Part A: Letâ€™s Read Poetry Fun - Teacher Created Materials

� #50546—Building Vocabulary: Foundations © Teacher Created Materials

Unit I Lesson 1

Part A: Let’s Read

Poetry FunDirections: Read the poem. Circle the -an words with a

. Then make your own poem by filling in the blanks.

-an, -ab Word Families

Jan and Dan Diddle diddle dumpling, Jan and DanCooked 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.

�© Teacher Created Materials #50546—Building Vocabulary: Foundations

Unit I Lesson 1

Part B: Let’s Play with Words

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

f c m p v


1. _____ an 2. _____ an

3. _____ an 4. _____ an �. _____ an

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

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

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

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

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

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

UnitV:MoreWordFamilies Introduction to Unit V . . . . . . . . . . . . . . B153 Differentiation Strategies for Unit V . . . . B154 Lesson 21: -er, -ar Word Families . . . . . . B155 Lesson 22: -ook, -all Word Families . . . . B161 Lesson 23: -ow, -ew Word Families . . . . B167 Unit V Review . . . . . . . . . . . . . . . . . . . . . B173

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

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

Appendices Appendix A: References Cited . . . . . . . . . E1 Appendix B: Additional Resources . . . . . E2 Appendix C: Contents of Teacher

Resource CD . . . . . . . . . . . . . . . . . . . . . E5

TableofContents

#12731 (i3962)—Building Vocabulary: Foundations © Teacher Created MaterialsA2

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

Transparencies (in the transparency folder)

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

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

Assessments

Standards and Correlations Chart(in Management Section)

Professional Development DVD

15

© Teacher Created Materials#50550 (i2864)—Building Vocabulary: Foundations 15

Blank Word Cards

Teacher Resources: Reproducibles

16 #50550 (i2864)—Building Vocabulary: Foundations© Teacher Created Materials

Wordo (for home practice)

Student’s Name _______________________________ Date ___________________________Directions (for parent): This game is like Bingo. First have your child choose a free

box and mark it with an X. Then choose eight words from the word cards you have

created with your child. Have your child write one word in each box. Then choose

one of the word cards, have your child read it, and then ask him or her to find that

word in the Wordo chart. When your child finds the word, have him or her mark it with

an X. As a more challenging option, give your child a clue for each word and see if

he or she can find it in the chart. When your child gets three words in a row, column,

or diagonal, have him or her call out “Wordo!”

Teacher Resources: Reproducibles

Overhead Transparency #5

#50550 (i2865)—Building Vocabulary: Foundations ©Teacher Created Materials

Make Words

c b r

__________ -at

__________ -at

__________ -at



Make Sentences

Here is dad.

Dad is glad.

Here is ____________________ . He is _____________________ .

Here is Brad.

He is _____________________ .

Here is ____________________ . She is ____________________ .

4 #50550 (i2864)—Building Vocabulary: Foundations © Teacher Created Materials

Part A:

Let’s Read

Unit I Short a and i Word Families

Lesson 1 -an, -ab Word Families

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 is

something that cools us off. It starts with

f.” (fan) Finally, ask students to identify

other words from the poem that they fi nd

interesting. Write these words in the third

column. Instruct students to be on the

lookout for additional 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.

6. Direct students back to page 4 in the

Guided Practice Book. Depending on

students’ needs, work with the class or a

small group, or have students work with

partners to complete the activity.

Answers

Words circled in the poem: Jan, Dan,

pan, ran, Stan

Missing words from the poem:

breakfast, school, or students may have

inserted their own words to create an

original poem.

Jan and Dan

Diddle diddle dumpling, Jan and Dan

Cooked their breakfast in a frying pan.

Ran to school with their good friend Stan,


1. Direct students to page 4 in the Guided

Practice Book. Show the poem on

Transparency #1. (The poem is also

shown above.)

2. Read the poem two times. Have

students point at the words while you

read. Then invite the students to read

with you by supplying the last word in

each sentence. 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 fi nd -an words. Scaffold as

necessary. For example, you could tell

students how many -an words are in a

particular line, and have students fi nd

them.

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 fi rst column. Ask the

students to spell the words as you write

them on the chart. Write the words in

the column so the letters in the word

family are aligned.

4 #50546—Building Vocabulary: Foundations © Teacher Created Materials

Unit I Lesson 1

Part A:Let’s Read


. Then make your own poem by fi lling in the blanks.



Jan and Dan Diddle diddle dumpling, Jan and Dan.




5

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

Part B:Let’s Playwith Words

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 board or on a transparency. Write 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 the rime (the vowel and any following consonants within the syllable). Then provide the onset, and ask students to say the word. For example, with the 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 again. (Cover the J.) What is this? (Students say, “-an.” Then reveal the J.) And what’s this?” (Students say, “Jan.”) • Repeat the cycle with other -an words.

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

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 complete the activity. Answers 1. man 2. can 3. fan 4. van 5. pan

Unit I Short a and i Word FamiliesLesson 1 -an, -ab Word Families

5

© Teacher Created Materials

#50546—Building Vocabulary: Foundations

Unit I Lesson 1Part B:Let’s Play with WordsWriting WordsDirections: Add a letter to -an to make the word that names

each picture.

f c m p v


1. _____ an2. _____ an

3. _____ an4. _____ an

5. _____ an


#50550 (i2865)—Building Vocabulary: Foundations

©Teacher Created Materials

Make Words p f v

__________ -an

__________ -an

__________ -an

12 #50550 (i2864)—Building Vocabulary: Foundations© Teacher Created Materials

Unit I Word List

fan

plan

jab

tab

fat

flat

win

chin

hill

chill

rag

flag

jam

slam

sad

glad

pack

back

nap

strap

Assessment

13

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

Unit I Quiz

Student’s Name _______________________________ Date ___________________________Words Onset Rime Word Notesfan

plan

jab

tab

fat

flat

win

chin

hill

chill

rag

flag

jam

slam

sad

glad

pack

back

nap

strap

Assessment

A19


Standards and Correlations

The No Child Left Behind legislation

mandates that all states adopt academic

standards that identify the skills students

will learn in kindergarten through grade 12.

While many states had already adopted

academic standards prior to NCLB, the

legislation set requirements to ensure the

standards were detailed and comprehensive.

Standards are designed to focus instruction

and guide adoption of curricula. Standards

are statements that describe the criteria

necessary for students to meet specifi c

academic goals. They defi ne the knowledge,

skills, and content students should acquire

at each level. Standards are also used

to develop standardized tests to evaluate

students’ academic progress.

In many states today, teachers are required

to demonstrate how their lessons meet state

standards. State standards are used in

the development of all of our products, so

educators can be assured that they meet

the academic requirements of each state.

Teacher Created Materials is committed to

producing educational materials that are

research and standards based. In this effort,

we have correlated all of our products to

the academic standards of all 50 states, the

District of Columbia, and the Department of

Defense Dependent Schools. You can print

a correlation report customized for your state

from our website at http://www.tcmpub.com.

If you require assistance in printing

correlation reports, please contact Customer

Service at 1-800-858-7339.

Teacher Created Materials uses the Mid-

continent Research for Education and

Learning (McREL) Compendium to create

standards correlations. Each year, McREL

analyzes state standards and revises the

compendium. By following this procedure,

they are able to produce a general

compilation of national standards.

Each lesson in this book is based on one or

more McREL content standards. The chart

on the following page shows the McREL

standards that correlate to each lesson.

To see a state-specifi c correlation, visit the

Teacher Created Materials website at

http://www.tcmpub.com.

Objectives

Lesson #

Objective #1

Uses basic elements of phonetic analysis (e.g., common letter/sound

relationships, beginning and ending consonants, vowel sounds, blends, word

patterns) to decode unknown words

All lessons

Objective #2

Uses basic elements of structural analysis (e.g., syllables, basic prefi xes,

suffi xes, root words, compound words, spelling patterns, contractions) to

decode unknown words

All lessons

Objective #3

Uses conventions of spelling in written compositions (e.g., spells high-

frequency, commonly misspelled words from appropriate grade-level list;

spells phonetically regular words; uses letter-sound relationships; spells basic

short vowel, long vowel, r-controlled, and consonant blend patterns; uses a

dictionary and other resources to spell words)

All lessons

Management

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

A22

Tips for Implementation

1. Keep the instructional goals in mind.Building Vocabulary has two broad goals: 1) to increase students’ knowledge of words, particularly those words they need to be successful in school and; 2) to deepen their knowledge about words so that students have strategies to fi gure out the meaning of many new words on their own. 2. Make sure to read the “Teacher Notes” section for each new lesson.

This section provides the background information you need to teach the lesson. In levels one and two a list of words for each word family is provided. In levels three and up, information is given to help teach Greek and Latin roots. The teacher notes section provides a wealth of interesting information and ideas for you to use with students. Each week there are also suggestions for differentiating instruction to meet the needs of all learners. It is important for children to feel successful, so use the suggestions and feel free to adapt them to meet your students’ needs.3. Develop regular routines with activities that scaffold increasingly independent learning. Although the program gives day-to-day activities in a quick and regular routine, you should feel free to modify or adapt the program to meet your own particular instructional needs. The key is to make your instruction a regular routine that gets students to think deeply about the word families or roots. Plan to spend 10-15 minutes each day on vocabulary.

4. Try to fi nd time for students to explore words with others. Many of the activities in “Building Vocabulary” can be completed with partners or in small groups. Some specifi cally invite students to work together. When students complete an assignment with others, they have a chance to try out new words and talk about how they “work.” Remember that games like “Wordo” and “Word Spokes” are not just fun––they are good instruction!

5. Keep the learning outcomes in mind. By the end of the program, your students’ should have 1) learned the meaning of some of the most common word roots in the English language; 2) understood how to apply those meanings to “divide and conquer” unfamiliar words; 3) deepened their “word awareness.” Above all, we hope your students will have become independent word sleuths and lifelong word lovers! 6. Keep the focus on thinking about the roots or word families, not on memorizing particular words.

Students need to become convinced that they have knowledge and processes to fi gure out the meanings of words. Roots can help here because prefi xes and bases represent familiar concepts (un = not; pre = before; graph = write). Word families help students see spelling patterns for many words. As students fi gure out the meaning of new words, ask them “What do you think? Why?” rather than “What’s the right answer?” Remember that the most effective way to teach vocabulary is not through mindless repetition or memorization.

Management

Tips for Implementation

Teacher Resource CD—Level �

Guided Practice Book (student book)

Teacher’s Guide Includes:

Other Components Include:

Management Management

Components of the Building Vocabulary Kit

A3© Teacher Created Materials #12731 (i3962)—Building Vocabulary: Foundations

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.

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.

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

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.

Lesson Overview:Each lesson in the Teacher’s Guide contains Teacher Notes that include a list of grade-appropriate 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).


Part A:Let’s Read


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 is something that cools us off. It starts with f.” (fan) Finally, ask students to identify other words from the poem that they fi nd interesting. Write these words in the third column. Instruct students to be on the lookout for additional 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. 6. Direct students back to page 4 in the Guided Practice Book. Depending on students’ needs, work with the class or a small group, or have students work with partners to complete the activity.

AnswersWords circled in the poem: Jan, Dan, pan, ran, StanMissing words from the poem: breakfast, school, or students may have inserted their own words to create an original poem.


1. Direct students to page 4 in the Guided Practice Book. Show the poem on Transparency #1. (The poem is also shown above.) 2. Read the poem two times. Have students point at the words while you read. Then invite the students to read with you by supplying the last word in each sentence. 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 fi nd -an words. Scaffold as necessary. For example, you could tell students how many -an words are in a particular line, and have students fi nd them. 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 fi rst column. Ask the students to spell the words as you write them on the chart. Write the words in the column so the letters in the word family are aligned.

4#50546—Building Vocabulary: Foundations


Unit I Lesson 1

Part A:Let’s Read




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


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.

5


Part B:Let’s Playwith Words

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 board or on a transparency. Write 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 the rime (the vowel and any following consonants within the syllable). Then provide the onset, and ask students to say the word. For example, with the 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 again. (Cover the J.) What is this? (Students say, “-an.” Then reveal the J.) And what’s this?” (Students say, “Jan.”) • Repeat the cycle with other -an words.

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

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 complete the activity. Answers 1. man 2. can 3. fan 4. van 5. pan


5


#50546—Building Vocabulary: Foundations

Unit I Lesson 1Part B:Let’s Play with WordsWriting WordsDirections: Add a letter to -an to make the word that names

each picture.

f c m p v


1. _____ an2. _____ an

3. _____ an4. _____ an

5. _____ an


#50550 (i2865)—Building Vocabulary: Foundations

©Teacher Created Materials

Make Words p f v

__________ -an

__________ -an

__________ -an


Part E:Let’s Grow

1. Reread both poems from this lesson. List -an words and -ab words from the poems on the board or on a transparency. 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 complete the activity. 3. If time allows, you may wish to provide additional practice with the word families by using the word cards. See the Teacher Resource section and the Teacher Resource 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.


8#50546—Building Vocabulary: Foundations


Unit I Lesson 1

Part E:Let’s Grow

Writing WordsDirections: Name each picture. Write the letters for each word.

Circle the -ab words with a . Circle the -an words with a

.

b c p f l m n a


1.

_____ _____ _____

2.

_____ _____ _____

3.

_____ _____ _____ 4.

_____ _____ _____

5.

_____ _____ _____

6.

_____ _____ _____

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



Differentiation Strategies for Unit IAbove Level Support

• Give students lists of multisyllabic words that contain short a and short i word families. Have them sort these words any way they choose (by the number of syllables, word family, or some other way). Then students can write sentences explaining how they chose to sort the words. • Give students multisyllabic words with the short a and short i word families to divide and conquer. • Give students multisyllabic words that contain the short a or short i word family of

focus. Have them write riddles about the words. (See Activity Templates section of

the Teacher Resource CD for the Riddle Writing Template.) Then students can ask

classmates to solve the riddles.English Language Support

• Preview the poems in Parts A and C with a small group. Preteach the words with short a and short i word families. • Whenever possible, provide realia for students to see or feel. Items from this unit may include a can, bag, fl ag, rag, backpack, pan, or ring. The items or pictures can be labeled by students and displayed for future reference.

• Meet with students in a small group to complete the activities in Parts B and D.Below Level Support

• Preview the poems in Parts A and C with a small group. Have students listen for words with short a and short i word families. • Have students work with partners to complete the activities in Parts B and D.

• Provide students with copies of the poems to take home for additional practice. (See the Teacher Resource CD for the Take-Home Poems for Unit I.)

Management Management

B1© Teacher Created Materials #12731 (i3962)—Building Vocabulary: Foundations


Introduction to Unit I

• Thefocusofthevocabularyactivitiesinthisunitisalmostentirelyontheuseofword families.Studentscanpracticedecodingbyidentifyingwordfamilieswithinwords.Asyouworkwithwordfamilies,explaintostudentsthattheyarefiguringoutwordsbytakingthemapart.Thispointwillbemadeandextendedinleveltwoandbeyondthroughanotherimportantwaytotakewordsapart:bylookingforwordroots,whichhavemeaning,asopposedtowordfamilies,whichfocusonsounds.

• Oneroot(thesuffix-s)andseveralcompoundwordsareusedinthisunit.Theseareidentifiedforyouwithinthelessonastheyappear.Besuretopointoutthesuffx-sandthecompoundwordstostudentsinthoselessons.Tellthemtonoticehow-schangesawordfromsingulartoplural.Withcompoundwords,likebackpack,showstudentshowthewordisreallymadeoftwowordsthateachhavemeaning:abackpack isapackyouwearonyourback.Youdonotneedtospendalotoftimeontheseconcepts,butexplainingthemnowwillhelppreparestudentstofocusonmeaning-basedrootsinleveltwoandbeyond.

• Throughoutthisprogram,youwillalsobeshowingstudentsoneofthemostimportantfeaturesindevelopingvocabulary:divideandconquer.Insubsequentlevels,thestudentswillbelearningtotakewordsapartaccordingtosemanticwordparts(divide)andthentothinkaboutthemeaningofthesewordpartstodeterminetheoverallmeaningofaword(conquer).

• Inthefifthweekofthisunitandinsubsequentunits,youwillbehelpingstudentslearnhowtodivideandconquer,butyouwillbefocusing

moreonphonologicalunits(onsetsandrimes)ratherthansemantic(meaning)units.Teachingthiswayofthinkingaboutwordswillhelpstudentsusewordfamiliesindecodingandwillalsopreparethemfordeterminingthemeaningsofthemorechallengingwordstheywillencounterinlateryears.

Hereareseveralothernotesrelatedtothisunit:

• Wordstudystrategiesinprimarygradesemphasizeletter-soundrelationships(phonics).

• Oneofthemostbasicstructuresofone-syllablewordsandsyllablesinlongerwordsisconsonant,vowel,consonant(CVC).

• Arimeisthevowelandanyfollowingconsonantswithinasyllable.Forexample,therimeinthewordcanisan.

• Anonsetofasingle-syllablewordistheinitialconsonant(s)sound.Forexample,theonsetofranisr.Theonsetofcrabiscr.

• Wordsinawordfamilyshareacommonrime.Forexample,thewordsran,can,andfaneachhavetherimean.

✓ YoumaywishtoadministerthePre-testbeforebeginningUnitI.SeepagesC6–C13intheAssessmentsectionforthePre-test.

✓ SeepagesC14–C17intheAssessment sectionfortheUnitIQuiz.

#12731 (i3962)—Building Vocabulary: Foundations © Teacher Created MaterialsB2


Differentiation Strategies for Unit I

Above Level Support • Givestudentslistsofmultisyllabicwordsthatcontainshortaandshortiword

families.Havethemsortthesewordsanywaytheychoose(bythenumberofsyllables,wordfamily,orsomeotherway).Thenstudentscanwritesentencesexplaininghowtheychosetosortthewords.

• Givestudentsmultisyllabicwordswiththeshortaandshorti wordfamiliestodivideandconquer.

• Givestudentsmultisyllabicwordsthatcontaintheshortaorshortiwordfamilyoffocus.Havethemwriteriddlesaboutthewords.(SeeActivityTemplatessectionoftheTeacher Resource CDfortheRiddleWritingTemplate.)Thenstudentscanaskclassmatestosolvetheriddles.

English Language Support • PreviewthepoemsinPartsAandCwithasmallgroup.Preteachkeywordsfrom

eachpoemtoprovidestudentswithabaseofunderstanding. • Beforeeachlesson,providerealiaforstudentstoseeandfeel.Forexample,some

nounsfromthisunitinclude:can,bag,flag,rag,backpack,pan,ring,andcrab.Theitemsorpicturescanbelabeledbystudentsanddisplayedforfuturereference.

• Enactverbstodemonstratemeaning.Someverbsfromthisunitinclude:ran,grab,dab,jab,sat,tug,swam,play,clap,andwin.

• MeetwithstudentsinasmallgrouptocompletetheactivitiesinPartsBandD.

Below Level Support • PreviewthepoemsinPartsAandCwithasmallgroup.Havestudentslistenfor

wordswithshortaandshortiwordfamilies. • HavestudentsworkwithpartnerstocompletetheactivitiesinPartsBandD.

• Providestudentswithcopiesofthepoemstotakehomeforadditionalpractice.(SeetheTeacher Resource CDfortheTake-HomePoemsforUnitI.)



Lesson 1 -an, -ab Word FamiliesObjectives #1, #2, and #3

Teacher Notes

• Thislessonfocuseson-an,-abwordfamilies.Belowisalistof-an,-abwordsappropriateforfirstgradestudents.

-an man can pan fan ran van tan plan scan bran than

-ab cab dab jab lab nab gab tab crab scab slab drab

• LessonOnehasfiveparts.Itissuggestedthatyouteachoneparteachday.

Differentiation • Youmightchoosetodifferentiateinstructionusingtheideaslistedatthebeginningof

thisunit.

Transparencies • Forthislesson,youwillneedtransparencies1–3.

Additional Resources • Foradditionalpractice,seetheTeacher ResourcessectionandTeacher Resource CD

foralistofwordcardactivities.YouwillalsofindtheUnitI,Lesson1WordCardsontheTeacher Resource CD.

• FortheHome-SchoolConnection,seetheTeacher ResourcessectionandTeacher Resource CDforPoetryPackactivities.

• SeetheTeacher Resource CDforUnitI,Lesson1Take-HomePoemstobesenthomewiththePoetryPackorusedforadditionalpractice.

• Foradditionalpracticewithwordfamilies,seeRiddleWritingTemplateontheTeacher Resource CD.

Guided Practice • Directstudentstopages4–8intheirGuided Practice Bookstocompletetheactivities.


Unit I Lesson 1

Part E:Let’s Grow

Writing WordsDirections: Name each picture. Write the letters for each word.

Circle the -ab words with a . Circle the -an words with a

.

b c p f l m n a


1.

_____ _____ _____

2.

_____ _____ _____

3.

_____ _____ _____

4.

_____ _____ _____

5.

_____ _____ _____

6.

_____ _____ _____


Unit I Lesson 1

Part A:

Let’s Read




Jan and Dan

Diddle diddle dumpling, Jan and Dan

Cooked their breakfast in a frying pan.

Ran to school with their good friend Stan,


Jan and Dan

Diddle diddle dumpling, Jan and Dan.




5© Teacher Created Materials #50546—Building Vocabulary: Foundations

Unit I Lesson 1

Part B:Let’s Play with Words


f c m p v


1. _____ an 2. _____ an

3. _____ an 4. _____ an 5. _____ an


Unit I Lesson 1

Part C:Let’s Read

Poetry FunDirections: Read the poem. Circle the -ab words with a

. Then answer the questions.


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

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

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

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

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© Teacher Created Materials #50546—Building Vocabulary: Foundations

1.

One _____ _____ _____

2.

Two _____ _____ _____ _____ 3.

One _____ _____ _____ _____

4.

Two _____ _____ _____ _____ _____

Unit I Lesson 1

Part D:Let’s Play with Words

One and TwoDirections: Name each picture. Use the letters to write each word.

a b c r s


#12731 (i3962)—Building Vocabulary: Foundations © Teacher Created MaterialsB4

Part A: Let’s Read



5. Invitestudentstoprovideother-anwords;addthesetothesecondcolumn.Youmaywanttoprovidehintsforotherwordsinthewordfamily,suchas,“Thisissomethingthatcoolsusoff.Itstartswithf.”(fan)Finally,askstudentstoidentifyotherwordsfromthepoemthattheyfindinteresting.Writethesewordsinthethirdcolumn.Instructstudentstobeonthelookoutforadditionalwordsforthechart.Thischartcanbecomeawordwall.Youandthestudentscanreadthewordsonthechartinunison,bytakingturns(boys,girls,byshirtcolor,tablenumber,etc.),inawhisperorsillyvoice,orbyecho‑reading.

6. Directstudentsbacktopage4intheGuided Practice Book.Dependingonstudents’needs,workwiththeclassorasmallgroup,orhavestudentsworkwithpartnerstocompletetheactivity.

AnswersWords circled in the poem: Jan,Dan,pan,ran,Stan

Missing words from the poem: breakfast,school,orstudentsmayhaveinsertedtheirownwordstocreateanoriginalpoem.

Jan and Dan

Diddlediddledumpling,JanandDanCookedtheirbreakfastinafryingpan.RantoschoolwiththeirgoodfriendStan,Diddlediddledumpling,DanandJan.

1. Directstudentstopage4intheGuided Practice Book. ShowthepoemonTransparency #1.(Thepoemisalsoshownabove.)

2. Readthepoemtwotimes.Havestudentspointatthewordswhileyouread.Theninvitethestudentstoreadwithyoubysupplyingthelastwordineachsentence.Forexample,yousay,“Diddlediddledumpling,Janand____,”andstudentssay,“Dan.”

3. Writethewordfamily-anontheboard.Sayitandthenaskstudentstosayitwithyou.Next,rereadthepoemlinebyline.Attheendofeachline,askstudentstofind-anwords.Scaffoldasnecessary.Forexample,youcouldtellstudentshowmany-anwordsareinaparticularline,andhavestudentsfindthem.

4. Createachartwiththreecolumns.Labelthecolumnswiththefollowingtitles:-an words from the poem,other -an words,andinteresting words from the poem.Writethe-anwordsfromthepoeminthefirstcolumn.Askthestudentstospellthewordsasyouwritethemonthechart.Writethewordsinthecolumnsothelettersinthewordfamilyarealigned.


Unit I Lesson 1

Part A:Let’s Read





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.


Part B: Let’s Play with Words

1. RereadthepoemfromPartA.Drawstudents’attentiontothe-anwordsthatwerecircled.Thenwritethe-anwordsinalistontheboardoronatransparency.Writethewordsinacolumnsothelettersinthewordfamilyarealigned.Thenmasktheonset(theinitialconsonantsound),wordbyword.Askstudentstosaytherime(thevowelandanyfollowingconsonantswithinthesyllable).Thenprovidetheonset,andaskstudentstosaytheword.Forexample,withthewordJan:

• CovertheJ.Askstudentstosay,“-an.” • ThenrevealtheJ.Askstudentstosay,

“Jan.” • Say,“IfweaddJto-an,wegetJan.” • Say,“Okay,let’sdoitagain.(Cover

theJ.) Whatisthis?(Studentssay,“-an.”ThenrevealtheJ.)Andwhat’sthis?”(Studentssay,“Jan.”)

• Repeatthecyclewithother-anwords.

2. DisplayTransparency #2.Talkstudentsthroughtheexamples.Say,“Whatisthis?(Pointtothefirstpicture.)Whatlettercanweaddto-antomakethisword?”Continuewiththeremainingexamples.

3. Directstudentstopage5intheGuided Practice Book.Dependingonstudents’needs,workwiththeclassorasmallgroup,orhavestudentsworkwithpartnerstocompletetheactivity.

Answers1. man

2. can

3. fan

4. van

5. pan



5

© Teacher Created Materials #50546—Building Vocabulary: Foundations

Unit I Lesson 1

Part B:Let’s Play with Words


f c m p v


1. _____ an 2. _____ an

3. _____ an 4. _____ an 5. _____ an



Make Words p f v

__________ -an

__________ -an

__________ -an

#12731 (i3962)—Building Vocabulary: Foundations © Teacher Created MaterialsC10

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 Unit I, Lesson 1

2. lab Unit I, Lesson 1

3. bat Unit I, Lesson 2

4. tag Unit I, Lesson 2

5. ham Unit I, Lesson 3

6. mad Unit I, Lesson 3

7. sack Unit I, Lesson 4

8. map Unit I, Lesson 4

9. pin Unit I, Lesson 5

10. fill Unit I, Lesson 5

11. kit Unit II, Lesson 6

12. wing Unit II, Lesson 6

13. rim Unit II, Lesson 7

14. kid Unit II, Lesson 7

15. lip Unit II, Lesson 8

16. sick Unit II, Lesson 8

17. bed Unit II, Lesson 9

18. tell Unit II, Lesson 9

Assessment Assessment

Part A: Letâ€™s Read Poetry Fun - Teacher Created Materials

Documents

Transcript of Part A: Letâ€™s Read Poetry Fun - Teacher Created Materials