start_smart_2.pdf

8/12/2019 start_smart_2.pdf

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DAY 4 At A Glance

Oral Language

• Morning MessagePhonemic Awareness• Phoneme Isolation

Phonics• Initial and Final /n/n

• Initial /k/c

Comprehension• Traditional Story: “The Three Little

Pigs”

High-Frequency Words• go, to

Write• Interactive Writing: Sentences

Week 1

Oral LanguageOral Language

Concepts of Print Remind children that words are separated fromeach other by spaces. Call on volunteers to show you the spaces

between the words in the message.

Phonemic AwarenessPhonemic Awareness

Phoneme Isolation: /n/, /k/ Model

Show children how to

isolate initial and final

/n/.

Repeat with initial /k/

using the word coat .

Listen to the beginning sound in nut: /n/.

I will raise my hand because I hear the

/n/ sound at the beginning of nut. Say

the sound with me: /n/. Now listen to the

end sound in pen: /n/. I will raise my hand

because I hear the /n/ sound at the endof pen. Say the sound with me: /n/.

Guided Practice/Practice

Have children practice

isolating initial and final

/n/ and initial /k/.

Guide practice with the

first word.

For initial /k/ use the

words color, cold, type,

call, box, camp.

Listen to these words. Raise your hand

if you hear /n/ at the beginning of each

word.

so name nice boy need not

Now listen to the end sound of thesewords. Raise your hand if you hear /n/ at

the end of the word.

lane far men test tan run

We will see three little pigs.

Who will the pigs meet?Read Aloud Big Book

B EA CDF H I K

M OQRS TUV WX Y Z

L N

G J

P

WrittenbyMary Hogan IllustratedbyConsuelo Udave

S18



Activity Book, page 9

PhonicsPhonicsIntroduce /n/ n, /k/ c

Model

Display Alphabet

Card Nn.

Repeat for initial

/k/c .

The name of this letter is n. The letter n

stands for the /n/ sound you hear at the

beginning of the word nest . Say the name

of the letter with me: n. Say the sound

with me: /nnn/. I’ll hold up the letter cardfor n to show that I hear the /n/ sound.

Listen to the end of this word: fan. Now I

hear the /n/ sound at the end of the word

fan.


Distribute Small Letter

Cards n and c . Say thewords for initial /n/n

and /k/c. Guide practice

doing the first two

together.

Listen to these words. If the word

begins with /n/, like noon, I’ll hold up

my n card. If it does not begin with /

n/, like sun, I will not hold up my card.

Now you try it.

nose new lion box

nickel rose nurse night

Say the words for final /n/n. Guide practice

doing the first two

together.

Listen to these words. If the word endswith the /n/ sound, like fan, hold up

your n card. If it does not end with /n/,

do not hold up your card.

lid queen hen big

train sun sleep can

Reinforce sound/symbol relationships as you read the Big Book.

Can children identify initial /n/n, final /n/n, and initial /k/c ?

Can they match letters n to /n/ and c to /k/?

Objectives

• Match the letter n to thesound /n/

• Match the letter c to the

sound /k/

Materials

• Large Alphabet Cards: Nn, Cc

• Big Book: Animal Alphabet,

pp. 4, 18

• Small Letter Cards: n, c

• Letter Cards BLM; Teacher’s

Resource Book, p. 88

• Teacher’s Resource Book,

pp. 242–253

• Start Smart Activity Book,

pp. 9–10

Week 1 Day 4

<Insert redux>


CcNn

B EA CDF H I K

M O

QRS TU

V WX Y Z

L N

G J

P

Writtenby MaryHogan IllustratedbyConsueloUdave

Big Book

andwritingHandwritingYou may want to have children practice their letter

formations using the handwriting prompts in the

Teacher’s Resource Book. For ball and stick and

slant models, see pages 242–253.

Start Smart S19

http://anc/start_smart_pb.pdf

http://anc/teachers_rb.pdf
















Read Aloudpages 237–240

Week 1 Day 4

Objectives

• Understand story structure• Identify the characters in a

read aloud

Materials

• Read-Aloud Anthology

Share the Read AloudShare the Read AloudListening Comprehension

GENRE: TRADITIONAL STORY

Tell children that some stories have been told for many, many

years. Children’s parents and grandparents probably heard these

stories when they were young. Ask children to recall stories they

know that begin “Once upon a time” or “Once.”

INTRODUCE “THE THREE LITTLE PIGS”

■ Introduce Tell children that you are going to read a very well-

known story. Read aloud the title. Point out that there is no

author. The story has been told for so many years that no one

knows who first made it up. Ask children if they have heard or

read the story before. Show and discuss the illustration.

■ Strategy: Story Structure Explain that a story has different

parts that all fit together. When you know the parts, you can betterunderstand what the story is about.

■ Skill: Identify Character Explain that the people or animals in a

story are called the characters. Point out that children can learn a

lot about the characters from how they act and what they say in

the story.

■ Expand Vocabulary: See page 237 of the Read-Aloud Anthology

to teach new words.

READ “THE THREE LITTLE PIGS”

Read the story to children. Point out the characters as they come up in

the story and write them on the board.

RESPOND

Talk About It Ask children to give their reactions to the story and tell

what their favorite part was. Ask them to describe the characters, then

write their descriptions next to the character names on the board.

How are the brothers alike? How are they different? How could you tell?

Beginning

Use Photographs Show

pictures of straw, sticks, and

bricks. Is this a brick? Is this straw?Can you point to the brick? Say

brick . What else do you see?

Intermediate

Pantomime/Model Show

pictures of straw, sticks, and

bricks and have children identify

each one. Model pantomiming

building a house of straw and

have children chant, “I’ll huffand puff and blow it down.”

Have children repeat the process

with a house of sticks. Last,

have them pantomime building

with bricks and not being able

to blow the house down. Why

didn’t the house of bricks fall

down?

Advanced

Use Descriptive Words Write

each word and then discuss

the meanings of huff and puff,

a gruff voice, shook, trembled,

and fright . Invite children to

demonstrate each meaning.

Then ask them to think of words

that have the same meaning,

such as take a deep breath, arough voice, shake, and feeling

afraid .

S20



Week 1 Day 4

Objectives

• Learn high-frequency words

go, to

• Review high-frequency

words I, can, we, like, see, the

• Write sentences in an

interactive environment

Materials

• Vocabulary Cards: go, to, I,

can, we, like, see, the

• pocket chart

• chart paper

• Start Smart Reader; Start

Smart Activity Book,

pp. 11–12

High Frequency WordsHigh-Frequency Words go, to

INTRODUCE

■ Display the Vocabulary Cards for go and to in a pocket chart.

Point to and say the word go. This is the word go. It is spelled g-o.

I go to my desk .

■ Have children read, spell, and write go.

■ Follow the same steps to introduce to.

■ Have children work in pairs to make up sentences using go and to.

■ Word Wall You may wish to add these words.

■ Review Use the same routine to review I, can, we, like, see, and

the.

Start Smart Reader

PREVIEW/PREDICT

Show children how to remove and fold the book.

Display the cover of the book. Read the title

chorally and ask children what they think the story

will be about. Have children take turns reading the

book aloud to a partner.

Can children identify the words go and to?

Interactive WritingInteractive Writing

SentencesBRAINSTORM

■ Ask children to think of a place they go with their friends or

family. On chart paper, make a list of places.

WRITE

■ Read the class list with children. On chart paper, write the

sentence starter I can go to . Have children read italoud. Have each child complete the sentence with one of the

places from the class list. Write children’s sentences on chart

paper. Reread the sentences.

Demonstrate Meaning Move

to different places in the

classroom as you describe what

you are doing: I go to the door.

I go to the window. I go to Sam’s

desk . Then emphasize go as you

move to various locations and

ask, Where do I go now? Call on

volunteers to answer.

Start SmartReader

Start Smart S21








DAY 5 At A Glance

Oral Language• Morning Message

Phonemic Awareness• Phoneme Isolation

Phonics• Initial /f/f

• Initial /h/h

Comprehension• Retelling: “The Three Little Pigs”

High-Frequency Words• have, a

Write• Independent Writing: Sentences

Week 1


Concepts of Print Read the message. Point out that some words arelong and some words are short. As examples, underline pig and straw,

pig and sticks, and pig and bricks in the different sentences. Count

with children the number of letters in each of the words.

Phonemic AwarenessPhonemic AwarenessPhoneme Isolation: /f/, /h/

Model


isolate initial /f/ and /h/.

Listen to the beginning sound in fox: /f/.

I’ll raise my hand because I hear the /f/

sound at the beginning of fox . Say /f/.

Listen to the beginning sound in horse:

/h/. I’ll raise my hand because I hear /h/at the beginning of horse. Say /h/.



isolating initial /f/ and

/h/. For initial /h/, use the

words heart, horn, run,

happy, high, moose, hope,hand, sit, help.


first word.


if you hear /f/ at the beginning of each

word.

fire sea fast fall final

dog finger first job fun

One pig can get straw.

One pig can get sticks.One pig can get bricks.

Read Aloud Big Book

B EA CDF H I K

M OQRS TUV WX Y Z

L N

G J

P


S22



Week 1 Day 5

PhonicsPhonicsIntroduce /f/ f , /h/ h

Model

Display Alphabet

Card Ff .

Repeat routine

with initial /h/h.

The name of this letter is f . The letter f

stands for the /f/ sound you hear at the

beginning of fish. Say the name of the

letter with me: f . Say the sound with me:

/fff/. I’ll hold up the letter card for f toshow that I hear the /f/ sound in fish.



Cards f and h. Say the

words for initial /f/f and

/h/h. Do the first two

together.


begins with the /f/ sound, like fish,

hold up the f card. If the word begins

with the /h/ sound, like house, hold

up the h card. Let’s do the first two

together.

farm hair father hive hook

fish hungry four hill food

To practice letter/sound fluency, hold up the letter cards and have

children name each letter and sound as quickly as they can.

Reinforce sound/symbol relationships for initial /f/f and initial /h/h as

you read the Big Book.

• Can children identify /f/f and /h/h at the beginning of a word?

• Can they match letters f to /f/ and h to /h/?


Objectives

• Match letter f to /f/

• Match letter h to /h/

Materials

• Large Alphabet Cards: Ff, Hh

• Big Book: Animal Alphabet ,

pp. 8, 10–11

• Small Letter Cards: f, h




pp. 242–253


pp. 13–14


Ff Hh

B EA CDF H I K

M O

QRS TU

V WX Y Z

L N

G J

PWrittenby MaryHogan IllustratedbyConsueloUdave

Big Book





Start Smart S23


















Week 1 Day 5

Objective

• Retell “The Three Little Pigs”

Materials


pp. 237–240

• Retelling Cards; Start Smart

Activity Book, pp. 15–16

Share the Read AloudShare the Read AloudRetelling

REREAD “THE THREE LITTLE PIGS”

Tell children that as you read, they should listen carefully and try to

remember as much of the story as they can. During your reading,

encourage children to chime in on the recurring sentences. Also,

begin to make children aware of story structure by asking at different

points in the story: What happens first? What happens next? How doesthe story end?

RETELL THE STORY

■ Show the Retelling Cards for “The Three Little Pigs” in mixed-up

order. Ask children to think about the story and put the cards in

the correct order. Provide help as needed. What happens at the

beginning of the story? What happens in the middle? What happens

at the end?

■ Model the story as completely as possible. Use the Retelling Cards

as props. Involve children by stopping at two or three places so

they can add a few of the details. Help them with prompts, such

as What happened then? What did the wolf say? What did the little

pig say?

■ Practice with children. I’m going to retell the story of “The Three

Little Pigs,” but I’m going to leave out two or three important parts. I

want you to help me. Listen carefully and tell me some of the things I

need to add.

■ Review retelling by having children retell a story from a favorite

television show, video, or movie. Have them identify the main

characters and tell what happened in the story.

Generate Questions Ask

children what words they did

not understand. Provide support

by asking questions, such as

Which made the best house—straw, sticks, or bricks? Which pig

had the best ideas? Why?

Retellings

Why Retellings are oral or

written recalls of text which

allow teachers to monitor

comprehension. Children

are encouraged to recall as

much of a text as possible.

As they retell, they must

recall the selection and

think about critical selection

features.

How

• Model Retelling Use

the prompts on the first

few Retelling Cards to

model retelling. Show

children how to recall basic

events and details of the

selection.

• Guide Retelling Use the

remaining Cards to guide

children’s retelling. Ask

guided questions to help

children retell the selection

and important features.

• Discuss the Retelling

Encourage children to

summarize selection

concepts by asking higher-order questions.

S24







High Frequency WordsHigh-Frequency Words have, a

INTRODUCE

■ Display the Vocabulary Cards for have and

a in a pocket chart. Point to and say the word

have. This is the word have. It is spelled h-a-v-e. I

have fun at school.

■ Have children read, spell, and write have.

■ Follow the same steps to introduce a.

■ Have children work in pairs to make up

sentences using have and a.


■ Review Use the same routine to review I, can,

we, like, see, the, go, and to.

Can children identify the words have and a?

Independent WritingIndependent WritingSentences

BRAINSTORM

■ Ask children to think of and name favorite things they have.

■ On chart paper, make a list of children’s ideas.

WRITE

■ Read the class list together. On chart paper, write the sentenceframe I have a . Have children read it aloud.

■ On notepaper, have each child complete the sentence with one

of the ideas on the class list.

■ Have children read aloud their sentences. Write them on chart paper.

Objectives


have, a

• Review high-frequency

words I, can, we, like, see, the,

go, to

• Write sentences

independently

Materials

• Vocabulary Cards: have, a, I,

can, we, see, the, go, to

• pocket chart

• chart paper

• paper and pencil

Compare Point to children one

at a time and say, You have a

nose. I have a nose. Follow the

same procedure with other

body parts or clothing items.

Focus on a by pointing to one

shoe and a pair of shoes and

say, Here is a shoe. Here are someshoes.

Week 1 Day 5

Start Smart S25



B EA CDF H I K

M O

QRS TUV WX Y Z

L N

G J

PWrittenbyMary Hogan IllustratedbyConsueloUdave

Big Book



Phonics• Initial Short /i/i

Comprehension• Rhyme: “That’s What I Need”

High-Frequency Words• play, you

Write• Shared Writing: Sentences

Week 2


Concepts of Print Read the message. Point out that some words arelong and some words are short. As examples, point out today and we,

have and a. With children, count the letters in each word.

Phonemic AwarenessPhonemic Awareness

Phoneme Isolation /i/ Model


isolate initial /i/.

Listen to the beginning sound in

iguana: /i/. I hear the /i/ sound at the

beginning of the word iguana. Say the

sound with me: /i/. I’ll clap because I

hear /i/ at the beginning of iguana.



isolating inital /i/ using

the examples provided.


first two words.

I will say some words. Tell me which

sound you hear at the beginning.

alligator inch it

into ambulance ink

cut same igloo

mom itch at

DAY 1 At A Glance

Today we will talkabout pets.

Do you have a pet?

S26



andwritingHandwriting

You may want to have children practice their letterformations using the handwriting prompts in the



Objective

• Match letter i to its short /i/

sound

Materials

• Large Alphabet Card: Ii


p. 12

• Small Letter Card: i




pp. 242–253• Start Smart Activity Book,

pp. 17–18

PhonicsPhonicsIntroduce Short /i/ i

Model

Display Alphabet

Card Ii.

The name of this letter is i . The letter

i stands for the /i/ sound you hear at

the beginning of the word iguana. Say

the name of the letter with me: i . Say

the sound with me: /iii/. I’ll hold up theletter card for i to show that I hear the /i/

sound at the beginning of iguana.



Card i . Say the words for

initial /i/i . Do the first

two with children.

I will say some words. If the word

begins with the /i/ sound, like iguana,

hold up the i card. If it does not begin

with the /i/ sound, do not hold up thecard. Let’s do the first two together.

iguana hat if in as

imagine ink igloo add is

Reinforce sound/symbol

relationship for /i/i. Read

page 12 in Animal Alphabet.

Point to the first word inthe sentence that begins

with the short /i/ sound.

The name Iggy begins with the

/i/ sound. Say it with me: Iggy .

What other word begins with the /i/

sound? The word inventing beginswith the /i/ sound. Say it with

me: inventing. Listen for /i/ at the

beginning of the word.

Can children identify short /i/i at the beginning of a word?

Can they match letter i to short /i/?

© M a c m i l l a n / / M c G r a w - H i l l

Name i

Vowel i

Say each picture name. Write an i next to the picture if its namebegins with the i sound.

At Home:

Have your childchoose one ofthe pictures and write a sentenceabout it.

1717Start Smart • Week 2

i i

i

i i


Week 2 Day 1

Ii

B EA CDF H I K

M O

QRS TU

V WX Y Z

L N

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Big Book


Name

t s f a i f p h n

c m p n m h s i h

i f a p n t f p sReview

Say each picture name. Circle the letter that stands for thebeginning sound of each picture name. Then write the letter.

At Home

Have your child choose a picture andwrite a sentence to go with it.

18 Start Smart • Week 2

f a n

c m h

f p s


Start Smart S27


















Week 2 Day 1

Beginning

Repetition Show pictures of

common pets (cat, dog, fish,

bird) and name them. Ask

children to say each name with

you as you show the picture.

Then have children point to the

correct picture when you say

the name.

Intermediate

Pantomime Have children

name different kinds of pets.

Then ask them to take turns

pantomiming pets for the other

children to identify.

Advanced

Answer Questions Have

children talk about pets they

have seen. What kind of pet is it?

What does it look like?

Objectives

• Recognize rhyme

• Talk about kinds of pets by

name

Materials

• Teaching Chart S3

• Start Smart transparency 3

Share the RhymeShare the RhymeListening Comprehension

BUILD BACKGROUND

Ask children if they have ever wanted a pet. What kind was it? Did you

get it? Why or why not? Tell children that you are going to read aloud a

rhyme about a girl who wants a pet.

READ “THAT’S WHAT I NEED”

Read aloud the title. Show the illustration and have children name thepets. Then read aloud the rhyme with rhythm and expression, slightly

stressing the rhyming words indeed and

need . Explain that rhyming words have

the same ending sounds, like indeed

and need . They rhyme. Repeat the

reading several times, asking children

to join in.

RESPOND

Talk About It Ask children what they

liked about the rhyme. Then reread the

rhyme. Have children chorally chant

it. Tell children you are going to leave

out the word pet and replace it with

the name of a kind of pet. I want a dog.

I do indeed. A dog of my own, That’s what

I need! Ask children to suggest other

types of pets to use.

Teaching Chart S3/Start Smart Transparency 3

S28

W k 2 D 1

http://anc/teaching_chart_1.pdf

http://anc/s_trans.pdf









Week 2 Day 1

Objectives


play, you

• Write sentences in a shared

writing environment

Materials

• Vocabulary Cards: play, you

• pocket chart

• chart paper

Teaching High-Frequency

Words

Why

High-frequency words

are the words that appear

most often in books. The

words represent more than

60 percent of the wordsin early reading materials.

Learning to recognize these

high-frequency words by

sight is critical to developing

fluency in reading.

How

• Offer instruction in the

high-frequency words,

using word cards.• Reinforce the words

by using them in your

Morning Message and

writing activities, and

at other times that you

write and share print with

children.

High Frequency WordsHigh-Frequency Words play, you

INTRODUCE

■ Display the Vocabulary Cards for play and you in a pocket chart.

■ Point to and say the word play. This is the word play. It is spelled

p-l-a-y. I like to play games. Have children read, spell, and

write play.

■ Follow the same steps to introduce you.

■ Have children work in pairs to make up sentences using these

words.


Can children identify the words play and you?

Shared WritingShared WritingSentences

BRAINSTORM

■ Ask each child to think of one game or sport that he or she likes

to play.

■ On chart paper, make a list of children’s favorite games and sports.

WRITE

■ Read the class list together.

■ On chart paper, write the sentence frame

Can you play ? Have childrenread it aloud.

■ Have each child complete the question

with one of the ideas on the class list.

■ Write children’s questions on chart paper.

Reread the sentences.

■ Have children take turns reading a question

and answering it.

Use Context Name a common

game like “ball” or “cards” and

pantomime it, saying, I play ball .

Have a child pantomime the

game and say, I play [the game].

Point to a child and say, You are

[child’s name]. Then ask each

child to say to a partner You are

and the partner’s name. Practice

with several pairs of volunteers.

Start Smart S29

W k 2



Week 2

DAY 2 At A Glance

Read Aloud

Big Book

B EA CDF H I K

M OQRS TUV WX Y Z

L N

G J

P




Phonics• Initial and Final /d/d

• Initial /r/r

Comprehension• Fiction: “Aunt Minnie and the

Twister”

High-Frequency Words• he, is

Write• Shared Writing: Sentences


Concepts of Print After reading the message and tracking the print,

point out the spaces as you explain that the spaces separate words.

Phonemic AwarenessPhonemic AwarenessPhoneme Isolation /d/, /r/

Model



/d/.

Repeat with initial /r/

using ran.

Listen for the beginning sound in

dog: /d/. I hear the /d/ sound at the

beginning of dog. Say the sound with

me: /d/. Now listen to the ending sound

in had: /d/. I’ll raise my hand because I

hear the /d/ sound at the end of had .




/d/ and initial /r/ using the

examples provided. Guide

practice with the first

word.

Repeat the routine forinitial /r/ using the first set

of words.

Listen to these words. If you hear /d/ at

the beginning of the word, raise your

hand. We’ll do the first one together.

race duck rock run reach

deep door rose dare done

Now listen to the end sound of these

words. Raise your hand if you hear the /d/sound at the end of the word.

made read tap said fun

sad good sled home food

Stories have a beginning.

They have a middle.They have an end.

S30

Week 2 Day 2



PhonicsPhonicsIntroduce /d/ d , /r/ r

Model

Display

Alphabet

Card Dd .

Repeat routine with

initial /r/r .

The name of this letter is d . The letter d

stands for the /d/ sound you hear at the

beginning of duck . Say the name of the

letter with me: d . Say the sound with

me: /d/. I’ll hold up the letter card for d to show that I hear the /d/ sound. Listen

to the end sound of this word: sled . I

hear the /d/ sound at the end of sled .



Card d . Say the words

for initial /d/d . Do the first

two together.

Repeat the routine for initial

/r/r .


begins with the /d/ sound, like duck ,

hold up the d card. Let’s do the first

two together.

dime rug dirty dust rain

rice day rope dish red

Say the words for final /d/d .

Do the first two together.

Now listen to the end sound of these

words. If the word ends with /d/d , like

sled , hold up the d card. If it does not

end with d , do not hold up the card.lead top mad pond

slide box proud could

Reinforce sound/symbol

relationships using the Big

Book. Read page 5 in

Animal Alphabet.

Point to the first word that begins

with /d/d . The name Donna begins

with /d/. What other word begins with

/d/d ? Yes, dancing begins with /d/d .

Repeat for initial /r/r: radio, can, riddle, fox, row, rattle, sad, rub.

• Can children identify initial /d/, final /d/, and initial /r/?

• Can they match letters d to /d/ and r to /r/?



Namer

Consonant r

Say each picture name. Write an r next to the picture if its namebegins with the r sound.

At Home:

Have yourchildchoose a favoritewordfromtheexerciseanduseitin a sentence.

20 Start Smart • Week 2

r r

r r

r r r


Objectives

• Match letter d to its sound

/d/

• Match letter r to its sound /r/

Materials

• Large Alphabet Cards: Dd, Rr


pp. 5, 22–23

• Small Letter Cards: d, r



• Teacher’s Resource Book, pp. 242–253


pp. 19–20

Week 2 Day 2

RrDd

B EA CDF H I K

M O

QRS TU

V WX Y Z

L N

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Big Book



Teacher’s Resource Book, pages 242–253.

Start Smart S31

Week 2 Day 2



















Beginning

Explain Write the words

beginning, middle, and end on

the board. Have children repeat

the words with you. Tell children

that the beginning comes first,

the middle next, and the end

last in a story.

Intermediate

Activate Background

Knowledge Read or tell a

simple story that is familiar to

children. Repeat events from

the story and ask volunteers touse the words beginning, middle,

and end to tell you where those

events belong in the story.

Advanced

Brainstorm Encourage children

to make up a simple story as a

group. Have volunteers suggest

events that could happen at thebeginning, middle, and end of

the story.

Objectives

• Understand fiction

• Understand story structureand plot

Materials


Share the Read AloudShare the Read AloudListening Comprehension

GENRE: FICTION

■ Remind children that a story tells about things that an author

has made up.

INTRODUCE “AUNT MINNIE AND THE TWISTER”

■ Introduce Tell children that today you will be reading a

made-up story about a woman who cares for many children,

and about a big storm. Read aloud the title. Show the story

illustration and have children tell you what they see.

■ Strategy: Story Structure Remind children that the events in

a story happen in a particular order. Tell them to listen for the

order of events in this story.

■ Skill: Plot Tell children that stories have a beginning, middle, and

end. Tell them to pay careful attention to what happens at the

beginning, the middle, and the end of today’s story.

■ Expand Vocabulary: See page 115 of the Read-Aloud Anthology

to teach new words.

READ “AUNT MINNIE AND THE TWISTER”

■ Stop at the end of the first page of the story. Explain that you

have just read the beginning of the story. The writer has told you

about Aunt Minnie.

■ Stop after “Now let’s see what mischief the twister did.” Explain

that you have just finished the middle of the story, where most

of the story events happened. Explain that you are about to read

the end of the story, where children will find out how the story

turns out.

RESPOND

Talk About It Ask children to tell you what they liked about the

story. Have volunteers name their favorite parts. Reread some of these

parts and ask children to tell you whether the events happened at the

beginning, the middle, or the end of the story.

Week 2 Day 2

Read Aloudpages 115–119

S32

Week 2 Day 2



High Frequency WordsHigh-Frequency Words he, is

INTRODUCE

■ Display the Vocabulary Cards for he and is in a pocket chart.

Point to and say the word he. This is the word he. It is spelled h-e.

He is a boy . Have children read, spell, and write he.

■ Follow the same steps to introduce is.

■ When introducing each new word, note any phonics elements

that have been previously taught. Review how to decode the

familiar letter sounds in the new words. In the word he the letter h

stands for the /h/ sound. Listen for /h/ as I say the word he.

■ Have children work in pairs to make up sentences using he and is.


■

Review Use the same routine to review play and you.

Start Smart Reader

PREVIEW/PREDICT

Show children how to remove and fold the book.

Display the cover and read the title chorally. Ask

children what they think the story will be about.

Have them take turns reading the book aloud toa partner.

• Can children read he and is?

Shared WritingShared WritingSentences

BRAINSTORM

■ Have children name all of the boys in the class. On chart paper,

make a list of the boys’ names.

WRITE

■ Read the list of names together. On chart paper, write the

sentence frame He is . Have children read it aloud.

Objectives


he, is• Review high-frequency

words play, you

• Write sentences in a shared

writing environment

Materials

• Vocabulary Cards: he, is,

play, you

• pocket chart

• Start Smart Reader; StartSmart Activity Book,

pp. 21–22

• chart paper

Week 2 Day 2

Ask Questions While

pointing to a boy in the class,

ask children, Who is he? Tell themto answer you in a sentence

using today’s high-frequency

words: He is [the name of the

boy].

Start SmartReader

Start Smart S33

Week 2








DAY 3 At A Glance



Phonics• Initial and Final /b/b

• Initial /l/l

Comprehension

• Rhyme: “Click! Click! Click!”

High-Frequency Words• she, and

Write• Interactive Writing: Sentences

B EA CDF H I K

M O

QRS TUV WX Y Z

L N

G J

PWrittenbyMary Hogan IllustratedbyConsueloUdave

Big Book

Week 2


Concepts of Print Point to each word as you read the message aloud

with children. Invite volunteers to point to spaces between words.

Phonemic AwarenessPhonemic AwarenessPhoneme Isolation /b/, /l/

ModelShow children how to


/b/.

Repeat for initial /l/

using light.

Listen to the beginning sound in bath:

/b/. I’ll raise my hand because I hear

b at the beginning of bath. Say the

sound with me: /b/. Now listen to the

end sound in web: /b/. I’ll raise my hand

because I hear the /b/ sound at the end

of web.




/b/ and initial /l/. For

initial /I/ use the first set

of words again.


first word.


if you hear /b/ at the beginning of each

word.

bed lizard bark little laughboy bear leg bike love

Now listen to the ending sound. Raise

your hand if you hear /b/ at the end.

web sob sack bib hit job club fun tub clap

We will read a rhyme.

I will read it out loud.You will read it, too.

S34

Week 2 Day 3



PhonicsPhonicsIntroduce /b/ b, /l/ l

Model

Display

Alphabet

Card Bb.

Repeat

routine forinitial /l/I .

The name of this letter is b. The letter b

stands for the /b/ sound you hear at the

beginning of bear . Say the name of the

letter with me: b. Say the sound with me:

/b/. I’ll hold up the letter card for b toshow that I hear the /b/ sound in bear .

Listen to the end of this word: grab. I’ll

hold up the letter card because I hear the

/b/ sound in grab.



Cards b and l . Say thewords for initial /b/b.

Guide practice for the

fist two.

Repeat for initial /l/ using

the letter cards.


begins with the /b/ sound, like bear ,hold up the b card.

bike lost listen bowl bake

bread lunch life lucky baby

Say the words for final

/b/b. Do the first twotogether.

Reinforce sound/spelling

relationships using the

Big Book. Read page 3

in Animal Alphabet .

Listen to the end sound of these

words. If the word ends with /b/, likegrab, hold up the b card. If it does not

end with /b/, do not hold up the card.

knob red bulb cub hall rib

Can children identify initial /b/ , final /b/, and initial /l/?

Can they match letters b to /b/ and l to /l/?

Objectives

• Match letter b to its sound /b/

• Match letter l to its sound /l/

Materials

• Large Alphabet Cards: Bb, Ll


pp. 3, 16

• Small Letter Cards: b, l




pp. 242–253• Start Smart Activity Book,

pp. 23–24


y


Bb Ll

B EA CDF H I K

M O

QRS TU

V WX Y Z

L N

G J


Big Book





Start Smart S35

Week 2 Day 3


















Objectives

• Recognize words that rhyme

with -ick • Generate words that rhyme

with -ick

Materials

• Teaching Chart S4

• Start Smart Transparency 4

Share the RhymeShare the RhymeListening Comprehension

BUILD BACKGROUND

Talk with children about how sometimes an action can make a sound.

Snap your fingers and say the word click to demonstrate. Tell children

you will read them a rhyme to which they can snap and then they can

think of more words that rhyme.

READ “CLICK! CLICK! CLICK!”

Read the title and show the illustration. Ask children what they think

the rhyme will be about. Then read aloud the rhyme with rhythm

and expression, slightly stressing the rhyming words click and chick .

Remind children that rhyming words end with the same sounds like

click and chick . Repeat the reading several times, asking children to

join in.

RESPOND

Talk About It Ask children if they liked the

rhyme. Ask them if they think snapping

fingers make a click sound. Snap your f ingers

to demonstrate. Ask children what other

words they can think of that rhyme with click

and chick. (sick, lick, pick, kick ) Reread the

rhyme and encourage children to replace the

word chick at the end with other rhyming

words.

Teaching Chart S4/Start Smart Transparency 4

Beginning

Recognize Rhyming Words

Say, stop and mop. Do these

words rhyme? Continue in the

same way with sock and soft,

cake and make, and cap and dog.

Have children echo words that

rhyme.

Intermediate

Identify Rhyming Words Say,

stop, mop, fish. Which two words

rhyme? Continue in this way with

sock, soft, rock; cake, make, toy;

dog, frog, cap. Have children saywords that rhyme.

Advanced

Practice Rhyming Say, man,

fan, toy. Which two words rhyme?

Who can think of another word

that rhymes with man and fan?

Continue in this way with fish,

wish, book; hat, frog, sat; sew,run, go. Have children generate

words that rhyme.

S36

Week 2 Day 3











Objectives


she, and • Review high-frequency

words play, you, he, is

• Write sentences in an

interactive writing

environment

Materials

• Vocabulary Cards: she, and,

play, you, he, is

• pocket chart

• chart paper

High Frequency WordsHigh-Frequency Words she, and

INTRODUCE

■ Display the Vocabulary Cards for she and and in a pocket chart.

Point to and say the word she. This is the word she. It is spelled

s-h-e. She is a girl.

■ Have children read, spell, and write she.

■ Have children work with a partner to make up sentences using

the word she.

■ Follow the same steps to introduce and .

■ When introducing each new word, note any phonic elements that

have been previously taught. Review how to decode the familiar

letter sounds in the new words. In the word and , the letter a stands

for the /a/ sound. Listen for /a/ as I say the word: and.


■ Review Use the same routine to review play, you, he, and is.

Can children identify the words she and and ?

Interactive WritingInteractive WritingSentences

BRAINSTORM

■ Have children think of foods they like.

■ On chart paper, write the word Foods and make a list of the

words children suggest.

WRITE

■ Read the list of words together. On chart paper, write the

sentence frame She likes and . Have children read it

aloud.

■ Have each child complete the sentence with two of the foods

from the list.

■ Write children’s sentences on chart paper. Reread the sentences,

tracking the print.

Make Statements

Point to a girl in the class and

say, She says and .

(Examples: hello and goodbye;

stop and go) Encourage children

to repeat the sentence, filling

in the blanks with words they

know.

Start Smart S37

start_smart_2.pdf

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