Unit 27 - Voyager Learning

27Let Freedom RingMartin Luther KingTeacher’s GuideUnit 27SOPRIS WEST

Read Well is a registered trademark of Sopris West Educational Services.Printed in the United States of AmericaPublished and Distributed by4093 Specialty Place • Longmont, CO 80504 • 303-651-2829www.voyagerlearning.comPHOTO AND ILLUSTRATION CREDITSFront cover: Martin Luther King Jr. ©Bettman/Corbis. Back cover illustrated by Elizabeth Wolf.1: Cover of Martin’s Big Words courtesy of Hyperion (Time Warner). 11, 14: Martin Luther King Jr. ©Bettman/Corbis. Extra Practice blacklines illustrated by Mr. E-Men. Storybook illustrated by Elizabeth Wolf. Zebras illustratedby Philip A. Weber Jr. and Mr. E-Men.PERMISSIONSLicense granted by Intellectual Properties Management, Atlanta, Georgia, as Manager of the King Estate.

Martin Luther KingTeacher’s Guideerer says /er/.R-Controlled SoundVoicedRead Well 1 • Unit 27oooo says /oo/.Voiced (Short)Critical Foundations in Primary ReadingMarilyn Sprick, Lisa Howard, Ann Fidanque, Shelley V. JonesCopyright 2007 (Second Edition) Sopris West Educational Services. All rights reserved.Permission is granted to the purchasing teacher to reproduce the blackline masters for use in his or her classroom only. No otherportion of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopyingor recording, or by any information storage and retrieval system, without the express written permission of the publisher.

Table of ContentsUnit 27Martin Luther KingRead Well 1 Sequence and Sound Pronunciation Guide ........... ivIntroduction ............................................. 1New and Important Objectives .............................. 2Daily Lesson Planning ...................................... 4Materials and Materials Preparation .......................... 6Important TipsFocus on Expression ...................................... 8Language and Vocabulary Practice—“Dream” andHigh-Frequency Words .....................................10How to Teach the LessonsDecoding Practice 1 .......................................12Unit Introduction .........................................14Story 1, Duet ............................................16Skill Work Activity 1a ......................................20Comprehension Work Activity 1b ............................21Story 2, Solo .............................................22Comprehension Work Activity 2 .............................25Decoding Practice 2 .......................................26Story 3, Duet ............................................28Comprehension Work Activity 3 .............................32Story 4, Solo .............................................34Comprehension Work Activity 4 .............................37ii

Ta b l e o f Co n t e n t sHow to Teach the Lessons (continued)Decoding Practice 3 .......................................38Story 5, Duet ............................................40Comprehension Work Activity 5 .............................43Story 6, Solo .............................................44Summary ................................................47Comprehension Work Activity 6a ............................48Skill Work Activity 6b ......................................49Decoding Practice 4 .......................................50End of the UnitMaking Decisions .........................................53Unit 27 Oral Reading Fluency Assessment .....................54Certificate of Achievement .................................55Extra Practice 1 ..........................................56Extra Practice 1 Blackline Master ............................57Extra Practice 1 Fluency Passage Blackline Master ...............58Take-Home Game Blackline Master ..........................59Extra Practice 2 ..........................................60Extra Practice 2 Blackline Master ............................61Extra Practice 2 Fluency Passages Blackline Master ..............62Extra Practice 3 ..........................................63Extra Practice 3 Fluency Passage Blackline Master ...............64Extra Practice 4 ..........................................65Extra Practice 4 Fluency Passage Blackline Master ...............66iii

Re a d We l l 1 Se q u e n c e a n d So u n d Pr o n u n c i at i o n Gu i d eivIIVoiced(Word)Unit AAa/aaa/AntContinuous Voiced(Short)Unit 4Ii/iii/InsectsContinuous Voiced(Short)Unit 10Sh/sh/shshsh/SheepContinuous UnvoicedUnit 14-y/-yyy/FlyContinuous Voiced(Long)Unit 20Ff/fff/FrogContinuous UnvoicedUnit 25Pp/p/PigQuick Unvoiced(not puh)Unit 29or/or/HornVoiced(R-Controlled)Unit 33ow/ow/CowVoicedUnit 36Mm/mmm/MonkeyContinuous VoicedUnit BDd/d/DinosaurQuick Voiced(not duh)Unit 5Th/Ththth/TheContinuous VoicedUnit 10Kk, -ck/k/KangarooQuick Unvoiced(not kuh)Unit 15Ll/Ill/LetterContinuous VoicedUnit 21Uu/uuu/UmbrellaContinuous Voiced(Short)Unit 26ay/ay/HayVoicedUnit 29Zz/zzz/ZebraContinuous VoicedUnit 34Ch/ch/ch/ChickenQuick UnvoicedUnit 37Ss/sss/SnakeContinuous UnvoicedUnit 1th/ththth/theContinuous VoicedUnit 6Hh/h/HippoQuick Unvoiced(not huh)Unit 11oo/oooo/MoonContinuous Voiced(Long)Unit 16Oo/ooo/OtterContinuous Voiced(Short)Unit 22er/er/SisterVoiced(R-Controlled)Unit 27Vv/vvv/VolcanoContinuous VoicedUnit 30a_e/a_e/CakeBossy E Voiced (Long)Unit 34ai/ai/RainVoiced(Long)Unit 37Ee/eee/EmuContinuous Voiced(Long)Unit 2Nn/nnn/NestContinuous VoicedUnit 7Cc/c/CatQuick Unvoiced(not cuh)Unit 12ar/ar/SharkVoiced(R-Controlled)Unit 17Bb/b/BatQuick Voiced(not buh)Unit 23oo/oo/BookVoiced(Short)Unit 27Qu/qu/qu/QuakeQuick UnvoicedUnit 31-y/-y/BabyVoicedUnit 35igh/igh/FlightVoiced(Long)Unit 38ee/eeee/BeeContinuous Voiced(Long)Unit 2Tt/t/TurkeyQuick Unvoiced(not tuh)Unit 8Rr/rrr/RabbitContinuous VoicedUnit 13Wh/wh/wh/WhaleQuick VoicedUnit 18all/all/BallVoicedUnit 23Yy/y-/YarnQuick VoicedUnit 28J j/j/JaguarQuick Voiced(not juh)Unit 32i_e/i_e/KiteBossy E Voiced (Long)Unit 35o_e/o_e/BoneBossy E Voiced (Long)Unit 38Mm/mmm/MonkeyContinuous VoicedUnit 3Ww/www/WindContinuous Voiced(woo)Unit 9ea/eaeaea/EagleContinuous Voiced(Long)Unit 13Ee/ ĕ ĕ ĕ /Engine or EdContinuous Voiced(Short)Unit 19Gg/g/GorillaQuick Voiced(not guh)Unit 24Aa/a/AgoVoiced(Schwa)Unit 28Xx/ksss/FoxContinuous UnvoicedUnit 33ou/ou/CloudVoicedUnit 36ir/ir/BirdVoiced(R-Controlled)Unit 38

IntroductionMartin Luther KingStory NotesWe have many heroes—both men and women—who have helped shape our values, our laws,and our way of life. After reading about Harriet Tubman, children will enjoy reading aboutMartin Luther King—a great American who helped make great progress in the struggle forracial equality.Recommended Read AloudFor reading outside of small group instructionMartin’s Big Words by Doreen RappaportNarrative • NonfictionDoreen Rappaport tells the story of Martin Luther King with aclarity and conciseness that is just right for children. The authorhelps trace the early influences in King’s life—his experiencesin the South, the words and lessons of his parents, and theteachings of Mahatma Gandhi. Through words and pictures,Rappaport takes children through the Montgomery busboycott, civil rights marches, and King’s famous “big words.”Read Well ConnectionIn “Let Freedom Ring,” Read Wellstudents also read a biographyof Martin Luther King—learninghow he was not only influencedby his family but also by his earlyability to read and ask questions.Across the chapters in this unit,children will learn about MartinLuther King’s successes and dreams.Note from the authorsHEROESWe hope through reading well, your childrencan learn that our lives are full of heroes. Someof our heroes work through powerful wordsand brave action—like Martin Luther King andHarriet Tubman did. Others are ordinary peoplewho have become heroes because they havemade a positive difference in the lives of thosearound them. We think that people who teachchildren to read well are heroes.1

New and Important ObjectivesA Research-Based Reading ProgramJust Right for Young ChildrenOral LanguagePhonemic AwarenessPhonicsFluencyVocabularyComprehensionOral LanguageIn Units 21–38, language patterns are provided for high-frequency wordsand for some of the low-frequency words that are likely to requireclarification. For English Language Learners and children with languagedelays, see page 10 for a list of the new high-frequency patterns.Phonemic AwarenessIsolating Beginning, Middle, Ending Sounds, Segmenting, Blending,Rhyming, Onset and RimePhonicser says /er/Sister, brother, mother,father/er/, /er/, /er/.Letter Sounds and Combinations er, oo (as in “book”)Review • Ss, Ee, ee, Mm, Aa, Dd, th, Nn, Tt, Ww, Ii, Th, Hh, Cc, Rr, ea, sh, Sh,Kk, -ck, oo, ar, wh, Wh, e (short), -y (as in “fly”), Ll, Oo, Bb, all, Gg, Ff, Uu• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •Pattern WordsR-Controlled Sound after, After, batter, beater, being, better, bitter, blacks, blister, book, books, boot, bug, bus, buses, Buses, butter, different, dreams, dug, far, farther, farthest, freedom, Freedom, grumble, her, hug, interesting, King, leader, Luther, Martin, Martin’s, matter, minister, mister, mug, remember, Rings, sister, sisters, smallest, songs, starting, starts, treated, twister, under, understandReview • all, and, asked, be, Bell, Bill, black, but, can, cannot, can’t, dad, did, didn’t, dream, drink, eat,fact, free, get, got, hard, he, He, hoot, If, In, it, Let, little, *look, lost, mad, man, meet, men, must, my,nodded, not, on, read, rest, ring, root, rug, sad, sang, sat, scoot, shoot, shot, sit, soon, Soon, stand, start,started, still, strong, tell, that, Then, there, thing, This, too, treat, under, until, us, we, We, well, went, when,When, why, Why, will, with*Note: As a pattern is established, some Tricky Words (e.g., “look”) will be moved from the Tricky Word category to the Pattern Word category.2 = Oral language patterns = New in this unit

Phonics (continued)Tricky Words brother, Brother, brothers, going, great, mother, Mother, other, Other, others, Rosa, say, school, together, were, word, wordsReview • a, about, are, As, because, could, do, friend, friends, from, go, Go, his, I, into, is, legs, listen, No,one, said, should, the, The, There, to, want, wanted, was, work, what, What’s, where, Who, worked, wouldComprehensionComprehension StrategiesBuilding Knowledge, Priming Background Knowledge, MakingConnections, Predicting, Identifying, Describing, Defining, Explaining,Inferring, Responding, Questioning, Summarizing, Sequencing• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •Story ElementsTitle, Where (Setting), Who (Character), Want (Goal),What (Action)• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •Story Vocabulary Leader, Minister, Dream, Hero• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •Text StructureBeginning, Middle, End• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •GenreNonfiction • Narrative• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •Lesson All people should be treated well.• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •Written ResponseSentence Illustration, Sentence Completion, Sentence Writing,Sentence Comprehension—Multiple Choice, Summarizing—Story Map,Conventions—Beginning Capital, PeriodFluencyAccuracy, Expression, Phrasing, Rate3

Daily Lesson PlanningPACINGSome students will begin the process of learning to read slowlybut make rapid progress later. To be at grade level by the end ofthe year, most first graders need to complete Unit 30 by the endof the 27th week of school. Groups that are working at a slowerpace may require more intensive Read Well instruction and practice.(See Getting Started: A Guide to Implementation.)weak passcautionIf a student or studentsreceive a Weak Pass on theprevious two units, do notsimply continue forward.See “Making Decisions” forIntervention Options.ASSESSMENTUpon completion of this unit, assess each student and proceed toUnit 28 as appropriate.SAMPLE LESSON PLANSThe sample lesson plans illustrate how materials can be used forstudents with different learning needs. Each lesson plan is designedto provide daily decoding practice and story reading.Day 1• Decoding Practice 1• Stories 1 and 2• Comprehension Work 1b*• Comprehension Work 2*• Homework 1, Story 2*2-DAY PLAN • AccelerationDay 2• Decoding Practice 2• Stories 3 and 4• Comprehension Work 3*• Comprehension Work 4*• Homework 2, Story 4*• Homework 3, Story 6*In this 2-Day Plan, students skip DecodingPractice 3 and Stories 5 and 6. (Story 6 isincluded in the homework schedule.) Do notassign Comprehension Work 5 and 6a unlessstudents have read the stories.If you wish to have students do the Story Map(Comprehension Work 6a), use the 3-Day Plan.3-DAY PLANDay 2• Decoding Practice 2• Stories 3 and 4• Comprehension Work 3*• Comprehension Work 4*• Homework 2, Story 4*Day 1• Decoding Practice 1• Stories 1 and 2• Comprehension Work 1b*• Comprehension Work 2*• Homework 1, Story 2*Day 3• Decoding Practice 3• Stories 5 and 6 andSummary• Comprehension Work 5*• Comprehension Work 6a*• Homework 3, Story 6*• Homework 4, StorybookDecoding Review*To avoid excessive seatwork,2-, 3-, and 4-DayPlans omit or adjustuse of Skill Work. Ifappropriate, Skill Work1a and 6b can be usedanytime during or afterthis unit as independentwork or homework.Day 1• Decoding Practice 1• Stories 1 and 2• Comprehension Work 1b*• Comprehension Work 2*• Homework 1, Story 2*Day 2• Decoding Practice 2• Stories 3 and 4• Comprehension Work 3*• Comprehension Work 4*• Homework 2, Story 4*4-DAY PLANDay 3• Decoding Practice 3• Stories 5 and 6 andSummary• Comprehension Work 5*• Homework 3, Story 6*Day 4• Decoding Practice 4• Review Stories 2, 4, and 6• Comprehension Work 6a*• Skill Work 6b* (Optional)• Homework 4, StorybookDecoding Review*4* From Read Well Comprehension and Skill Work (workbook), Read Well Homework (blackline masters), or Extra Practice in this book.

Day 1• Decoding Practice 1• Story 1• Skill Work 1a* (Optional)• Comprehension Work 1b*6-DAY PLAN • Pre-InterventionDay 2• Review DecodingPractice 1• Story 2• Comprehension Work 2*• Homework 1, Story 2*Day 3• Decoding Practice 2• Story 3• Comprehension Work 3*PRE-INTERVENTIONAND INTERVENTIONSee Getting Started: A Guide toImplementation for informationon how to achieve masteryat a faster pace with studentswho require six or more daysof instruction.Day 4• Review DecodingPractice 2• Story 4• Comprehension Work 4*• Homework 2, Story 4*Day 5• Decoding Practice 3• Story 5• Comprehension Work 5*• Homework 4, StorybookDecoding Review*Day 6• Decoding Practice 4• Story 6 and Summary• Comprehension Work 6a*• Skill Work 6b* (Optional)• Homework 3, Story 6*Day 1• Decoding Practice 1• Story 1• Skill Work 1a* (Optional)• Comprehension Work 1b*8-DAY PLAN • InterventionDay 2• Review DecodingPractice 1• Story 2• Comprehension Work 2*• Homework 1, Story 2*Day 3• Decoding Practice 2• Story 3• Comprehension Work 3*Day 4• Review DecodingPractice 2• Story 4• Comprehension Work 4*• Homework 2, Story 4*Day 5• Decoding Practice 3• Story 5• Comprehension Work 5*• Homework 4, StorybookDecoding Review*Day 6• Decoding Practice 4• Story 6 and Summary• Comprehension Work 6a*• Skill Work 6b* (Optional)• Homework 3, Story 6*Day 7• Extra Practice 1*• Extra Practice 1 FluencyPassage*Day 8• Extra Practice 2*• Extra Practice 2 FluencyPassages*Day 1• Decoding Practice 1• Story 1• Skill Work 1a*(Optional)• ComprehensionWork 1b*Day 2• Review DecodingPractice 1• Story 2• ComprehensionWork 2*• Homework 1,Story 2*10-DAY PLAN • InterventionDay 3• Decoding Practice 2• Story 3• ComprehensionWork 3*Day 4• Review DecodingPractice 2• Story 4• ComprehensionWork 4*• Homework 2,Story 4*Day 5• Decoding Practice 3• Story 5• ComprehensionWork 5*• Homework4, StorybookDecoding Review*Day 6• Decoding Practice 4• Story 6 andSummary• ComprehensionWork 6a*• Skill Work 6b*(Optional)• Homework 3,Story 6*Day 7• Extra Practice 1*• Extra Practice 1Fluency Passage*Day 8• Extra Practice 2*• Extra Practice 2Fluency Passages*Day 9• Extra Practice 3*• Extra Practice 3Fluency Passage*Day 10• Extra Practice 4*• Extra Practice 4Fluency Passage*5

Materials and Materials PreparationCore LessonsTeacher MaterialsRead Well Materials• Unit 27 Teacher’s Guide• Sound and Word Cards for Units 1–27• Game markers (optional for use with cover-up activities)• Assessment Manual or page 54School Supplies• Stopwatch or watch with a second handStudent MaterialsRead Well Materials• Decoding Book 3 for each student• Unit 27 Storybook for each student• Unit 27 Comprehension and Skill Work for each student(My Activity Book 3)• Unit 27 Certificate of Achievement (blackline master page 55)• Unit 27 Homework for each student (blackline masters)See Getting Started for suggested homework routines.School Supplies• Pencils, colors (optional—markers, crayons, or colored pencils)Make one copy per studentof each blackline master asappropriate for the group.Note: For new or difficultComprehension and SkillWork activities, makeoverhead transparenciesfrom the blackline masters.Use the transparenciesto demonstrate and guidepractice.Note: Usethese lessonsonly if needed.Extra Practice LessonsStudent MaterialsRead Well Materials• Unit 27 Extra Practice 1 and 2 for each student(blackline master pages 57 and 61)• Unit 27 Extra Practice 1, 2, 3, and 4 Fluency Passages foreach student (blackline master pages 58, 62, 64, 66)• Take-Home Game (blackline master page 59)School Supplies• Pencils, colors (markers, crayons, or colored pencils)• White boards or paper6

Important TipsIn this section, you will find:Focus on ExpressionThis tip briefly explains what is known about therelationship between expression and comprehension,and clarifies how Read Well lessons teach childrento be fluent and expressive readers.Language and Vocabulary Practice—“Dream” and High-Frequency WordsAn additional focus on vocabulary and languageskills often benefits English Language Learners andstudents with language delays.Review and preview the vocabulary word “dream.”Recursive use of vocabulary words providesstudents with an opportunity to deepen theirconceptual knowledge.A list of oral language patterns used with highfrequencywords is also provided for additionalemphasis and practice across settings.7

Unit 27, Extra Practice 1 Fluency Passage Blackline Master (1 of 1)Reading 1st 2nd 3rd 4th58 © Sopris West Educational Services. All rights reserved.Unit 27, Extra Practice 3 Fluency Passage Blackline Master (1 of 1)ErrorsWords/30 secondswcpmReading 1st 2nd 3rd 4thErrorsWords/30 secondswcpm716243439Unit 27, Extra Practice 2 Fluency Passages Blackline Master (1 of 1)62 © Sopris West Educational Services. All rights reserved.Unit 27, Extra Practice 4 Fluency Passage Blackline Master (1 of 1)Reading 1st 2nd 3rd 4thErrorsWords/30 secondswcpmReading 1st 2nd 3rd 4thErrorsWords/30 secondswcpmFocus on ExpressionPURPOSEThroughout Read Well, instruction includes the three research-basedprocedures for improving expression and fluency: repeated readings,text segmenting, and auditory modeling.ResearchSnapshotREADING WITH EXPRESSIONProsodyThough researchers are unclear of the exactnature of the relationship between comprehensionand expressive reading, researchers know thatthe two are linked. Children who comprehendwell tend to read expressively. Children who readexpressively tend to comprehend well.Tracing what is known about the relationshipbetween expressive reading and comprehension,Downhower (2001) concludes that threeresearch-based procedures—repeated reading,text segmenting, and auditory modeling arerecommended for implementation.REPEATED READINGS in Read Well—SOLO STORIES, HOMEWORK,EXTRA PRACTICEWhen taught with fidelity, Read Well lessons provide children with multipleopportunities for repeated readings. Within the context of Solo Story reading,children read stories twice for accuracy followed by Timed Readings, PartnerReading, and Homework. The Extra Practice lessons from Units 1 to 23 includetwo additional passages. From Units 24 to 38, four extra fluency passages areincluded as follows:• Extra Practice 1, Fluency Passage• Extra Practice 2, Fluency PassagesFLUENCY PASSAGEMartin ReadsName______________________________________________When Martin Luther King was little, hewould read and readHe would read to hismother, his sister, and his brother. When hewas a man, he was a minister and a leader.He was a great man.A thematicallyrelated passageof graduallyincreasing lengthacross unitsFLUENCY PASSAGE AFLUENCY PASSAGE BThank You, Martin Luther KingName______________________________________________Martin Luther King was a great man. Hewas a smart man. Thanks to Martin LutherKing, we can all eat and drink where we want.We should remember what Martin LutherKing said. He said great things about us all.He said we should all be treated well.8162661523Two short,thematicallyrelated passagesHave students read the sentences. Time individual studentsfor 30 seconds; mark errors. To determine words correct perminute (wcpm), count words read in 30 seconds, subtracterrors, multiply times two, and record on the chart. If studentcompletes the passage in less than 30 seconds, have him or herreturn to the top and continue reading. (Repeated readings maybe completed with older students, assistants, or parents.)My goal is to read with 0-2 errors. This is what I did:Have students read the sentences on one passage. Timeindividual students for 30 seconds; mark errors. To determinewords correct per minute (wcpm), count words read in 30seconds, subtract errors, multiply times two, and record on thechart. If student completes the passage in less than 30 seconds,have him or her return to the top and continue reading.(Repeated readings may be completed with older students,assistants, or parents.)My goal is to read with 0-2 errors. This is what I did:• Extra Practice 3, Fluency PassageA thematicallyName______________________________________________FLUENCY PASSAGErelated passageMartin Has a DreamMartin Luther King said, "I can see a land 9of graduallywhere all my brothers and sisters will be free. 18One day, things will be better. We will all27work together, and this will be a better land. 36 increasing lengthThis is my dream."40across units• Extra Practice 4, Fluency PassageA longer passageName______________________________________________FLUENCY PASSAGEof graduallyMy BrothersMy big brother can run fast. My other8increasing lengthbrother cannot. My big brother will go on the 17swings with me. My other brother will not.25My big brother understands me better than32 across unitsmy other brother. When we were in school,my big brother would look after me. He is astall as my other brother. It is fun beingthe small sister.405059628Have students read the sentences. Time individual studentsfor 30 seconds; mark errors. To determine words correct perminute (wcpm), count words read in 30 seconds, subtracterrors, multiply times two, and record on the chart. If studentcompletes the passage in less than 30 seconds, have him or herreturn to the top and continue reading. (Repeated readings maybe completed with older students, assistants, or parents.)My goal is to read with 0-2 errors. This is what I did:64 © Sopris West Educational Services. All rights reserved.Have students read the sentences. Time individual studentsfor 30 seconds; mark errors. To determine words correct perminute (wcpm), count words read in 30 seconds, subtracterrors, multiply times two, and record on the chart. If studentcompletes the passage in less than 30 seconds, have him or herreturn to the top and continue reading. (Repeated readings maybe completed with older students, assistants, or parents.)My goal is to read with 0-2 errors. This is what I did:66 © Sopris West Educational Services. All rights reserved.

TEXT SEGMENTING In Read Well—LAYOUT AND TURN-TAKINGRead Well’s early units provide a unique form of text segmenting. From Units 16to 20, text is underlined from comma to comma, and from sentence to sentence.AUDITORY MODELING in Read Well—FOCUS ON EXPRESSIONFrom Unit 11, the Teacher’s Guide periodically provides special directions toassist in focusing student attention on expression—modeling via scripting.STORY 4, SOLOSTORY 4, SOLOCHAPTER 4The BusesMartin Luther King said, "We are notfree. We cannot be free until we can sit ona bus where we want."Martin Luther King and his friendswould not go on the bus. No one would geton the buses.Martin Luther King was a great leader.He said, "We are not mad, but we will betreated well. We will not get on the busesuntil we are free to sit where we want."Then Martin and others sang songs.Martin and his friends were strong.FOCUS ONEXPRESSIONBefore the second reading,have students practicetwo or three sentences ata time. Model and guideexpressive reading. Saysomething like: Remember,when Martin Luther Kingspoke, he spoke with a big,strong voice. I’m going toread what Martin LutherKing said in the story. Myvoice should be strongand steady, but not angry.Listen.He said, “We are not mad,but we will be treated well.We will not get on thebuses until we are free tosit where we want.”Now it’s your turn. Startwith “He said . . . ”FOCUS ON EXPRESSIONBefore the second reading, have studentspractice two or three sentences at a time.Model and guide expressive reading. Saysomething like: Remember, when MartinLuther King spoke, he spoke with a big,strong voice. I’m going to read what MartinLuther King said in the story. My voiceshould be strong and steady, but not angry.Listen.He said, “We are not mad, but we will betreated well. We will not get on the busesuntil we are free to sit where we want.”Now it’s your turn. Start with “He said . . .”32What was Martin Luther King's dream? 1 Inferring, Using Vocabulary—Dream (His dream was for everyone to be able to sit where they wanted.)35From Units 21–38, each Solo Story direction includes a general reminder towork continuously on expression: “After students complete the first readingand before the second reading, have students practice a paragraph. Firstdemonstrate expressive reading for students, then give individual turns.Acknowledge student efforts.”Your demonstration of expressive reading should include:• Smooth reading at a rate just slightly faster than what students readon their own• Appropriate phrasing• Change of pitch, stress, and accentTAPE RECORDINGS—JUST FOR FUNAssign students paragraphs. Practice and then tape-record. Children lovelistening to themselves and will rehearse for the performance.9

Language and Vocabulary Practice“Dream” and High-Frequency WordsPURPOSEThe following lessons may be used to augment a structured orallanguage program. By previewing and reviewing the meaning anduse of vocabulary words, you can help English Language Learnersand children with language delays deepen their word knowledge.PREVIEW “DREAM” BEFORE READING UNIT 27In Unit 27, students read about Martin Luther King and his dreamfor equality.• Collect or create pictures of people dreaming.• Using the pictures, say something like:Your new vocabulary word is “dream.” Tell me your new word. (dream)Show students a picture of someone sleeping with a thought bubble dream.A dream can be something you imagine while you are sleeping.This person is dreaming about [sheep].A dream can also be something you want or wish for.I have a dream that there will be no hungry children in the world.I have a dream that all the children in my class will love to read.Something you wish for can be called a . . . (dream).REVIEW “DREAM” AFTER READING UNIT 27Using pictures, say something like:Your vocabulary word is “dream.” Let’s look at the picture.The boy looks like he wants the bike in the store.What do you think the boy wants or wishes for?Tell about the picture. Start with “This boy’s dream is to . . .”(This boy’s dream is to get a new bike.) FOR ENGLISH LANGUAGELEARNERS AND CHILDRENWITH LANGUAGE DELAYSORAL LANGUAGE PATTERNS USED WITH NEW HIGH-FREQUENCY WORDSSentences from Read Well Decoding Practice are repeated below for additional languagepractice.ORAL LANGUAGE PATTERNS High-Frequency Words Introduced in This Unit after – Brush your teeth after you eat. When do you brush your teeth? (I brush my teeth after I eat.)Play outside after you finish your homework. When may you play outside? (I play outside after I’ve donemy homework.) book – We are reading a . . . book. mother – Another word for “mom” is . . . mother. other – This is my [ear]. This is my other [ear]. say – What do you say when you meet someone new? (I say [“Hi”].) school – [Westridge] is our . . . school. sister – Do you have a sister in your family? ([Yes, I have one sister.]) under – Your [feet] are under [the table]. Where are [your feet]? (Under [the table]) were – Where were [your friends today]? ([My friends] were [at school].)10

How to Teach the LessonsTeach from this section. Each instructional component is outlined in an easy-to-teach format.Special tips are provided to help you nurture student progress.Decoding Practice 1• Unit Introduction• Story 1, Duet• Skill Work Activity 1a• Comprehension Work Activity 1b• Story 2, Solo• Comprehension Work Activity 2Decoding Practice 2• Story 3, Duet• Comprehension Work Activity 3• Story 4, Solo• Comprehension Work Activity 4Decoding Practice 3• Story 5, Duet• Comprehension Work Activity 5• Story 6, Solo• Story Summary• Comprehension Work Activity 6a• Skill Work Activity 6bBUILDING INDEPENDENCENext Steps • Principles of InstructionFor Units 21–38, follow the scaffolded principles ofinstruction below.Provide demonstration and/or guided practice only with:• New sounds• Pattern words with new sounds• New Tricky Words• New multisyllabic wordsProvide independent practice (practice without yourassistance or voice) on:• New and review pattern words with known sounds• Review Tricky Words• Review multisyllabic wordsIf students make errors, provide appropriate corrections.• Have students identify any difficult sound and then soundout the word. Provide discrimination practice.• Reintroduce difficult Tricky Words based on the initialintroduction procedures.If students require your assistance on words with knownsounds, evaluate placement and consider a Jell-Well Review.Decoding Practice 4Review Solo StoriesPlainDecoding BookUnits 24–29Plain26 27U N I T S 2 6 , 2 7 S T O R Y B O O KLet Freedom RingMy Activity BookName:SOPRIS WESTComprehensionand Skill WorkUnits 24–29SOPRIS WESTSOPRIS WEST11

DECODING PRACTICE 1 SOUND REVIEWUse selected Sound Cards from Units 1–26. NEW SOUND INTRODUCTION NEW SOUND PRACTICE FOR ENGLISH LANGUAGELEARNERS AND CHILDRENWITH LANGUAGE DELAYSThroughout Decoding Practice and ExtraPractice, provide repeated use of the languagepatterns—both within and outside of lessons.See page 10 for tips. SOUNDING OUT SMOOTHLY, MAIN CHARACTER• For each word, have students say the underlined part, then sound out the word, and read it.• Practice this row until students can read the three words fluently.• Introduce the Unit 27 main character, Martin Luther King. Say something like:Our new story is about a very famous man named Martin Luther King.Who is our story about? (Martin Luther King)Our story is about Martin Luther King, so Martin Luther King is the . . . main character.Who is Martin Luther King? (The main character) TRICKY WORD New Tricky Word: “great”• Have students sound out /grrreaeaeat/.• Tell them that this Tricky Word is pronounced “great,” not “greet.”• Have students read “great” three times, and use it orally in sentences. MULTISYLLABIC WORDS• For the Single-Square Row, have students say each word part, then read the whole word.• For the Double-Square Row, tell students that they are going to read a very big word.Explain that they can read this word by reading each of its parts first, and then reading thewhole word.Note: To ensure that students are firm on both the process and the word “understand,” giveindividual turns after the group response. Let students know that reading this word shows justhow much they have learned! ACCURACY AND FLUENCY BUILDING New Tricky Word family: “other,” “mother,” and “brother”• Have students sound out /ooother/.• Then tell them that this Tricky Word is pronounced “other.”• Have students read “other” three times, then say something like:This is my ear. Point. This is my other ear. Point.• Have students use the word “other” in sentences.• Ask students what is the same about all three words in the Triangle Column. (They endin “other.”)• Have students read “mother” and “brother.”• Have students practice this column until they can read the three words fluently.• Repeat practice on each column, building accuracy first and then fluency. DAILY STORY READINGProceed to the Unit 27 Storybook. See Daily Lesson Planning for pacing suggestions.12 COMPREHENSION AND SKILL WORK ACTIVITY 1 AND/OR ACTIVITY 2See pages 20, 21, and/or 25.

STORY 1, DUETDUET STORY READING INSTRUCTIONSStudents read from their own storybooks.The teacher reads the small text and students read the large text.PACING• 2- to 4-Day Plans: Have students do the first readingof Duet Story 1.Then proceed to repeated readings of Solo Story 2.• 6- to 10-Day Plans: Have students do the first andsecond readings.COMPREHENSION BUILDING:DISCUSSION QUESTIONS AND TEACHER THINK ALOUDS• Ask questions and discuss text on the first reading when indicated inthe storybook in light gray text.• Encourage students to answer questions with complete sentenceswhen appropriate.Following a response, acknowledge the accuracy of the response andthen say something like:Yes, that’s right. He was a minister. Start your sentence with “Martin LutherKing was . . .” (Martin Luther King was a minister.)• If students have difficulty with a comprehension question, think aloudwith them or reread the portion of the story that answers the question.Then, ask the question again.PROCEDURES1. First ReadingMix group and individual turns on student-read sentences. On individualturns, gently correct any error, and then have the student reread the text.2. Second ReadingRepeat the reading only as needed for comprehension.Note: Questions focus students on important story elements and provide promptsfor story discussions. Answers provide guidance, not verbatim responses.16

STORY 1, DUETSTORY 1, DUETwork word wordsLet Us Be FreeCHAPTER 1Who Was Martin Luther King?Who do you think this chapter is about? 1What do you already know aboutMartin Luther King? 2Since the days of slavery, many people have worked to help theUnited States become a better place for all people to live. This story isabout a man named Martin Luther King. Martin Luther King wanted allpeople of all colors to be treated with fairness. He wanted all people tobe treated equally.FINGER TRACKING(Reminder)Continue having childrentrack the large text withtheir fingers.24Who was Martin Luther King? MartinLuther King was a leader. He was a manwith great dreams. In fact, Martin was agreat man with great dreams. Martin Luther King wasa hero.A hero is a person who is very brave and helps others. I wonder why MartinLuther King became a hero. 3What do you wonder about Martin Luther King? 4 Predicting Priming Background Knowledge Teacher Think Aloud Questioning17

STORY 1, DUETSTORY 1, DUETNo one really knows why one man becomes a hero to us all. Wethink Martin's mother and father must have helped Martin become a greatman. Martin Luther King's father was a Baptist minister. Martin's fathertaught him how to preach.When Martin was little, he would listento his dad. Martin's dad said that all menshould be treated well.How did Martin's father think all people should be treated? 1Martin's fatherthought all people of all colors—men, women and children—should betreated fairly. 2FOCUS ONVOCABULARY—“DREAM”After completing the page,say something like: Whatdid Martin Luther King’sfather want for all people?(He wanted them to betreated well.)So, what was his dream?(He wanted people to betreated well.)25 Explaining (Martin’s father thought all people should be treated well.)2 Teacher Think Aloud, Explaining18

Story 1, duetSTORY 1, DUETMartin Luther King's mother was a schoolteacher. She taughtMartin how to read before he went to school.When Martin was little, he could read.He would read books with his mother, hissister, and his brother.When Martin was a child, there were signs all over the city thatsaid, "Whites Only." There were signs on the drinking fountains and in therestaurants. Martin couldn't drink from those fountains, and he couldn'teat in those restaurants because he was black.Martin said, "I can read that. Whycan't we drink there? Why can't we eatthere?"Martin's father and mother helped him learn that all people should be treatedwell. 1What else did Martin learn from his mother? 2TEACHER THINKALOUDInferringAfter completing the page,say something like:We know that MartinLuther King was a greatman. When Martin waslittle, there were twopeople who were veryimportant to him. Whowere they? (His motherand father) Martin learneda lot from his mother andfather.26 Teacher Think Aloud Identifying—What (Martin learned how to read.)19

SKILL WORK ACTIVITY 1ASOUND PAGEUse pages from the workbook.UNIT 27 SKILL WORK ACTIVITY 1aSOUND PAGE: For use after Story 1erName ______________________________________________________▲checkout opportunityWhile students are working onComprehension and Skill Work, youmay wish to listen to individuals read aDecoding Practice or Solo Story. If thestudent makes an error, gently correctand have the student reread the column,row, or sentence.\e ¾¾e er r¾¾e er r¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ererer\e ¾¾e er r¾¾e er r¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾ er er er\he ¾¾her¾¾her¾¾¾¾¾¾¾¾¾¾¾¾¾hr¾¾¾¾¾¾¾¾¾¾¾¾¾© Sopris West Educational Services. All rights reserved.31proceduresFor each step, demonstrate and guide practice as needed.1. Handwriting—Basic Instructions• Have students identify the letter combination -er as in “her.”• Have students trace and write the letter combination -er—leavinga finger space between each letter combination. Repeat with theword “her” on the last row.• In each row have students circle their best letter or word.2. Coloring—Basic InstructionsHave students color the picture, using at least three colors.Note: Neat work helps students take pride in their efforts.20

COMPREHENSION WORK ACTIVITY 1BSTORY COMPREHENSIONUse pages from the workbook.UNIT 27 COMPREHENSION WORK ACTIVITY 1bFor use after Story 1Name __________________________________________________▲▲Who Was Martin Luther King?checkoutopportunityListen to your students readindividually while others work.DescribingWritingIdentifying—WhatConventions—PeriodWritingIdentifying—WhoComplete Sentence, Conventions—Beginning Capital, PeriodIdentifying—What1. Who was Martin Luther King?❍ Martin Luther King was a Bobcat.❍ Martin Luther King was a leader.2. Martin was a man with great ¾¾¾¾¾¾¾¾¾¾ dreams.farms cars dreams3. Who would Martin listen to when he was little?(Start with Martin would listen to . . .)¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾Martin would listen¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾to his dad.4. What could Martin do when he was little?❍ Martin could read.❍ Martin could drink where he wanted.❍ Martin could eat where he wanted.32© Sopris West Educational Services. All rights reserved.proceduresFor each step, demonstrate and guide practice as needed.1. Multiple Choice—Basic Instructions (Items 1, 4)Have students fill in the bubble for the correct answer. Periodically,think aloud with students. Discuss the multiple choice options. Asappropriate, ask questions like: “Does the first answer make sense?” “Isthat what the book said?” “Is the answer completely correct?”2. Multiple Choice, Sentence Completion—Basic Instructions (Item 2)• Have students select and circle the word that correctly completesthe sentence.• Have them write an answer in the blank and place a period atthe end.3. Sentence Writing—Basic Instructions (Item 3)• Have students read the direction and brainstorm possible responsesusing complete sentences.• Have students write a complete sentence that starts with a capitalletter and ends with a period.21

STORY 2, SOLOSOLO STORY READING INSTRUCTIONSStudents read from their own storybooks.COMPREHENSION BUILDING:DISCUSSION QUESTIONS AND TEACHER THINK ALOUDS• Ask questions and discuss text on the first reading whenindicated in the storybook in light gray text.• Encourage students to answer questions with completesentences when appropriate.• If students have difficulty with a comprehension question,think aloud with them or reread the portion of the storythat answers the question. Then, ask the question again.PROCEDURES1. First Reading• Mix group and individual turns on student-read sentences. On individualturns, gently correct any error, and then have the student reread the text.• After students complete the first reading and before the second reading,have students practice a paragraph. First demonstrate expressive readingfor students, then give individual turns. Acknowledge student efforts.2. Second Reading• Mix group and individual turns, independent of your voice.Have students work toward an accuracy goal of 0–2 errors.Quietly keep track of errors made by all students in each group.• After reading the story, practice any difficult words.• If the group has not reached the accuracy goal, have the group rereadthe story, mixing group and individual turns.3. Repeated Readingsa. Timed Readings• Once the accuracy goalhas been achieved, haveindividual students readthe page while the other childrentrack the text with their fingers andwhisper read.Time individuals for 30 seconds andencourage each student to work fora personal best.• Count the number of words readcorrectly in 30 seconds (words readminus errors). Multiply by two todetermine words correct per minute.Record student scores.Note: Accuracy should precede rate.If a student is unable to read withclose to 100% accuracy, do not timethe student. The personal goal shouldbe accuracy.b. Partner ReadingDuring students’ dailyindependent work, have themdo Partner Reading.c. Homework 1Have students read thestory at home. (A reprintof this story is availableon a blackline master in Read WellHomework.)22

STORY 2, SOLOSTORY 2, SOLOCHAPTER 2Why?In the last chapter, we learned there were signs around Martin's city that said,"Whites Only." In this chapter, Martin asks about the signs. 1Martin could read when he was little.Martin said to his mother, "I can read that.We can't get a drink there. Why?"Martin's mother nodded. "We can'tget a drink there because we are black."27 Teacher Think Aloud, Summarizing23

STORY 2, SOLOSTORY 2, SOLOThen Martin said to his dad, "I canread that. We can't eat there becausewe are black. Why?" Martin didn'tunderstand.28Then Martin's dad said, "We will notbe free until we can eat where we want.We will not be free until we can drink wherewe want."Look at Martin and his father. The sign says "Whites Only." That meant blackpeople could not eat in that restaurant, just because they were black.1Do youthink that was right? 2I think I would be unhappy if someone told me I could noteat in a restaurant because I was too tall, too short, or the wrong color. 3Howdo you think Martin and his dad felt when they read the sign "Whites Only"? 4FOCUS ONVOCABULARY—“FREE”After completing the page,say something like:In the last unit on HarrietTubman, we learnedthat slaves were not freebecause they were ownedby other people.When Martin Luther Kingwas alive, people were notslaves, but many peoplewere still not free to eatwhere they wanted.There were many thingsthat black people could notdo that white people could.Martin Luther King’s dadsaid that everyone shouldbe treated well. Teacher Think Aloud, Explaining Responding Teacher Think Aloud Inferring24

COMPREHENSION WORK ACTIVITY 2STORY COMPREHENSIONUse pages from the workbook.UNIT 27 COMPREHENSION WORK ACTIVITY 2For use after Story 2Name ______________________________________________________■WritingIdentifying—WhoConventions—PeriodExplainingComplete SentenceConventions—Beginning Capital,PeriodcheckoutopportunityListen to your students readindividually while others work.ExplainingExplainingWhy?1. This story is about Martin and his¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾mom and dad.cat dog mom and dad2. What could Martin do when he was little?(Start with Martin could . . .)Martin ¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾.could read¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾3. Martin's mother said, "We can't get a drink there . . .❍ because we are black."❍ because we are shy."❍ because we are tall."4. Martin's dad said, "We will not be free until we can . . .❍ slam that basketball."❍ eat where we want."© Sopris West Educational Services. All rights reserved.33proceduresFor each step, demonstrate and guide practice as needed.1. Multiple Choice, Sentence Completion—Basic Instructions (Item 1)• Have students select and circle the word or words that correctlycomplete the sentence. Periodically, think aloud with students.Discuss the multiple choice options. As appropriate, ask questionslike: “Does the first answer make sense?” “Is that what the book said?”“Is the answer completely correct?”• Have them write an answer in the blank and place a period atthe end.2. Sentence Writing—Basic Instructions (Item 2)• Have students read the direction and brainstorm possible responsesusing complete sentences.• Have students write a complete sentence that starts with a capitalletter and ends with a period.3. Multiple Choice—Basic Instructions (Items 3, 4)Have students fill in the bubble for the correct answer.25

DECODING PRACTICE 2 SOUND REVIEWUse the selected Sound Cards for Units 1–27 or the Sound Review on Decoding Practice 4. NEW SOUND PRACTICE FOCUS ON VOCABULARY New vocabulary word: “dream”Introduce the word “dream” and give examples of its meaning. Say something like:Your new vocabulary word is “dream.” Tell me your new word. (dream)How many of you dream at night?A dream can be something you imagine while you are sleeping.A dream can also be something you want or wish for.Something you want or wish for can be called a . . . (dream).I have a dream that there will be no hungry children in the world.I have a dream that all the children in my class will love to read.Something you want or wish for can be called a . . . (dream). TRICKY WORD SOUNDING OUT SMOOTHLYProvide repeated practice. Mix group and individual turns, independent of your voice. MULTISYLLABIC WORDS• Have students say each word part, then read the whole word. Use the words in sentencesas needed.• Provide repeated practice. Mix group and individual turns, independent of your voice. ACCURACY AND FLUENCY BUILDINGRepeat practice on each column, building accuracy first and then fluency. TRICKY WORDS New Tricky Words: “were,” “school,” and “Rosa”• Have students look at the first Tricky Word, “were.”• Tell them the second e is crossed out because it is silent—it doesn’t say anything.• Have students sound out “were,” read it five times, and use it orally in sentences.• Follow those same basic steps with the next new Tricky Word “school,” only tell studentsthat the h is crossed out and doesn’t say anything.• Tell students the next new Tricky Word is a name and is pronounced “Rosa.”• Have students read “Rosa” three times, and use it orally in sentences.• Have students read the row. Repeat, mixing group and individual turns, independent ofyour voice. Use the words in sentences as needed. DAILY STORY READINGProceed to the Unit 27 Storybook. See Daily Lesson Planning for pacing suggestions. COMPREHENSION AND SKILL WORK ACTIVITY 3 AND/OR ACTIVITY 4See pages 32 and/or 37.26 For ELLs and children with language delays, provide repeated and extended practice with the language patterns. See page 10 for tips.

DECODING PRACTICE 2UNIT 27 DECODING PRACTICE 2(For use with Stories 3 and 4)✿1. SOUND REVIEW Use Sound Cards for Units 1–27 or Sound Review on Decoding Practice 4.★3. FOCUS ON VOCABULARY See the Teacher’s2. NEW SOUND PRACTICE Have students read, trace, and say /er/.Guide for detailed instructions.\er\ \er\ dream4. TRICKY WORD Have students silentlyfigure out the word and then read it aloud.●5. SOUNDING OUT SMOOTHLY For each word, have students say any underlined part, sound out theword in one smooth breath, and then read the word.●●great leader buses blacks★MULTISYLLABICWORD DIFFICULTYIf students are havingdifficulty with themultisyllabic words, keep alist of multisyllabic wordsfrom the Decoding Practicepages. Practice several ofthe big words daily, usingthe part-by-part format(e.g., can • not = cannot).6. MULTISYLLABIC WORDS Have students say each word part, then read the whole word.♥▲can.not = cannotun.til = untilto.geth.er = together min.is.ter = minister7. ACCURACY/FLUENCY BUILDING For each column, have students say any underlined part, then read each word. Next, have students read the column.✈otherothersBrother✐startstartsstartedstarting✿gogoingbebeing sentencesuggestions were – Where were[your friends today]? school – [Westridge] isour . . . school.★8. TRICKY WORDS Introduce “were,” “school,” and “Rosa” using the Tricky Word procedure. Next, have students silently figure out each word andthen read it aloud.9. DAILY STORY READING14■were school Rosa friends★ ★ ★Sentence Suggestions: Use the appropriate suggested sentence after decoding each individual word.27

STORY 3, DUETDUET STORY READING INSTRUCTIONSStudents read from their own storybooks.The teacher reads the small text and students read the large text.PACING• 2- to 4-Day Plans: Have students do the first readingof Duet Story 3.Then proceed to repeated readings of Solo Story 4.• 6- to 10-Day Plans: Have students do the first andsecond readings.COMPREHENSION BUILDING:DISCUSSION QUESTIONS AND TEACHER THINK ALOUDS• Ask questions and discuss text on the first reading when indicated inthe storybook in light gray text.• Encourage students to answer questions with complete sentenceswhen appropriate.• If students have difficulty with a comprehension question, think aloudwith them or reread the portion of the story that answers the question.Then, ask the question again.PROCEDURES1. First ReadingMix group and individual turns on student-read sentences. On individualturns, gently correct any error, and then have the student reread the text.2. Second ReadingRepeat the reading only as needed for comprehension.28

STORY 3, DUETSTORY 3, DUETCHAPTER 3Martin Becomes a LeaderFrom a young age, Martin Luther King seemed to know what hewanted to do. By the time Martin Luther King was twenty-five, he had hisdoctorate and was the minister of his church.Martin's dad was a minister. This iswhat Martin wanted to be too. He went toschool and worked hard.Soon Martin was a minister. As aminister Martin said, "We must treat otherswell, and we must be treated well."What did Martin Luther King become? 1Whatdid he tell people? 229 Identifying—What (Martin became a minister.) Identifying—What (“We must treat others well, and we must be treated well.”)29

STORY 3, DUETSTORY 3, DUETOne day, a black woman named Rosa Parks was riding home ona bus. Rosa had worked all day and was tired. When a white person goton the bus, Rosa would not give up her seat. She was taken to jail. Martinthought this was wrong.30Martin said, "Rosa was not treatedwell." Then Martin said, "We must all betreated well. We must be free to sit wherewe want on a bus. We must be free."What happened to Rosa when she wouldn't give her seat to a white person? 1Were white people free to sit where they wanted? Was Rosa free to sitwhere she wanted? 2What did Martin say? 3Do you think people listened? 4 Identifying —What (Rosa was taken to jail.) Using Vocabulary—Free Identifying —What (He said, “We must be free to sit where we want on a bus. We must be free.”) Responding30

STORY 3, DUETSTORY 3, DUETMartin said that all people—whether black or white—should beallowed to sit where they wanted on the bus. Martin also used his strongvoice to convince many people not to ride the bus until all black peoplewere allowed to sit anywhere. Martin started a bus boycott.Martin started to get blacks together.Martin said, "We will not get on the buses."Martin's boycott worked. Soon the buses were nearly empty, andthe bus company began to lose money. Some people were becoming veryangry with Martin.FOCUS ONEXPRESSIONAfter students completethe first reading, have themreread the student-readtext.Remind students thatMartin Luther King spokewith a strong and patientvoice.Demonstrate expressivereading, then give individualturns.3131

COMPREHENSION WORK ACTIVITY 3SENTENCE COMPREHENSIONUse pages from the workbook.ProceduresFor each step, demonstrate and guide practice as needed.1. Multiple Choice—Basic Instructions (Items 1, 2)Have students fill in the bubble for the correct answer. Periodically,think aloud with students. Discuss the multiple choice options. Asappropriate, ask questions like: “Does the first answer make sense?”“Is that what the book said?” “Is the answer completely correct?”checkoutopportunityListen to your students readindividually while others work.2. Sentence Illustration—Basic InstructionsHave students read the sentence, complete it, and then completethe illustration.32

COMPREHENSION WORK ACTIVITY 3UNIT 27 COMPREHENSION WORK ACTIVITY 3For use after Story 3Name ______________________________________________________♥Martin the LeaderIdentifying—What1. Martin wanted to be a minister. What did Martin do so he couldbe one?❍ He cut logs with the men.❍ He fed his dog treats.❍ He went to school and worked hard.Identifying—WhatWritingDescribingConventions—PeriodIllustrating—Who2. As a minister Martin said, . . .❍ "We must look at the stars."❍ "We must treat others well."❍ "We must rest in the sun."Sentence IllustrationThis is Martin Luther King. He was a great ¾¾¾¾¾¾(Accept any reasonable response.)34© Sopris West Educational Services. All rights reserved.33

STORY 4, SOLOSOLO STORY READING INSTRUCTIONSStudents read from their own storybooks.COMPREHENSION BUILDING:DISCUSSION QUESTIONS AND TEACHER THINK ALOUDS• Ask questions and discuss text on the first reading whenindicated in the storybook in light gray text.• Encourage students to answer questions with completesentences when appropriate.• If students have difficulty with a comprehension question,think aloud with them or reread the portion of the storythat answers the question. Then, ask the question again.PROCEDURES1. First Reading• Mix group and individual turns on student-read sentences. On individualturns, gently correct any error, and then have the student reread the text.• After students complete the first reading and before the second reading,have students practice a paragraph. First demonstrate expressive readingfor students, then give individual turns. Acknowledge student efforts.2. Second Reading• Mix group and individual turns, independent of your voice.Have students work toward an accuracy goal of 0–2 errors.Quietly keep track of errors made by all students in each group.• After reading the story, practice any difficult words.• If the group has not reached the accuracy goal, have the group rereadthe story, mixing group and individual turns.3. Repeated Readingsa. Timed Readings• Once the accuracy goal has been achieved, have individualstudents read the page while the other children track the textwith their fingers and whisper read.Time individuals for 30 seconds and encourage each student to workfor a personal best.• Count the number of words read correctly in 30 seconds (words readminus errors). Multiply by two to determine words correct per minute.Record student scores.b. Partner ReadingDuring students’ daily independent work, have them doPartner Reading.c. Homework 2Have students read the story at home. (A reprint of this storyis available on a blackline master in Read Well Homework.)34

STORY 4, SOLOSTORY 4, SOLOCHAPTER 4The BusesMartin Luther King said, "We are notfree. We cannot be free until we can sit ona bus where we want."Martin Luther King and his friendswould not go on the bus. No one would geton the buses.Martin Luther King was a great leader.He said, "We are not mad, but we will betreated well. We will not get on the busesuntil we are free to sit where we want."Then Martin and others sang songs.Martin and his friends were strong.FOCUS ONEXPRESSIONBefore the second reading,have students practicetwo or three sentences ata time. Model and guideexpressive reading. Saysomething like: Remember,when Martin Luther Kingspoke, he spoke with a big,strong voice. I’m going toread what Martin LutherKing said in the story. Myvoice should be strongand steady, but not angry.Listen.He said, “We are not mad,but we will be treated well.We will not get on thebuses until we are free tosit where we want.”Now it’s your turn. Startwith “He said . . . ”What was Martin Luther King's dream? 132 Inferring, Using Vocabulary—Dream (His dream was for everyone to be able to sit where they wanted.)35

STORY 4, SOLOSTORY 4, SOLO3336

COMPREHENSION WORK ACTIVITY 4STORY COMPREHENSIONUse pages from the workbook.WritingIdentifying—WhatIllustrating—Setting, ActionUNIT 27 COMPREHENSION WORK ACTIVITY 4 Name ______________________________________________________For use after Story 4Sentence IllustrationThe Buses¾¾¾¾¾¾¾ friendsMartin and his ¾¾¾¾¾¾¾ would not go on the bus.●♥Identifying—WhatWritingDescribingComplete SentenceConventions—Beginning Capital,PeriodcheckoutopportunityListen to your students readindividually while others work.1. Martin said, "We are not mad, but we will be treated well."Martin said not to go . . .❍ on the bus.❍ in the car.❍ to the farm.2. Tell one thing about Martin and his friends.(Start with Martin and his friends . . .)(Accept any reasonable response.)¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾Martin and his¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾friends were strong..© Sopris West Educational Services. All rights reserved.35ProceduresFor each step, demonstrate and guide practice as needed.1. Sentence Illustration—Basic InstructionsHave students read the sentence, complete it, and then completethe illustration.2. Multiple Choice—Basic Instructions (Item 1)Have students fill in the bubble for the correct answer. Periodically,think aloud with students. Discuss the multiple choice options. Asappropriate, ask questions like: “Does the first answer make sense?”“Is that what the book said?” “Is the answer completely correct?”3. Sentence Writing—Basic Instructions (Item 2)• Have students read the direction and brainstorm possibleresponses using complete sentences.• Have students write a complete sentence that starts with a capitalletter and ends with a period.37

DECODING PRACTICE 3 SOUND REVIEWIf students are fluent in sound recognition, use this daily review time to practice just the newestsounds and the vowels. NEW SOUND PRACTICE FOCUS ON VOCABULARYReview vocabulary word: “dream”Have students review the word “dream” and use it in a sentence. Say something like:Something you want or wish for can be called a . . . (dream).There are many children in this world who are hungry.I have a dream that the children have enough to eat.[Miguel], what is your dream for the hungry children?Start with “I have a dream that . . .” (I have a dream that . . .)There are many children in this world who have no home.I have a dream that all children have a home to live in.[Alejandra], what is your dream for the children without homes?Start with “I have a dream that . . .” (I have a dream that . . .) SOUNDING OUT SMOOTHLYProvide repeated practice. Mix group and individual turns, independent of your voice. MULTISYLLABIC WORDS• Have students say each word part, then read the whole word. Use the words in sentencesas needed.• Provide repeated practice. Mix group and individual turns, independent of your voice.Note: If students have difficulty with the multisyllabic words, have them sound out and thenread each word part before reading the whole word. In the Heart Row, remind students thatthe -le in “grumble” says /l/—the e is silent. ACCURACY AND FLUENCY BUILDINGRepeat practice on each column, building accuracy first and then fluency. TRICKY WORDS New Tricky Word: “say”• Tell students that the new Tricky Word is pronounced “say.”• Have students read “say” three times.• Have students use the word “say” in sentences. What do you say when you meet someone new?• Have students read the row. Repeat, mixing group and individual turns, independent of yourvoice. Use the words in sentences as needed. DAILY STORY READINGProceed to the Unit 27 Storybook. See Daily Lesson Planning for pacing suggestions. COMPREHENSION AND SKILL WORK ACTIVITY 5 AND/OR ACTIVITY 6See pages 43 and/or 48, 49.Note: The light scripting in Read Well will help you visualize instruction as you prepare for a lesson.Scripting provides an instructional guide and is not intended to be memorized or read to students.38 For ELLs and children with language delays, provide repeated and extended practice with the language patterns. See page 10 for tips.

DECODING PRACTICE 3UNIT 27 DECODING PRACTICE 3(For use with Stories 5 and 6)●1. SOUND REVIEW Use Sound Cards for Units 1–27 or Sound Review on Decoding Practice 4.3. FOCUS ON VOCABULARY See the Teacher’s Guide2. NEW SOUND PRACTICE Have students read, trace, and say /er/.for detailed instructions.\er\ \er\dream4. SOUNDING OUT SMOOTHLY For each word, have students say the underlined part, sound out the word in one smooth breath, and then read the word.✈but blacks dreams Let5. MULTISYLLABIC WORDS Have students say each word part, then read the whole word.♥▲free.dom = freedomaf.ter = aftergrum.ble = grumblere.mem.ber = rememberun.der.stand = understand6. ACCURACY/FLUENCY BUILDING For each column, have students say any underlined part, then read each word. Next, have students read the column.■BrotherOtherMother✿shotgotlost✐ringsangstrong★7. TRICKY WORDS See the Teacher’s Guide for how to introduce “say.” Have students silently figure out each word and then read it aloud.●★say friend were work sentencesuggestions▲ after – Brush your teethafter you eat. When doyou brush your teeth?● say – What do you saywhen you meet someonenew?8. DAILY STORY READING15Sentence Suggestions: Use the appropriate suggested sentence after decoding each individual word.39

STORY 5, DUETDUET STORY READING INSTRUCTIONSStudents read from their own storybooks.The teacher reads the small text and students read the large text.PACING• 3- to 4-Day Plans: Have students do the first readingof Duet Story 5.Then proceed to repeated readings of Solo Story 6.• 6- to 10-Day Plans: Have students do the first andsecond readings.COMPREHENSION BUILDING:DISCUSSION QUESTIONS AND TEACHER THINK ALOUDS• Ask questions and discuss text on the first reading when indicated inthe storybook in light gray text.• Encourage students to answer questions with complete sentenceswhen appropriate.• If students have difficulty with a comprehension question, think aloudwith them or reread the portion of the story that answers the question.Then, ask the question again.PROCEDURES1. First ReadingMix group and individual turns on student-read sentences. On individualturns, gently correct any error, and then have the student reread the text.2. Second ReadingRepeat the reading only as needed for comprehension.40

STORY 5, DUETSTORY 5, DUETCHAPTER 5Martin Wins the Nobel Peace PrizeThe bus boycott went well. People walked to work. People withcars gave others rides, and the buses stood empty. This made some whitepeople mad, so Martin Luther King was arrested. This was very wrong!Martin Luther Kingsaid, "I will not get mad.We will be strong."Many people thought Martin Luther King was right about thebuses. Finally, the courts said that Martin was right.Martin Luther King said, "We arefree! We are free to sit on the buses wherewe want."Martin Luther King's dream became real. Now all people can sit wherethey want. 134 Teacher Think Aloud, Using Vocabulary—Dream41

STORY 5, DUETSTORY 5, DUETMartin Luther King wanted people of all colors to be treatedequally. Next Martin organized a sit-in. He and his black friends went to alunch counter that said, "Whites Only."Martin said, "I do not understandwhy we cannot eat where we want." ThenMartin and his friends went to eat whereblacks were not wanted. Martin said, "Letus eat."The man said, "Go! Go!"Martin and his friends sat and sang.When others got mad, Martin did notgrumble. He said, "We should all eattogether."Again, Martin Luther King was arrested, and again he won in thecourts. The laws said that all people were to be treated equally. MartinLuther King won the Nobel Peace Prize for his efforts to make our livesbetter.Sadly, Martin Luther King was shot and killed one day. Still, hiswords were so strong and his work is so important that we honor himtoday with a national holiday—Martin Luther King Day. We will not forgetMartin Luther King. He is a hero.Why won't we forget Martin Luther King? 1When people got mad at Martin,did he get into fi ghts? 2Heused his words and peaceful actions to get peopleto treat others well.35 Inferring, Explaining Responding (No)42

COMPREHENSION WORK ACTIVITY 5STORY COMPREHENSIONUse pages from the workbook.UNIT 27 COMPREHENSION WORK ACTIVITY 5For use after Story 5Name ______________________________________________________✿Identifying—WhoWritingIdentifying—WhereComplete SentenceConventions—Beginning Capital,PeriodcheckoutopportunityListen to your students readindividually while others work.Identifying—ActionIdentifying—WhatMartin Wins1. Who is the story about?❍ The story is about Harriet and Rosa.❍ The story is about Harriet and Martin.❍ The story is about Martin and his friends.2. Where did Martin and his friends go?(Start with Martin and his friends went . . .)¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾Martin and his¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾friends went to eat.3. At the end, what did Martin and his friends do when the man saidto go?❍ Martin and his friends sat and sang.❍ Martin and his friends went to swim.❍ Martin and his friends got mad.4. At the end, what did Martin tell the others?❍ "We should all be mad."❍ "We should all eat together."❍ "We should all scream and cry."36© Sopris West Educational Services. All rights reserved.ProceduresFor each step, demonstrate and guide practice as needed.1. Multiple Choice—Basic Instructions (Items 1, 3, 4)Have students fill in the bubble for the correct answer. Periodically,think aloud with students. Discuss the multiple choice options. Asappropriate, ask questions like: “Does the first answer make sense?”“Is that what the book said?” “Is the answer completely correct?”2. Sentence Writing—Basic Instructions (Item 2)• Have students read the direction and brainstorm possibleresponses using complete sentences.• Have students write a complete sentence that starts with a capitalletter and ends with a period.43

STORY 6, SOLOSOLO STORY READING INSTRUCTIONSStudents read from their own storybooks.COMPREHENSION BUILDING:DISCUSSION QUESTIONS AND TEACHER THINK ALOUDS• Ask questions and discuss text on the first reading whenindicated in the storybook in light gray text.• Encourage students to answer questions with completesentences when appropriate.• If students have difficulty with a comprehension question,think aloud with them or reread the portion of the storythat answers the question. Then, ask the question again.PROCEDURES1. First Reading• Mix group and individual turns on student-read sentences. On individualturns, gently correct any error, and then have the student reread the text.• After students complete the first reading and before the second reading,have students practice a paragraph. First demonstrate expressive readingfor students, then give individual turns. Acknowledge student efforts.2. Second Reading• Mix group and individual turns, independent of your voice.Have students work toward an accuracy goal of 0–2 errors.Quietly keep track of errors made by all students in each group.• After reading the story, practice any difficult words.• If the group has not reached the accuracy goal, have the group rereadthe story, mixing group and individual turns.3. Repeated Readingsa. Timed Readings• Once the accuracy goal has been achieved, have individualstudents read the page while the other children track the textwith their fingers and whisper read.Time individuals for 30 seconds and encourage each student to workfor a personal best.• Count the number of words read correctly in 30 seconds (words readminus errors). Multiply by two to determine words correct per minute.Record student scores.b. Partner ReadingDuring students’ daily independent work, have them doPartner Reading.c. Homework 3Have students read the story at home. (A reprint of this storyis available on a blackline master in Read Well Homework.)44

STORY 6, SOLOSTORY 6, SOLOfreefreedomCHAPTER 6Freedom RingsWhen Martin Luther King was shot, itwas sad. We lost a great, great man.We can't meet Martin Luther King, butwe can still listen to his dreams. If MartinLuther King were still with us, he would tell usto treat others well.3645

STORY 6, SOLOSTORY 6, SOLOHe would say:Let us stand together.Let us dream together.Let us work together.Let us be brothers and sisters.We can remember what MartinLuther King did. We can remember hisdreams. We can work on his dreams.Let freedom ring.How are the children on this page remembering Martin Luther King's dreams? 1FOCUS ONEXPRESSIONAfter students completethe first reading andbefore the second reading,have students practice aparagraph.Discuss the meaning of theparagraph, demonstrateexpressive reading, thengive individual turns.37 Explaining (The children are playing, reading, working, and eating together.)46

SUMMARYCOMPREHENSION BUILDING: SUMMARIZING MAIN IDEASHave students describe the main concept of each picture on thestorybook page by following the directions in the storybook.SUMMARYBuilding KnowledgeMartin Luther King's AccomplishmentsIn "Let Freedom Ring" we learnedabout Martin Luther King. How didMartin Luther King think all peopleshould be treated? 1Look at the pictures below.Tell me about the pictures.Start your sentence by saying,"Now people of all colors . . . "238 Explaining (He thought all people should be treated well.) Inferring, Summarizing47

COMPREHENSION WORK ACTIVITY 6ASTORY MAPUse pages from the workbook.Summarizing SequencingConventions—PeriodcheckoutopportunityListen to your students readindividually while others work.Explaining—BeginningIdentifying—WhoIdentifying—GoalExplaining—MiddleExplaining—EndUNIT 27 COMPREHENSION WORK ACTIVITY 6aFor use after Story 6BeginningWho?Want?MiddleWhat?EndAttheEnd?© Sopris West Educational Services. All rights reserved.Tell what Martin Luther King wanted.Martin Luther King wanted us toName ______________________________________________________Martin Luther KingTell who the story is about.The story is about ¾¾¾¾¾¾¾¾¾¾¾¾¾\Martin¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾Luther King.¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾.treat others wellTell what happened in the story.Martin and his friends worked hard. Martin said, "We mustbe free to sit where we want. We must be free to eat anddrink where we want. We must work¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾¾"together . "Tell what happened at the end of the story.At the end, Martin was shot. We can still work on hisdreams. Martin said, "Let us be ¾¾¾¾¾¾¾¾.¾¾¾¾¾¾¾¾"free "✈37proceduresFor each step, demonstrate and guide practice as needed.1. Story Map—Basic Instructions• Using a blank or overhead copy of the story map, help studentsidentify the basic story elements—who the story is about, whathappened in the story, what the problem was, and what happenedat the end.• Have students fill in the blanks to create a story map.• Remind students that a story map helps them retell or summarizethe important parts of a story.Note: You may wish to remind students that a sentence ends witha period.48

SKILL WORK ACTIVITY 6BRHYMING PATTERNSUse pages from the workbook.UNIT 27 SKILL WORK ACTIVITY 6bName ___________________________________________________RHYMING PATTERNS: For use after Story 6k n best¾¾¾¾¾¾¾ nest¾¾¾¾¾¾¾bestd g ll w shuck¾¾¾¾¾¾¾duck¾¾¾¾¾¾¾luckook¾¾¾¾¾¾¾look¾¾¾¾¾¾¾shook✈✈checkoutopportunityListen to your students readindividually while others work.m n h th n tg M shoon ank¾¾¾¾¾¾¾ moon¾¾¾¾¾¾¾thank¾¾¾¾¾¾¾ noon¾¾¾¾¾¾¾tankark¾¾¾¾¾¾¾Mark¾¾¾¾¾¾¾shark38© Sopris West Educational Services. All rights reserved.PROCEDURESDemonstrate and guide practice as needed.Rhyming Patterns—Basic InstructionsFor each box, have students:• Read the rhyming pattern.• Circle the two sounds above the rhyming pattern that go with it tomake real words.• Cross out the sound that does not make a real word with therhyming pattern.• Write the two rhyming words on the lines provided.Note: For students who struggle or who lack the English languagebase to know which are real words, you may wish to identify the twosounds they should circle in each box. Students can then write thepattern words on their own.49

DECODING PRACTICE 4Note: There are multiple uses for Decoding Practice 4.• Use the Sound Review rows in place of Sound Card Practice.• Use the whole page at the end of the unit for fluency buildingand/or to informally assess skills.• Have students complete the page as a partner review.• Build spelling dictation lessons from the sounds and words onthis page. SOUND REVIEW ACCURACY AND FLUENCY BUILDING TRICKY WORDS MULTISYLLABIC CHALLENGE WORDS DAILY STORY READINGSee Daily Lesson Planning for story suggestions.BUILDING FLUENCY• For students who aren’t sufficiently accurate:Set up regular practice sessions to improve accuracy on previously read Solo Stories. Havea volunteer or older student work with the student on a regular basis. If you have theRead Well Homework and Extra Practice, make copies of the Solo Stories from previousunits. As the student reads, have the tutor make a star above every word read correctlythe first time. Have the student practice any words without a star and reread the passage.On the second reading, have the tutor make another star of a different color above eachword. If a student continues to have difficulty, re-evaluate placement.• For students who are accurate but very slow:If a student reads accurately but slowly, set up a program of regular timed readings.Daily, have a volunteer time the student as he or she reads Solo Stories or Extra PracticeFluency Passages from previous units. The student should read each story two to fourtimes. The tutor can chart the highest score (i.e., number of words read correctly perminute) for each passage practiced.50

DECODING PRACTICE 4UNIT 27 DECODING PRACTICE 4(See Daily Lesson Planning for story suggestions.)✈1. SOUND REVIEW Demonstrate an appropriate pace. Have students read the sounds in each row.■✿♥er G u b f ar shoo wh c -y er H oi m R e F er K714212. ACCURACY/FLUENCY BUILDING For each column, have students say any underlined part, then read each word. Next, have students read the column.5. DAILY STORY READING16✈mistersistertwisterblister✈✈bugrugdugmughug✈✈✈hootshootrootbootscoot3. TRICKY WORDS Have students silently figure out each word and then read it aloud.★★★★ ★✿bitterbetterbatterbutterbeater✿✿farfartherfarthestfarwork There from into schoolone friends Mother were because4. MULTISYLLABIC CHALLENGE WORDS Have students say each word part, then read the whole word.re.mem.ber = remember dif.fer.ent = differentin.ter.est.ing = interestingto.geth.er = together51

End of the UnitIn this section, you will find:Making DecisionsAs you near the end of the unit, you will need tomake decisions. Should you administer the OralReading Fluency Assessment or should you teachExtra Practice lessons?Unit 27 Oral Reading Fluency AssessmentThe Unit 27 Oral Reading Fluency Assessment islocated on page 54 and can also be found in theAssessment Manual.Certificate of AchievementCelebrate your children’s accomplishments.Extra PracticeLessons and blackline masters for added decodingpractice and independent work are provided forstudents who need extended practice opportunities.52

Making DecisionsASSESSMENT READINESSAssess when students are able to easily complete decoding tasks fromthe beginning of a lesson.• If you aren’t sure whether students are ready for the assessment, givethe assessment. Do Extra Practice lessons if needed.• If students are not ready for the assessment, proceed to Extra Practicelessons. Administer the assessment as soon as students are ready.GENERAL ASSESSMENT GUIDELINES• Assess all students.• Assess each child individually.• Score student responses on the Student Assessment Record, adheringto the scoring criteria in the Assessment Manual. Use a stopwatch totime how long it takes the student to read the oral fluency passage.• Follow the general instructions at the bottom of each assessment.Record a Strong Pass, a Pass, a Weak Pass, or a No Pass.ACCELERATION• If students read with 100% accuracy and exceed the fluencygoal, consider shortening units.• If an individual student reads with greater fluency than othersin his or her group, consider regrouping.INTERVENTION OPTIONS—INDIVIDUALS(WEAK PASS, NO PASS)1. Add informal practice throughout the day.2. Add practice with repeated readings on Solo Stories.3. Find ways to provide a double dose of Read Well instruction.• Have the student work in his or her group and alower group.• Have an instructional assistant, older student, orparent volunteer preview or review lessons.• Have an instructional assistant provide instructionwith Extra Practice lessons.4. Consider placement in a lower group. If one child’s fluency scoresare significantly lower than the other children in the group, successwill be impossible without additional and intensive practice.INTERVENTION OPTIONS—Group (WEAK PASS, NO PASS)1. Extend the unit with Extra Practice lessons.2. Consider a Jell-Well Review before moving forward. (See theAssessment Manual.)CERTIFICATE OF ACHIEVEMENTWhen students pass the assessment, celebrate with the Certificateof Achievement. Then, set a personal goal. (See Getting Started.)ASSESSINGUNPRACTICEDREADINGDo not have children practicethe assessments. The goal ofreading instruction is toprovide children with theskills to read independently.Repeated readings are anexcellent tool for buildingfluency; however, the endof-the-unitassessment isdesigned to assess how wellstudents transfer their skillsto unrehearsed passages.53

UNIT 27 ORAL READING FLUENCY ASSESSMENTADMINISTRATIONtricky word warm-upbecause worked mother from brotheroral reading fluency passageBest Friends Tom and Martin were best friends.Tom said, "I am going to school to hit balls."Martin asked, "Can I go?"Tom said, "That would be great fun!We can hit balls into the sky and under thestands."The two friends went to school and hit ballsuntil it got dark.616212838394852ORAL READINGFLUENCYWCPMSTRONG PASSPAssWEAK PASSNO PASSStart timing at the . Mark errors. Make a single slash in the text (/) at 60 seconds. Have student complete passage.If the student completes the passage in less than 60 seconds, have the student go back to the and continue reading.Make a double slash (//) in the text at 60 seconds.Determine words correct per minute by subtracting errors from words read in 60 seconds.The student scores no more than 2 errors on the first pass through the passage and reads a minimum of 68 or morewords correct per minute. Proceed to Unit 28.The student scores no more than 2 errors on the first pass through the passage and reads 58 to 67 words correct perminute. Proceed to Unit 28.The student scores no more than 2 errors on the first pass through the passage and reads 49 to 57 words correct perminute. Proceed to Unit 28 with added fluency practice, or provide Extra Practice lessons in Unit 27, and/or provide aJell-Well Review.The student scores 3 or more errors on the first pass through the passage and/or reads 48 or fewer words correct perminute. Provide Extra Practice lessons and retest, and/or provide a Jell-Well Review.54 Blackline Master© Sopris West Educational Services. All rights reserved.

Certificate of AchievementThis certifies thaton this day of , ,has successfully completed,Read Well Unit 27Sounds Mastered: s, e, ee, m, a, d, th, n, t, w, i, Th, h, c, r, ea, sh, k, -ck, oo, ar, wh, ĕ,-y (as in “fly”), l, o, b, all, g, f, u, -er, oo (as in “book”)Known Words: By Unit 26, you had learned and practiced 580 words.New Words Mastered in Unit 27: brother, brothers, going, great, mother, other,others, Rosa, say, school, together, were, word, words, after, batter, beater, being, better,bitter, blacks, blister, book, books, boot, bug, bus, buses, butter, different, dreams, dug,far, farther, farthest, freedom, grumble, her, hug, interesting, King, leader, Luther, Martin,Martin’s, matter, minister, mister, mug, remember, rings, sister, sisters, smallest, songs,starting, starts, treated, twister, under, understandYou can now read 641 words—plus many other words made up of thesounds and patterns you’ve learned.© Sopris West Educational Services. All rights reserved.Note: Personal and Team Goal Setting forms can be copied from Units 16 and 17, or from Getting Started.Blackline Master 55

EXTRA PRACTICE 1 SOUNDSHave students say each sound. WORD DICTATIONHave students count the sounds in each word with their fingers,identify and write each sound, and then read the word. Use thewords in sentences as needed.best, him, fun, herThe first word is “best.” We’re going to count the sounds in “best.”Tell me the first sound. Hold up one finger. (/b/)Repeat with /ĕĕĕ/, /sss/, and /t/.How many sounds are in “best”? (Four)Tell me the first sound. (/b/) Write it.Repeat with /ĕĕĕ/, /sss/, and /t/.Do Smooth Blending. (/bĕĕĕssst/) Read the word. (best)Repeat with “him,” “fun,” and “her.”CautionYour children may not needExtra Practice. If in doubt,assess students and includeExtra Practice only if needed.DICTATION• Demonstrate and guidepractice as needed.• Have students check andcorrect. SENTENCE COMPLETIONTom is in the stands.• Dictate and have students write the first word “Tom.” Remind students to begin the firstword of the sentence with a capital letter.• Have students read and then trace the dotted words to complete the sentence.• Have students read the sentence. ACCURACY AND FLUENCY BUILDINGRepeat practice on each column, building accuracy first and then fluency. TRICKY WORDSRepeat practice, mixing group and individual turns, independent of your voice. DAILY STORY READING1. First ReadingHave students choral read Fluency Passage 1.2. Second Reading• Provide individual turns on sentences. Quietly keep track of errors.• After reading, practice any difficult words.563. Repeated Readingsa. Timed Readings• Have individual studentsread the passage while otherstudents track the text withtheir fingers and whisper read.Time individuals for 30 seconds andencourage each student to work forhis/her personal best.• For each student, determine wordscorrect per minute. Record students’scores.b. Partner Reading—Checkout OpportunityWhile students are partnerreading, listen to individualsread the passage.

UNIT 27 EXTRA PRACTICE 1Name______________________________________________1. SOUNDS Have students say each sound.er F sh u ar B e ng U i er f o t L2. WORD DICTATION Have students count the sounds in each word, identify and write each sound, and then read the word: “best,” “him,” “fun,” and “her.”\\\\\ \\\\\ \\\\\ \\\\\1 2 3 43. SENTENCE COMPLETION Dictate and have students write “Tom.” Have students read and then trace the words to complete the sentence.\\\\\\ \\\\\\\\\\\\\\\\\\is\in\the\stands.\4. ACCURACY/FLUENCY BUILDING In each column, have students say the underlined part, then read each word. Next, have students read the column.herhog after tinbetter bugunder goofsister darkgoingbeingtellingaskingasked5. TRICKY WORDS For each word, have students silently figure out the word, then read it aloud.school were friends brother from6. DAILY STORY READING© Sopris West Educational Services. All rights reserved.Blackline Master57

Unit 27, Extra Practice 1 Fluency Passage Blackline Master (1 of 1)Name______________________________________________fluency passageMartin ReadsWhen Martin Luther King was little, hewould read and read. He would read to hismother, his sister, and his brother. When hewas a man, he was a minister and a leader.He was a great man.716243439Have students read the sentences. Time individual studentsfor 30 seconds; mark errors. To determine words correct perminute (wcpm), count words read in 30 seconds, subtracterrors, multiply times two, and record on the chart. If studentcompletes the passage in less than 30 seconds, have him or herreturn to the top and continue reading. (Repeated readings maybe completed with older students, assistants, or parents.)My goal is to read with 0-2 errors. This is what I did:Reading 1st 2nd 3rd 4thErrorsWords/30 secondswcpm58 © Sopris West Educational Services. All rights reserved.

Unit 27, Take Home Game Blackline Master (1 of 1)Take-Home GameStartGo back2MaterialsDie (or Number Cards 1–6)Game markersGame Directions1. The player rolls one die and then reads the sentence next to the numberrolled. (If the player rolls a six, the player reads sentence number six.)2. The player moves his or her marker the number rolled on the die. (If theplayer rolls a six, the player moves six spaces.)Alternative: The player draws a number card instead of using a die. Numbercards 1–6. Make at least three cards of each number. Shuffle the cards andplace the cards upside down in a draw pile.Go back1Go back3Go back2End1. Martin Luther King was a man with greatdreams.2. Martin could read when he was little.3. We must treat others well, and we must betreated well.4. We cannot be free until we can sit on a buswhere we want.5. Martin and his friends sat and sang.6. Let freedom ring.© Sopris West Educational Services. All rights reserved.59

EXTRA PRACTICE 2 SOUNDS WORD DICTATIONHave students count the sounds in each word with their fingers,identify and write each sound, and then read the word. Use thewords in sentences as needed.her, That, sky, CanThe first word is “her.” We’re going to count the sounds in “her.”Tell me the first sound. Hold up one finger. (/h/)Tell me the next sound. Hold up two fingers. (/er/)How many sounds are in “her”? (Two)Tell me the first sound. (/h/) Write it.Tell me the next sound. (/er/) Write it with letter e and letter r.Do Smooth Blending. (/her/) Read the word. (her)Repeat with “That,” “sky,” and “Can.”CautionYour children may not needExtra Practice. If in doubt,assess students and includeExtra Practice only if needed.Have studentscheck and correct. SENTENCE COMPLETIONMark hit balls.• Dictate and have students write the first word “Mark.” Remind students to begin the firstword of the sentence with a capital letter.• Have students read and then trace the dotted words to complete the sentence.• Have students read the sentence. ACCURACY AND FLUENCY BUILDINGRepeat practice on each column, building accuracy first and then fluency. TRICKY WORDSRepeat practice, mixing group and individual turns, independent of your voice. DAILY STORY READING1. First and Second Readings, Fluency Passage 2a• Have students choral read the text.• Provide individual turns on sentences. Quietly keep track of errors.• After reading, practice any difficult words.2. First and Second Readings, Fluency Passage 2bRepeat step one with Fluency Passage 2b.3. Repeated Readingsa. Timed Readings• Have individual students read either passage 2a or 2b while other studentstrack the text with their fingers and whisper read. Time individuals for 30seconds and encourage each student to work for a personal best.• For each student, determine words correct per minute. Record students’ scores.b. Partner Reading—Checkout OpportunityWhile students are partner reading, listen to individuals read a passage.60

UNIT 27 EXTRA PRACTICE 2Name______________________________________________1. SOUNDS Have students say each sound.G er u b F oo wh arc -y H o m i K e2. WORD DICTATION Have students count the sounds in each word, identify and write each sound, and then read the word: “her,” “That,” “sky,” and “Can.”\\\\\ \\\\\ \\\\\ \\\\\1 2 3 43. SENTENCE COMPLETION Dictate and have students write “Mark.” Have students read and then trace the words to complete the sentence.\\\\\\\\\\\\\\ \\\\\\\\\\ hit\balls.4. ACCURACY/FLUENCY BUILDING In each column, have students say the underlined part, then read each word. Next, have students read the column.betterbutterbatterbitterbetterbigcangotkickdarkschoolsfriendsballsworkedasked5. TRICKY WORDS For each word, have students silently figure out the word, then read it aloud.were great mother other because6. DAILY STORY READING© Sopris West Educational Services. All rights reserved.Blackline Master61

Unit 27, Extra Practice 2 Fluency Passages Blackline Master (1 of 1)Name______________________________________________fluency passage AThank You, Martin Luther KingMartin Luther King was a great man. Hewas a smart man. Thanks to Martin LutherKing, we can all eat and drink where we want.81626fluency passage bWe should remember what Martin LutherKing said. He said great things about us all.He said we should all be treated well.61523My goal is to read with 0-2 errors. This is what I did:Have students read the sentences. Time individual students for30 seconds on one passage; mark errors. To determine wordscorrect per minute (wcpm), count words read in 30 seconds,subtract errors, multiply times two, and record on the chart.If student completes the passage in less than 30 seconds, havehim or her return to the top and continue reading. (Repeatedreadings may be completed with older students, assistants, orparents.)Reading 1st 2nd 3rd 4thErrorsWords/30 secondswcpm62 © Sopris West Educational Services. All rights reserved.

EXTRA PRACTICE 3Storybook Decoding ReviewUNIT 27, EXTRA PRACTICE■ Sounds you know: STORYBOOK DECODING REVIEWFor each row, mix group and individualturns, independent of your voice.✈f i G ar th b u e F o er ea-yW▲ Words you can sound out:little must start free thingbetter goingbeingWords you have learned:legs work word schoolgo about friend were WORD DICTATIONHave students count the sounds in eachword with their fingers, identify and writeeach sound, and then read the word.Use the words in sentences as needed.him, her, best, ThatThe first word is “him.” We’re going to count the sounds in “him.”Tell me the first sound. Hold up one finger. (/h/)Repeat with /iii/ and /mmm/.How many sounds are in “him”? (Three)Tell me the first sound. (/h/) Write it.Repeat with /iii/ and /mmm/.Do Smooth Blending. (/hiiimmm/) Read the word. (him)Repeat with “her,” “best,” and “That.”✿ Phrases you can read:my other friend the smallest oneafter a rest brother and sister✐ Sentences you can read:Mother went with us because we asked her."What's the matter?" asked Bill.Bell did not understand about school.39CautionYour children may not needExtra Practice. If in doubt,assess students and includeExtra Practice only if needed.Have studentscheck and correct. DAILY STORY READING1. First ReadingHave students choral read Fluency Passage 3.2. Second Reading• Provide individual turns on sentences. Quietly keep track of errorsmade by all students in the group.• After reading, practice any difficult words.3. Repeated Readingsa. Timed Readings• Have individual students read the passage while otherstudents track the text with their fingers and whisper read.Time individuals for 30 seconds and encourage each studentto work for a personal best.• For each student, count the number of words read correctly in 30seconds (words read minus errors). Multiply by two to determinewords correct per minute. Record students’ scores.b. Partner Reading—Checkout Opportunity• Have students partner read. While students are partnerreading, listen to individuals read the passage. Work onaccuracy or fluency as needed.63

Unit 27, Extra Practice 3 Fluency Passage Blackline Master (1 of 1)Name______________________________________________fluency passageMartin Has a DreamMartin Luther King said, "I can see a landwhere all my brothers and sisters will be free.One day, things will be better. We will allwork together, and this will be a better land.This is my dream."918273640My goal is to read with 0-2 errors. This is what I did:Have students read the sentences. Time individual studentsfor 30 seconds; mark errors. To determine words correct perminute (wcpm), count words read in 30 seconds, subtracterrors, multiply times two, and record on the chart. If studentcompletes the passage in less than 30 seconds, have him or herreturn to the top and continue reading. (Repeated readings maybe completed with older students, assistants, or parents.)Reading 1st 2nd 3rd 4thErrorsWords/30 secondswcpm64 © Sopris West Educational Services. All rights reserved.

21147EXTRA PRACTICE 4UNIT 27 DECODING PRACTICE 4(See Daily Lesson Planning for story suggestions.)1. SOUND REVIEW Demonstrate an appropriate pace. Have students read the sounds in each row.■ decoding practice 4 reviewFor each row, mix group and individualturns, independent of your voice. WORD DICTATIONHave students count the sounds in eachword with their fingers, identify and writeeach sound, and then read the word.Use the words in sentences as needed.ask, sky, hit, gotThe first word is “ask.” We’re going to count the sounds in “ask.”Tell me the first sound. Hold up one finger. (/aaa/)Repeat with /sss/ and /k/.How many sounds are in “ask”? (Three)Tell me the first sound. (/aaa/) Write it.Repeat with /sss/ and /k/.Do Smooth Blending. (/aaasssk/) Read the word. (ask)Repeat with “sky,” “hit,” and “got.” DAILY STORY READING1. First ReadingHave students choral read Fluency Passage 4.2. Second Reading• Provide individual turns on sentences. Quietly keep track of errorsmade by all students in the group.• After reading, practice any difficult words.3. Repeated Readingsa. Timed Readings• Have individual students read the passage while otherstudents track the text with their fingers and whisper read.Time individuals for 30 seconds and encourage each studentto work for a personal best.• For each student, count the number of words read correctly in 30seconds (words read minus errors). Multiply by two to determinewords correct per minute. Record students’ scores.5. DAILY STORY READINGb. Partner Reading—Checkout Opportunity• Have students partner read. While students are partnerreading, listen to individuals read the passage. Work onaccuracy or fluency as needed.16mistersistertwisterblister2. ACCURACY/FLUENCY BUILDING For each column, have student say any underlined part, then read each word. Next, have students read the column.✈ ✈✈ ✈✈✈ ✿bugrugdugmughughootshootrootbootscoot3. TRICKY WORDS Have student silently figure out each word and then read it aloud.★★ ★★★♥✿er G u b f ar shoo wh c -y er H oi m R e F er Kbitter farbetter fartherbatter farthestbutter farbeaterwork There from into schoolone friends Mother were because4. MULTISYLLABIC CHALLENGE WORDS Have student say each word part, then read the whole word.re.mem.ber = remember dif.fer.ent = differentin.ter.est.ing = interesting to.geth.er = together✿✿✈CautionYour children may not needExtra Practice. If in doubt,assess students and includeExtra Practice only if needed.Have studentscheck and correct.65

Unit 27, Extra Practice 4 Fluency Passage Blackline Master (1 of 1)Name______________________________________________fluency passageMy BrothersMy big brother can run fast. My otherbrother cannot. My big brother will go on theswings with me. My other brother will not.My big brother understands me better thanmy other brother. When we were in school,my big brother would look after me. He is astall as my other brother. It is fun beingthe small sister.817253240505962Have students read the sentences. Time individual studentsfor 30 seconds; mark errors. To determine words correct perminute (wcpm), count words read in 30 seconds, subtracterrors, multiply times two, and record on the chart. If studentcompletes the passage in less than 30 seconds, have him or herreturn to the top and continue reading. (Repeated readings maybe completed with older students, assistants, or parents.)My goal is to read with 0-2 errors. This is what I did:Reading 1st 2nd 3rd 4thErrorsWords/30 secondswcpm66 © Sopris West Educational Services. All rights reserved.

27Martin Luther KingTeacher’s GuideUnit 27