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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,
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)
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,
Poetry FunDirections: Read the poem. Circle the -an words with a
. Then make your own poem by fi lling 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,
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
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.
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).
Unit I Short a and i Word FamiliesLesson 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.
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.
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.
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.
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
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.
Unit I Short a and i Word FamiliesLesson 1 -an, -ab Word Families
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.)
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.
4. Createachartwiththreecolumns.Labelthecolumnswiththefollowingtitles:-an words from the poem,other -an words,andinteresting words from the poem.Writethe-anwordsfromthepoeminthefirstcolumn.Askthestudentstospellthewordsasyouwritethemonthechart.Writethewordsinthecolumnsothelettersinthewordfamilyarealigned.
Poetry FunDirections: Read the poem. Circle the -an words with a
. Then make your own poem by fi lling 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.
3. Directstudentstopage5intheGuided Practice Book.Dependingonstudents’needs,workwiththeclassorasmallgroup,orhavestudentsworkwithpartnerstocompletetheactivity.
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 ___________________________