Unit 27 - Voyager Learning

More documents

Recommendations

Info

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
Page 1 and 2: 27Let Freedom RingMartin Luther Kin
Page 3 and 4: Martin Luther KingTeacher’s Guide
Page 5 and 6: Ta b l e o f Co n t e n t sHow to T
Page 7 and 8: IntroductionMartin Luther KingStory
Page 9 and 10: Phonics (continued)Tricky Words bro
Page 11 and 12: Day 1• Decoding Practice 1• Sto
Page 13 and 14: Important TipsIn this section, you
Page 15: TEXT SEGMENTING In Read Well—LAYO
Page 22 and 23: STORY 1, DUETDUET STORY READING INS
Page 24 and 25: STORY 1, DUETSTORY 1, DUETNo one re
Page 26 and 27: SKILL WORK ACTIVITY 1ASOUND PAGEUse
Page 28 and 29: STORY 2, SOLOSOLO STORY READING INS
Page 30 and 31: STORY 2, SOLOSTORY 2, SOLOThen Mart
Page 32 and 33: DECODING PRACTICE 2 SOUND REVIEWUse
Page 36 and 37: STORY 3, DUETSTORY 3, DUETOne day,
Page 38 and 39: COMPREHENSION WORK ACTIVITY 3SENTEN
Page 42 and 43: STORY 4, SOLOSTORY 4, SOLO3336
Page 44 and 45: DECODING PRACTICE 3 SOUND REVIEWIf
Page 48 and 49: STORY 5, DUETSTORY 5, DUETMartin Lu
Page 52 and 53: STORY 6, SOLOSTORY 6, SOLOHe would
Page 54 and 55: COMPREHENSION WORK ACTIVITY 6ASTORY
Page 56 and 57: DECODING PRACTICE 4Note: There are
Page 58 and 59: End of the UnitIn this section, you
Page 60 and 61: UNIT 27 ORAL READING FLUENCY ASSESS
Page 62 and 63: EXTRA PRACTICE 1 SOUNDSHave student
Page 64 and 65: Unit 27, Extra Practice 1 Fluency P
Page 66 and 67:
EXTRA PRACTICE 2 SOUNDS WORD DICTAT
Page 68 and 69:
Unit 27, Extra Practice 2 Fluency P
Page 70 and 71:
Page 72:
show all

Unit 27 - Voyager Learning

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?