Shared Reading
WALT: I will be checking to see that you cam comprehend the main idea of the text.
WILF: Attentive listening, recalling prior learning of reading strategies in reading and spelling.
- What events happened?
- Text setting?
- Who the characters were?
- What the text type was and purpose?
- identify the main idea in each section and find details that support it
- recognize and understand open vowel y in text and on a worksheet
- understand when to use the words was and were
- understand content vocabulary and use the words as labels
WILF: Attentive listening, recalling prior learning of reading strategies in reading and spelling.
Vocabulary
candle clock (n.), cuckoo (n.), grandfather clocks (n.), shadow clock (n.), sundial (n.), water clock (n.)
Enrichment: analog (adj.), digital (adj.), electricity (n.) Voc
candle clock (n.), cuckoo (n.), grandfather clocks (n.), shadow clock (n.), sundial (n.), water clock (n.)
Enrichment: analog (adj.), digital (adj.), electricity (n.) Voc
Prior Knowledge:
How would people have told the time before there were clocks?
What devices have you used to tell the time today?
How would people have told the time before there were clocks?
What devices have you used to tell the time today?
- Think aloud: When I read a new book, I try to think about what I already know about the topic in the book. The picture on the front cover of this book reminds me of the watch my grandfather carried in his pocket. By looking at the title and the covers, I can predict that I may find out about other kinds of clocks.
first_step_sheet.pdf | |
File Size: | 39 kb |
File Type: |
- After Reading
Phonics: Open vowel y- Write the words sky and tiny on the board. Say the words aloud and have students repeat them with you.
- Underline the letter y in each word. Read the words again with students, emphasizing the sound the letter y makes. Ask students to explain the difference between the sounds.
- Explain that the letter y at the end of a word can stand for more than one sound. Discuss that the
letter y can make the long /i/ vowel sound as in sky or the long /e/ vowel sound as in tiny. - Check for understanding: Write the following words on the board and say them one at a time with
students: happy, sunny, fly, buy, funny, sky, and buggy. Have students give the thumbs-up signal when they hear the long /e/ vowel sound and the thumbs-down signal if they hear the long /i/ vowel sound when you read the words ending in the letter y.
- Write the words sky and tiny on the board. Say the words aloud and have students repeat them with you.
Jot Thoughts as many 'y' 'i' and 'e' sound words that you can think of, try 'jot' down at least 10 words!
Comprehension Cards:
With your partner coach each other through answering the comprehension questions. Some of the questions are challenging so please encourage each other to show your true 'possibilities'
Remember: Full sentence answers, long vowels spelt correctly, use full stops and capital letters, sound out the new words you are trying to spell.
With your partner coach each other through answering the comprehension questions. Some of the questions are challenging so please encourage each other to show your true 'possibilities'
Remember: Full sentence answers, long vowels spelt correctly, use full stops and capital letters, sound out the new words you are trying to spell.
Grammar and Mechanics: Subject-verb agreement
The words was and were are used to tell about things that happened in the past. Tell students that the word was is used to tell about one person, place, or thing. explain that the word were is used to tell about more than one person, place, or thing.
Can you tell if one or more than one person, place, or thing is the subject of the sentence:
The books were lost.
I was happy.
The children were laughing.
He was late.
Ann and Ed were hungry. Al was singing.
Task: Please number 1 – 5 on the inside front cover of their book and write the word that fits in each sentence.
1. We _____ playing.
2. Sue, Bob, and Jill ____ reading. 3. I ____ reading, too.
4. The book ___ funny.
5. His car ___was red.
The words was and were are used to tell about things that happened in the past. Tell students that the word was is used to tell about one person, place, or thing. explain that the word were is used to tell about more than one person, place, or thing.
Can you tell if one or more than one person, place, or thing is the subject of the sentence:
The books were lost.
I was happy.
The children were laughing.
He was late.
Ann and Ed were hungry. Al was singing.
Task: Please number 1 – 5 on the inside front cover of their book and write the word that fits in each sentence.
1. We _____ playing.
2. Sue, Bob, and Jill ____ reading. 3. I ____ reading, too.
4. The book ___ funny.
5. His car ___was red.
Extend the Reading
Writing and Art Connection
As a group, brainstorm ideas about what a magic clock might do? For example, a magic clock might let you sleep an hour longer, get out of school an hour earlier, or stay up an hour later at night. Your task is to use paper and markers to draw your own special clock.
You then need to write a description of all the things your clock will do.
Writing and Art Connection
As a group, brainstorm ideas about what a magic clock might do? For example, a magic clock might let you sleep an hour longer, get out of school an hour earlier, or stay up an hour later at night. Your task is to use paper and markers to draw your own special clock.
You then need to write a description of all the things your clock will do.