Download Session 1 - Sunshine Reading Club

Lesson 35
Gramps (Narrative)
Supplemental Instructional Focus
Title
Phonics
Gramps
Decode two-syllable words
About the Text
High-frequency Words
Marissa and Gramps find the perfect way
of raising money for a school book drive.
along, just, most, new, again, bring, know,
right, start(ed)
Content Words
Online Activities
Words: Spelling Game
Comprehension: You Be a Newsreader
Writing: Sentence Sizzler
Genre
Narrative
Running Words
mouthpiece, trumpet, coins, music, dance,
bodies
Genre Selection
Grandpa Rap (rap)
Tier Two Words
wail, satin, shuffle, announcement, library
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1
Direct Instruction with Text: 2.RL.3.7
Phonics & Word Recognition: 2.RF.3.3c
Vocabulary Acquisition & Use: 2.L.3.4a, 2.L.1.2a, 2.L.1.2b
2
Comprehension: 2.RF.4.4a, 2.L.1.1d
Digital Activities: 2.L.3.4a
3
Reread the Text for Fluency: 2.RF.4.4b, 2.L.1.1b
Key Ideas and Details: 2.RL.1.3
4
Read the Genre Selection (rap): 2.RL.2.4, 2.L.3.5b
5
Collaborative Conversation & Writing: 2.SL.1.3, 2.W.3.7
Enrichment: 2.W.1.1
Intervention Instruction
1
2.RF.3.3c Decode two-syllable words with long vowels
2
2.L.1.1d Use the past tense of irregular verbs
3
2.L.1.1b Use irregular plural nouns
4
2.RF.4.4b Read grade-level text orally
5
2.W.3.7 Use digital tools
Session 1
Gramps
Direct Instruction with Text
“Our learning goal is to use the illustrations and words to show our understanding of the
text.”
2.RL.3.7. Use
information gained
from the illustrations
and words in a
print or digital text
to demonstrate
understanding of its
characters, setting, or
plot.
Introduce the text Gramps. Discuss the instrument on the cover. Ask students to share any
experiences they have had with trumpets or other musical instruments.
• Read pages 2–3 aloud to students. Ask volunteers to read sentences that tell why Gramps
doesn’t play his trumpet anymore, and what Marissa needs.
• Display pages 4–5 and ask students to describe what they see in the illustration. Ask: Who
do you think these characters are?
• Provide time for students to read the text on their own to find out if Gramps starts to play
his trumpet again and if Marissa gets the money she needs.
• Remind students to use the illustrations to help them read the text.
• Circulate and observe how students are applying strategies. Does each student use sounds
of words to help read the text; use context to help read words; understand the meaning of
the text precisely?
Phonics and Word Recognition
2.RF.3.3c. Decode
regularly spelled
two-syllable words
with long vowels.
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“Our learning goal is to decode two-syllable words.”
Distribute magnetic letters to students. Write the words wheezing, cleaning, and playing on
the board. Blend each word for students. Have volunteers blend and say the words after you.
Clap the beats for each word as you say them. Ask: How many beats does each word have?
How many syllables does each word have? How many vowel sounds do you hear in each
word? Ask volunteers to circle the syllables in each word.
© 2013 Wendy Pye Publishing Ltd
Session 1
Gramps
• Remind students that every syllable in a word has one vowel sound; two-syllable words
contain two separate vowel sounds. Tell students that by using what they know about vowels
and consonants, they can break apart words and figure out how to read them.
• Students turn to a partner, and read aloud each syllable separately and then together.
• Have them reread the text individually or with partners to locate more two-syllable words.
Vocabulary Acquisition and Use
2.L.3.4a. Use
sentence-level context
as a clue to the
meaning of a word or
phrase.
“Our learning goal is to use sentence-level context for multiple-meaning words.”
2.L.1.2a. Capitalize
dates and names of
people.
“Our learning goal is to use capital letters and end punctuation.”
2.L.1.2b. Use end
punctuation for
sentences.
Display page 10 of Gramps and ask a volunteer to find the word note. Talk about the meaning
of the word in context.
• Students think of another meaning for the word note. Together, make up a
sentence using this meaning.
• Repeat this procedure for the word break on page 10.
Write U.S.A. on the board. Have students tell what this stands for. Explain that it’s an
abbreviation, which means that it’s short for a word or various words, in this case United States
of America. Ask: Do you know any more abbreviations? (e.g. Ave, St.) What are they short for?
(Avenue, Street)
• Ask students to scan Gramps to find abbreviations. (page 16: gym/gymnasium, Ms./Miss or
Mrs, Mr./Mister)
• Check students’ understanding of abbreviations and how they usually have a period after the
last letter. Display page 23 and have students tell the abbreviations in the illustration. (Mr. B.
Godfrey)
• Students brainstorm more abbreviations, e.g. Dr./doctor.
Independent Practice
Students read the digital version of the text online.
Intervention Instruction Sequence
2.RF.3.3c. Decode
regularly spelled twosyllable words with
long vowels.
“Our learning goal is to decode two-syllable words.”
Review the phonics lesson.
• Students say and clap the beats of the following words from the text: money, echoed,
waited, slowly.
• Discuss the number of vowel sounds in each word and circle the syllables. Read each syllable
separately and then read the word.
• Continue this procedure with more two-syllable words containing the long vowel sounds.
© 2013 Wendy Pye Publishing Ltd
383
Session 2
Gramps
Comprehension
2.RF.4.4a. Read gradelevel text with purpose
and understanding.
“Our learning goal is to read text with purpose and understanding.”
2.L.1.1d. Form and
use the past tense of
frequently occurring
irregular verbs (e.g.,
sat, hid, told).
“Our learning goal is to identify and use the past tense of irregular verbs.”
Lead students in a discussion about the similarities and differences between realistic stories
and fantasies. Explain that both kinds of stories are made up, but a realistic story tells about
something that could happen, whereas the events in a fantasy could not happen.
• Have students name examples of realism and fantasy from stories they know or have read.
List their ideas in a two-column chart.
• Ask students to decide whether Gramps is a realistic story or a fantasy. Use questions such
as the following to guide a class discussion. Ask: Could things in the story really happen? Do
the characters in Gramps do and say things like people you know? What details from
the story make you think so?
Display page 3. Read the first paragraph and focus on the word made. Have students suggest
what its present tense form might be. (make)
• Support students in finding more verbs in the text that have an irregular past tense, not an
-ed ending. (blew, held, found, got, forgot, shone, stood, began, took, ran, felt, knew, left,
spent, bought, did)
• Have them create a two-column chart with the present tense in one column and the past
tense in the other.
• Students take turns to make up sentences using these verbs in the past tense.
Digital Activities
2.L.3.4a. Use
sentence-level context
as a clue to the
meaning of a word or
phrase.
384
“Our learning goal is use sentence-level context to help spell and write words from the text.”
Students click on the Words activity online. They select five words at a time from 15
highlighted words in an excerpt from the text. They watch the demonstration, listen to the
words in context and then spell them.
© 2013 Wendy Pye Publishing Ltd
Session 2
Gramps
Independent Practice
Students work on the online Words activity, Spelling Game, choosing a further five words.
They repeat the activity as time permits.
Intervention Instruction Sequence
2.L.1.1d. Form and
use the past tense of
frequently occurring
irregular verbs (e.g.,
sat, hid, told).
“Our learning goal is to identify and use the past tense of irregular verbs.”
Review the comprehension lesson about how the past tense of irregular verbs does not end
in -ed.
• Display page 15. Read the last paragraph and focus on the word shook. Have students
suggest what its present tense form might be. (shake)
• Students continue to scan the text for verbs that form an irregular past tense. They continue
to fill in the chart, and take turns to make up sentences using the verbs.
© 2013 Wendy Pye Publishing Ltd
385
Session 3
Gramps
Reread the Text for Fluency
2.RF.4.4b. Read gradelevel text orally with
accuracy, appropriate
rate, and expression.
“Our learning goal is to read grade-level text orally with accuracy, appropriate rate, and
expression.”
Ask students to listen closely as you read page 18 aloud. Lead them in a discussion of the
characteristics of fluent reading. Ask: When I read this text, what did I do that good readers
do? Why did I do that?
• As students discuss the features of fluent reading, list their ideas on the board. Compile
them into a list for good readers.
• Demonstrate each tip, and have students imitate your rate, volume, and intonation.
• Ask students to turn to a partner and choose a favorite paragraph to read aloud. Remind
them to follow the tips listed on the board as they read.
2.L.1.1b. Form and use
frequently occurring
irregular plural nouns
(e.g., feet, children,
teeth, mice, fish).
“Our learning goal is to form and use irregular plural nouns.”
Display page 22 of Gramps and ask students to find the word feet. Remind students that
nouns can be singular or plural. To make a noun plural, we usually add s or es to the end.
However, some nouns are irregular and the plural is made by changing the spelling of the
word. The word feet is an irregular noun because the singular form is foot.
• Have students tell what has changed to make foot into feet.
• Students create a two-column chart with the headings Singular and Plural.
• Read the room or look in other texts together to find other examples of words where the
plural changes the spelling, e.g. man, person, tooth, child, woman, life. Students use the
word in a sentence.
Key Ideas and Details
2.RL.1.3. Describe
how characters in a
story respond to major
events and challenges.
386
“Our learning goal is to describe how the characters responded to the challenges in the text.”
Recall the story, and ask volunteers to read parts of the text that tell why Marissa needed to
make money; what happened when Gramps played his trumpet outside the store; how much
money Marissa and Gramps earned; what happened when Gramps showed up at school.
• Use questions such as the following to guide a text discussion. How does Gramps feel
about playing the trumpet at the beginning of the story? What details from the text make
you think so? How does he feel at the end? What details make you think so? What made
him change?
© 2013 Wendy Pye Publishing Ltd
Session 3
Gramps
Independent Practice
Students click on the Comprehension activity online to do the You Be a Newsreader activity
to improve their fluency. They make choices to create a story. They read an unseen text based
on Gramps on a teleprompter. The text contains information and vocabulary from the text.
Intervention Instruction Sequence
2.L.1.1b. Form and use
frequently occurring
irregular plural nouns
(e.g., feet, children,
teeth, mice, fish).
“Our learning goal is to form and use irregular plural nouns.”
Review the lesson about plurals. Read the chart and add more examples of irregular plural
nouns to it.
• Ask students to choose two of these nouns and use the plural in sentences, e.g. goose,
mouse, antenna.
© 2013 Wendy Pye Publishing Ltd
387
Session 4
Gramps
Read the Genre Selection
2.RL.2.4. Describe how
words and phrases
(e.g., regular beats,
alliteration, rhymes,
repeated lines) supply
rhythm and meaning
in a story, poem, or
song.
2.RL.3.9. Compare and
contrast two or more
versions of the same
story (e.g., Cinderella
stories) by different
authors or from
different cultures.
2.L.3.5b. Distinguish
shades of meaning
among closely related
verbs (e.g., toss,
throw, hurl) and closely
related adjectives (e.g.,
thin, slender, skinny,
scrawny).
“Our learning goal is to describe how rhyme supplies rhythm and meaning to a text and to
compare the rap to this week’s text.”
Display the genre selection “Grandpa Rap.” Explain that a rap is a rhyming poem that is
usually read quickly as in hip hop or reggae music.
• Read the rap to students and then reread it with them joining in. Ask: How is this text
different from reading a narrative? In what way is this telling of Gramps and Melissa’s story
different to Gramps, the narrative text?
• Have students note that this form of rhyme is read differently. Read it without expression
and have students comment on whether it sounded right or not. Ask: How do you read the
rhymes?
• Discuss repetition. Ask: How does repetition in this text support the meaning? Why are the
words tap, snap, clap repeated so often? What is the main idea of the rhyme? How does the
repetition of the words make the rhyme sound like a song?
• Invite students to read the text altogether, emphasizing repeated phrases and the rhyme.
“Our learning goal is to rate closely related verbs from the rap.”
Ask students to rate the verbs in the rap for movement. Ask: Is a tap a larger movement than
a snap? Do the same for wriggle, wiggle, clap until students agree on the order relating to
the size of the movement.
Independent Practice
Students listen to the audio of “Grandpa Rap” and whisper-read to practice fluency.
Intervention Instruction Sequence
2.RF.4.4b. Read gradelevel text orally with
accuracy, appropriate
rate, and expression.
388
“Our learning goal is to read a text orally.”
Display “Grandpa Rap.” Discuss how the rhythm and the repetition of the words helps make
the rap easy to remember.
• Notice the word trumpet in the first and last verses. Discuss why there might be a hyphen
in the middle of the word (emphasis on pet to rhyme with get).
• Students read the rap, doing the actions at the same time, where possible, e.g. tap, snap,
wiggle, clap.
© 2013 Wendy Pye Publishing Ltd
© 2013 Wendy Pye Publishing Ltd
389
Session 5
Gramps
Collaborative Conversation and Writing
2.SL.1.3. Ask and
answer questions
about what a speaker
says in order to clarify
comprehension,
gather additional
information, or deepen
understanding of a
topic or issue.
2.W.3.7. Participate
in shared research
and writing projects
(e.g., read a number
of books on a single
topic to produce a
report; record science
observations).
“Our learning goal is to ask and answer questions on a topic that we research and write
about.”
Have students ask and answer questions about the topic of dance crazes.
• Generate the discussion about dance crazes and record students’ responses to the following
questions: What do you know about dance crazes? What do you want to learn about dance
crazes?
• Have students work in small groups to use bookmarks that you have identified to access
web pages dealing with dance crazes. They collect information and listen to and collect audio
samples of dance music and pictures.
• Have students note interesting facts on cards.
• When groups have completed their research, invite students to share what they have
learned as you record their findings on a chart.
• Support students in writing sentences about the dance craze they liked the best. They state
what musical instruments were used, what sort of steps, any special clothing needed.
Independent Practice
Students click on the Writing button to work on the Sentence Sizzler activity. They select
words or phrases by answering questions. These are inserted into the story. Once completed,
students can listen to the story or read it themselves. The task models what writers do when
they make choices about characters and settings.
Intervention Instruction Sequence
2.W.3.7. Participate
in shared research
and writing projects
(e.g., read a number
of books on a single
topic to produce a
report; record science
observations).
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“Our learning goal is to use digital tools to produce and publish writing.”
Have students use a slide show software or the Toolbox to produce and publish their dance
craze research.
• They can import pictures into the slide show and write captions describing the dance.
• Remind them of the vocabulary used in Gramps—tapping, snapping, wriggling, jiggling.
• Invite students to share opinions about the various web pages they visited in their research.
Ask: Were they helpful? Why or why not? Were they easy or hard to navigate? Why? How
did the audio help you learn about dance crazes?
© 2013 Wendy Pye Publishing Ltd
Session 5
Gramps
Enrichment
2.W.1.1. Write opinion
pieces in which they
introduce the topic or
book they are writing
about, state an opinion,
supply reasons that
support the opinion,
use linking words (e.g.,
because, and, also) to
connect opinion and
reasons, and provide a
concluding statement or
section.
“Our learning goal is to write an opinion piece.”
Have students share any experiences they have had of buskers on local streets.
• Have them use the Internet or classroom books to research busking and buskers.
• Support them in writing an opinion piece about whether busking is a good way of raising
money. Make sure they give reasons, a conclusion, and linking words to join their ideas.
• They edit and publish their opinion in the form of a letter.
© 2013 Wendy Pye Publishing Ltd
391