ch. 3 lesson 33 · short and long vowels

© 2017 by Reading Horizons 15

Following are some optional Enrichment Activities to reinforce the skills taught in this lesson. For additional suggestions, visit www.rhaccelerate.com/rhe/enrichment-resources.

PHONEMIC AWARENESS

Short or Long: You can create cards with the short and long vowel marks or have students create their own. Pronounce the following words for the students and have them hold up the correct card indicating if the vowel sound is short or long for each word.

clap bike drum swim rug chip boat feet cake home pet then miss bug crab plain time mash

SPEAKING AND LISTENING

Conversation Connection: Put students in pairs or small groups. Select one or two conversation question prompts and pass them out to each pair or group. Have one student read the question aloud, and allow each student an opportunity to respond. You may have each pair/group share some of their conversation with the class. (Note: All questions contain at least one skill word.)

How would you describe the people you spend time with?Would you be kind to someone who was mean to you?If you had one day left to live, how would you live it?

READING RESPONSE

Scan and Recognition: Have student pull out a Reading Horizons Elevate® Reading Library Book or another book they are reading. Give them one minute to find all single-syllable words with a short vowel sound. Put students in pairs and have them read at least two sentences containing these words in the text aloud to their partner.

READING/WRITING

Short and Long Vowels, Student Book.

ENRICHMENT ACTIVITIES

Ch. 3 Lesson 33 · Short and Long Vowels

© 2017 by Reading Horizons16

ELL

Pronunciation Practice 5: Short and Long Vowels, English Language Enhancement.

Minimal Pairs /e/ and /a/, ELL Supplement, Reading Horizons Elevate® Supplementary Materials.Minimal Pairs /e/ and /i/, ELL Supplement.Minimal Pairs /a/ and /e/, ELL Supplement.Minimal Pairs /u/ and /o/, ELL Supplement.Minimal Pairs /i/ and /e/, ELL Supplement.

SOFTWARE

Have students complete the Short and Long Vowels lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 33 · Short and Long Vowels


*

*

*

*

*

*

* *

* *

Give students Transfer Card: Phonetic Skill 1. Students should: 1) prove each word, as taught in the lesson; 2) read each word aloud; and 3) practice reading the sentences at the bottom of the card.


PHONEMIC AWARENESS

Activity 1, Phoneme Identification: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build phonemic awareness skills. Have students erase the words on their boards/papers according to initial sounds, medial vowel sounds, and ending sounds that you prescribe. (Examples: “Erase the words[s] that end[s] with the sound /p/”; “Erase the words[s] that has/have the vowel sound /e/.”)

Activity 2, Phonemic Pairs: Dictate the following list of words. After students have proven the words and read the words aloud, have them change each vowel to e and read the words with the new vowel sound. For example, students write sit, prove and read it, change the word to set, prove it, and then read set.

s i t l o t p i n s l i d t a n

s e t l e t p e n s l e d t e n

Activity 3, Nonsense Words: If appropriate, dictate the following nonsense words.

* c r a d * k e b * m o n * m u b * p a g

* p l i n * s l e f * r e t h

*

*

* *

**

* *

STUDENT INVOLVEMENT: Transfer Cards


Ch. 3 Lesson 34 · Phonetic Skill 1



Building Sentences: Teach students how to build sentences. The following exercise, adapted from Berninger (2009)1, allows students to answer questions—who, what, when, where, and why—that lead to better reading comprehension and more effective written language.

You can use the model below or come up with other sentences that follow the same pattern and use Phonetic Skill 1 words.

What animal lives on both land and water, is usually green, and hops? (a frog)Add two words—adjectives—to describe the frog. (A small, green frog.)What did the frog do? Think of one word. (hopped)Put it all together to make a sentence. (A small, green frog hopped.)

Parts of Speech lessons appear later in this chapter, but if students are already comfortable with parts of speech, teachers can ask additional questions to help students add more information to the sentence. Students can take turns adding phrases and work together to complete the sentence. For example, ask where the frog hopped, and guide students through the use of prepositions and adverbs of place and direction. Then ask how the frog hopped, and discuss adverbs of manner. Ask when the frog hopped, and discuss adverbs of time. An expanded sentence might look like this example: “A small, green frog hopped through the grass quickly this afternoon.” If students are doing well with this exercise, take this activity one step further and ask why. The sentence might then look like this: “A small, green frog hopped through the grass quickly this afternoon because I was chasing it.”

READING RESPONSE

Transfer Cards: Put students in pairs, and pass out the Transfer Cards for this lesson (one card per pair). Each student should select six skill words on the card and read them to his or her partner. The students in each pair should not read the same six words. They may also take turns reading aloud the sentence(s) at the bottom of the card. Students could also be instructed to use Most Common Words in a sentence to help build vocabulary knowledge.

WRITING

Transfer Cards: Put students in pairs, and pass out the Transfer Cards for this lesson (one card per pair). Have students write the sentence or sentences that appear on the card in a notebook or on a separate piece of paper. Then have students add two to three additional sentences that relate to the sentence(s) found on the card. The content should make sense. Alternatively, students could write unique sentences using words from the card. Students should be encouraged to use at least two words from the card in their sentences.



Students could share their writing in a small group writer’s circle. The writer’s circle should be a safe environment for students to share what they write, motivating and engaging everyone—especially those students who struggle. This is not a place to critique but to nurture growth through peer response.

READING/WRITING

Phonetic Skill 1, Student Book.

VOCABULARY

See Speaking and Listening, Reading Response, and Writing.

SPELLING

Possible Spelling List: bath, flash, man, plan, ship, sled, thin, trip and when. Add appropriate Most Common Words from List 7.

SOFTWARE

Have students complete the Phonetic Skill 1 lesson on the Reading Horizons Elevate® Software.






PHONEMIC AWARENESS

Activity 1, Rhyming: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build phonemic awareness skills. Have students erase the words on their boards/papers that rhyme with the words you prescribe. (Examples: “Erase the word[s] that rhyme[s] with vent”; “Erase the word[s] that rhyme[s] with tint.”)

Activity 2, Nonsense Words: If appropriate, dictate the following nonsense words.

* g l u m p * s m u l t * t r a f f * t r e s t


Intermediate Critical Thinking—Analyze: Ask the students the following question prompts that contain Phonetic Skill 2 words, and allow students time to respond. Make sure students answer in complete sentences. You may want to set guidelines limiting the length of their responses. (Note: All questions contain at least one skill word.)

What do you think would be a good thing to spend money on? Why would you want to build a desk rather than buy one?How can you prepare to take a test?

READING RESPONSE

3-2-1: Have students read the passage “Ants,” from the Reading Horizons Elevate® Reading Library, Book 1, p. 108, or have students listen while having it read to them. Have students identify all the words in the passage that follow Phonetic Skill 2. You can have students write and decode the words on their whiteboards or in a notebook. (Note: this could also be done as a pre-reading activity.)

* * * ** * * *





Once the students have read the passage, guide students through the following (students can either respond orally or write down their responses):

Share three things you learned from the passage.Share two things you found interesting.Share one question you have.

Phonetic Skill 2 words in “Ants” include:

ant* (lines 21 and 22) sand (lines 1, 2, 22) help (line 10)

lift (line 1)and (lines 5, 6, 8, 11, 15, 20)

*Remind students that when proving words with suffixes (like the plural ending -s), they’ll prove the base form of the word before adding the suffix. This explains why ant is a Phonetic Skill 2 word, but legs is not.

WRITING



READING/WRITING

Activity 1, Word Sorts (Listening, Reading, Writing, and Spelling): Now that students have systematically been taught letter-to-sound correspondence, the parts of a word, and how to build a word, they are now moving into word patterns. This activity provides students an opportunity to analyze the word patterns and sort them into categories.

FYI In an attempt to find as many Phonetic Skill 2 words as possible, many students may mistakenly identify any word that ends in two consonants, like words that end in Special Vowel Combinations (small, shell, strong, sting). This is a great opportunity to review and reinforce marking these words. Students may also identify words that contain Murmur Diphthongs like hard. Reassure students that words like these will be covered in Chapter 5. Like Special Vowel Combinations, Murmur Diphthong vowel sounds are neither long nor short, so the consonants are not marked as guardians.



This activity will help students identify and categorize words that follow Phonetic Skills 1 and 2. • Give students 10-20 cards with words that follow Phonetic Skills 1 and 2. Note: You

can provide cards with the words already printed on them or have students write the words on cards themselves.

• Have students sort the words according to Phonetic Skills 1 and 2 patterns. word sorts worksheets from www.rhaccelerate.com/rhe/enrichment-resources to use with this activity, if desired.)

Activity 2, Phonetic Skill 2, Student Book.

VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means to mix things together or combine.” Answer: blend)

For additional activities, see Speaking and Listening, Reading Response, and Writing.

SPELLING

Possible Spelling List: bend, branch, clasp, match, must, shift, and stand. Add appropriate Most Common Words from List 9.

See Reading/Writing Activity 1.

SOFTWARE



Ch. 3 Lesson 36 · Adding Suffixes to Phonetic Skills 1 and 2

(continued)

Suffix Example words:-less shameless, careless, restless, blameless-ment assignment, department, apartment, agreement-ness happiness, sickness, brightness, darkness-ward awkward, downward, upward-cian Grecian, politician, musician-ciate appreciate, emaciate-cient proficient, efficient, sufficient-cial social, facial, crucial-tial partial, initial, essential-sial controversial-cious gracious, delicious, vicious-tious facetious, pretentious, ostentatious-xious anxious, obnoxious, noxious

Other suffixes are discussed in Chapter 5, Lesson 87.



Change That Word (Games Supplement, Reading Horizons Elevate® Supplementary Materials): Put students in pairs. One student will be student “A,” and the other student will be student “B.” Dictate words from the Student Involvement section. After students have written the base word and the word with the suffix as dictated, student A will use the base word in a sentence as student B listens. Then student B will use the word with the suffix in a sentence. On the next word dictated, student B will go first, using the base word in a sentence, and student A will use the word with the suffix in a sentence. Note: It will be helpful to discuss verbs and verb forms and usage to ensure students are using the words correctly in their sentences. Chapter 3, Lesson 42 is a Reference lesson that covers verbs in great detail. Teachers may consider covering these lessons in tandem.

Give students Transfer Card: Adding Suffixes to Phonetic Skills 1 and 2. Students should prove each word, as taught in the lesson. The + mark beside a word indicates that the word should be proven and then rewritten, adding the suffix indicated. Then have students read the sentences at the bottom of the card.





READING RESPONSE


WRITING


Students could share their writing in a small group writer’s circle. The writer’s circle should be a safe environment for students to share what they write, motivating and engaging everyone—especially those students who struggle. This is not a place to critique but to nurture growth through peer response. READING/WRITING

Activity 1, Word Sorts (Listening, Reading, Writing, and Spelling): This activity will help students identify and categorize words that follow Phonetic Skills 1 and 2 and practice correct spelling when adding suffixes to these word patterns. • Students should have a category card for Phonetic Skill 1 and for Phonetic Skill 2. • Dictate a word that follows either Phonetic Skill 1 or 2. Students then write the word

on a card and place the card in the correct category. Once the student identifies which skill the word follows, the student will then know how to spell the word when adding a suffix. The student will then turn the card over and rewrite the word and add and underline the suffix as dictated by the teacher. Note: Ensure that students have spelled the words correctly.

Activity 2, Adding Suffixes to Phonetic Skills 1 and 2, Student Book. VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means to carry.” Answer: bring)




SPELLING

Possible Spelling List: biggest, finding, matched, ripped, runner, standing, and telling. Add appropriate Most Common Words from List 9.

ELL

Vocabulary Strategy 5: Learn Word Families, English Language Enhancement,.

Vocabulary Strategy 6: Sort Vocabulary, English Language Enhancement.

SOFTWARE

Have students complete the Adding Suffixes to Phonetic Skills 1 and 2 lesson on the Reading Horizons Elevate® Software.


too I want to go to the store, too. where Where are you living now?

Provide opportunities for students not only to read but to write MCWs in context. In students’ writing, look for correctly spelled MCWs that have been taught previously.



Project Most Common Words Transfer Card: Most Common Words List 9 (found on www.rhaccelerate.com/rhe/enrichment-resources). Students should: 1) read, write, and underline Most Common Words; and 2) practice reading the sentences at the bottom of the card.



Sentence Completion: Model for students the following activity by filling in the blank to properly complete the sentences containing Most Common Words:

Can you name a good ____________ ?They say __________ is a great _____________.

(Example responses: Can you name a good restaurant? They say reading is a great hobby.) Discuss possible word choices, addressing parts of speech if desired.

Now have students take turns completing one or both sentences. Note: There should be a one-word answer per blank, although an article or additional descriptive words may also be necessary in some instances.

READING RESPONSE

Transfer Cards: Access the Most Common Words Transfer Card for List 9 from www.rhaccelerate.com/rhe/enrichment-resources. Put students in pairs, and project the Transfer Card on the wall. Have each student read the Most Common Words to his or her partner. They may also take turns reading aloud the sentence(s) at the bottom of the card. Students could also be instructed to use Most Common Words in a sentence to help build vocabulary knowledge.

Ch. 3 Lesson 37 · Most Common Words List 9


WRITING

Games That Aid in Memorizing MCWs: Students can do this activity for one or all of the Most Common Words. Students will need a blank piece of paper. Have students take the piece of paper and fold it in half to make it like a book. First, students should write the Most Common Word on the front cover as you write the word on the board. Next, give an example of a simple sentence using the MCW, and write it on the board. Then ask for the students to come up with two more examples of simple sentences using the word, and write these sentences on the board. Next, guide a discussion about the sentences to help students understand what the word means. Use a word web, if desired. Students can also write down the word web on the insides of their papers. Tell the students to select one of the three sentences on the board and write it on the insides of their papers. Finally, the students could then draw a picture representing the sentence they have chosen.

These are powerful vocabulary cards for students to practice word recognition by looking at the word on the front of the card and using the inside to prompt recall and extend word knowledge. READING/WRITING

Most Common Words List 9, Student Book.

VOCABULARY

See Speaking and Listening and Writing activities. MEMORIZATION

MCWs Cards, www.rhaccelerate.com/rhe/enrichment-resources. As you teach each of these words, give each student the corresponding MCWs Card.

Games That Aid in Memorizing MCWs: To improve recognition speed, have students play Memory, (Games Supplement, Reading Horizons Elevate® Supplementary Materials). Use the MCWs Cards found on www.rhaccelerate.com/rhe/enrichment-resources. Use two identical sets of MCWs Cards. Give each player five cards from one set to hold in his/her hand. Put the remaining cards in a draw pile. Spread the other set of MCWs Cards on the floor or table. From the cards on the table, the first player finds the matching MCWs Card for one of the cards in his/her hand. As a match is made, he/she must say the Most Common Word on the card. He/She may then put the match on the table in front of him/her and draw another card from the draw pile. The second player then finds a match for one of the cards in his/her hand. Continue playing until all cards have been matched.



SPELLING

Possible Spelling Lists: Add appropriate Most Common Words to the spelling lists for Lessons 31-36. ELL

Vocabulary Strategy 3: Continue to Create and Use Vocabulary Flashcards, English Language Enhancement.

Vocabulary Strategy 4: Decide Which Words You Should Learn, English Language Enhancement.

Vocabulary Strategy 8: Create Word Webs, English Language Enhancement.

SOFTWARE

Have students complete the Most Common Words List 9 lesson on the Reading Horizons Elevate® Software.



Since personal pronouns refer to specific people or things, we have one more category of pronouns that refer to people or things that are not specific or are unknown. These are called indefinite pronouns.

Indefinite Pronounssomebody someone somethinganybody anyone anythingnobody no one nothingeverybody everyone everything

Someone dropped the bag.

STUDENT INVOLVEMENT: Personal Pronouns

Have students choose the correct personal pronoun to complete each sentence. Then have them read the sentence.

1. Which salad is ____________? (you/yours)2. I burned ____________ while cooking. (me/myself)3. Did you go to the movies with _________. (he/him)4. Could ______ please shut the door? (you/your)5. _______ don’t like this picture. (Them/They)6. What did _________ leave on my desk? (her/she)7. The red car is _________. (their/theirs)8. ____ is my best friend Katie. (her/she)9. Are these _____ pens, or yours? (my/myself)10. The cat licked _______. (its/itself)




Yes/No (see Games Supplement, Reading Horizons Elevate® Supplementary Materials): Read the following sentences to the students. Have them decide if yes, there is a reflexive pronoun in the sentence, or no, there is not. Students can use a visual aid (e.g., cards that say yes and no, or a green sign for yes and a red sign for no that they can hold up) to indicate their responses.

Ch. 3 Lesson 38 · Nouns


1. I care for myself by eating well. 2. You should eat well too!3. Emma please be careful. Don’t hurt yourself!4. The bird flew into the window and got hurt.

READING RESPONSE

Circle It: Provide students with a copy of the following sentences to read. (You can access these sentences at www.rhaccelerate.com/rhe/enrichment-resources.) Have students read the sentences aloud in small groups or in pairs. The sentences could also be read as a whole class. Have students circle the proper nouns and underline the common nouns. They can also mark the pronouns if desired.

(Note: A few words are challenge words [i.e., exceed skill instruction] and may need to be pre-taught.) The answers are shown below.

1. I was born in the month of September.2. His favorite holiday is Thanksgiving.3. She lives in the state of Ohio.4. My friend is Andy.

WRITING

Have the students rewrite the following sentence three times on a sheet of paper or in a notebook, replacing the underlined nouns with the correct pronouns. The answers are shown below. Please note that someone and somebody are interchangeable, so either answer is correct. (You can download this activity from www.rhaccelerate.com/rhe/enrichment-resources.)

Tan said that a person put Deb’s book away. (He said that a person put it away.)

Tan said that a person put Deb’s book away. (Tan said that someone put her book away.)

Tan said that a person put Deb’s book away. (He said that someone put it away.)

READING/WRITING

Nouns, Student Book.

SOFTWARE

Have students complete the Nouns lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 38 · Nouns



PHONEMIC AWARENESS

Rhyming: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build phonemic awareness skills. Have students erase the words on their boards/papers that rhyme with the words you prescribe. (Examples: “Erase the word[s] that rhyme[s] with bold”; “Erase the word[s] that rhyme[s] with bind.”)


Dictation Review: During dictation, have students periodically turn to a partner and explain their process for proving a word. They should explain how they proved the word and why. Students should pay special attention to the sequence of their markings, making sure they are marking in the correct order (the partner can help check this). This is especially important now that students are not just marking words but proving them. Model an example first.

READING RESPONSE

Word Sorts: Write the following Vowel Families on the board: -old, -olt, -ost, -ind, and -ild. Write or print the following words on word strips: cold, fold, gold, hold, mold, sold, told, scold, bolt, colt, jolt, molt, volt, host, most, post, bind, blind, find, grind, kind, mind, rind, child, mild, wild. Mix up the order of the word strips. Pass them out to students. Have students tape the word strips to the board under the correct Vowel Family. Have the class read all of the word strips in each Vowel Family out loud so that they can hear how the words rhyme.

WRITING




Ch. 3 Lesson 39 · Vowel Families O and I


READING/WRITING

Activity 1, Word Sorts (Listening, Reading, Writing, and Spelling): This activity requires students to sort words by sound, according to Vowel Families. Since the printed form of the word can often “give away” the category, this activity will be structured a little differently.

• Provide a keyword card for each of the Vowel Families O and I (e.g., fold, colt, host, bind, and wild). Students should have the category cards in front of them.

• Dictate a word that follows the pattern of one of the keywords. Students then write the word on a card and place it under the correct keyword for that Vowel Family. Note: Ensure that students have spelled the word correctly. (Download word sorts worksheets from www.rhaccelerate.com/rhe/enrichment-resources to use with this activity, if desired.)

Activity 2, Vowel Families O and I, Student Book.

VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means to criticize or blame.” Answer: scold)

For additional activities, see Speaking and Listening, Reading Response, and Writing activities.

SPELLING

Possible Spelling List: child, colt, find, hold, most, sold, and wild. Add appropriate Most Common Words from List 10.

See Reading/Writing Activity 1. SOFTWARE

Have students complete the Vowel Families O and I lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 39 · Vowel Families O and I




Conversation Connection: Put students in pairs or small groups. Select one or two conversation question prompts that contain words that end in -ed, and pass them out to each pair or group. Have one student read the question aloud, and allow each student a chance to respond. You may have each pair/group share some of their conversation with the class. (Note: All questions contain at least one skill word.)

Is it more important to be trusted or liked?If an old friend that you hadn’t heard from in years called you, what would you say to him/her?If someone you knew asked to borrow something that was really special to you, would you let him or her?If you dropped and broke something that was important to a loved one, how would you explain what happened?

READING RESPONSE

First-Next-Last (Sequence Summary Activity): Have students read the passage “Henry Ford” from the Reading Horizons Elevate® Reading Library, Book 1, p. 71 or have students listen while having it read to them. Have students identify all of the Phonetic Skill 1 and 2 words in the passage that contain the suffix -ed. You can have students write and decode the words on their whiteboards or in a notebook. (Note: This could also be done as a pre-reading activity.)

Now guide students through the following activity focusing on the sequence of events. (Note: You can use the Sequence Chart graphic organizer from www.rhaccelerate.com/rhe/enrichment-resources):

What was the first event, job, or accomplishment of significance of Henry Ford given in the passage?What happened next?What was the last important event or accomplishment given in the passage?

Give students Transfer Card: Three Sounds of -ED. Students should: 1) prove each word, as taught in the lesson; 2) read each word aloud; and 3) practice reading the sentences at the bottom of the card.



Ch. 3 Lesson 40 · Three Sounds of -ED


Once students have answered the questions, you can have them write their responses in paragraph form to create a simple, sequenced summary of the passage.

Three Sounds of -ED words include:

helped (line 1) fixed (lines 7 and 9)

wanted (line 13)added (line 19)

(Note that only Phonetic Skill 1 and 2 words are included on this list.)

WRITING



READING/WRITING

Activity 1, Word Sorts (Listening, Reading, Writing, and Spelling): This activity will help students identify and categorize words with the suffix -ed according to the possible sounds of -ed. • Students should have a category card for each of the three sounds of -ed. • Dictate a root word and the word again with the suffix -ed. Once the student has

written and proven the words on the card, the student will place the word in the correct category according to the pronunciation of -ed. Note: Ensure that students have spelled the words correctly. (Download word sorts worksheets from www.rhaccelerate.com/rhe/enrichment-resources to use with this activity, if desired.)

(/t/) (/d/) (/id/) flip flipped bag bagged bat batted tap tapped rub rubbed lift lifted Activity 2, Three Sounds of -ED, Student Book.



ELL

Pronunciation Practice 6: The Three Sounds of -ED, English Language Enhancement.

Vocabulary Strategy 6: Sort Vocabulary, English Language Enhancement. Have students sort their flashcards by the ending sound that they hear.

VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means to hit or strike a ball with a stick.” Answer: bat/batted)


SPELLING


SOFTWARE

Have students complete the Three Sounds of -ED lesson on the Reading Horizons Elevate® Software.






Around the age of three, the boy wanted ______ ___________.I was born in the year __________; that means I am __________ years old.

(Example responses: Around the age of three, the boy wanted to eat ice cream at every meal. I was born in the year 2000; that means I am 17 years old.) Discuss possible word choices, addressing parts of speech if desired.

Now have students take turns completing one or both sentences.

READING RESPONSE

Transfer Cards: Access the Most Common Words Transfer Card for List 10 from www.rhaccelerate.com/rhe/enrichment-resources. Put students in pairs, and project the Transfer Card on the wall. Have each student read the Most Common Words to his or her partner. They may also take turns reading aloud the sentence(s) at the bottom of the card. Students could also be instructed to use Most Common Words in a sentence to help build vocabulary knowledge. WRITING

Games That Aid in Memorizing MCWs: Students can do this activity for one or all of the Most Common Words. Students will need a blank piece of paper. Have students take the piece of paper and fold it in half to make it like a book. First, students should write the Most Common Word on the front cover as you write the word on the board. Next, give an example of a simple sentence using the MCW, and write it on the board. Then ask for the students to come up with two more examples of simple sentences using the word, and write these sentences on the board.

Project Most Common Words Transfer Card: Most Common Words List 10 (found on www.rhaccelerate.com/rhe/enrichment-resources). Students should: 1) read, write, and underline Most Common Words; and 2) practice reading the sentences at the bottom of the card.






Next, guide a discussion about the sentences to help students understand what the word means. Use a word web, if desired. Students can also write down the word web on the insides of their papers. Tell the students to select one of the three sentences on the board and write it on the insides of their papers. Finally, the students could then draw a picture representing the sentence they have chosen.

These are powerful vocabulary cards for students to practice word recognition by simply looking at the word on the front of the card and using the inside to prompt recall and extend word knowledge. READING/WRITING


VOCABULARY

See Speaking and Listening and Writing activities.

MEMORIZATION


Games That Aid in Memorizing MCWs: To improve recognition speed, have students play Memory, (Games Supplement, Reading Horizons Elevate® Supplementary Materials). Use the MCWs Cards found on www.rhaccelerate.com/rhe/enrichment-resources. Use two identical sets of MCWs Cards. Give each player five cards from one set to hold in his/her hand. Put the remaining cards in a draw pile. Spread the other set of MCWs Cards on the floor or table. From the cards on the table, the first player finds the matching MCWs Card for one of the cards in his/her hand. As a match is made, he/she must say the Most Common Word on the card. He/She may then put the match on the table in front of him/her and draw another card from the draw pile. The second player then finds a match for one of the cards in his/her hand. Continue playing until all cards have been matched.

SPELLING

Possible Spelling Lists: Add appropriate MCWs to the spelling lists for Lessons 38-40.



ELL



Vocabulary Strategy 9: Use a Dictionary Appropriately, English Language Enhancement.

SOFTWARE



We can form the simple future tense in English using the modal will and the main verb. We do not need to add any special endings to the main verb.

In this sentence, the modal will is placed before the main verb run. This sentence means that the action will happen sometime in the future.

Modals are placed before the main verb, and the main verb does not have any special endings.

Future Tensewil l + verb

I wi l l write a sentence.

modal + verbHe might go to the show.I should take

a bath.




Yes/No (see Games Supplement, Reading Horizons Elevate® Supplementary Materials): Read the following sentences to the students. Have them decide if yes, there is a modal in the sentence, or no, there is not. Students can use a visual aid (e.g., cards that say yes and no, or a green sign for yes and a red sign for no that they can hold up) to indicate their responses. Try to avoid emphasizing the modals as you read the sentences.

1. I must finish my assignment.2. She ran two miles. 3. We can help them.4. He may be there on Saturday.5. You saw the play?6. They could bring chips or drinks.

READING RESPONSE

Circle It: Provide students with a copy of the following sentences to read. (You can access these sentences at www.rhaccelerate.com/rhe/enrichment-resources.) Have students read the sentences aloud in small groups or in pairs. The sentences could also be read as a whole class. Have students circle the helping verbs and underline the main verb.

Ch. 3 Lesson 42 · Verbs


(Note: A few words are challenge words [i.e., exceed skill instruction] and may need to be pre-taught.) The answers are shown below.

1. I was working on dinner.2. He is writing a book. 3. They have lived in three countries.4. Do you want more?

WRITING

Have the students write three to four sentences describing themselves, or their daily routine, in present tense. Have them then rewrite the sentences in past tense. Extend the activity by having students write the sentences in a perfect or progressive form, or future tense.

READING/WRITING

Verbs, Student Book.

SOFTWARE

Have students complete the Verbs lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 42 · Verbs


If you are unsure of how to prove a word, follow the summarized steps below: 1. Work under the word, left to right. 2. Arc any beginning Blends or Digraphs. 3. Mark the vowel with an x. 4. Mark the vowel long. 5. Say the long vowel sound. 6. Read the whole word.

FYI





READING RESPONSE

Skill Scan (Games Supplement, Reading Horizons Elevate® Supplementary Materials): Have students pull out their library books or other reading material. Give them one minute to identify all of the words that follow Phonetic Skill 3. Students should write the words on their whiteboards or on a piece of paper. Allow students the opportunity to read the word(s) they found to the class or to a partner. If the text is level appropriate for the students, the students could also read the entire sentence in which the word is found.

b e g o h e h i m e n o s h e s o w e I

Continue dictation, using the Word Bank below. For the first few words, walk students through the process. (For a review of the marking procedure, see the summarized steps in the FYI section that follows.) When students spell the words, help them identify the individual sounds and their letter names. When students are ready, encourage them to work independently.





WRITING



READING/WRITING

Activity 1, Comparing the Phonetic Skills: This dictation activity helps students review and compare the three Phonetic Skills they’ve learned. Show students what happens when you add one consonant to a word that follows Phonetic Skill 3: the word will then follow Phonetic Skill 1, and the vowel will be short. Show students what happens when you add two consonants: the word will follow Phonetic Skill 2, and the vowel will be short. Model with be, bet, and bent. Then continue dictation practice, using words from the list below. Dictate the first word, and have students prove it. Next, have them rewrite the word and add the consonant indicated. Have them prove this word. Finally, have them rewrite the word one more time, adding the two consonants indicated, and prove that word. Then have students read each word aloud.

g o h e h i s o w e

g o t h e n h i m s o b w e b

g o l f h e l d h i n t s o f t w e n t


*

* **

*

*

*

* *

*

* **

*

*



VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that is used to identify oneself and another.” Answer: we.) For additional activities, see Speaking and Listening, Reading Response, and Writing.

SPELLING

Possible Spelling List: go, hi, and so. Add appropriate Most Common Words from List 11.


SOFTWARE





PHONEMIC AWARENESS

Vowel Discernment: This activity provides the opportunity for students to auditorily discern between the long and short sounds of the vowels. • Students can use their whiteboards or a piece of paper to create a vowel marking key.

Students should put the short vowel mark, or breve ( ), on one side of their boards or papers and the long vowel mark, or macron ( ), on the other side.

• Teachers pronounce the following words, and students hold up the side of the boards or papers with the short vowel mark ( ) if the vowel sound is short and the long vowel mark ( ) if the vowel sound is long.

c a p c a k e g l a d c a p e

b i t e p l a n s h i n e c u t e

b a k e z i p b i t s p i n


Building Sentences: Teach students how to build sentences. The following exercise, adapted from Berninger (2009)1, allows students to answer questions—who, what, when, where, and why—that lead to better reading comprehension and more effective written language.

You can use the model below or come up with other sentences that follow the same pattern and use Phonetic Skill 4 words.

What flies in the air and carries people? (a plane)Add two words—adjectives—to describe the plane. (a large, gray plane)What did the plane do? Think of one word. (flew)Put it all together to make a sentence. (A large, gray plane flew.)

The Adverbs lesson appears later in this chapter, but if students are already comfortable with adverbs, teachers can ask additional questions to help students add more information to the sentence. Students can take turns adding phrases and can work together to complete the sentence. For example, ask where the plane flew, and guide students through the use of prepositions and adverbs of place and direction.

* *

*

* * *

1 Berninger, V. W. (2009), Highlights of Programmatic, Interdisciplinary Research on Writing. Learning Disabilities Research and Practice, 24: 69–80. doi: 10.1111/j.1540-5826.2009.00281.x




Then ask how the plane flew, and discuss adverbs of manner. Ask when the plane flew, and discuss adverbs of time. An expanded sentence might look like this example: “A large, gray plane flew rapidly from Texas to New York.” If students are doing well with this exercise, take this activity one step further and ask why. The sentence might then look like this: “A large, gray plane flew rapidly from Texas to New York to stay on schedule.”

READING RESPONSE


WRITING



READING/WRITING

Activity 1, Word Sorts (Listening, Reading, Writing, and Spelling): This activity will help students identify and categorize words according to the Phonetic Skills learned thus far.

• Students should have a category card for each of the four learned Phonetic Skills: Phonetic Skill 1, Phonetic Skill 2, Phonetic Skill 3, and Phonetic Skill 4.

• Dictate a word following Phonetic Skill 1, 2, 3, or 4. Once the student has written and proven the word on the card, the student will place the word in the correct category according to the Phonetic Skill pattern. Note: Ensure that students have spelled the words correctly. (Download word sorts worksheets from www.rhaccelerate.com/rhe/enrichment-resources to use with this activity, if desired.)



Phonetic Skill 1 Phonetic Skill 2 Phonetic Skill 3 Phonetic Skill 4

t h i n j u m p g o s m i l e

r u n r e n t s h e m a k e

s e t s t a n d m e r i d e

s l i t m i l k s o c u t e

Activity 2, Plunk, Games Supplement, found in Reading Horizons Elevate® Supplementary Materials. Have students use words that follow Phonetic Skill 4.

Activity 3, Transfer Cards Extension: Have students look at the silent e words and write words that work as short vowel words when the e is removed. For example, if a student sees the word twine on the card, he or she would write twine and then twin.


VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that is used to describe how a little baby might look.” Answer: cute.) For additional activities, see Speaking and Listening, Reading Response, and Writing. SPELLING

Possible Spelling List: dime, fine, home, hope, made, same, and shine. Add appropriate Most Common Words from List 11.


ELL

Vocabulary Strategy 6: Sort Vocabulary, English Language Enhancement.

SOFTWARE


*

*

*

*

**

*

*

*

*

*

*




PHONEMIC AWARENESS

Rhyming: During listening and dictation, have students keep the slides dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build phonemic awareness skills. Have students erase the words on their boards/papers that rhyme with the words you prescribe. (Examples: “Erase the word[s] that rhyme[s] with twice”; “Erase the word[s] that rhyme[s] with bridge.”)


Intermediate Critical Thinking—Apply: Ask the students the following question prompts that contain words with Bridge S or Bridge J, and allow students time to respond. Make sure students answer in complete sentences. You may want to set guidelines limiting the length of their responses. (Note: All questions contain at least one skill word.)

If you were told you had to perform on a stage without any warning, what would you do?How can you use a badge?What would you do if you won a trip to France?

Bridge J

b a d g e b u d g e e d g e f u d g e j u d g e l e d g e

l o d g e M i d g e p l u n g e s i n g e s l e d g e s m i d g e

s m u d g e t w i n g e w e d g e h i n g e r a n g e c h a n g e

**

* * * * *j *j *j *j *j *j

**

* * * * *j *j *j *j *j *j

**

* * *j *j *j *j j j

Give students Transfer Card: Another Sound for C and G. Students should: 1) prove each word, as taught in the lesson; 2) read each word aloud; and 3) practice reading the sentences at the bottom of the card.



Ch. 3 Lesson 45 · Another Sound for C and G


READING RESPONSE

What if…? (Questions for Inferential Thinking): Have students read the passage “Dancing” from the Reading Horizons Elevate® Reading Library, Book 1, p. 70 or have students listen while having it read to them. Have students identify all of the words in the passage that contain the Bridge S or Bridge J. You can have students write and decode the words on their whiteboards or in a notebook. (Note: This could also be done as a pre-reading activity.)

Once the students have read the passage, select one of the following questions to propose for discussion or writing:

What if you didn't have any music to dance to? Could you still dance?What if you were invited to dance on stage? Would you do it?

Another Sound for C and G words in “Dancing” include:

dance/dances/dancing (throughout) language* (line 10)

German* (line 17)

*These words contain more advanced skills. Focus on the Another Sound for C and G skill in these words.

WRITING

Transfer Cards: Put students in pairs, and pass out the Transfer Cards for this lesson (one card per pair). Have students write the sentence or sentences that appear on the card in a notebook or on a separate piece of paper. Then have students add two to three additional sentences that relate to the sentence(s) found on the card. The content should make sense. Alternatively, students could write unique sentences using words from the card. Studentsshould be encouraged to use at least two words from the card in their sentences.


READING/WRITING

Another Sound for C and G, Student Book.

Ch. 3 Lesson 45 · Another Sounds for C and G


VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means to take a quick look or glimpse.” Answer: glance.) SPELLING

Possible Spelling List: cage, judge, nice, place, prince, space, and wage. Add appropriate Most Common Words from List 11.

SOFTWARE

Have students complete the Another Sound for C and G lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 45 · Another Sound for C and G


Give students Transfer Card: Adding Suffixes to Phonetic Skills 3 and 4. Students should prove each word, as taught in the lesson. The + mark beside a word indicates that the word should be proven and then rewritten, adding the suffix indicated. Then have students read the sentences at the bottom of the card.



Change That Word (Games Supplement, Reading Horizons Elevate® Supplementary Materials): Put students in pairs. One student will be student “A,” and the other student will be student “B.” Dictate words from the Student Involvement section of this lesson. After students have written the root word and the word with the suffix as dictated, student A will use the root word in a sentence as student B listens. Then student B will use the word with the suffix in a sentence. On the next word dictated, student B will go first, using the root word in a sentence, and student A will use the word with the suffix in a sentence. Note: It will be helpful to discuss verbs and verb forms (Chapter 3, Lesson 42) and usage to ensure students are using the words correctly in their sentences. Model correct usage.

READING RESPONSE

Skill Scan (Games Supplement, Reading Horizons Elevate® Supplementary Materials): Have students pull out their library books or other reading material. Give them one minute to identify all of the words that follow Phonetic Skills 3 and 4 and/or have suffixes added. Students should write the words on their whiteboards or on a piece of paper. Allow each student the opportunity to read the word(s) they found to the class or to a partner. If the text is level appropriate for the student, the student could also read the entire sentence in which the word is found.

WRITING







READING/WRITING

Activity 1, Listening, Reading, Writing, and Spelling: Play Panic, Games Supplement, found in Reading Horizons Elevate® Supplementary Materials. In this game, students race to correctly add a suffix to a word. Write some of the words found on pp. 133-134 on a separate note card. Write only the base word, not the word with the suffix added.

On the board, write the suffix -ing. Divide the class into four teams. Have each team form a line in front of the board. Ask the first person in each line to come to the board. Then show students one of the note cards. Make sure that everyone can see the card. As soon as you show the word on the card, each student at the board should write the word correctly, adding -ing to the word. Teammates can help.

When the student is finished, he or she hurries back to his or her team. One point goes to the team whose player returns first with the correct answer, and one point goes to every team that spelled the word correctly.

Activity 2, Adding Suffixes to Phonetic Skills 3 and 4, Student Book.

VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means the past tense of grin.” Answer: smiled) SPELLING

Possible Spelling List: aging, glancing, placing, and tracing. Add appropriate Most Common Words from List 11.

ELL

Vocabulary Strategy 5: Learn Word Families, English Language Enhancement.

SOFTWARE

Have students complete the Adding Suffixes to Phonetic Skills 3 and 4 lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 46 · Adding Suffixed to Phonetic Skills 3 and 4





Sentence Completion: Model for students the following activity by filling in the blanks to properly complete the sentences containing Most Common Words:

Another word for large is __________ .There is a __________ at the end of the street.

(Example responses: Another word for large is big. There is a house at the end of the street.) Discuss possible word choices, addressing parts of speech if desired.

Now have students take turns completing one or both sentences. Note: There should be a one-word answer per blank, although an article or additional descriptive words may also be necessary in some instances.

READING RESPONSE








VOCABULARY

See Speaking and Listening and Writing activities.

MEMORIZATION


Games That Aid in Memorizing MCWs: To improve recognition speed, have students play Memory (Games Supplement, Reading Horizons Elevate® Supplementary Materials). Use the MCWs Cards found on www.rhaccelerate.com/rhe/enrichment-resources. Use two identical sets of MCWs Cards. Give each player five cards from one set to hold in his/her hand. Put the remaining cards in a draw pile. Spread the other set of MCWs Cards on the floor or table. From the cards on the table, the first player finds the matching MCWs Card for one of the cards in his/her hand. As a match is made, he/she must say the Most Common Word on the card. He/She may then put the match on the table in front of him/her and draw another card from the draw pile. The second player then finds a match for one of the cards in his/her hand. Continue playing until all cards have been matched. SPELLING

Possible Spelling Lists: Add appropriate MCWs to the spelling lists for Lessons 42-46. ELL




SOFTWARE



The adjectives good and bad are irregular adjectives. Their comparative and superlative forms are not made using e-r and e-s-t endings nor by adding the words more and most. Good and bad have special comparative and superlative forms.

The word most is added in front of those adjectives to create the superlative forms.

Instead, the word more is added in front of those adjectives to create the comparative forms. more important

more expensivemore interest ing

most importantmost expensive

most interest ing

Comparative Superlative

good better best

bad worse worst

Baddest can be used as the superlative of bad in slang or non-standard English. In slang contexts, it is frequently a compliment and its intended meaning can therefore be confusing for English Language Learners.

ELL

This is the best song!The trash smel ls worse than last t ime.




Sentence Completion: Model this activity by filling in the blank with nouns of your choice to properly complete the following sentences:

1. __________________ is good. 2. __________________ is better. 3. __________________ is best.

Ch. 3 Lesson 48 · Adjectives


(Example responses: Candy is good. Pie is better. Cake is best.) Discuss other possible word choices and remind students that sentences using comparatives and superlatives frequently express opinion. Now have students take turns completing all three sentences.

READING RESPONSE

3-2-1: Have students read the passage “Wilma Rudolph” from the Reading Horizons Elevate®

Reading Library, Book 1, p. 16, or have students listen while having it read to them. Havestudents identify all of the adjectives in the passage and the nouns that they modify. You can have students write the adjectives and nouns on their whiteboards or in a notebook. (Note: This could also be done as a pre-reading activity.)

Share three things you learned from the passage.Share two things you found interesting.Share one question you have.

Adjectives in “Wilma Rudolph” are included below. In each phrase, the adjective is underlined, and the noun it modifies is bold.

many races (line 1)famous runner (line 2)21 brothers and sisters (line 3)She was very* fast (line 8)American runners (line 11)two medals (line 11)three races (line 13)three gold medals (line 13)family was happy (line 14)country was happy (line 14)fastest woman (line 15)

*Students may mistakenly mark this and other adverbs as adjectives. Remind them that adjectives modify nouns, and tell them that adverbs—which modify adjectives and verbs—will be covered in Chapter 3, Lesson 50.

Students may also write coach and teacher as adjectives since they follow the linking verb was. Remind students that linking verbs are not always followed by adjectives. In these sentences, coach and teacher are nouns.

Once the students have read the passage, guide students through the following (students caneither respond orally or write down their responses):



WRITING

Expanded Writing: This activity will provide students the opportunity to build on the oral language skills. Now that students have studied nouns, verbs, and adjectives, students can focus on each element to improve their writing.

This activity will focus on the use of adjectives to modify a subject or object.• Write the following simple sentence on the board: Ben crossed the bridge. • Instruct students to copy the sentence in a notebook or on a separate piece of paper.• Provide students with a list of adjectives either on the board or on a handout.

(Providing the words is critical because most of these words exceed the students’ current decoding/encoding skills learned up to this point of instruction.) Add to or modify the following list of adjectives as you choose: blissful, big, calm, colorful, costly, crooked, damaged, dangerous, eager, enchanted, exciting, fancy, flimsy, generous, grand, happy, icy, incredible, intelligent, jolly, kindhearted, long, narrow, new, nice, old, reckless, sad, scary, sharp, sturdy, timid, unique, unpleasant, useful, vibrant, weak, worried, young.

• Instruct students to choose two adjectives to describe Ben and rewrite the sentence adding the adjectives. (Example: Young and timid Ben crossed the bridge.)

• Instruct students to then choose two more adjectives to modify the object bridge. Have the students rewrite the sentence adding those adjectives. (Example: Young and timid Ben crossed the crooked, old bridge.)

Additional sentence options are included below. Alternatively, come up with your own sentences, or have students come up with their own using skill words found in the lesson. He used the pen. Ying will get a new place.

READING/WRITING

Adjectives, Student Book.

SOFTWARE

Have students complete the Adjectives lesson on the Reading Horizons Elevate® Software.



If your students cannot remember how to prove words with igh or ight, review these steps: 1. Arc any Blends or Digraphs. 2. Write an x under the vowel i. 3. Draw a line through the h. 4. Draw a line through the g. 5. Mark the i long. 6. Say the sound of long i. 7. Read the word.

FYI

Give students Transfer Card: Sounds of GH, IGH, and IGHT. Students should: 1) prove each word, as taught in the lesson; 2) read each word aloud; and 3) practice reading the sentences at the bottom of the card.



Sentence Completion: Model this activity for students by filling in the blank to properly complete the following sentences:

The light was _______. At night I go to _____.

(Example responses: The light was bright. At night I go to school.) Discuss possible word choices, addressing parts of speech, if desired.

Now have students take turns completing one or both sentences. Note: There should be a one-word answer per blank, although an article may also be necessary in some instances.

Complex sentence option: You could have students complete the following sentence, adding as much information as needed to explain why:

At night I go to ________ because ________________.

(Example response: At night I go to school because I go to work during the day.)



Ch. 3 Lesson 49 · Sounds of GH, IGH, and IGHT


READING RESPONSE

Transfer Cards: Put students in pairs, and pass out the Transfer Cards for this lesson (one card per pair). Each student should select six skill words on the card and read them to his or her partner. The students in each pair should not read the same six words. They may also take turns reading aloud the sentence(s) at the bottom of the card. Students could also be instructed to use Most Common Words in a sentence to help build vocabulary knowledge. WRITING


Students could share their writing in a small group writer’s circle. The writer’s circle should be a safe environment for students to share what they write, motivating and engaging everyone—especially those students who struggle. This is not a place to critique but to nurture growth through peer response. READING/WRITING

Sounds of GH, IGH, and IGHT, Student Book.

VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means the opposite of low.” Answer: high.)

For additional activities, see Speaking and Listening, Reading Response, and Writing. SPELLING

Possible Spelling List: light, night, right, and tight. Add appropriate Most Common Words from List 12.



SOFTWARE

Have students complete the Sounds of GH, IGH, and IGHT lesson on the Reading Horizons Elevate® Software.



Some adverbs are irregular, meaning their comparative and superlative forms are not made using e-r and e-s-t endings nor the words more and most. Well, badly, and far have special comparative and superlative forms.

Comparative Superlative

well better best

badly worse worst

far farther farthest

She sang better than the other singer.

You ran the farthest !




Sentence Completion: Model this activity by filling in the blank (with a verb or phrase) to properly complete the following sentences:

I __________________ daily. I rarely __________________. I never __________________.

(Example responses: I shower daily. I rarely take a bath. I never miss dinner.) Discuss other possible word choices. Now have students take turns completing all three sentences.

READING RESPONSE

Have students review the passage “Wilma Rudolph” from the Reading Horizons Elevate® Reading Library, Book 1, p. 16, or have students listen while having it read to them. Students already identified all the adjectives and the nouns that those adjectives modify. Now, havestudents identify all of the adverbs in the passage and the verbs that they modify. You can have students write the adverbs and verbs on their whiteboards or in a notebook.

Adverbs in “Wilma Rudolph” are included below. In each phrase, the adverb is underlined, and the verb it modifies is bold.

walk well (line 4)worked hard (line 6)did well (line 13)

Ch. 3 Lesson 50 · Adverbs


WRITING

Expanded Writing: This activity will provide students the opportunity to build on oral language skills. Now that students have gone through an overview of the parts of speech, students can practice the different parts of speech to improve their writing.

For this activity, the focus will mainly be on adverbs of manner telling how something happens.

• Write the following simple sentence on the board: Lola dropped the ball. • Instruct students to copy the sentence in a notebook or on a separate piece of paper. • Provide students with a list of adverbs of manner, either on the board or on a

handout. (Providing the words is critical because most of these words exceed the students’ current decoding/encoding skills learned up to this point of instruction.) A suggested list has been provided, but add to or modify it as you choose: carefully, correctly, eagerly, easily, fast, loudly, patiently, quickly, quietly, awkwardly, carelessly, gladly, playfully, randomly, quirkily, softly, unexpectedly, worriedly.

• Have students choose an adverb and rewrite the sentence adding the adverb, noting that the position of the adverb is variable. (Examples: Lola playfully dropped the ball. Or, Lola dropped the ball playfully.)

Additional sentence options are included below. Alternatively, come up with your own sentences, or have students come up with their own using skill words found in the lesson. Min hummed. Rob lifted the box. She kissed the cat.

READING/WRITING

Adverbs, Student Book.

SOFTWARE

Have students complete the Adverbs lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 50 · Adverbs


ELL

Give students Transfer Card: Phonetic Skill 5 and Adjacent Vowels. Students should: 1) prove each word, as taught in the lesson; 2) read each word aloud; and 3) practice reading the sentences at the bottom of the card.


PHONEMIC AWARENESS

Rhyming: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build phonemic awareness skills.

Listen closely as students pronounce the adjacent vowel words. If your students are struggling with individual sounds, review any relevant Minimal Pairs exercises in the ELL Supplement, found in Reading Horizons Elevate® Supplementary Materials, including /e/ versus /a/ and /e/ versus /i/. Minimal Pairs exercises can also be accessed at www.rhaccelerate.com/rhe/enrichment-resources

IE

f i e h i e l i e p i e t i e v i e

If you are unsure of how to prove a word that follows Phonetic Skill 5, follow the summarized steps below:

1. Work under the word, left to right. 2. Arc any beginning Blends or Digraphs. 3. Mark the first vowel with an x. 4. Mark the second vowel with an x. 5. Arc any ending Blends or Digraphs. 6. Work up and around the word, right to left. 7. If a word with an adjacent vowel in the middle of the word also ends in silent e,

mark the ending e silent. 8. Draw a straight line through the second adjacent vowel and the x. 9. Mark the first vowel long. 10. Say the sound of the vowel. 11. Read the whole word.

FYI



Ch. 3 Lesson 51 · Phonetic Skill 5 and Adjacent Vowels


Have students erase the words on their boards/papers that rhyme with the words you prescribe. (Examples: “Erase the word[s] that rhyme[s] with float.” Answer: boat)



READING RESPONSE

Acrostic Poetry Visual Response: Have students read the following acrostic poem, which contains words following Phonetic Skill 5, titled “Dream.”

Dare to take the leapReach for the starsEverything you can claimAllow yourself to seekMore is waiting

Once the students have read the poem, give them one of the following two options for visualization and inferring:

1. Have students visualize the poem and draw what they see as if to illustrate the poem.2. Have students draw what represents their dream(s). Put them in pairs or groups

and have each student share their drawing, allowing the others to infer what the picture represents. (An extension of this activity would be to have students use a Venn diagram and compare and contrast their dreams with other students’ dreams. Download a Venn diagram graphic organizer worksheet from www.rhaccelerate.com/rhe/enrichment-resources.)

WRITING





READING/WRITING

Activity 1, Nonsense Word Scramblers: See how many real words students can find within these nonsense words: *cloap, *glain, *ploe, *smeak, *treep. For example, if you wrote *cloap on the board, students could write cap, clap, coal, cop, and lap.

Activity 2, Variations on Change That Word (Games Supplement, found in Reading Horizons Elevate® Supplementary Materials): Split the class into two teams. One student from Team 1 comes to the board, writes a word that follows Phonetic Skill 5, and reads it aloud. (Example: meat) A student from Team 2 must then make a new word by changing only one letter. (Example: mean) The new word does not have to follow Phonetic Skill 5, but it must remain a four-letter word. The student must then read the new word aloud. A new student from Team 1 then comes to the board and changes the word again. (Example: bean) (If necessary, team members can help the student at the board.) Play continues until students can no longer make new words. At that point, Team 2 starts a new round by writing on the board a new word that follows Phonetic Skill 5. Students can change vowels to consonants and vice versa. (Students cannot change the number of letters.) Also, students cannot use nonsense words or the same word twice. A team receives two points for creating a new word that follows Phonetic Skill 5 and one point for any other word. The team with the most points wins. As another variation, limit students to changing only the first letter so that all of the words rhyme. A team receives two points for replacing the first sound with a Blend and one point for replacing it with a single consonant.

Adapt Nonsense Word Scramblers and the variations on Change That Word to accommodate low-level English Language Learners’ limited vocabularies.

Activity 3, Phonetic Skill 5 and Adjacent Vowels, Student Book.

VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that means to brag.” Answer: boast) For additional activities, see Speaking and Listening, Reading Response, and Writing.


ELL


SPELLING

Possible Spelling List: dream, heat, mail, sleep, trail, and train. Add appropriate Most Common Words from List 12. ELL

Vocabulary Strategy 6: Sort Vocabulary, English Language Enhancement. Have students sort their flashcards according to vowel sounds.

SOFTWARE

Have students complete the Phonetic Skill 5 and Adjacent Vowels lesson on the Reading Horizons Elevate® Software.





Change That Word (Games Supplement, Reading Horizons Elevate® Supplementary Materials): Put students in pairs. One student will be student “A,” and the other student will be student “B.” Dictate words from the Student Involvement section of this lesson. After students have written the root word and the word with the suffix as dictated by the teacher, student A will use the root word in a sentence as student B listens. Then student B will use the word with the suffix in a sentence. On the next word dictated, student B will go first, using the root word in a sentence, and student A will use the word with the suffix in a sentence. Note: It will be helpful to discuss verbs and verb forms and usage to ensure students are using the words correctly in their sentences. Model correct usage.

When you dictate words with -ed, be sure that students correctly pronounce the suffix. To review the rules, see Chapter 3, Lesson 40.

ELL

Give students Transfer Card: Adding Suffixes to Phonetic Skill 5. Students should prove each word, as taught in the lesson. The + mark beside a word indicates that the word should be proven and then rewritten, adding the suffix indicated. Then have students read the sentences at the bottom of the card.



Ch. 3 Lesson 52 · Adding Suffixes to Phonetic Skill 5

If your students cannot remember how to add suffixes to words that follow Phonetic Skill 5, review these steps:

1. Look at the final letter of the root word. 2. If the final letter is a vowel, then: a. Look at the final vowel combination. b. If it is not ie or ee, drop the final e, and add the suffix. c. If it is ie and you are adding -ed, drop the final e, and add the suffix. d. If it is ie and you are adding -ing, drop the i and e, and add y and -ing. e. If it is ee and you are adding -ed, -er, or -est, drop the final e, and add

the suffix. f. If it is ee and you are adding -ing, do not drop the final e before adding

the suffix. 3. If the final letter is a consonant, then simply add the suffix.

FYI


READING RESPONSE

Skill Scan (Games Supplement, Reading Horizons Elevate® Supplementary Materials): Have students pull out their library books or other reading material. Give them one minute to identify all of the words that follow Phonetic Skill 5 and/or have suffixes added. Students should write the words on their whiteboards or on a piece of paper. Allow each student the opportunity to read the word(s) they found to the class or to a partner. If the text is level appropriate for the student, the student could also read the entire sentence in which the word is found.

WRITING

Expanded Writing: This activity will provide students the opportunity to build on oral language skills. Now that students have gone through an overview of the parts of speech, students can practice the different parts of speech to improve their writing.

Since this lesson is focusing on adding the suffix -ed to active verbs, it would be valuable to discuss active verbs and teach how to elaborate on the action through the use of adverbs to tell how, when, where, why, and how much. Traditionally, adverbs modify verbs, adjectives, other adverbs, and whole clauses and sentences. Most adverbs are adjectives or participles, plus the ending -ly: badly, quickly, loudly. (Verbs: Chapter 3, Lesson 42; Adverbs: Chapter 3, Lesson 50).

The focus of this activity will mainly be on adverbs of degree and measure telling how much and to what extent.

• Write the following simple sentence on the board: Ting painted. • Students copy the sentence in a notebook or on a separate piece of paper.• Provide students with a list of adverbs of manner, either on the board or on a handout.

(Providing the words is critical because most of these words exceed the students’ current decoding/encoding skills learned up to this point of instruction.) A suggested list has been provided, but add to or modify it as you choose: absolutely, awfully, badly, barely, completely, decidedly, deeply, enormously, entirely, equally, extremely, fairly, fully, greatly, hardly, highly, incredibly, intensely, most, much, nearly, nicely, perfectly, positively, practically, purely, really, scarcely, simply, terribly, thoroughly, totally, utterly, virtually, well.

• Have students choose an adverb and rewrite the sentence adding the adverb, noting that the position of the adverb is variable. (Example: Ting painted really nicely.)

Additional sentence options are included below. Alternatively, come up with your own sentences, or have students come up with their own using skill words found in the lesson. Yolanda needed sleep. Emma dreamed. Asad smiled.



READING/WRITING

Activity 1, Act a Word: Use this activity to review words that follow each phonetic skill. Groups of students act out how to prove each word. Use the following words to get started: sun, camp, go, page, prince, and speed. See the Games Supplement, found in Reading Horizons Elevate® Supplementary Materials, for more-detailed instruction.

Activity 2, Adding Suffixes to Phonetic Skill 5, Student Book.

VOCABULARY

Word Meanings: During listening and dictation, have students keep the words dictated on their boards to play the Eraser Game (Games Supplement, Reading Horizons Elevate® Supplementary Materials) to build vocabulary knowledge. Provide the meaning of a word, and have students erase the word that corresponds to the definition provided. (Example: “Erase the word that describes a way to cook your bread, in the past tense.” Answer: toasted) For additional activities, see Speaking and Listening, Reading Response, and Writing. SPELLING

Possible Spelling List: dreamed, lying, painful, reading, seeing, and sweetest. Add appropriate Most Common Words from List 12. ELL

Vocabulary Strategy 5: Learn Word Families, English Language Enhancement.

SOFTWARE

Have students complete the Adding Suffixes to Phonetic Skill 5 lesson on the Reading Horizons Elevate® Software.







I like to read about __________ .When the server asks if we need anything, I’ll ask for more __________ .

(Example responses: I like to read about dinosaurs. When the server asks if we need anything, I’ll ask for more water.) Discuss possible word choices, addressing parts of speech if desired.

Now have students take turns completing one or both sentences. There should be a one-word answer per blank, although an article or additional descriptive words may also be necessary in some instances.

READING RESPONSE








VOCABULARY

See Speaking and Listening and Writing activities. MEMORIZATION

MCWs Cards, www.rhaccelerate.com/rhe/enrichment-resources. As you teach each of these words, give each student the corresponding MCWs card.

Games That Aid in Memorizing MCWs: To improve recognition speed, have students play Memory, (Games Supplement, Reading Horizons Elevate® Supplementary Materials). Use the MCWs Cards found on www.rhaccelerate.com/rhe/enrichment-resources. Use two identical sets of MCWs Cards. Give each player five cards from one set to hold in his/her hand. Put the remaining cards in a draw pile. Spread the other set of MCWs Cards on the floor or table. From the cards on the table, the first player finds the matching MCWs Card for one of the cards in his/her hand. As a match is made, he/she must say the Most Common Word on the card. He/She may then put the match on the table in front of him/her and draw another card from the draw pile. The second player then finds a match for one of the cards in his/her hand. Continue playing until all cards have been matched. SPELLING

Possible Spelling Lists: Add appropriate MCWs to the spelling lists for Lessons 48-52. ELL




SOFTWARE





Direct or Indirect? Create cards with the words direct and indirect on them, or have students create their own. (Students could also write the letter d for direct on the left side of their whiteboard and the letter i for indirect on the right side of their whiteboard). Read the following sentences aloud for the students, and have them hold up the correct card or point to the correct letter indicating whether the sentence is a direct or indirect quote. (Note: Sentences using direct and indirect quotes can essentially be the same, except for the use of the quotation marks, so it can be difficult to discern auditorily. Because of this, it is important to place emphasis on the commas, pausing where commas exist, to help indicate the use of the quotations.)

Amara said she was afraid of spiders. (indirect)“I need to go to the store,” Mom said. (direct)She asked if I needed help. (indirect)The teacher asked the student to hold the door. (indirect)“Will you turn on the light?” Jamal asked. (direct)“Yes, I will,” the girl said. (direct)

READING RESPONSE

Box It: Provide students with a copy of the following paragraph to read. (You can access this paragraph at www.rhaccelerate.com/rhe/enrichment-resources.) Have students read the paragraph aloud in small groups or in pairs. It could also be read as a whole class. Then have students box the sentences that are direct quotes and underline the sentences that are indirect quotes. The answers are shown below.

Mel asked if we were hungry. I said, “I’m very hungry!” Meg said she was hungry too. Mel asked if we would like to have pizza for lunch. Meg and I both said, “Yes, please!”


Ch. 3 Lesson 54 · Direct and Indirect Quotations


WRITING

Have students select some of the following words to create one or two sentences using a direct quotation, and one or two sentences using an indirect quotation. (Students can use other words not listed below, including Most Common Words or skill words that they have been taught.)

said watch friend* of in your asked going added read not stretch me she he are I bus is spring exclaimed* am sing we went were walk truck* drive this replied* the they eating my a

* These words contains more advanced skills. Focus on its use in direct and indirect quotations. Students should not be asked to prove this word.

READING/WRITING

Direct and Indirect Quotations, Student Book. SOFTWARE

Have students complete the Direct and Indirect Quotations lesson on the Reading Horizons Elevate® Software.

Ch. 3 Lesson 54 · Direct and Indirect Quotations

ch. 3 lesson 33 · short and long vowels

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