Print Teacher’s Edition
BUILDING ON PATTERNS Second Grade • Unit 1 Lessons 1-6
Catalog # 8-78471-U1
BUILDING ON PATTERNS Teacher’s Edition The Primary Braille Literacy Program Unit 1: That’s So Silly! Second Grade Level Eleanor Pester Project Leader Unit Authors Kate Dilworth Kristen Buhler Sue Schimmelpfennig
Copyright © 2011 American Printing House for the Blind, Inc. Louisville, Kentucky All rights reserved. Printed in United States of America.
That’s So Silly! L essons 1-6
Unit 1
Contributors Building On Patterns Writing Team
APH Building on Patterns Team
LeAnn Nannen Alexander, Teacher of Students with Visual Impairments, Certified Orientation and Mobility Specialist, North Little Rock School District (AR)
Eleanor Pester, Building on Patterns Project Leader
Luanne Blaylock, Teacher of Students with Visual Impairments, Certified Orientation and Mobility Specialist, Pulaski County Special School District (AR)
Elaine Kitchel, Low Vision Project Leader
Kristen Buhler, Teacher of Students with Visual Impairments, Northwest Regional ESD (OR) Jo Ellen Croft, Teacher of Students with Visual Impairments, Certified Orientation and Mobility Specialist, Pulaski County Special School District (AR)
Terri Gilmore, Graphic Designer
Cathy Senft-Graves, NLS Certified Literary and Nemeth Braille Transcriber
Project Consultants Cay Holbrook, Associate Professor, University of British Columbia (BC, Canada)
Kate Dilworth, Teacher of Students with Visual Impairments, Certified Orientation and Mobility Specialist, Columbia Regional Program (OR)
Deanna Scoggins, Teacher of Students with Visual Impairments (Retired), Kentucky School for the Blind (KY)
Izetta Read, Teacher of Students with Visual Impairments, Santa Barbara County Education Office (CA)
Mila Truan, Teacher of Students with Visual Impairment & Reading Specialist (Retired), Tennessee School for the Blind (TN)
Sue Schimmelpfennig, Teacher of Students with Visual Impairments, Northwest Regional ESD (OR)
Reference Citation
Robin Wingell, Teacher of Students with Visual Impairments, Santa Barbara County Education Office (CA)
Dilworth, K., Buhler, K., Schimmelpfennig, S., & Pester, E. (2011). Building on patterns: The primary braille literacy program: Second grade: Unit 1. That’s so silly! (Teacher’s ed.). Louisville, KY: American Printing House for the Blind.
That’s So Silly!
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Unit 1—That’s So Silly!, 73 pgs. Scope and Sequence Chart
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Phonics
Language
New Reading Words
1. Miles of Smiles
Two sounds of c, g, and s; consonant review
Kinds of sentences; compound words; capitalization of sentences
long, longest, afraid, eye, between, problems, guess, Ana, Isabel, Marcus, Mr. Ortiz
2. The Prankster Children
gh /g/ and /f/; ch, sh, th, wh; introduce the term digraph
Noun-verb sentence pattern; inflectional endings s, ed, ing; review hyphen
prank, prankster, April, being, stairs, downstairs, upstairs, notice, confused, wonder, a.m., really, salt, coffee, erase, eraser, board, cardboard, whole, recess, quarter, Benjamin, Billy, Tommy Hatfield, Ms. Cheever
3. The Strange Case of the Little Hen
Two- and threeletter blends tw, spl, scr, spr, str, squ
Sentence subjects; capitalizing proper nouns
strange, SE, surprised, doughnut, horoscope, middle, editor, sincerely, truly, Sam, Rick, Grandpa Jones, Karla Cow, Ima Bigwig, Curly Sheep, Monday, Tuesday, Wednesday
4. According to Maggie
Double consonants bb, cc, dd, ff, gg
Comma before dialogue carrier, in direct address, and in a series; verbs
according, cousin, ignore, around, monkey, move, moving, laundry, found, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel
Unit 1
That’s So Silly!
That’s So Silly! L essons 1-6
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Unit 1—That’s So Silly!, 73 pgs. Scope and Sequence Chart Student Writing Topics
Oral Vocabulary Words
Spelling Words
Braille Knowledge
judge, wage, face, page, once, drive, class, grab, huge, bridge, quick, pledge, his, has, yes
between; review letter sign; introduce double capital sign
Jokes
groan, distract, exasperated
spaghetti, phone, ghost, change, thick, think, which, match, shall, their, these, those, ship, child, children; ABC order
gh, ch, sh, th, wh; their, these, those, shall, which, child, children; review hyphen
Story episode about pranks
prank, fool, foolish
skate, split, three, shrink, street, grand, squeeze, blind, friend, braille, twelve, spirit, spring, prize, scratch
blind, friend, braille, spirit
Letter to the editor
stretch your wings
coffee, accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger, add, office, different, suggest
bb, cc, dd, ff, gg; according
A Place for Everything book
according to, misjudge, independent
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Unit 1—That’s So Silly!, 73 pgs. Scope and Sequence Chart cont.
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Phonics
Language
New Reading Words
5. Silly Poems
Counting syllables
Haiku and limericks; homonyms; review quotation marks
beard, wren, built, field, clover, knees, resembled, purchased, several, ’cross, scared, diverted, count, weather, weatherman, believe, (fc);, Edward Lear, Hannah, Alfredo, Linda, Mr. Ziskin, Elena, Dover, Montana
6. Assessment
Consonant review; twoand three-letter blends; gh as a consonant sound; two sounds of c and g; digraphs ch, sh, th, wh; double-letter contractions bb, cc, dd, ff, gg; counting syllables
Sentence types: command, exclamation, statement, question; compound words; verb tense; homonyms; subject of sentence; verb in sentence; capital letters and punctuation
a.m., according, afraid, April, around, beard, being, believe, between, board, built, cardboard, clover, coffee, confused, count, cousin, ’cross, diverted, doughnut, downstairs, editor, erase, eraser, eye, field, found, guess, horoscope, ignore, knees, laundry, long, longest, lose, middle, Monday, monkey, move, moving, notice, prank, prankster, problems, promise, purchased, quarter, really, recess, remember, resembled, salt, scared, several, shoes, sincerely, stairs, strange, surprised, trouble, truly, Tuesday, upstairs, weather, weatherman, Wednesday, welcome, whole, wonder, worried, wren
Unit 1
That’s So Silly!
That’s So Silly! L essons 1-6
Unit 1
Unit 1—That’s So Silly!, 73 pgs. Scope and Sequence Chart cont. Spelling Words
Braille Knowledge
banana, after, myself, seven, they, under, upon, herself, himself, oneself, itself, soft, jump, help, plant
semicolon; herself, himself, itself, oneself, yourself, thyself; transcriber’s note symbol; review quotation marks
accident, add, after, banana, bigger, blind, braille, bridge, change, child, children, class, coffee, daddy, different, drive, face, friend, ghost, grab, grand, has, help, herself, himself, his, huge, itself, judge, jump, ladder, match, myself, occur, office, once, oneself, page, phone, plant, pledge, prize, quick, rabbit, rubber, scratch, seven, shall, ship, shrink, skate, soft, spaghetti, spirit, split, spring, squeeze, street, stuff, stuffed, success, suggest, their, these, they, thick, think, those, three, twelve, under, upon, wage, which, yes
Assessment
Student Writing Topics
Oral Vocabulary Words
Poems
invisible, visible
according to, distract, exasperated, fool, foolish, groan, independent, invisible, misjudge, prank, stretch your wings, visible
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That’s So Silly! L essons 1-6
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Contents Lesson 1: Miles of Smiles ................................................................... 1 Day 1 . . . . ............................................................................ 4 Day 2 . . . . ............................................... ............................ 22 Day 3 . . . . ............................................... ............................ 34 Day 4 . . . . ............................................... ............................ 38 Day 5 . . . . ............................................... ............................ 48 Lesson 2: The Prankster Children .......................................................... 57 Day 1 . . . . ........................................................................... 62 Day 2 . . . . ........................................................................... 70 Day 3 . . . . ........................................................................... 84 Day 4 . . . . ........................................................................... 88 Day 5 . . . . ........................................................................... 94 Lesson 3: The Strange Case of the Little Hen .................. ........................... 105 Day 1 . . . . ............................................... ........................... 110 Day 2 . . . . ............................................... ........................... 122 Day 3 . . . . ............................................... ........................... 136 Day 4 . . . . ............................................... ........................... 140 Day 5 . . . . ............................................... ........................... 144 Lesson 4: According to Maggie ............................................................ 153 Day 1 . . . . ............................................... ........................... 158 Day 2 . . . . ............................................... ........................... 168 Day 3 . . . . ............................................... ........................... 184 Day 4 . . . . ............................................... ........................... 192 Day 5 . . . . ............................................... ........................... 198
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Lesson 5: Silly Poems ..................................................................... 207 Day 1 . . . . . . . ....................................................................... 212 Day 2 . . . . . . . ....................................................................... 224 Day 3 . . . . . . . ......................................................................
238
Day 4 . . . . . . . ....................................................................... 242 Day 5 . . . . . . . ....................................................................... 248 Meet the Authors . . ............................................... ........................ 257 Lesson 6: Check-Up .............................................. ........................ 261
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Lesson 4
“According to Maggie” That’s So Silly!, pp. 39-53
Materials Needed
WS4-1 through WS4-10; Word Bank and APH Blank Cards or index cards for Lesson 4 spelling words; tactile markers; stopwatch or timer; Reading Rate Chart; materials for tactile illustration; binding materials (such as staples, binding machine, brads)
Word Work Phonemic Awareness/Phonics—Double consonants bb, cc, dd, ff, gg Spelling—coffee (Arabic), accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger (D), add, office, different, suggest
Language Grammar—Review of comma before dialogue carrier and in direct address; use of comma in a series; verbs Oral Vocabulary—according to, misjudge, independent
Reading New Reading Words—according, cousin, ignore, around, monkey, move, moving, laundry, found, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel
Optional: APH World at Your Fingers or other tactile world map or globe, Reading Rate Form from the Consumable Unit Assessment Packet
Reading cont. Oral Reading and Fluency—Accuracy and ease of word identification, Hand movement, Speed, Use of expression, Use of natural inflections and modulations Fluency—Quick Read: “House Rules”
Writing Student Writing—A Place for Everything book
Braille Knowledge Braille Contractions—Lower-cell contractions: bb, cc, dd, ff, gg (See Word Work); short-form word: according (See Reading)
Specialized Skills Tactile Graphics—Maggie’s Room Before and After
Comprehension—Detail, Inference, Main idea, Personal experience, Previous knowledge
Lesson 4 Overview
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Lesson 4
Weekly Sequence
4
Word Work • •
Phonemic Awareness/Phonics Spelling
That’s So Silly!
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Day
Phonemic Awareness/Phonics— Double consonants bb, cc, dd, ff, gg (WS4-1)
pp. 39-53
2
Day
Spelling—Dizzy Dots (WS4-5)
Spelling—Pretest: coffee, accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger, add, office, different, suggest
Language • •
Grammar Oral Vocabulary
Grammar—Review of comma before dialogue carrier (WS4-2)
Grammar—Review of comma in direct address (WS4-3, aWS4-3)
New Reading Words—according, cousin, ignore, around, monkey, move, moving, laundry, found, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel
Comprehension—“According to Maggie” (p. 171, WS4-4)
Planning student’s A Place for Everything book
First draft of A Place for Everything book
Reading • • • •
New Reading Words Comprehension Oral Reading Fluency
Writing •
Student Writing
Braille Knowledge •
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Braille Contractions
Lesson 4
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Braille Contractions—Lower-cell contractions: bb, cc, dd, ff, gg (See Word Work); short-form word: according (See Reading)
“According to Maggie”
3
Day
4
Day
5
Day
Spelling—Spelling Story (WS4-7, aWS4-7)
Spelling—Match Game (WS4-8, aWS4-8)
Spelling—Final Test
Grammar—Use of comma with items in a series (WS4-6, aWS4-6)
Oral Vocabulary—Review: according to, misjudge, independent
Grammar—Action Words (WS4-10)
Comprehension—Reread or continue to read “According to Maggie” (WS4-4)
Oral Reading and Fluency—Timed Reading; Partner Reading
Fluency—Quick Read: “House Rules” (WS4-9)
Edit A Place for Everything book
Publish A Place for Everything book
Share A Place for Everything book
Oral Vocabulary—according to, misjudge, independent
(continued on next page)
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Lesson 4
Weekly Sequence
4
Specialized Skills •
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Day
pp. 39-53
2
Day
Tactile Graphics—Maggie’s Room Before and After
Tactile Graphics
Homework
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“According to Maggie”
3
Day
4
Day
5
Day
Review Lesson 4 “Staying Organized”; introduce Lesson 5 “Poems, Songs, and Rhymes”
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Day
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Today’s Materials:
Word Work Phonemic Awareness/ Phonics—Double consonants bb, cc, dd, ff, gg • Spelling—Pretest: coffee, accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger, add, office, different, suggest •
• WS4-1 and WS4-2 • Tactile markers • Word Bank and APH Blank Cards or index cards for Lesson 4 spelling words
Language •
Grammar—Review of comma before dialogue carrier
Word Work
Reading •
New Reading Words— according, cousin, ignore, monkey, move, moving, laundry, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel
Writing •
Student Writing—Planning student’s A Place for Everything book
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Phonemic Awareness/Phonics Double consonants bb, cc, dd, ff, gg Give the student WS4-1. The contractions at the top of the page all stand for two letters that are alike. Each contraction looks like the letter that is doubled, but the letter shape is in the lower part of the cell. They all follow the same pattern. These contractions can only be used in the middle of a word. Direct the student to look at the first three shapes in the first line. Explain that the braille shape for bb is a low b or dots 2-3. The full braille cells before and after the contraction let you know that it has other letters before and after it. Have the student look at each of the other braille shapes in the line; explain the letters that they stand for and the dots that are in it. The braille shape for cc is a low c or dots 2-5. The braille shape for dd is a low d or dots 2-5-6. The braille shape for ff is a low f or dots 2-3-5. The braille shape for gg is a low g or dots 2-3-5-6. Finally ask what a lower a is (ea), a lower e (en), and a lower i (in).
“According to Maggie”
“According to Maggie” That’s So Silly!
Have the child read the list of words, tell what contraction is in the middle of each word, and spell the word. Then tell her to pick a word from the list to fill each blank in the sentences that follow, and write those words on a separate sheet of paper.
(fc)bb(fc) (fc)cc(fc) (fc)dd(fc) (fc)ff(fc) (fc)gg(fc) middle rabbit fluffy soccer
rubber suggest bigger hugged
1. 2. 3. 4. 5. 6.
Day1
Lesson 4
WS4-1
accident ladder stuffed occur
My bike tires are made of _____. (rubber) Spilling the milk was an _____. (accident) My dad uses a _____ to reach the top. (ladder) I ate so much that I was _____. (stuffed) I _____ that you finish your homework. (suggest) I have a big sister and a little brother, so I’m in the _____. (middle) 7. I have a pet _____ with big ears and a _____ tail. (rabbit, fluffy) 8. Don is a great _____ player. (soccer) 9. When does the next full moon _____? (occur) 10. Mom _____ me when she left on her trip. (hugged)
Braille Knowledge •
Braille Contractions— Lower-cell contractions: bb, cc, dd, ff, gg (See Word Work); shortform word: according (See Reading)
Expanded Core Curriculum In the story “According to Maggie,” Tristan hosts his sighted cousin who makes Tristan’s life difficult with her misguided attempts to help. To enhance the meaning of the story and provide connections to areas of the ECC, it would be helpful if the children have had the following real-life experiences. • Organizing and managing one’s own belongings • Requesting and rejecting help, communicating needs • Negotiating and compromising with friends and family
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Language
Notes
Grammar Review of comma before dialogue carrier Review with the student that when a character is speaking in a story, what the character says has quotation marks before and after the speech. We also put a comma between what characters say and the words that tell us who said it. Give student WS4-2. Have the student read the first sentence aloud. (“That was a fun game,” said Billy.) Ask the student: • Who is speaking? (Billy) • What did Billy say? (“That was a fun game”) • Where is the comma? (between what he said [“That was a fun game”] and who said it [said Billy.]) Note that the comma takes the place of a period and comes before the closing quotation marks. Continue with the second example. (Mr. Ortiz said, “Sit down.”) Now help the student read the directions aloud and follow them. Direct the student to complete the worksheet independently. Correct punctuation is shown in parentheses for your convenience.
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Lesson 4
Day1 Notes
“That was a fun game,” said Billy. Mr. Ortiz said, “Sit down.”
WS4-2
Use tactile markers to show where the comma is needed. 1. Ana said(,) “Tell me a story.” 2. “Please don’t talk about eating(,)” groaned Ana. 3. “Let’s play a prank on Mom and Dad(,)” said Benjamin. 4. Billy said(,) “Let’s switch the sugar with the salt.” 5. “Oh, I know why(,)” said Rick. 6. Billy said(,) “It’s the one day every year that people play pranks and jokes on each other.”
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Reading
Notes
New Reading Words Ask the student to use the table of contents to find the New Reading Words for Lesson 4. (p. 39) Remind her that there are many strategies for reading unfamiliar words, but no strategy works for every word. You’ve talked about using context clues (what makes sense), phonics (sounding words out), and structural analysis (reading part of the word). Another strategy is called “prediction,” or “guess and go.” This is a good strategy to use if you can’t sound a word out but don’t want to get stuck. It helps you keep reading. You can guess at, or predict, a word you can’t sound out, and then keep reading to see if your guess makes sense. Tell the student to look at each new word and try to predict what it might be. Relevant information pertaining to contractions, definitions, and concepts are also included for you to discuss with the student. Have the student read each word and sentence. Discuss appropriate information for each word before proceeding to the next. The final line on the page includes the proper nouns used in this story. Help the student with pronunciation. Have the student reread the proper nouns until fluent.
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Lesson 4
Day1 Notes
Lesson 4
39
New Reading Words according This is the best cake ever, according to my sister. cousin When we have the party, ask your cousin to come. ignore Please ignore that noise and get back to work. around We looked all around for the missing book. monkey No, you may not have a pet monkey. moved move moving The family is moving to a new house across town. laundry The laundry room is by the kitchen. found I found the cat asleep on my bed. shoes Take your old shoes to camp with you. lose When did you lose your first tooth? welcome You are welcome to stay as late as you like. remember Did you remember to get him a birthday gift? worried I feel worried when my cat is sick. trouble He had trouble getting to the store. promise I promise to bring the book back tomorrow. Maggie, Daddy, Mama, Tristan, Daniel
according
Tell the student this is the word according. Have the word and the sentence read.
cousin
The ou in cousin sounds like a short u and the s sounds like /z/. Encourage the student to sound out the word using these clues. After the word is identified as cousin, discuss the meaning of cousin—the son or daughter of your aunt and/or uncle.
ignore
Have the student read this word and the sentence that follows, using the strategies she’s learned.
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Day cont. Notes
That’s So Silly! “According to Maggie”
around
Explain that this is the word around, which contains the unfamiliar ound contraction. Have the student say around and then read the sentence.
monkey
Have the student look for a little word she knows. (key) Then sound out the first syllable and put them together to make the name of a not so very good pet. (monkey)
moved move moving Have the student use the familiar word moved to identify the related words move and moving. laundry
Identify the next word as laundry. Ask the student what the word means. Ask if there is a laundry room at home.
found
Explain that this is the word found, which has the same two-cell contraction as around. Have the student say the word and then read the sentence.
shoes
Have the student read the sentence to see if she can discover that this word is shoes. If not, identify the word, and then have the sentence read.
lose
Tell the student that the next word rhymes with the word news, and see if she can now read the word and then the sentence.
welcome
Encourage the student to use her strategies, especially phonics and reading parts of the word, to read this word.
remember
The first e in this word is long and the second one is short. After the student reads the word and the sentence, ask her to tell you something that is fun to remember.
worried
Explain that this next word rhymes with the word hurried. Then have the word and sentence read.
trouble
Tell the student this word is trouble. (The ble contraction is unfamiliar and will be studied in-depth later.)
promise
Have the student read this word with the short /i/ sound. Help as needed.
Maggie, Daddy, Mama, Tristan, Daniel Have the student read these proper nouns. Point out the double-consonant signs in Maggie and Daddy.
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Word Work
Day1 Notes
Spelling Spelling Pretest Dictate the words one at a time and use the word in a sentence. Instruct the student to write each word. Pay special attention to coffee, add, and office, which do not use the double-consonant contraction. Coffee and office use the of contraction. For the word add, the student has already learned the rule that a doubleletter contraction cannot be used at the end of a word. If the word has contractions, she should write both the contracted and uncontracted form. 1. coffee 2. accident 3. rabbit 4. rubber 5. daddy 6. stuff 7. stuffed 8. occur 9. success 10. ladder 11. bigger 12. add 13. office 14. different 15. suggest
This coffee smells good! Write coffee. I didn’t mean to; it was an accident. Write accident. The rabbit hopped over the grass. Write rabbit. The rubber duck floats in my bathtub. Write rubber. Daddy said he would take me to the playground. Write daddy. There is too much stuff on my bed. Write stuff. I ate too much and feel stuffed! Write stuffed. Recess will occur at the same time it did yesterday. Write occur. The science project was a success. Write success. The painter climbed the ladder. Write ladder. Your pizza slice is bigger than mine! Write bigger. I want to add more water. Write add. Take this to the office, please. Write office. This is different than the rest. Write different. I suggest we walk to the store. Write suggest.
Checking Spelling Ask the student to compare the words she has written with the list of spelling words for the lesson on page 53 in That’s So Silly! Have the student use a tactile marker to indicate any word that does not match the one in the book, and then rewrite any misspelled words correctly. When the words have all been written correctly, ask the student to read the list of words aloud. Interline the list for the student to take home to study for the final test.
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That’s So Silly! “According to Maggie”
Spelling Words Lesson 4
Notes
1. coffee (contr.) 2. accident (contr.) 3. rabbit (contr.) 4. rubber (contr.) 5. daddy (contr.) 6. stuff (contr.) 7. stuffed (contr.) 8. occur (contr.) 9. success (contr.) 10. ladder (contr.) 11. bigger (contr.) 12. add 13. office (contr.) 14. different (contr.) 15. suggest (contr.)
53
coffee (uncontr.) accident (uncontr.) rabbit (uncontr.) rubber (uncontr.) daddy (uncontr.) stuff (uncontr.) stuffed (uncontr.) occur (uncontr.) success (uncontr.) ladder (uncontr.) bigger (uncontr.) office (uncontr.) different (uncontr.) suggest (uncontr.)
Adding spelling words to the Word Bank Make a card for each new spelling word, with the contracted form on one side and the uncontracted form on the other. Add the cards to the Word Bank in alphabetical order.
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Lesson 4
Writing
Day1 Notes
Student Writing Planning A Place for Everything boo k Discuss what “a place for everything” means. Ask why this is a good idea. (It is easy to find things when you want them.) Ask the student where she keeps belongings of various kinds: clothes (indoor and outdoor), toys, games, and so forth. Ask her to think about and make a list of where she keeps her things during the day, both at school and at home. These things may include her backpack, cane, coat, lunchbox, and even things in her desk. Explain that she will be using her notes on where she keeps things to make a book.
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2
Day
That’s So Silly! “According to Maggie”
Today’s Materials:
Word Work •
Lesson 4
Spelling—Dizzy Dots
• WS4-3 through WS4-5 • Tactile markers
Language •
Grammar—Review of comma in direct address
Reading •
Comprehension—“According to Maggie”
Writing •
Student Writing—First draft of A Place for Everything book
Specialized Skills •
Tactile Graphics—Maggie’s Room Before and After
Language Grammar Review of comma in direct address Review with the student that a comma is used to separate the person being spoken to (addressed) in the sentence, and the rest of the sentence. Give the student WS4-3 and aWS4-3. Have the student read the first sentence aloud. Ask the student: • Who is the person being spoken to? (Ana) • What did someone say to her? (“… you wrote a funny story!”) • Where is the comma? (after her name) • Why is it placed there? (because it separates her name from the rest of the sentence)
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Day2 Notes
Read the second sentence aloud and ask the student: • Does this sentence tell us who is being spoken to? (no) • Who could it be spoken to? (anyone) • What is Ana? (the subject of the sentence or who the sentence is about) • Why do we not need a comma after Ana? (because this is a statement, it does not tell us who this was spoken to) Continue with the second pair of examples using questions similar to those used with the first sentences about Ana.
Ana, you wrote a funny story! Ana wrote a funny story.
WS4-3
I want to go on a hike with you, Mom. I went on a hike with Mom. Place a tactile mark to show where the comma is needed. 1. Benjamin and I took the book. 2. Benjamin(,) I took the book. 3. Mr. Ortiz(,) is it time for recess? 4. Mr. Ortiz is letting his students out for recess. 5. Will you read with me(,) Marcus? 6. Marcus will read with me.
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7. Wait for the rest of us(,) Billy.
Notes
aWS4-3
8. Billy waited for us. 9. Rick did not want to go. 10.
Rick(,) do you want to go?
Read the directions to the rest of WS4-3 and aWS4-3 aloud with the student. Direct the student to complete the worksheets independently, using a tactile marker to show where the comma is needed. Correct punctuation is shown in parentheses for your convenience.
Reading Comprehension “According to Maggie” If needed, review with the student the list of new reading words before reading the story (sentences are not necessary). Ask her to use the table of contents to find the Lesson 4 story. Have the student read the title, “According to Maggie,” and tell what she thinks the story will be about. Next tell her to read the author’s name. Then have her read the story aloud, using the word identification strategies she knows for difficult words.
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Day2 Notes
Story Word Count: 887 Page Word Count: 127
According to Maggie
41
by Kate Dilworth This summer my cousin Maggie came to stay with me and my Daddy and Mama. Daddy said to me, “Tristan, you need to treat Maggie like a sister.” “All right,” I said. “I’ll just ignore her, like Daniel ignores his sister.” My friend Daniel’s sister is mean. “That’s not what I meant,” said Daddy, “and you know it. Be nice to Maggie. We’re her family.” It was hard to be nice to Maggie. She’s about my age, but she acted like she was bigger. “Tristan, look out,” she said when I was walking around the house. According to Maggie, I might get lost. “Tristan, come down,” she said when I went on the monkey bars. According to Maggie, I might fall.
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Page Word Count: 139
“Tristan, I’ll help you,” she said when 42 she grabbed my cane and pulled me. According to Maggie, I was an accident waiting to happen. The worst part was that Maggie kept moving my stuff. When I come home from swimming lessons, I always put my backpack next to the front door. After snack, I get my backpack so I can hang up my wet things in the laundry room. One day after Maggie came, my backpack just wasn’t there. So I looked near the door. I swept my cane flat across the floor. I found Maggie’s shoes, and that was all. Maggie asked what I was doing. “Looking for my backpack,” I said. “Oh,” said Maggie, “I moved it to the laundry room. It’s so heavy!” “Please don’t move my things,” I snapped. Maggie said, “I was just helping.”
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Page Word Count: 117
Day2 Notes
Another time, Daddy sent Maggie to the 43 park with Daniel and me. I put my cane under the slide where I always do. Nobody steps on it there. Later when I went back to the slide, my cane was gone. “Hey Daniel,” I yelled, “have you seen my cane?” Maggie came running. “Here, Tristan,” she said, handing it to me. “Why do you have it?” I asked. “You lost it, so I picked it up.” “I didn’t lose it. You moved it!” “You’re welcome,” Maggie said. “Would you like me to show you where the swings are?” “Maggie, I know where they are! I brought you here, remember?” “I was just helping,” Maggie said, and she left.
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Page Word Count: 90
Notes Daniel came over. “What was that about?” he asked. “She thinks I’m a baby!” Daniel laughed. “Oh no! Did she steal your cane again?” I nodded. “And then did she tell you that you lost it?” Daniel snorted. “It’s not funny,” I said. “Come on, it’s a little funny. Poor little Tristan!” Daniel giggled. “You know what? You should play a joke on her. A joke that lets her know she’s not as smart as she thinks.” “I’m starting to think of a plan,” I said. “You can help me.”
44
After the student has finished reading page 44, check for comprehension of the story by asking the following questions: 1. Who are the main characters in this story? (Tristan, his cousin Maggie, and his friend Daniel) Detail 2. Why doesn’t Tristan like Maggie? (Accept reasonable answers: She babies him, she bosses him, she moves his things, and so forth.) Main idea 3. Why do you think Maggie does things that bother Tristan? (Accept reasonable answers: She’s trying to help, she feels sorry for him, or she doesn’t understand how he does things.) Inference Now ask the student to continue reading the story.
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Notes
Page Word Count: 112
After the park, Maggie went shopping with Daddy. Mama wasn’t home yet. Daniel and I went to Maggie’s room and moved her dresser. Then we moved the bed, and also the desk. Then we found the ladder and dragged it to Maggie’s room. Daniel set the ladder under the light and held the bottom, while I climbed up and took out the light bulb. “I still see some light,” I said. “I’ll close the blinds,” said Daniel. “There. Now it’s very, very dark.” We put the ladder away, made a snack, and waited until Maggie and Daddy came home. Maggie went right to her room. “The light bulb burned out,” yelled Maggie.
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Page Word Count: 111
Notes “I’ll get you a new one soon,” said 46 Daddy. “Are you okay for now?” Maggie said, “Sure. It’s dark, but I know my way around. I’ll just get my, hey! What’s that? What is this doing here?” It was pretty funny to hear Maggie bumping into things. Soon we were laughing out loud, and Maggie came out of her room. “What is this? What did you do? Why did you two move my stuff?” “What’s the matter, Maggie?” asked Daniel. He was laughing so hard he almost couldn’t talk. “Did you lose your desk?” “Lose it? I didn’t lose it! You moved it!” “Where have I heard that before?” I asked.
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Page Word Count: 143
Day2 Notes
We got quiet waiting for her answer, 47 even Daniel. I thought I heard Maggie crying, and I worried about getting in trouble. But no, Maggie was giggling, softly at first and then louder and louder. “Everyone told me to be nice to you,” she said, still laughing. “My poor blind cousin. They told me to help you and to be extra nice. But you’re such a stinker! You got me! What did you do to the light?” Daniel and I explained. Daddy heard us talking and laughing and came to find out what was going on, and Maggie told him. Daddy made us promise to fix everything before Mama got home, which we did. But first, I gave Maggie my cane and showed her how to move around the dark room without bumping into things. Then she helped move the heavy things back.
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Page Word Count: 48
Notes When Mama came home, everything was in 48 its place. Daniel stayed for dinner, and Maggie told the story again. In front of everyone, she said I was her favorite cousin and promised never to help me ever again. According to Maggie, things will be different from now on.
When the student has finished reading the story, give her WS4-4, which has four multiplechoice questions and one short-answer question. Help the student read the directions and choose a method to answer questions. She can either mark directly on the worksheet or write on a separate answer sheet.
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Day2 Notes
1.
2.
3.
4.
5.
Directions: Answer questions WS4-4 1-5. Write your answer to number 5 in a full sentence. What did Maggie move without asking? Detail a. Daniel’s shoes and coat b. Tristan’s desk c. Tristan’s cane and backpack How did Tristan look for his backpack at home? Detail a. He checked every room. b. He used his cane. c. He asked his mom. Why did Daniel and Tristan need a ladder? Detail, Previous knowledge a. to reach the light bulb b. to fix the window c. to find the cane Why did Maggie think Tristan needed extra help? Inference, Personal experience a. Because he was little b. Because he was blind c. Because Daniel said so Why did Cousin Maggie promise not to help Tristan anymore? (Accept reasonable answers: Tristan didn’t need her help, her help was making things harder, and so forth.) Inference
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Specialized Skills Tactile Graphics Maggie’s Room Before and After Tell the student to examine the two raised-line illustrations that follow the text of “According to Maggie.” Ask what the illustrations show. (Maggie’s room before and after Tristan and Daniel moved her furniture) If the student has difficulty, suggest that she flat scan the page to locate the title and the labels on the furniture. Compare the two illustrations by doing an imaginary walk through Maggie’s room from the door to the window, especially noting the obstacles on the “after” page. 49
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Day2 Notes
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Word Work
Notes
Spelling Dizzy Dots Give the student WS4-5. Tell her to unscramble each uncontracted spelling word, write it, and then write the correct contracted spelling of the word on a separate sheet of paper. The student may use the spelling words list on page 53 if she wishes. Hint: Have the student look for the double consonants. Correct words are re shown in parentheses for your convenience.
Dizzy Dots
WS4-5
1. stesugg (suggest) 2. focfee (coffee) 3. tenidferf (different) 4. adcicten (accident) 5. ficofe (office) 6. bitbar (rabbit) 7. dad (add) 8. burber (rubber) 9. ggiber (bigger) 10. yadad (daddy) 11. dalder (ladder) 12. fufst (stuff) 13. secsucs (success) 14. edfustf (stuffed) 15. cucor (occur)
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Writing
Day2 Notes
Student Writing First draft of A Place for Everything boo k Direct the student to get four sheets of paper. Ask the student to choose four of the items from her planning list. On the first sheet of paper, have her choose one item and write two or more sentences about where that item is kept throughout her day (before school, at school, and after school). Repeat with the remaining three items, using a separate sheet of paper for each. Note: These pages will be bound in a book along with a tactile graphic for each page.
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Today’s Materials:
Word Work •
Lesson 4
Spelling—Spelling Story
• WS4-4 (if not completed), WS4-6 through aWS4-7 • Tactile markers
Language Grammar—Use of comma with items in a series • Oral Vocabulary—according to, misjudge, independent •
• Tactile globe or world map (optional)
Reading •
Comprehension—Reread or continue to read “According to Maggie”
Writing •
Student Writing—Edit A Place for Everything book
Reading Comprehension Discuss the previous day’s reading with the student. Then reread or continue to read “According to Maggie.” If she did not do it yesterday, have the student complete the reading comprehension activity on WS4-4.
Language Grammar Use of commas in a series Explain to the student that a comma is needed between items in a list of three or more things. Give the student WS4-6 and aWS4-6.
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Day3 Notes
Have the student read the first sentence aloud. Ask the student: • What is listed in this sentence? (the names Billy, Marcus, and Ana) • Where is the comma needed? (after Billy, after Marcus) • Why? (to separate the items) Have the student read the second sentence aloud. Ask the student: • Why isn’t there a comma in this sentence? (because the list has only two items, not three)
I want to talk to Billy, Marcus, and Ana. I want to talk to Billy and Ana.
WS4-6
Place a tactile mark to show where the comma is needed. 1. I have a nickel(,) dime(,) and a penny in my pocket. 2. I have a nickel and a dime in my pocket. 3. Let’s eat salad(,) chicken(,) and a cookie for lunch. 4. He left his jacket(,) backpack(,) and homework at home. 5. Take your cane(,) brailler(,) and eraser to reading.
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6. Ana(,) Marcus(,) and Mr.
Notes
aWS4-6
Ortiz rode the bus. 7.
Ana and Marcus rode the bus.
8. I want a bird(,) hamster(,) and snake for pets. 9. Today is warm(,) sunny(,) and windy. 10. He ordered a pizza with cheese and pepperoni. 11. The test was short(,) easy(,) and fun. 12. Will you put your book(,) ruler(,) and brailler away?
Read the directions on WS4-6 aloud with the student. Direct the student to complete the worksheets independently. Use a tactile marker to show where the comma is needed. Correct punctuation is shown for your convenience.
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Oral Vocabulary
Day3 Notes
according to, misjudge, independent Explain to the student that she will practice using words related to the story “According to Maggie.” The words are according to, misjudge, and independent. In the story Tristan says, “According to Maggie, I might get lost.” Ask the student what this means. (Maggie thinks Tristan will get lost, but Tristan doesn’t agree.) Explain that we use the phrase according to to tell what someone else thinks, not necessarily what we think. Direct the student to say according to aloud and use it in a sentence about the story. Then have the student use according to in other types of sentences, for example: According to Dad, a puppy is too much work. Blue is the prettiest color, according to Maria. Tell the student that the next word is misjudge. In the story, Maggie misjudged Tristan’s skills; she thought he needed her help to stay organized. Ask the student what she thinks misjudge means. (to judge something incorrectly, to make a wrong guess or decision about something) Direct the student to say misjudge aloud and use it in sentences. Examples: Aunt Barb misjudged my size and gave me a sweater that was too small. Don’t misjudge Tim because he’s really very nice. Tell the student that the last new word is independent. What does she think independent means? (able to do something without help) Tristan was independent when he kept track of his cane and backpack. He walked to the park independently, without help from Maggie. Direct the student to say independent aloud and use it in sentences. Examples: Maggie thought Tristan needed help finding his backpack, but he was more independent than that. I can walk to the corner independently, but I need help to cross the busy street.
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Word Work
Notes
Spelling Spelling Story Give the student WS4-7 and aWS4-7. Explain that on this worksheet is a story with some words missing. The missing words are all spelling words. Each sentence has blanks for the missing words. Direct the student to read the words that follow each sentence, and choose the correct word for each blank. If there is more than one blank, the first two words go with the first blank and the second two words go with the second blank. She should write the number of each sentence followed by the contracted spelling words that fill in the blanks. Help the student complete the first few sentences. Then have her complete the rest of the worksheet independently. When the student finishes, read the story and have her read the missing words from her numbered answer sheet.
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Day3 Notes
Spelling Story
WS4-7
1. First of all, the hot _____ spilled! ladder coffee 2. My _____ said it was an accident. daddy office 3. Then my _____ rabbit landed in the puddle of hot _____. occur stuffed coffee add 4. “Things like this always _____ when I’m in a hurry,” _____ said. suggest occur different Daddy 5. “I suggest you give the stuffed _____ a bath with the _____ duck in the tub,” he said. rabbit accident success rubber 6. It was a _____! He was clean! success ladder
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7.
Notes
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But he looked ______. accident different
aWS4-7
8. My rabbit had lots of ______ falling out his ears, and he was so much ______! suggest stuff bigger add 9. And he was wet, I might ______. add different 10. Then my Daddy tripped over the ______ in the yard on his way to the ______. coffee ladder office stuff 11. Well, he said, “Things like this always ______ when I’m in a hurry!” rubber occur 12. I think he’s ______ prone! accident add
Words from Other Languages: coffee, Arabic The spelling word coffee comes from Arabic, which is a Middle Eastern language spoken in many countries. Consider showing the student the Middle East region on a tactile globe or world map.
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Writing
Day3 Notes
Student Writing Editing A Place for Everything boo k Have the student read the first draft of her A Place for Everything book aloud. Use tactile markings to correct formatting and spelling of Word Bank words. Instruct the student to rewrite the pages making the necessary changes.
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Day
Spelling—Match Game
Oral Vocabulary—Review: according to, misjudge, independent
Reading •
Oral Reading and Fluency— Timed Reading; Partner Reading
• Stopwatch or timer
• Tactile markers • Materials for tactile illustration • Binding materials (such as staples, binding machine, brads)
Reading
Writing •
Today’s Materials:
• Reading Rate Chart, Reading Rate Form (optional)
Language •
That’s So Silly! “According to Maggie”
• WS4-8 and aWS4-8
Word Work •
Lesson 4
Student Writing—Publish A Place for Everything book
Oral Reading and Fluency Timed Reading Have a stopwatch or timer at hand. With the student’s Reading Rate Chart, review the number of words she read per minute from the previous lessons. Set a goal for today’s target reading rate with the student. Use the chart shown after the reading passage or a Reading Rate Form to record and calculate information about this reading. The passage to be read from “According to Maggie” is shown here in bold type. Help the student locate the beginning of the first indented paragraph on page 42 of the student book. Remind her that in this story a boy’s cousin comes to stay at his house and, according to her, he is an accident waiting to happen. Tell the student to read aloud until you tell her to stop. Time her as she reads the passage.
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Timed Reading Word Count: 115
Day4 Notes
“Tristan, I’ll help you,” she said when 42 she grabbed my cane and pulled me. According to Maggie, I was an accident waiting to happen. The worst part was that Maggie kept moving my stuff. When I come home from swimming lessons, I always put my backpack next to the front door. After snack, I get my backpack so I can hang up my wet things in the laundry room. One day after Maggie came, my backpack just wasn’t there. So I looked near the door. I swept my cane flat across the floor. I found Maggie’s shoes, and that was all. Maggie asked what I was doing. “Looking for my backpack,” I said. “Oh,” said Maggie, “I moved it to the laundry room. It’s so heavy!” “Please don’t move my things,” I snapped. Maggie said, “I was just helping.”
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____:____ Reading Time in Minutes & Seconds ____:____ rounded to nearest 5 seconds
Notes
____.____ converted to minutes with decimals (see chart) 115 words / ____.____ min. = _____ WPM (Reading Rate) Tell the student to stop reading, and write down her reading time. Note specific behaviors that slow her reading (reading one-handed, losing her place at the ends of lines or at page turns, and so forth). Calculate words per minute (WPM) as follows: 1. Round the student’s time to the nearest 5 seconds. 2. Convert time in seconds to time in minutes as shown in the conversion chart. 3. Divide 115 words by the time in minutes to get the student’s reading rate in WPM.
Conversions for Time in Seconds to Time in Minutes Seconds Minute 0:05 0.08 0:10 0.17 0:15 0.25 0:20 0.33 0:25 0.42 0:30 0.50 0:35 0.58 0:40 0.67 0:45 0.75 0:50 0.83 0:55 0.92
Tell the student her reading rate and help her record it on her Reading Rate Chart. Compare this rate to her previous rate and her target rate. Discuss the results. If the student did not meet the target, you may wish to do repeated readings until she is able to achieve it.
Partner Reading Direct the student to choose a partner to read with (you, a parent, helper, or a classmate), and alternate paragraphs or select a character to read aloud. Encourage the student to use expression in her voice, showing the frustration in Tristan’s voice as his things are moved by Maggie, the overly helpful tone in Maggie’s voice as she tries to “help,” and the laughter in their voices at the end. Read several times and switch parts, until the student reads fluently and keeps pace with the reading partner.
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Language
Day4 Notes
Oral Vocabulary Review: according to, misjudge, independent Remind the student of this lesson’s new vocabulary words and what they mean. Then read the following sentences aloud and give the three choices. Have the student say the new word that correctly completes the sentence: 1. Today you will work in a group, but tomorrow you will do an _____ project. (independent) 2. We should all get some exercise every day, _____ health experts. (according to) 3. I was late for the game because I lost my watch and _____ the time. (misjudged) 4. Ben used to need a helper to find the right bus, but now he is more _____. (independent) 5. _____ Lucy, chocolate is the best flavor of ice cream. (According to) 6. I thought my teacher was mean, but I _____ her. (misjudged)
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Word Work
Notes
Spelling Match Game Give the student WS4-8 and aWS4-8. Direct the student to mark the correctly spelled word that matches the first word. Then on a separate sheet of paper, write each spelling word in contracted and uncontracted braille.
WS4-8 1. coffee
toffee coffee caffee
2. accident 3. rabbit
rabbit ravvit rabit
4. rubber
blubber rubber rubbar
5. daddy
dandy daffy daddy
6. stuff
fluff chuff stuff
7. stuffed 8. occur
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accidant accidint accident
stuffed studded stubbed owcur occur accur
9. success
success suddess suffess
10. ladder
latter lagger ladder
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Day4 Notes
aWS4-8 11. bigger 12. add
bibber bigger gigger
add badd abb
13. office
offace office offece
14. different different diffirint diffirent 15. suggest
suggist suggast suggest
Writing Student Writing Publishing A Place for Everything boo k Ask the student to use tactile materials to make a representation of each article on each page as well as a tactile cover. She should include her signature in ink or pencil, using whatever handwriting/signature skills she has at this stage (a single letter or set of initials is fine). Have the student reread her story aloud. Bind the book together.
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Today’s Materials:
Word Work •
Lesson 4
Spelling—Final Test
• WS4-9 and WS4-10
Language •
Grammar—Action Words
Reading •
Fluency—Quick Read: “House Rules”
Writing •
Student Writing—Share A Place for Everything book
Reading Fluency Quick Read: “House Rules” Give the student WS4-9, “House Rules,” and have her read the title aloud. Give help as needed. Ask the student to read the rules silently. Remind the student to use word identification strategies (context clues, phonics, structural analysis, prediction, and so forth) if she gets stuck.
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Day5 Notes
Quick Read Word Count: 120
House Rules
WS4-9
by Tristan and Maggie 1. Put your things away. 2. Leave other people’s things alone. 3. No kidding, Maggie, leave Tristan’s cane alone. 4. If the door is closed, ask before you enter. 5. Wait for an answer before you enter. 6. Do not enter if the answer is “go away.” 7. Keep your room clean. 8. Keep your hands clean. 9. Keep the cat clean. 10. Put your dishes in the dishwasher. 11. Do not put your pants in the dishwasher. 12. Do not put the cat in the dishwasher. 13. Do not play tricks. 14. If you play a trick, make sure it’s funny. 15. No moving Maggie’s desk. That was only funny the one time.
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When finished, ask simple comprehension questions to assess the student’s understanding when reading independently. For example: • Who wrote these rules? (Tristan and Maggie) • Which rule did Tristan probably write? (#3, or accept another answer the student can defend) • Which rule did Maggie probably write? (#15, or accept another answer the student can defend) • What are the rules at your house? (Accept reasonable answers.) Now ask the student to reread the worksheet aloud. Discuss as necessary. Send “House Rules” home for the student to read to friends and family.
Language Grammar Action Words Remind the student that an action word or verb tells you what action happens in a sentence. Words like jump, walk, read, and sing describe an action, or something that you do. What other action words can the student think of? (Answers will vary.) Direct the student to think up a sentence using an action word or verb. (Answers will vary.) Read the following sentences and have the student identify the verb. I ran all the way to school today. The wind blew my paper away. He hopped on one foot.
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Give the student WS4-10, and read the directions aloud. Do the first sentence together, choosing the action word or verb from the list that completes the sentence. Have the student complete the rest independently, marking each verb as it is used.
Day5 Notes
Directions: Write a word from WS4-10 the list that fits in each blank. Number your answers. There will be two words for question 5. ran clapped
jumped carried
swung looked
hit brushed
yelled
1. I _____ my teeth. (brushed) 2. Billy _____ at his brother to stop. (yelled) 3. Dad _____ the bags home. (carried) 4. Sam _____ the race and won. (ran) 5. Ana _____ the bat and _____ the ball. (swung, hit) 6. My puppy _____ up on the bed. (jumped) 7. She _____ for her lost jacket. (looked) 8. Mom _____ to the music. (clapped)
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Word Work
Notes
Spelling Final Test Tell the student to write a heading including name and date at the top of her paper. Tell her to number each spelling word. Have the student braille each word after you dictate each word, use it in a sentence, and pronounce it one last time. Allow time for the student to write each word in both the contracted and uncontracted form. 1. coffee 2. stuffed 3. ladder 4. rabbit 5. Daddy 6. office 7. rubber 8. different 9. suggest 10. accident 11. occur 12. bigger 13. stuff 14. add 15. success
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Please don’t spill the hot coffee! Write coffee. That turkey dinner made me feel stuffed. Write stuffed. The fireman used his ladder to save the cat in the tree. Write ladder. My rabbit won first prize at the fair! Write rabbit. “Daddy, will you read me a bedtime story?” Write Daddy. I had to go to the principal’s office. Write office. The eraser on my pencil is made out of rubber. Write rubber. There are three different colors in the pattern. Write different. I suggest you listen to your teacher. Write suggest. The big mess was just an accident. Write accident. The fire drill will occur at 2:15 pm. Write occur. I need bigger shoes. Write bigger. My garage is full of stuff. Write stuff. I like to add on my abacus. Write add. The party was a big success! Write success.
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Writing
Day5 Notes
Student Writing Share A Place for Everything boo k Have the student read her story until she reads it fluently. Instruct the student to share her book with a friend, teacher, or parent.
Homework Past and Present Review Homework: Lesson 4 “Staying Organized” Collect the homework letter from the student. Ask her what activity she chose to do. Ask questions that prompt discussion and require the student to provide details. Then have the student write approximately three sentences about her experience. Be sure to have the student include a proper heading at the top of the page that includes her name, the title, and the date.
Introduce Homework: Lesson 5 “Poems, Songs, and Rhymes” Discuss the homework for next week’s lesson and give the student the homework letter for her parent. Ask the student to bring the signed homework letter back by the specified due date.
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HOMEWORK Poems, Songs, and Rhymes
Notes Dear Parent/Guardian,
Your child will read several funny poems in the next reading lesson. The following activities will help your child learn more about poems and rhymes. Please do at least one of the following activities with your child in the coming week. Please circle any completed activities. Sign the form and have your child return it by __________________ (date). 1. Take your child to the public library, or call or go online, and pick out a book of poetry to read together. Consider introducing your child to the librarian and asking for recommendations. Find out if they have audio recordings of poetry that your child might like. 2. Sing or recite a silly song or rhyme with your child. Try nursery rhymes, camp songs, or jump rope chants—anything with rhyme and rhythm. 3. If you speak a language other than English, teach your child a song or poem in that language. 4. Make up a song or poem together about the people in your family or about someone else that you know or something you are doing. Comments:
___________________________________ Parent/Guardian Signature
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Shared Reading
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Day5 Notes
Read-Aloud Poem All about Maggie by Jordanne Graham When Maggie comes over, it’s lots of fun. We skip and jump; we tumble and run. We roll on the grass in the warming sun when Maggie comes over to play. When Maggie comes over, we laugh and sing. We try on wigs and shoes and rings. We like to play on the slide and swings when Maggie comes over to play. When Maggie comes over, we play dress-up. We drink iced tea from teeny cups. We put straw hats on Daisy’s pups, when Maggie comes over to play. When Maggie goes home, I’m quite forlorn. I look at my toys with bitter scorn. I hope that in the early morn, Maggie comes over to play.
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Read-Aloud Books Del Negro, J. M. (2005). Willa and the wind. Tarrytown, NY: Marshall Cavendish. Based on a Norwegian folktale, this book tells the story of the north wind and a dishonest innkeeper as they try to outwit young Willa, who must use trickery to claim what is hers. (Picture)
Notes
Hamilton, V. (2003). Bruh Rabbit and the tar baby girl. New York: Blue Sky Press. Brer Rabbit, or in this Gullah version Bruh Rabbit, is tricked by and tricks back Bruh Wolf. (Picture) Look, L. (2006). Ruby Lu, empress of everything. New York: Simon & Schuster. Ruby Lu’s deaf cousin, Flying Duck, comes from China to live with her, and Ruby must adjust to her new family. (Chapter) Willey, M. (2001). Clever Beatrice. New York: Simon & Schuster. Clever young Beatrice outwits a rich giant and wins his gold. (Picture) Young, E. (2001). Monkey king. New York: HarperCollins. Some tales of the trickster hero from Chinese epics, the Monkey King. (Picture)
Independent Reading Read-Along/Read-Alone Books Baker, B. (2004). Anna’s book. New York: Dutton Children’s Books. New words: none Available from: Bookshare Cowley, J. (1996). Along comes Jake. Sunshine Books. Chicago: Wright Group. New words: none Available from: APH (Sunshine Kit® 1) London, J. (1992). Froggy gets dressed. New York: Penguin Group (USA) Incorporated. New words: none Available from: Bookshare
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