . . . . . . . . . . . B1 Differentiation Strategies for Unit I . . . . . . B2 Lesson 1: -an, -ab Word Families . . . . . . . B3 Lesson 2: -at, -ag Word Families . . . . . . . . B9 Lesson 3: -am, -ad Word Families . . . . . . B15 Lesson 4: -ack, -ap Word Families . . . . . B21 Lesson 5: -in, -ill Word Families . . . . . . . . B27 Unit I Review . . . . . . . . . . . . . . . . . . . . . . B33

Assessment

A Word About Assessment . . . . . . . . . . . . C1 Data-Driven Instruction . . . . . . . . . . . . . . . C2 Diagnostic Pre-test Item Analysis . . . . . . . C3 Assessment Record Chart . . . . . . . . . . . . C5 Diagnostic Pre-test . . . . . . . . . . . . . . . . . . C6 Unit Quizzes . . . . . . . . . . . . . . . . . . . . . . . C14 Post-test . . . . . . . . . . . . . . . . . . . . . . . . . . C30 End-of-Year Assessment . . . . . . . . . . . . . C38

UnitII:Shortiande WordFamilies

Introduction to Unit II . . . . . . . . . . . . . . . Differentiation Strategies for Unit II . . . . . Lesson 6: -it, -ing Word Families . . . . . . . Lesson 7: -im, -id Word Families . . . . . . . Lesson 8: -ip, -ick Word Families . . . . . . . Lesson 9: -ed, -ell Word Families . . . . . . . Lesson 10: -est, -et Word Families . . . . . . Unit II Review . . . . . . . . . . . . . . . . . . . . . . B39 B40 B41 B47 B53 B59 B65 B71

TeacherResources

Introduction to Teacher Resources . . . . . D1 Word Card Activities . . . . . . . . . . . . . . . . . D2 Wordo . . . . . . . . . . . . . . . . . . . . . . . . . . . D16 Home-School Connection . . . . . . . . . . . D17 Reproducibles . . . . . . . . . . . . . . . . . . . . . D19

UnitIII:ShortoanduWordFamilies

Introduction to Unit III . . . . . . . . . . . . . . . B77 Differentiation Strategies for Unit III . . . . . B78 Lesson 11: -ob, -ot Word Families . . . . . . B79 Lesson 12: -op, -ock Word Families . . . . . B85 Lesson 13: -um, -uck Word Families . . . . B91 Lesson 14: -ug, -unk Word Families . . . . . B97 Lesson 15: -un, -ump Word Families . . . B103 Unit III Review . . . . . . . . . . . . . . . . . . . . . B109

Appendices

Appendix A: References Cited . . . . . . . . . E1 Appendix B: Additional Resources . . . . . E2 Appendix C: Contents of Teacher Resource CD . . . . . . . . . . . . . . . . . . . . . E5

© Teacher Created Materials

#12731 (i3962)--Building Vocabulary: Foundations

Management

Components of the Building Vocabulary Kit

Teacher's Guide Includes:

Unit I

Management

Families Short a and i Word

s -an, -ab Word Familie

Unit I Lesson 1 -an, -ab Word Families

Lesson 1

Part A:

Correlations Standards and

to d all of our products the we have correlate s of all 50 states, n Behind legislatio the academic standard the Department of The No Child Left , and academic all states adopt District of Columbia Schools. You can print mandates that nt students identify the skills Defense Depende your state 12. standards that customized for rten through grade ub.com. a correlation report will learn in kinderga already adopted at http://www.tcmp had from our website e in printing While many states s prior to NCLB, the you require assistanc Customer If academic standard ents to ensure the please contact correlation reports, legislation set requirem and comprehensive. -7339. detailed Service at 1-800-858 standards were Midn Materials uses the to focus instructio Teacher Created Standards are designedcurricula. Standards for Education and of create continent Research and guide adoption criteria Compendium to that describe the Learning (McREL) ns. Each year, McREL are statements to meet specific standards correlatio s and revises the necessary for students define the knowledge, They analyzes state standard procedure, academic goals. acquire By following this students should compendium. skills, and content produce a general s are also used they are able to standards. at each level. Standard tests to evaluate national ized compilation of to develop standard progress. on one or ic this book is based students' academ chart Each lesson in standards. The are required today, teachers more McREL content shows the McREL In many states meet state page how their lessons on the following lesson. in to demonstrate correlate to each standards are used , so standards that visit the standards. State cific correlation, of all of our products To see a state-spe website at the development they meet Management Materials be assured that Teacher Created educators can ents of each state. ww.tcmpub.com. requirem http://w the academic d to Materials is committeare Teacher Created nal materials that producing educatio s based. In this effort, Tips for Implem research and standard Lesson # entatio

Let's Read

Part A:

Let's Read

Poetry Fun

Directions: Read the poem. Circle the -an words with a . Then make your own poem by filling in the blanks.

Jan and Dan

Diddle diddle dumpling, Jan and Dan Cooked their breakfast in a frying pan. Ran to school with their good friend Stan, Diddle diddle dumpling, Dan and Jan.

Standards and Correlations Chart (in Management Section)

Jan and Dan , Jan and Dan Diddle diddle dumplingin a frying pan. Cooked their breakfast good friend Stan, their Ran to school with , Dan and Jan. Diddle diddle dumpling

Jan and Dan

Diddle diddle dumpling, Jan and Dan. Cooked their __________________ in a frying pan. Ran to __________________ with their good friend Stan, Diddle diddle dumpling, Dan and Jan.

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#50546--Building Vocabulary: Foundations

© Teacher Created Materials

Guided to page 4 in the 1. Direct students on Show the poem Practice Book. (The poem is also Transparency #1.

n

Objectives Objective #1

Tips for Implementation

Assessment

1. Keep the instructio nal goals in mind. All lessons 4. Try to nd Building Vocabula find time for students (e.g., common letter/sou ry has two broad to explore words with others. goals: 1) to increase word of phonetic analysis vowel sounds, blends, Uses basic elements g and ending consonants, knowledge of words, students' Many of the activities particularly those relationships, beginnin words they need in "Building unknown words Vocabulary" can to be successfu patterns) to decode be l in school and; 2) partners or in small completed with to groups. Some prefi deepen their All lessons knowledge about xes, Objective #2 specifically invite syllables, basic words l analysis (e.g., students have ons) to so that students to work of structura contracti together. When strategies to figure spelling patterns, Uses basic elements students complete out the meaning of many compound words, assignment with an new words on their suffixes, root words, others, they have own. words a chance to try out decode unknown new words and 2. Make sure talk about how they to read the "Teache "work." Rememb er r Notes" that games like Objective #3 section for each hightions (e.g., spells All lessons "Wordo" and "Word new lesson. written composi grade-level list; Spokes" are not ns of spelling in from appropriate just fun­­they are Uses conventio This section provides spells basic ly misspelled words good instruction! nd relationships; the background frequency, common information you words; uses letter-sou nt blend patterns; uses a need to teach phonetically regular 5. Keep the learning the and consona In levels spells d, lesson. vowel, r-controlle one and two a outcomes in mind. list of short vowel, long words for each to spell words) By the word other resources A19 end of the program dictionary and In levels three and family is provided. , your students' ng Vocabulary: Foundations should have 1) up, information learned the meaning is given #50550 (i2864)--Buildi to help teach some of the most of Materials common word roots. The teacher Greek and Latin © Teacher Created roots in the English languag notes section provides a wealth of interestin e; 2) understood how to apply those g information and meanings to ideas for you to "divide and conquer use with students. Each week there are 3) deepened their " unfamiliar words; also suggestions for "word awarene differentiating instructio ss." Above all, we hope your students will needs of all learners. n to meet the have become It is important for independent word children to feel sleuths and lifelong word successful, so use lovers! the suggestions and feel free to adapt 6. Keep the focus to meet your students' them on thinking about needs. the roots or word 3. Develop regular families, not on memorizing particula routines that scaffold increasin with activities r words. gly independent Students need learning. to become convince that they have d knowledge and Although the program processes to figure gives day-to-da out the meaning activities in a quick y of words. Roots s and regular routine, can help here because you should feel prefixes and bases free to modify or adapt represent familiar the program to concepts (un = meet not; pre instructional needs. your own particular = write). Word families = before; graph The key is to make your instruction see spelling patterns help students a regular routine that gets students to for many words. As students figure think deeply about out the meaning word families or the of new words, ask roots. Plan to spend them "What do 15 minutes each 10you think? Why?" rather day on vocabula than "What's the ry. right answer?" Remember that the most effective way to teach vocabula is not through mindless ry repetition or memorization.

shown above.) two times. Have 2. Read the poem the words while you at students point read the students to read. Then invite the last word in with you by supplying you say, . For example, each sentence and ____," dumpling, Jan "Diddle diddle "Dan." and students say, board. family -an on the 3. Write the word say it ask students to Say it and then poem line reread the with you. Next, line, Lessonof each-an, ask -abas by line. At the end 1 Word -an words. Scaffold tell students to find example, you could a necessary. For are in -an words students how many Part B: find and have students particular line, them.

B: with three columns. Let's Play with Answers 4. Create a chart with the following WritingDan, Words in the poem: Jan, Words Label the columns the poem, other Words circled from titles: -an words from f pan, ran, Stan c interesting words 1. Reread the poem from -an words, and poem: m p the -an words words from the from Part have v the poem. Write students' column. Ask the A. Draw Missing or students may first attention to the -an breakfast, school, the poem in the that were words as you write words to create an their own words the circled. Then write the spell -an inserted students towords in a list the words in Writeon the original poem. them on the chart. ncy. in the board or on a transpare word the lettersWrite the words in a the column so column so the letters in the word Materials aligned. © Teacher Created family family areare aligned. Then mask the onset (the initial consonant ng Vocabulary: Foundations sound), word by #50550 (i2864)--Buildi word. Ask students to 4 say and any following the rime (the vowel consonants within the syllable). Then provide the onset, and ask students 3. Direct students to to page 5 in the example, with the say the word. For Guided Practice Book. word Jan: Depending on students' needs, work with · Cover the J. the class or a small Ask students to say, "-an." group, or have · Then reveal the students work with J. Ask students partners to complete to say, "Jan." the activity. Answers · Say, "If we add J to -an, we get Jan." · Say, "Okay, let's 1. man do it the J.) What is this? again. (Cover (Students say, 2. can "-an." Then reveal the J.) And what's this?" (Students 3. fan say, "Jan.") · Repeat the cycle 4. van with other -an words. 5. pan 2. Display Transparency #2. Talk students Make Words through the examples. Say, "What is this? (Point to the first picture.) What letter can we add to -an to make this word?" Continue with the remaining examples. Part

1 Directions : Add a each picture. letter to -an to make the word that names 1. _____ an 2. _____ an 3. _____ an

Materials © Teacher

Let's Play with Words

-an to provide other 5. Invite students to the second column. words; add these other provide hints for is You may want to family, such as, "This with words in the word cools us off. It starts something that students to identify f." (fan) Finally, ask they find the poem that other words from in the third Write these words interesting. the students to be on column. Instruct l words for the chart. lookout for additiona a word wall. You This chart can become can read the words and the students turns unison, by taking on the chart in color, table number, (boys, girls, by shirt by or silly voice, or etc.), in a whisper Unit I Short a and i Word echo-reading. in the back to page 4 6. Direct students ng on Families Book. Dependi or a Guided Practice work with the class with students' needs, have students work small group, or the activity. partners to complete

-an, -ab Word Families Unit I

Families

Lesson

4. _____ an

Level 1 Lessons (correspond to each lesson from the student Guided Practice Book)

Created

5. _____ an

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Transparency

#2

p

f

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__________

-an

__________

-an

__________

-an

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#12731 (i3962)--

Unit I Word List

Building Vocabulary:

Foundations © Teacher Created Materials

© Teacher Created

fan

rag flag jam

Unit I Quiz

Student's Name ________________

Materials #50550 (i2864)-- Building Vocabulary: Foundations

5

Assessments

plan jab tab fat flat win

Assessment ducibles

slamfan sadjab

fat glad tab flat

Words plan

_______________

Onset

Rime

Date ________________

Word

___________

rces: Repro Teacher Resou

Notes

Blank Word Cards

pack

win

chin

hill Teacher chill Resource CD (includes copies of the poems, activities with reproducible templates, word cards, assessment charts, homeschool connection, tranparencies, and a list of all of the word families and roots in the series)

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#50550 (i2864)--Buildi

chin

hill back chill

nap flag strap slam

sad glad © Teacher Created Materials pack back nap strap

© Teacher Created Materials #50550 (i2864)-- Building Vocabulary: Foundations

rag

jam

Teacher Resou rces: Repro

Wordo (for home practice

ducibles

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)

13

_______________ Date ________________ Directions (for ___________ parent): This game box and mark it is like Bingo. First with an X. Then have your child choose eight words choose a free created with your from the word cards child. Have your child write one one of the word you have word in each box. cards, have your child read it, and Then choose word in the Wordo then ask him or chart. When your her to find that an X. As a more child finds the word, challenging option, have him or her he or she can find give mark it with it in the chart. When your child a clue for each word or diagonal, have and see if your child gets him or her call three words in a out "Wordo!" row, column,

ng Vocabulary: Foundations

Student's Name ________________

Teacher Resources (includes activities, reproducible templates, and home-school connection)

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#50550 (i2864)--Buildi © Teacher Created Materials

Teacher Resource CD--Level

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#50550 (i2864)--

Building Vocabulary:

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Other Components Include:

Guided Practice Book (student book)

Overhead Transpa rency #5

Transparencies (in the transparency folder)

Make Words

c b r

__________

Overhead Transpa -at

rency #10

Make Sentences

__________ -at Here is dad. Dad is glad.

Professional Development DVD

__________

-at

Here is __________ _____ He is __________ _____

©Teacher Created Materials

_____ .

______ .

#50550 (i2865)--Build

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: Foundations

Here is Brad. He is __________ _____ ______ .

Here is __________ _____ She is __________ _____

#50550 (i2865)-- Building Vocabulary : Foundations

_____ .

_____ .

Materials

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Management

How to Use This Program

The following provides a more detailed overview of the various components of this program, including the differentiated, five-part lessons, the Assessment section, the Teacher Resources section, and the Teacher Resource CD. Each component offers support for the entire program, making students' word learning meaningful and fun. Parts A and C (Let's Read)--You and the students enjoy shared reading activities through poems that introduce new word families. As you read each poem aloud, you model fluent reading. After choral, echo, and/ or antiphonal (students divided into groups) reading, you lead a whole-group discussion that highlights the new word families. You and the students also generate lists of words, from the poems and elsewhere, that contain the word families.

Unit I Short a and i Word Families

-an, -ab Word Famili es Lesson 1

Let's Read

Part A:

Unit I

Lesson

1

-an, -ab

Let's Read

Part A:

Word Families

Direction

s: Read the poem. . Then Circle the make your own poem -an words with a by filling in the blanks.

Poetry Fun

Jan and Dan Diddle diddle dumplin Cooked their breakfas g, Jan and Dan t in a frying pan. Ran to school with their Diddle diddle dumplin good friend Stan, g, Dan and Jan.

Jan and Diddle diddle Dan dumpling Cooked their breakfast , Jan and Dan Ran to in a frying school with their pan. Diddle good friend diddle dumpling , Dan and Stan, Jan.

Diddle

diddle

Cooked

their _________

Dan dumpling , Jan and Dan.

_________

Jan and

Ran to

_________

Diddle

diddle

in a frying pan. _________ with their good friend dumpling Stan, , Dan and Jan.

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1. Direct students to page 4 in the Guided Practice Book. Show the poem on Transparency #1. (The poem is also shown above.)

© Teacher

Created

Materials

Lesson Overview:

Each lesson in the Teacher's Guide contains Teacher Notes that include a list of gradeappropriate words for the word families studied in that lesson. The Guided Practice section provides minis of the corresponding student book pages for your reference. Differentiation points you to the notes provided at the beginning of each unit that outline differentiation suggestions for the classroom; this allows you to adjust the lessons to meet the needs of all your students, including below-level students, above-level students, and English language learners. Parts of lessons are labeled A through E. Parts A and C are similar, except that they focus on different word families. Likewise, Parts B and D are similar. Part E is based on both word families presented in the weekly lesson. (Read on for more detailed explanations of each lesson part.) The focus of all lessons is on helping students master common word families so that they can, in turn, use this knowledge to decode unfamiliar words. Overhead transparencies are included for each lesson to assist you with classroom instruction and practice (see Teacher Resources section for transparencies).

Unit I Short a and i Word Families

Strategies for Unit I Differentiation

· Give students lists of families. Have them multisyllabic words that contain short sort these words syllables, word any way they choosea and short i word family, or some (by the number other explaining how of they chose to sort way). Then students can write sentences the words. · Give students multisyllabic words with the short a divide and conque and short i word r. families to · Give students multisyllabic words that contain the focus. Have them short a or short write riddles about i word family of the Teacher Resourc the words. (See Activity Templat es section of classmates to solve e CD for the Riddle Writing Templat the riddles. e.) Then students can ask English

2. Read the poem two times. Have students point at the words while you read. Then invite the with you by supplyin students to read g the last word each sentence. in For example, you say, "Diddle diddle dumpling, Jan and ____," and students say, "Dan." 3. Write the word family -an on the board. Say it and then ask students to say it with you. Next, reread the poem line by line. At the end of each line, ask students to find -an words. Scaffold necessary. For example, you could as students how many tell -an words are in particular line, a and have students find them.

5. Invite students to provide other -an words; add these to the second column. You may want to provide hints for other words in the word family, such as, "This something that cools us off. It starts is f." (fan) Finally, ask with students to identify other words from the poem that they interesting. Write find these words in the column. Instruct third students to be on the lookout for addition al words for the chart. This chart can become a word wall. You and the students can read the words on the chart in unison, by taking turns (boys, girls, by shirt color, table number, etc.), in a whisper or silly voice, or by echo-reading.

4. Create a chart with three columns . Label the columns with the following titles: -an words from the poem, other -an words, and interesting words from the poem. Write the -an words from the poem in the first column. Ask the students to spell the them on the chart. words as you write Write the words the column so in the letters in the word family are aligned.

#50550 (i2864)--Building Vocabulary: Foundation

6. Direct students back to page 4 in the Guided Practice Book. Depending students' needs, on work with the class small group, or or a have partners to comple students work with te the activity. Words circled in the poem: Jan, Dan, pan, ran, Stan Missing words from the poem: breakfast, school, or inserted their own students may have words to create an original poem.

Answers

4

s

© Teacher Created

Materials

Above Level Suppor t

· Preview the poems in Parts A and C short a and short with a small group. i word families. Preteach the words · Whenever possible with , provide realia for students to see may include a can, bag, flag, rag, or feel. Items from backpack, pan, can be labeled this unit or by students and displayed for future ring. The items or pictures · Meet with students reference. in a small group to complete the activities in Parts Below Level Suppor B and D. t · Preview the poems in Parts A and C words with short with a small group. a and short i word Have students listen families. · Have students for work with partners to complete the · Provide students activities in Parts with copies of the B and D. poems to take (See the Teacher home for addition Resource CD for al practice. the Take-Home Poems for Unit I.)

Language Suppor t

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#50550 (i2864)--Building

Parts B and D (Let's Play with Words)-- You and the students review the poems, and then you guide students as they play with words, scaffolding their understanding through think-alouds and other activities, such as Making and Writing Words, Word Sort, Word Scramble, Riddle Time, Divide and Conquer, and Wordo.

Lesson 1

Unit I

-an, -ab Word Famili es

Short a and i Word Families

Let's Play with Words

Part B:

-an, -ab

Word Families Unit I Lesson

Direction s: Add a letter each picture. to -an

Writing Wor

to make

Let's Play

Part B:

1

with Words

ds

that names

1. Reread the poem from Part A. Draw students' attention to the -an words that were circled. Then write the -an words in a list on the transparency. Write board or on a the words in a column so the letters in the word family are aligned. Then mask the onset (the initial consonant sound), word by word. Ask students to say and any following the rime (the vowel consonants within the syllable). Then provide the onset, and ask students to example, with the say the word. For word Jan: · Cover the J. Ask students to say, "-an." · Then reveal the J. Ask students to say, "Jan." · Say, "If we add J to -an, we get Jan." · Say, "Okay, let's do it the J.) What is this? again. (Cover (Students say, "-an." Then reveal the J.) And what's this?" (Students say, "Jan.") · Repeat the cycle with other -an words.

f

c

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m

p

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1. _____ an

2. _____ an

3. _____ an

Materials

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3. Direct students to page 5 in the Guided Practice Book. Depending on students needs, work with the class or a small ' group, or have students work with partners to comple te the activity. 1. man

2. can

3. fan

4. van

2. Display Transparency #2. Talk students through the examples. Say, "What is this? (Point to the first picture.) What letter can we add to -an to make this word?" Continue with the remaining examples.

5. pan

Overhead

Transparency

#2

Make Words

p f v

__________

-an

__________

-an

__________

-an

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Part E (Let's Grow)--The students will enjoy teacher-led word games as they review the words and concepts for the week.

Unit I Short a and i Word Families

-an, -ab Word Famili es Lesson 1

Let's Grow

Part E:

Unit I

Lesson

1

-an, -ab

Let's Grow

Part E:

Word Families

1. Reread both poems List -an words and from this lesson. -ab words from the poems on the board or on a transparency.

Direction s: Circle the Name each picture. -ab words Write the with a . letters for each word. . Circle the -an words with a

Writing Wor

p f l m

ds

b

c

1.

2. 3.

n

a

2. Direct students to page 8 in the Guided Practice Book. Depending on students needs, work with the class or a small ' group, or have students work with partners to comple te the activity. 3. If time allows, you may wish to provide additional practice with the word families by using the the Teacher Resourc word cards. See e section and the Teacher Resourc e CD for a list of word card activities. Also see the Teacher Resource CD for the Unit I, Lesson 1 Word Cards to use with these activities.

_____ _____ _____ 4.

_____ _____ _____ 5.

_____ _____ _____ 6.

_____ _____ _____

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1. can 2. pan 3. man 4. fan 5. lab 6. cab

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Unit I

Short a and i Word Families

Introduction to Unit I

· Thefocusofthevocabularyactivities inthisunitisalmostentirelyonthe useofword families.Studentscan practicedecodingbyidentifyingword familieswithinwords.Asyouwork withwordfamilies,explaintostudents thattheyarefiguringoutwordsby takingthemapart.Thispointwillbe madeandextendedinleveltwoand beyondthroughanotherimportant waytotakewordsapart:bylookingfor wordroots,whichhavemeaning,as opposedtowordfamilies,whichfocus onsounds. · Oneroot(thesuffix-s)andseveral compoundwordsareusedinthisunit. Theseareidentifiedforyouwithinthe lessonastheyappear.Besuretopoint outthesuffx-sandthecompound wordstostudentsinthoselessons. Tellthemtonoticehow-schanges awordfromsingulartoplural.With compoundwords,likebackpack,show studentshowthewordisreallymade oftwowordsthateachhavemeaning: abackpack isapackyouwearon yourback.Youdonotneedtospend alotoftimeontheseconcepts,but explainingthemnowwillhelpprepare studentstofocusonmeaning-based rootsinleveltwoandbeyond. · Throughoutthisprogram,youwillalso beshowingstudentsoneofthemost importantfeaturesindeveloping vocabulary:divideandconquer.In subsequentlevels,thestudentswill belearningtotakewordsapart accordingtosemanticwordparts (divide)andthentothinkabout themeaningofthesewordpartsto determinetheoverallmeaningofa word(conquer). · Inthefifthweekofthisunitandin subsequentunits,youwillbehelping studentslearnhowtodivideand conquer,butyouwillbefocusing

© Teacher Created Materials #12731 (i3962)--Building Vocabulary: Foundations

moreonphonologicalunits(onsets andrimes)ratherthansemantic (meaning)units.Teachingthiswayof thinkingaboutwordswillhelpstudents usewordfamiliesindecodingandwill alsopreparethemfordeterminingthe meaningsofthemorechallenging wordstheywillencounterinlateryears. Hereareseveralothernotesrelatedto thisunit: · Wordstudystrategiesinprimarygrades emphasizeletter-soundrelationships (phonics). · Oneofthemostbasicstructuresof one-syllablewordsandsyllablesin longerwordsisconsonant,vowel, consonant(CVC). · Arimeisthevowelandanyfollowing consonantswithinasyllable.For example,therimeinthewordcanisan. · Anonsetofasingle-syllablewordis theinitialconsonant(s)sound.For example,theonsetofranisr.Theonset ofcrabiscr. · Wordsinawordfamilysharea commonrime.Forexample,thewords ran,can,andfaneachhavetherime an.

Youmaywishtoadminister thePre-testbeforebeginning

UnitI.SeepagesC6­C13in theAssessmentsectionfor thePre-test.

SeepagesC14­C17inthe Assessment sectionforthe

UnitIQuiz.

B1

Unit I

Short a and i Word Families

Differentiation Strategies for Unit I

Above Level Support

· Givestudentslistsofmultisyllabicwordsthatcontainshortaandshortiword families.Havethemsortthesewordsanywaytheychoose(bythenumberof syllables,wordfamily,orsomeotherway).Thenstudentscanwritesentences explaininghowtheychosetosortthewords. · Givestudentsmultisyllabicwordswiththeshortaandshorti wordfamiliesto divideandconquer. · Givestudentsmultisyllabicwordsthatcontaintheshortaorshortiwordfamilyof focus.Havethemwriteriddlesaboutthewords.(SeeActivityTemplatessectionof theTeacher Resource CDfortheRiddleWritingTemplate.)Thenstudentscanask classmatestosolvetheriddles. · PreviewthepoemsinPartsAandCwithasmallgroup.Preteachkeywordsfrom eachpoemtoprovidestudentswithabaseofunderstanding. · Beforeeachlesson,providerealiaforstudentstoseeandfeel.Forexample,some nounsfromthisunitinclude:can,bag,flag,rag,backpack,pan,ring,andcrab.The itemsorpicturescanbelabeledbystudentsanddisplayedforfuturereference. · Enactverbstodemonstratemeaning.Someverbsfromthisunitinclude:ran,grab, dab,jab,sat,tug,swam,play,clap,andwin. · MeetwithstudentsinasmallgrouptocompletetheactivitiesinPartsBandD. · PreviewthepoemsinPartsAandCwithasmallgroup.Havestudentslistenfor wordswithshortaandshortiwordfamilies. · HavestudentsworkwithpartnerstocompletetheactivitiesinPartsBandD. · Providestudentswithcopiesofthepoemstotakehomeforadditionalpractice. (SeetheTeacher Resource CDfortheTake-HomePoemsforUnitI.)

English Language Support

Below Level Support

B2

#12731 (i3962)--Building Vocabulary: Foundations

© Teacher Created Materials

Unit I

Lesson 1 -an, -ab Word Families

Short a and i Word Families

Objectives #1, #2, and #3

Teacher Notes

· Thislessonfocuseson-an,-abwordfamilies.Belowisalistof-an,-abwords appropriateforfirstgradestudents. -an -ab man can pan fan lab ran van tan plan scan bran than crab scab slab drab cab dab jab nab gab tab

· LessonOnehasfiveparts.Itissuggestedthatyouteachoneparteachday.

Guided Practice

· Directstudentstopages4­8intheirGuided Practice Bookstocompletetheactivities.

-an, -ab Word Families

Families -an, -ab Word

Unit I

Lesson 1 Unit I Lesson 1 -an, -ab Word Families

-an, -ab Word Families

Unit I

Lesson 1

Unit I

Lesson 1

Part B:

Let's Play with Words

Let's Play with Words

Directions: Name each picture.

Part D:

Unit I

Lesson 1

-an, -ab Word Families

Part A:

Let's Read

Writing Words

Directions: Add a letter to -an to make the word that names each picture.

Part C:

Let's Read

One and Two

Use the letters to write each word.

Part E:

Let's Grow

with a the -an words the poem. Circle by filling in the blanks. Directions: Read your own poem . Then make

Poetry Fun

Jan and Dan

f

c

m

p

v

Poetry Fun

Directions: Read the poem. Circle the -ab words with a . Then answer the questions.

a

1.

b

c

2.

r

s

Writing Words

Directions: Name each picture. Write the letters for each word. . Circle the -an words with a Circle the -ab words with a .

and Dan dumpling, Jan Diddle diddle a frying pan. breakfast in Cooked their friend Stan, l with their good Ran to schoo and Jan. dumpling, Dan Diddle diddle

Grabby Crabs

King crab, rock crab, Stone crab, blue crab, Watch that crab! It will grab! Grabby, crabby crabs!

One _____ _____ _____ 3. 4. Two _____ _____ _____ _____

b

1.

c

p

2.

f

l

m

3.

n

a

1. _____ an

2. _____ an

Jan and Dan

Diddle diddle Cooked their dumpling, Jan ____________

_____ _____ _____

1. How many times is crab in the poem? _________

pan.

One _____ _____ _____ _____

_____ _____ _____

_____ _____ _____

and Dan.

______ in a frying with their good

4.

Two _____ _____ _____ _____ _____

5.

6.

Ran to ______

____________ dump

friend Stan,

2. How many times is crabs in the poem? _________ 3. _____ an

© Teacher Created Materials

4. _____ an

5. _____ an

© Teacher Created Materials

Diddle diddle

Jan. ling, Dan and

#50546--Building Vocabulary: Foundations

5

3. How many times is crabby in the poem? _________

#50546--Building Vocabulary:

Foundations

7

_____ _____ _____

8

_____ _____ _____

_____ _____ _____

© Teacher Created Materials

© Teacher Created

Materials

6

#50546--Building Vocabulary: Foundations

© Teacher Created Materials

4

#50546--Building

Vocabulary: Foundations

#50546--Building Vocabulary: Foundations

Differentiation

· Youmightchoosetodifferentiateinstructionusingtheideaslistedatthebeginningof thisunit.

Transparencies

· Forthislesson,youwillneedtransparencies1­3.

Additional Resources

· Foradditionalpractice,seetheTeacher ResourcessectionandTeacher Resource CD foralistofwordcardactivities.YouwillalsofindtheUnitI,Lesson1WordCardsonthe Teacher Resource CD. · FortheHome-SchoolConnection,seetheTeacher ResourcessectionandTeacher Resource CDforPoetryPackactivities. · SeetheTeacher Resource CDforUnitI,Lesson1Take-HomePoemstobesenthomewith thePoetryPackorusedforadditionalpractice. · Foradditionalpracticewithwordfamilies,seeRiddleWritingTemplateontheTeacher Resource CD.

© Teacher Created Materials

#12731 (i3962)--Building Vocabulary: Foundations

B3

Unit I

Short a and i Word Families

-an, -ab Word Families

Unit I

Lesson 1

Part A:

Lesson 1

-an, -ab Word Families

Let's Read

Jan and Dan Diddlediddledumpling,JanandDan Cookedtheirbreakfastinafryingpan. RantoschoolwiththeirgoodfriendStan, Diddlediddledumpling,DanandJan.

4

Let's Read

Part A:

Directions: Rea

d the poem. Circle the -an . Then make words with a your own poe m by filling in the blanks.

Poetry Fun

d Dan Diddle diddle dumpling, Jan and Dan Cooked the ir breakfast in a frying pan Ran to school . with their goo d friend Stan, Diddle diddle dumpling, Da n and Jan.

Jan an

Diddle diddle Cooked the

dumpling, Jan

Jan and Da n

and Dan. g pan. ______ in a fryin

ir ____________ ____________

Ran to ______ Diddle diddle

with their goo n and Jan.

dumpling, Da

d friend Stan,

#50546--Buildi

ng Vocabulary: Found

ations © Teacher Creat ed Materials

1. Directstudentstopage4intheGuided Practice Book. Showthepoemon Transparency #1.(Thepoemisalso shownabove.) 2. Readthepoemtwotimes.Have studentspointatthewordswhileyou read.Theninvitethestudentstoread withyoubysupplyingthelastwordin eachsentence.Forexample,yousay, "Diddlediddledumpling,Janand____," andstudentssay,"Dan." 3. Writethewordfamily-anontheboard. Sayitandthenaskstudentstosayit withyou.Next,rereadthepoemline byline.Attheendofeachline,ask studentstofind-anwords.Scaffoldas necessary.Forexample,youcouldtell studentshowmany-anwordsareina particularline,andhavestudentsfind them. 4. Createachartwiththreecolumns. Labelthecolumnswiththefollowing titles:-an words from the poem,other -an words,andinteresting words from the poem.Writethe-anwordsfrom thepoeminthefirstcolumn.Askthe studentstospellthewordsasyouwrite themonthechart.Writethewordsin thecolumnsothelettersintheword familyarealigned.

5. Invitestudentstoprovideother-an words;addthesetothesecondcolumn. Youmaywanttoprovidehintsforother wordsinthewordfamily,suchas,"Thisis somethingthatcoolsusoff.Itstartswith f."(fan)Finally,askstudentstoidentify otherwordsfromthepoemthattheyfind interesting.Writethesewordsinthethird column.Instructstudentstobeonthe lookoutforadditionalwordsforthechart. Thischartcanbecomeawordwall.You andthestudentscanreadthewords onthechartinunison,bytakingturns (boys,girls,byshirtcolor,tablenumber, etc.),inawhisperorsillyvoice,orby echoreading. 6. Directstudentsbacktopage4inthe Guided Practice Book.Dependingon students'needs,workwiththeclassora smallgroup,orhavestudentsworkwith partnerstocompletetheactivity.

Answers

Words circled in the poem: Jan,Dan, pan,ran,Stan Missing words from the poem: breakfast,school,orstudentsmayhave insertedtheirownwordstocreatean originalpoem.

© Teacher Created Materials

B4

#12731 (i3962)--Building Vocabulary: Foundations

Unit I

Lesson 1 -an, -ab Word Families

Short a and i Word Families

Part B:

-an, -ab Word

Families

Unit I

Let's Play with Words

1. RereadthepoemfromPartA.Draw students'attentiontothe-anwords thatwerecircled.Thenwritethe-an wordsinalistontheboardorona transparency.Writethewordsina columnsothelettersinthewordfamily arealigned.Thenmasktheonset(the initialconsonantsound),wordbyword. Askstudentstosaytherime(thevowel andanyfollowingconsonantswithin thesyllable).Thenprovidetheonset, andaskstudentstosaytheword.For example,withthewordJan: · CovertheJ.Askstudentstosay,"-an." · ThenrevealtheJ.Askstudentstosay, "Jan." · Say,"IfweaddJto-an,wegetJan." · Say,"Okay,let'sdoitagain.(Cover theJ.) Whatisthis?(Studentssay, "-an."ThenrevealtheJ.)Andwhat's this?"(Studentssay,"Jan.") · Repeatthecyclewithother -anwords.

Overhead Transp arency #2

Lesson 1

Directions: Ad d a letter to -an to make each picture the word tha . t nam

Writing Words

c m p

Let's Play with

Part B:

Words

f

es

v

1. _____ an

2. _____ an

3. _____ an

© Teacher Creat ed Materials

4. _____ an

#50546--Buildi

5. _____ an

ng Vocabulary: Found ations

5

3. Directstudentstopage5intheGuided Practice Book.Dependingonstudents' needs,workwiththeclassorasmall group,orhavestudentsworkwith partnerstocompletetheactivity.

Answers

1. man 2. can 3. fan 4. van 5. pan

2. Display Transparency #2.Talkstudents throughthe examples.Say, "Whatisthis? (Pointtothefirst picture.)What lettercanwe addto-anto makethisword?" Continuewith theremaining examples.

Make Words

p f v

__________

-an

__________

-an

__________

-an

#50550 (i2865)--Building

Vocabulary: Foundatio

ns ©Teacher Created Materials

© Teacher Created Materials

#12731 (i3962)--Building Vocabulary: Foundations

B5

Assessment

Diagnostic Pre-test

Depending on each student's reading level, you may choose to limit the number of words you read during the pre-test. One word from each word family has been provided for you in the following chart.

Student's Name _______________________________ Date ___________________________

Words Onset Rime Word Corresponding Unit/Lesson

1. can 2. lab 3. bat 4. tag 5. ham 6. mad 7. sack 8. map 9. pin 10. fill 11. kit 12. wing 13. rim 14. kid 15. lip 16. sick 17. bed 18. tell

C10

#12731 (i3962)--Building Vocabulary: Foundations

Unit I, Lesson 1 Unit I, Lesson 1 Unit I, Lesson 2 Unit I, Lesson 2 Unit I, Lesson 3 Unit I, Lesson 3 Unit I, Lesson 4 Unit I, Lesson 4 Unit I, Lesson 5 Unit I, Lesson 5 Unit II, Lesson 6 Unit II, Lesson 6 Unit II, Lesson 7 Unit II, Lesson 7 Unit II, Lesson 8 Unit II, Lesson 8 Unit II, Lesson 9 Unit II, Lesson 9

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