Calvert Education Services • Lesson 157

01LMC

1038

NotesLesson 157Materialstwo wide-ruled pads beginner’s pencilModel Words crayonsindex cards with Unit 28 words

BooksWondersCalvert SpellerEYW

Student Assignments ❑ MATHEMATICS ❑ READING

___Read “What Is in Mole’s Sack?” Wonders___Begin writing a folktale___Complete exercises and answer questions___Complete Reading Checkpoint

❑ WRITING ___Write ten words from dictation___Write sentences___Complete Writing Checkpoint

❑ SPELLING ___Identify spelling patterns___Complete Spelling Review, p. 112, Calvert Speller___Complete Spelling Checkpoint

❑ SOCIAL STUDIES ___Read Explore 49, EYW___Complete Explore Activity 49, EYW___Complete Social Studies Checkpoint

❑ GENERAL INFORMATION

MathematicsComplete today’s Math Lesson in the separate Math Lesson Manual.

ReadingIntroduction: Today your student will reread a folktale and learn about a folktale genre. He will use the phonics/decoding strategy to decode words in context. He will reread to build fl uency and write a folktale.

Directed ReadingObjectives: to read a folktale and answer questions about it; to apply the phonics/decoding strategy to decode words in context; to recognize high-frequency words in context; to reread to build fl uency

FolktalesRemind your student that folktales are stories that have been passed down through the years from one family to the next. Reread p. 119 in Wonders with your student.

Explain that “What Is in Mole’s Sack?” is a Native American folktale. Tell your student that in many Native American folktales, Coyote is a main character. Coyote oft en learns a lesson from another animal.

Tell your student that the coyote in this story is very curious. Ask your student when being curious is a good thing and when it might cause problems.

Have your student preview “What Is in Mole’s Sack?” Wonders. Ask him what is happening on p. 129 and what he predicts will happen next.

Lesson 157Lesson 157

Notes

Calvert Education Services • Lesson 157

01LMC

1039

NotesHave your student read “What Is in Mole’s Sack?” As he reads, ask him to tell how he used the strategy to fi gure out new words. Make note of any diffi culties applying the strategy.

Prompt your student in rereading the story. If he is having diffi culty, use prompts such as the following:

• Look at the letters from left to right.

• For what sound does each letter stand?

• Blend the sounds. What is the word?

• Is that a word you know? Does it make sense in the sentence?Instruct your student to read the story. Observe as he models phonics/

decoding strategies. Ask him to tell you how he fi gured out any new words. Make note of any diffi culties.

Discuss these questions with your student and encourage him to speak in complete sentences.

pp. 128–129 What are Mole and Coyote doing? (Mole is cleaning, and Coyote is resting and watching Mole work.)

What is Mole carrying on his back? (Mole is carrying a little sack.)pp. 130–133 Why does Coyote think Mole doesn’t want him to look in the

sack? (Coyote thinks Mole wants to keep the sack for himself.)Why does Coyote take the sack away from Mole? (Mole won’t let Coyote look

in the sack.)What do you think is in the sack? (Answers will vary.)

Build FluencyHave your student choose a part of “Sister Hen’s Cool Drink” and reread it, or reread p. 132. If necessary, model fl uent reading and coach him to read with feeling and expression.

WritingObjective: to write ideas for a folktale

Have your student use this time to begin writing his folktale. He should pick one idea from his list in his journal from the last lesson and start to write actions for the characters to learn their lesson. Remember to include a note on the setting too.

Have your student illustrate the folktale if he has time. He will have more time in the next lesson.

Complete Reading Checkpoint

WritingObjective: to review and practice Model Words

Introduction: Today your student will read and write several sentences.

Instruction: Use this lesson to review any words that your student needs extra practice on. Dictate any sentences that include these words.

Complete Writing Checkpoint

Calvert Education Services • Lesson 157

01LMC

1040

Notes SpellingObjective: to spell a sampling of words from Units 25, 26, and 27: words with the /ôr/ sound spelled or and ore; words with the /är/ sound spelled ar; base words with -er or -est added

Introduction: Today your student will review the spelling patterns of the words in Unit 28.

Instruction: Give your student the cards with the Unit 28 words on them. Have him separate the cards into groups according to spelling patterns. (words with /ôr/ sound spelled or and ore; words with the /är/ sound spelled ar; base words with -er or -est added) Ask him to explain the patterns and to give other examples.

If you feel your student needs more practice with the words, choose one of the activities in the Spelling Practice Sampler, or go directly to the Spelling Review in the Calvert Speller.

Application: Have your student complete Spelling Review on p.  112 in the Calvert Speller. Six of the review words are emphasized on this page, and the remaining words will be the focus in a later activity. Check the page together. Have your student “clap and spell” the words at the top of the page. At the bottom of the page, have him identify the ending he is adding and then spell the word.

Complete Spelling Checkpoint

Social Studies Objective: to learn about early inventors, such as Th omas Edison and Garrett Morgan

Introduction: You have discussed new technology and some early developments that have made important changes in our lives today, such as the automobile and the telephone. (See Lesson 154.) In the next two lessons, your student will be learning about several other important American inventors. Together with your student, look around the room. Which items in the room use electricity? Th ink about your student’s house. Ask him to name all of the appliances he can think of that need electricity to work. Write them down in the following table. Th en ask him what he could use to replace any of the items if the electricity was turned off . (example: a pencil for a computer) Ask: How many of the items could not be replaced? What would life be like without electricity?

Calvert Education Services • Lesson 157

01LMC

1041

NotesElectrical Appliance Nonelectrical Replacement

Instruction: Read to your student Explore 49: Inventions in EYW. Ask him if he remembers Ben Franklin. (See Lesson 92.) What did Franklin learn about electricity? (lightning and electricity; the lightning rod) Many other people aft er Ben Franklin experimented with electricity to see how it could be useful.

Th omas Edison did not invent electricity, but he discovered many new ways to use it in our lives. Have you ever gotten a shock running over a carpet in your socks? Th at is electricity. Th omas Edison was the fi rst American to give us useful ways to use electricity. Garrett Morgan was also an inventor. Can you guess what the machine he invented looks like? Why would Mr. Morgan’s invention save lives?

Application: Have your student complete Explore Activity 49: Inventions in EYW.

Complete Social Studies Checkpoint

General Information Many adults use the familiar “Th irty Days Hath September” to help them remember how many days are in each month. It will probably be of lifelong value to your student if he memorizes it now. (Use this as an extra piece of information.)

Thirty days hath September, April, June, and November.February has twenty-eight alone;All the rest have thirty-one, Excepting leap year; that’s the time When February’s days are twenty-nine.

–Mother Goose

Discovery Education• Edison: Inventor and

Innovator

Rate This Lesson