building on patterns - aph on patterns teacher’s edition the primary braille literacy program unit...

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BUILDING ON PATTERNSSecond Grade • Unit 1Lessons 1-6

Print Teacher’s Edition

BUILDING ON PATTERNSTeacher’s Edition

The Primary Braille Literacy ProgramUnit 1: That’s So Silly!Second Grade Level

Eleanor PesterProject Leader

Unit AuthorsKate DilworthKristen BuhlerSue Schimmelpfennig

Copyright © 2011American Printing House for the Blind, Inc.

Louisville, KentuckyAll rights reserved.

Printed in United States of America.

That’s So Silly! Unit 1 i

That’s So Silly! L essons 1-6 Unit 1

Building On Patterns Writing Team

LeAnn Nannen Alexander, Teacher of Students with Visual Impairments, Certifi ed Orientation and Mobility Specialist, North Little Rock School District (AR)

Luanne Blaylock, Teacher of Students with Visual Impairments, Certifi ed Orientation and Mobility Specialist, Pulaski County Special School District (AR)

Kristen Buhler, Teacher of Students with Visual Impairments, Northwest Regional ESD (OR)

Jo Ellen Croft, Teacher of Students with Visual Impairments, Certifi ed Orientation and Mobility Specialist, Pulaski County Special School District (AR)

Kate Dilworth, Teacher of Students with Visual Impairments, Certifi ed Orientation and Mobility Specialist, Columbia Regional Program (OR)

Izetta Read, Teacher of Students with Visual Impairments, Santa Barbara County Education Offi ce (CA)

Sue Schimmelpfennig, Teacher of Students with Visual Impairments, Northwest Regional ESD (OR)

Robin Wingell, Teacher of Students with Visual Impairments, Santa Barbara County Education Offi ce (CA)

ContributorsAPH Building on Patterns Team

Eleanor Pester, Building on Patterns Project Leader

Terri Gilmore, Graphic Designer

Elaine Kitchel, Low Vision Project Leader

Cathy Senft-Graves, NLS Certifi ed Literary and Nemeth Braille Transcriber

Project Consultants

Cay Holbrook, Associate Professor, University of British Columbia (BC, Canada)

Deanna Scoggins, Teacher of Students with Visual Impairments (Retired), Kentucky School for the Blind (KY)

Mila Truan, Teacher of Students with Visual Impairment & Reading Specialist (Retired), Tennessee School for the Blind (TN)

Reference Citation

Dilworth, K., Buhler, K., Schimmelpfennig, S., & Pester, E. (2011). Building on patterns: The primary braille literacy program: Second grade: Unit 1. That’s so silly! (Teacher’s ed.). Louisville, KY: American Printing House for the Blind.

Unit 1 L essons 1-6 That’s So Silly!

ii Unit 1 That’s So Silly!

Phonics Language New Reading Words

1. Miles of Smiles Two sounds of c, g, and s; consonant review

Kinds of sentences; compound words; capitalization of sentences

long, longest, afraid, eye, between, problems, guess, Ana, Isabel, Marcus, Mr. Ortiz

2. The Prankster Children

gh /g/ and /f/; ch, sh, th, wh; introduce the term digraph

Noun-verb sentence pattern; infl ectional endings s, ed, ing; review hyphen

prank, prankster, April, being, stairs, downstairs, upstairs, notice, confused, wonder, a.m., really, salt, coffee, erase, eraser, board, cardboard, whole, recess, quarter, Benjamin, Billy, Tommy Hatfi eld, Ms. Cheever

3. The Strange Case of the Little Hen

Two- and three-letter blends tw, spl, scr, spr, str, squ

Sentence subjects; capitalizing proper nouns

strange, SE, surprised, doughnut, horoscope, middle, editor, sincerely, truly, Sam, Rick, Grandpa Jones, Karla Cow, Ima Bigwig, Curly Sheep, Monday, Tuesday, Wednesday

4. According to Maggie

Double consonants bb, cc, dd, ff, gg

Comma before dialogue carrier, in direct address, and in a series; verbs

according, cousin, ignore, around, monkey, move, moving, laundry, found, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel

Unit 1— That’s So Silly!, 73 pgs.Scope and Sequence Chart

That’s So Silly! Unit 1 iii


Spelling Words Braille KnowledgeStudent Writing Topics

Oral Vocabulary Words

judge, wage, face, page, once, drive, class, grab, huge, bridge, quick, pledge, his, has, yes

between; review letter sign; introduce double capital sign

Jokes groan, distract, exasperated

spaghetti, phone, ghost, change, thick, think, which, match, shall, their, these, those, ship, child, children; ABC order

gh, ch, sh, th, wh; their, these, those, shall, which, child, children; review hyphen

Story episode about pranks

prank, fool, foolish

skate, split, three, shrink, street, grand, squeeze, blind, friend, braille, twelve, spirit, spring, prize, scratch

blind, friend, braille, spirit Letter to the editor

stretch your wings

coffee, accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger, add, offi ce, different, suggest

bb, cc, dd, ff, gg; according

A Place for Everything book

according to, misjudge, independent

Unit 1—That’s So Silly!, 73 pgs.Scope and Sequence Chart


iv Unit 1 That’s So Silly!

Phonics Language New Reading Words

5. Silly Poems Counting syllables

Haiku and limericks; homonyms; review quotation marks

beard, wren, built, fi eld, clover, knees, resembled, purchased, several, ’cross, scared, diverted, count, weather, weatherman, believe, (fc);, Edward Lear, Hannah, Alfredo, Linda, Mr. Ziskin, Elena, Dover, Montana

6. Assessment Consonant review; two- and three-letter blends; gh as a consonant sound; two sounds of c and g; digraphs ch, sh, th, wh; double-letter contractions bb, cc, dd, ff, gg; counting syllables

Sentence types: command, exclamation, statement, question; compound words; verb tense; homonyms; subject of sentence; verb in sentence; capital letters and punctuation

a.m., according, afraid, April, around, beard, being, believe, between, board, built, cardboard, clover, coffee, confused, count, cousin, ’cross, diverted, doughnut, downstairs, editor, erase, eraser, eye, fi eld, found, guess, horoscope, ignore, knees, laundry, long, longest, lose, middle, Monday, monkey, move, moving, notice, prank, prankster, problems, promise, purchased, quarter, really, recess, remember, resembled, salt, scared, several, shoes, sincerely, stairs, strange, surprised, trouble, truly, Tuesday, upstairs, weather, weatherman, Wednesday, welcome, whole, wonder, worried, wren

Unit 1— That’s So Silly!, 73 pgs.Scope and Sequence Chart cont.

That’s So Silly! Unit 1 v


Unit 1—That’s So Silly!, 73 pgs.Scope and Sequence Chart cont.

Spelling Words Braille KnowledgeStudent Writing Topics

Oral Vocabulary Words

banana, after, myself, seven, they, under, upon, herself, himself, oneself, itself, soft, jump, help, plant

semicolon; herself, himself, itself, oneself, yourself, thyself; transcriber’s note symbol; review quotation marks

Poems invisible, visible

accident, add, after, banana, bigger, blind, braille, bridge, change, child, children, class, coffee, daddy, different, drive, face, friend, ghost, grab, grand, has, help, herself, himself, his, huge, itself, judge, jump, ladder, match, myself, occur, offi ce, once, oneself, page, phone, plant, pledge, prize, quick, rabbit, rubber, scratch, seven, shall, ship, shrink, skate, soft, spaghetti, spirit, split, spring, squeeze, street, stuff, stuffed, success, suggest, their, these, they, thick, think, those, three, twelve, under, upon, wage, which, yes

Assessment according to, distract, exasperated, fool, foolish, groan, independent, invisible, misjudge, prank, stretch your wings, visible


vi Unit 1 That’s So Silly!

That’s So Silly! Unit 1 vii


ContentsLesson 1: Miles of Smiles ................................................................... 1

Day 1 ................................................................................ 4

Day 2 ............................................................................... 22

Day 3 ............................................................................... 34

Day 4 ............................................................................... 38

Day 5 ............................................................................... 48

Lesson 2: The Prankster Children .......................................................... 57

Day 1 ............................................................................... 62

Day 2 ............................................................................... 70

Day 3 ............................................................................... 84

Day 4 ............................................................................... 88

Day 5 ............................................................................... 94

Lesson 3: The Strange Case of the Little Hen ............................................. 105

Day 1 .............................................................................. 110

Day 2 .............................................................................. 122

Day 3 .............................................................................. 136

Day 4 .............................................................................. 140

Day 5 .............................................................................. 144

Lesson 4: According to Maggie ............................................................ 153

Day 1 .............................................................................. 158

Day 2 .............................................................................. 168

Day 3 .............................................................................. 184

Day 4 .............................................................................. 192

Day 5 .............................................................................. 198


viii Unit 1 That’s So Silly!

Lesson 5: Silly Poems ..................................................................... 207

Day 1 .............................................................................. 212

Day 2 .............................................................................. 224

Day 3 ............................................................................. 238

Day 4 .............................................................................. 242

Day 5 .............................................................................. 248

Meet the Authors ......................................................................... 257

Lesson 6: Check-Up ...................................................................... 261

Word Work

Language

Reading

Reading cont.

Braille Knowledge

Phonemic Awareness/Phonics—Double consonants bb, cc, dd, ff, gg

Spelling—coffee (Arabic), accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger (D), add, offi ce, different, suggest

Grammar—Review of comma before dialogue carrier and in direct address; use of comma in a series; verbs

Oral Vocabulary—according to, misjudge, independent

New Reading Words—according, cousin, ignore, around, monkey, move, moving, laundry, found, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel

Comprehension—Detail, Inference, Main idea, Personal experience, Previous knowledge

Oral Reading and Fluency—Accuracy and ease of word identifi cation, Hand movement, Speed, Use of expression, Use of natural infl ections and modulations

Fluency—Quick Read: “House Rules”

Student Writing—A Place for Everything book

Braille Contractions—Lower-cell contractions: bb, cc, dd, ff, gg (See Word Work); short-form word: according (See Reading)

Tactile Graphics—Maggie’s Room Before and After

That’s So Silly! Lesson 4 153Lesson 4 Overview

“According to Maggie” That’s So Silly!, pp. 39-53 Lesson

Materials Needed WS4-1 through WS4-10; Word Bank and APH Blank Cards or index cards for Lesson 4 spelling words; tactile markers; stopwatch or timer; Reading Rate Chart; materials for tactile illustration; binding materials (such as staples, binding machine, brads)

4Optional: APH World at Your Fingers or other tactile world map or globe, Reading Rate Form from the Consumable Unit Assessment Packet

Writing

Specialized Skills

Lesson 4Weekly Sequence

154 Lesson 4 That’s So Silly! “According to Maggie”

That’s So Silly! pp. 39-53

Day Day214

Word Work

• Phonemic Awareness/Phonics• Spelling

• Grammar• Oral Vocabulary•

Language

• New Reading Words• Comprehension• Oral Reading• Fluency

•

Reading

• Student Writing•

Writing

Phonemic Awareness/Phonics—Double consonants bb, cc, dd, ff, gg (WS4-1)

Spelling—Pretest: coffee, accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger, add, offi ce, different, suggest

Spelling—Dizzy Dots (WS4-5)

Grammar—Review of comma before dialogue carrier (WS4-2)

Grammar—Review of comma in direct address (WS4-3, aWS4-3)

New Reading Words—according, cousin, ignore, around, monkey, move, moving, laundry, found, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel

Comprehension—“According to Maggie” (p. 171, WS4-4)

Planning student’s A Place for Everything book

First draft of A Place for Everything book

• Braille Contractions•

Braille KnowledgeBraille Contractions—Lower-cell

contractions: bb, cc, dd, ff, gg (See Word Work); short-form word: according (See Reading)

That’s So Silly! Lesson 4 155

Day Day Day543Spelling—Spelling Story (WS4-7,

aWS4-7)Spelling—Match Game (WS4-8,

aWS4-8)Spelling—Final Test

Grammar—Use of comma with items in a series (WS4-6, aWS4-6)

Oral Vocabulary—according to, misjudge, independent

Oral Vocabulary—Review: according to, misjudge, independent

Grammar—Action Words (WS4-10)

Comprehension—Reread or continue to read “According to Maggie” (WS4-4)

Oral Reading and Fluency—Timed Reading; Partner Reading

Fluency—Quick Read: “House Rules” (WS4-9)

Edit A Place for Everything book Publish A Place for Everything book Share A Place for Everything book

(continued on next page)

Lesson 4Weekly Sequence


That’s So Silly! pp. 39-53

Day Day214

Specialized Skills

• Tactile Graphics

Homework

Tactile Graphics—Maggie’s Room Before and After

That’s So Silly! Lesson 4 157

Day Day Day543

Review Lesson 4 “Staying Organized”; introduce Lesson 5 “Poems, Songs, and Rhymes”

Lesson 4 That’s So Silly! “According to Maggie”


Day1Today’s Materials:• WS4-1 and WS4-2• Tactile markers• Word Bank and APH Blank

Cards or index cards for Lesson 4 spelling words

Word Work• Phonemic Awareness/

Phonics—Double consonants bb, cc, dd, ff, gg

• Spelling—Pretest: coffee, accident, rabbit, rubber, daddy, stuff, stuffed, occur, success, ladder, bigger, add, offi ce, different, suggest

Language• Grammar—Review of

comma before dialogue carrier

Reading• New Reading Words—

according, cousin, ignore, monkey, move, moving, laundry, shoes, lose, welcome, remember, worried, trouble, promise, Maggie, Daddy, Mama, Tristan, Daniel

Writing• Student Writing—Planning

student’s A Place for Everything book

Word Work

Phonemic Awareness/Phonics

Double consonants bb, cc, dd, ff, gg Give the student WS4-1. The contractions at the top of the page all stand for two letters that are alike. Each contraction looks like the letter that is doubled, but the letter shape is in the lower part of the cell. They all follow the same pattern. These contractions can only be used in the middle of a word.

Direct the student to look at the fi rst three shapes in the fi rst line. Explain that the braille shape for bb is a low b or dots 2-3. The full braille cells before and after the contraction let you know that it has other letters before and after it. Have the student look at each of the other braille shapes in the line; explain the letters that they stand for and the dots that are in it. The braille shape for cc is a low c or dots 2-5. The braille shape for dd is a low d or dots 2-5-6. The braille shape for ff is a low f or dots 2-3-5. The braille shape for gg is a low g or dots 2-3-5-6. Finally ask what a lower a is (ea), a lower e (en), and a lower i (in).

That’s So Silly! Lesson 4 159“According to Maggie”

“According to Maggie” That’s So Silly! Lesson 4 Day1

Expanded Core CurriculumIn the story “According to Maggie,” Tristan hosts his sighted cousin who makes Tristan’s life diffi cult with her misguided attempts to help. To enhance the meaning of the story and provide connections to areas of the ECC, it would be helpful if the children have had the following real-life experiences.

• Organizing and managing one’s own belongings

• Requesting and rejecting help, communicating needs

• Negotiating and compromising with friends and family

Braille Knowledge• Braille Contractions—

Lower-cell contractions: bb, cc, dd, ff, gg (See Word Work); short-form word: according (See Reading)

Have the child read the list of words, tell what contraction is in the middleof each word, and spell the word. Then tell her to pick a word from thelist to fi ll each blank in the sentences that follow, and write thosewords on a separate sheet of paper.

(fc)bb(fc) (fc)cc(fc) (fc)dd(fc) (fc)ff(fc) (fc)gg(fc) WS4-1

middle rubber accidentrabbit suggest ladderfl uffy bigger stuffedsoccer hugged occur

1. My bike tires are made of _____. (rubber)2. Spilling the milk was an _____. (accident)3. My dad uses a _____ to reach the top. (ladder)4. I ate so much that I was _____. (stuffed)5. I _____ that you fi nish your homework. (suggest)6. I have a big sister and a little brother, so I’m

in the _____. (middle)7. I have a pet _____ with big ears and a _____

tail. (rabbit, fl uffy)8. Don is a great _____ player. (soccer)9. When does the next full moon _____? (occur)10. Mom _____ me when she left on her trip. (hugged)



Day1cont.

Notes

Language

Grammar

Review of comma before dialogue carrier Review with the student that when a character is speaking in a story, what the character says has quotation marks before and after the speech. We also put a comma between what characters say and the words that tell us who said it.

Give student WS4-2. Have the student read the fi rst sentence aloud. (“That was a fun game,” said Billy.) Ask the student:

• Who is speaking? (Billy)

• What did Billy say? (“That was a fun game”)

• Where is the comma? (between what he said [“That was a fun game”] and who said it [said Billy.]) Note that the comma takes the place of a period and comes before the closing quotation marks.

Continue with the second example. (Mr. Ortiz said, “Sit down.”)

Now help the student read the directions aloud and follow them. Direct the student to complete the worksheet independently. Correct punctuation is shown in parentheses for your convenience.


“According to Maggie” That’s So Silly! Lesson 4 Day1Notes

“That was a fun game,” said Billy. WS4-2Mr. Ortiz said, “Sit down.”

Use tactile markers to show where the comma is needed.1. Ana said(,) “Tell me a story.”

2. “Please don’t talk about eating(,)” groaned

Ana.

3. “Let’s play a prank on Mom and

Dad(,)” said Benjamin.

4. Billy said(,) “Let’s switch the sugar with the

salt.”

5. “Oh, I know why(,)” said Rick.

6. Billy said(,) “It’s the one day every year that people

play pranks and jokes on each other.”



Day1Reading

New Reading Words

Ask the student to use the table of contents to fi nd the New Reading Words for Lesson 4. (p. 39) Remind her that there are many strategies for reading unfamiliar words, but no strategy works for every word. You’ve talked about using context clues (what makes sense), phonics (sounding words out), and structural analysis (reading part of the word). Another strategy is called “prediction,” or “guess and go.” This is a good strategy to use if you can’t sound a word out but don’t want to get stuck. It helps you keep reading. You can guess at, or predict, a word you can’t sound out, and then keep reading to see if your guess makes sense. Tell the student to look at each new word and try to predict what it might be.

Relevant information pertaining to contractions, defi nitions, and concepts are also included for you to discuss with the student. Have the student read each word and sentence. Discuss appropriate information for each word before proceeding to the next. The fi nal line on the page includes the proper nouns used in this story. Help the student with pronunciation. Have the student reread the proper nouns until fl uent.

cont.

Notes


“According to Maggie” That’s So Silly! Lesson 4 Day1 Lesson 4 39

New Reading Words

according This is the best cake ever, according to my sister.cousin When we have the party, ask your cousin to come.ignore Please ignore that noise and get back to work.around We looked all around for the missing book.monkey No, you may not have a pet monkey.moved move moving The family is moving to a new house across town.laundry The laundry room is by the kitchen.found I found the cat asleep on my bed.shoes Take your old shoes to camp with you.lose When did you lose your fi rst tooth?welcome You are welcome to stay as late as you like.remember Did you remember to get him a birthday gift?worried I feel worried when my cat is sick.trouble He had trouble getting to the store.promise I promise to bring the book back tomorrow.Maggie, Daddy, Mama, Tristan, Daniel

according Tell the student this is the word according. Have the word and the sentence read.

cousin The ou in cousin sounds like a short u and the s sounds like /z/. Encourage the student to sound out the word using these clues. After the word is identifi ed as cousin, discuss the meaning of cousin—the son or daughter of your aunt and/or uncle.

ignore Have the student read this word and the sentence that follows, using the strategies she’s learned.

Notes



Day1cont.

Notes

around Explain that this is the word around, which contains the unfamiliar ound contraction. Have the student say around and then read the sentence.

monkey Have the student look for a little word she knows. (key) Then sound out the fi rst syllable and put them together to make the name of a not so very good pet. (monkey)

moved move moving Have the student use the familiar word moved to identify the related words move and moving.

laundry Identify the next word as laundry. Ask the student what the word means. Ask if there is a laundry room at home.

found Explain that this is the word found, which has the same two-cell contraction as around. Have the student say the word and then read the sentence.

shoes Have the student read the sentence to see if she can discover that this word is shoes. If not, identify the word, and then have the sentence read.

lose Tell the student that the next word rhymes with the word news, and see if she can now read the word and then the sentence.

welcome Encourage the student to use her strategies, especially phonics and reading parts of the word, to read this word.

remember The fi rst e in this word is long and the second one is short. After the student reads the word and the sentence, ask her to tell you something that is fun to remember.

worried Explain that this next word rhymes with the word hurried. Then have the word and sentence read.

trouble Tell the student this word is trouble. (The ble contraction is unfamiliar and will be studied in-depth later.)

promise Have the student read this word with the short /i/ sound. Help as needed.

Maggie, Daddy, Mama, Tristan, Daniel Have the student read these proper nouns. Point out the double-consonant signs in Maggie and Daddy.


“According to Maggie” That’s So Silly! Lesson 4 Day1NotesWord Work

Spelling

Spelling Pretest Dictate the words one at a time and use the word in a sentence. Instruct the student to write each word. Pay special attention to coffee, add, and offi ce, which do not use the double-consonant contraction. Coffee and offi ce use the of contraction. For the word add, the student has already learned the rule that a double-letter contraction cannot be used at the end of a word. If the word has contractions, she should write both the contracted and uncontracted form.

1. coffee This coffee smells good! Write coffee.2. accident I didn’t mean to; it was an accident. Write accident.3. rabbit The rabbit hopped over the grass. Write rabbit.4. rubber The rubber duck fl oats in my bathtub. Write rubber.5. daddy Daddy said he would take me to the playground. Write daddy.6. stuff There is too much stuff on my bed. Write stuff.7. stuffed I ate too much and feel stuffed! Write stuffed.8. occur Recess will occur at the same time it did yesterday. Write occur.9. success The science project was a success. Write success.10. ladder The painter climbed the ladder. Write ladder.11. bigger Your pizza slice is bigger than mine! Write bigger.12. add I want to add more water. Write add.13. offi ce Take this to the offi ce, please. Write offi ce.14. different This is different than the rest. Write different.15. suggest I suggest we walk to the store. Write suggest.

Checking Spelling Ask the student to compare the words she has written with the list of spelling words for the lesson on page 53 in That’s So Silly! Have the student use a tactile marker to indicate any word that does not match the one in the book, and then rewrite any misspelled words correctly. When the words have all been written correctly, ask the student to read the list of words aloud. Interline the list for the student to take home to study for the fi nal test.



Day1cont.

Notes Spelling Words Lesson 4 53

1. coffee (contr.) coffee (uncontr.)2. accident (contr.) accident (uncontr.)3. rabbit (contr.) rabbit (uncontr.)4. rubber (contr.) rubber (uncontr.)5. daddy (contr.) daddy (uncontr.)6. stuff (contr.) stuff (uncontr.)7. stuffed (contr.) stuffed (uncontr.)8. occur (contr.) occur (uncontr.)9. success (contr.) success (uncontr.)10. ladder (contr.) ladder (uncontr.)11. bigger (contr.) bigger (uncontr.)12. add13. offi ce (contr.) offi ce (uncontr.)14. different (contr.) different (uncontr.)15. suggest (contr.) suggest (uncontr.)

Adding spelling words to the Word Bank Make a card for each new spelling word, with the contracted form on one side and the uncontracted form on the other. Add the cards to the Word Bank in alphabetical order.


“According to Maggie” That’s So Silly! Lesson 4 Day1NotesWriting

Student Writing

Planning A Place for Everything book Discuss what “a place for everything” means. Ask why this is a good idea. (It is easy to fi nd things when you want them.) Ask the student where she keeps belongings of various kinds: clothes (indoor and outdoor), toys, games, and so forth. Ask her to think about and make a list of where she keeps her things during the day, both at school and at home. These things may include her backpack, cane, coat, lunchbox, and even things in her desk. Explain that she will be using her notes on where she keeps things to make a book.



Day2Word Work

• Spelling—Dizzy Dots

Reading• Comprehension—“According

to Maggie”

Language• Grammar—Review of

comma in direct address

Language

Grammar

Review of comma in direct address Review with the student that a comma is used to separate the person being spoken to (addressed) in the sentence, and the rest of the sentence.

Give the student WS4-3 and aWS4-3. Have the student read the fi rst sentence aloud.

Ask the student:

• Who is the person being spoken to? (Ana)

• What did someone say to her? (“… you wrote a funny story!”)

• Where is the comma? (after her name)

• Why is it placed there? (because it separates her name from the rest of the sentence)

Today’s Materials:• WS4-3 through WS4-5• Tactile markers

Writing• Student Writing—First draft

of A Place for Everything book

Specialized Skills• Tactile Graphics—Maggie’s

Room Before and After



Ana, you wrote a funny story! WS4-3Ana wrote a funny story.

I want to go on a hike with you, Mom.I went on a hike with Mom.

Place a tactile mark to show where the comma is needed.1. Benjamin and I took the book.

2. Benjamin(,) I took the book.

3. Mr. Ortiz(,) is it time for recess?

4. Mr. Ortiz is letting his students out for

recess.

5. Will you read with me(,) Marcus?

6. Marcus will read with me.

Read the second sentence aloud and ask the student:

• Does this sentence tell us who is being spoken to? (no)

• Who could it be spoken to? (anyone)

• What is Ana? (the subject of the sentence or who the sentence is about)

• Why do we not need a comma after Ana? (because this is a statement, it does not tell us who this was spoken to)

Continue with the second pair of examples using questions similarto those used with the fi rst sentences about Ana.



Day2cont.

Notes

Read the directions to the rest of WS4-3 and aWS4-3 aloud with the student. Direct the student to complete the worksheets independently, using a tactile marker to show where the comma is needed. Correct punctuation is shown in parentheses for your convenience.

Reading

Comprehension

“According to Maggie” If needed, review with the student the list of new reading words before reading the story (sentences are not necessary). Ask her to use the table of contents to fi nd the Lesson 4 story. Have the student read the title, “According to Maggie,” and tell what she thinks the story will be about. Next tell her to read the author’s name. Then have her read the story aloud, using the word identifi cation strategies she knows for diffi cult words.

7. Wait for the rest of us(,) Billy. aWS4-3

8. Billy waited for us.

9. Rick did not want to go.

10. Rick(,) do you want to go?


“According to Maggie” That’s So Silly! Lesson 4 Day2NotesStory Word Count: 887

Page Word Count: 127

According to Maggie 41

by Kate Dilworth

This summer my cousin Maggie came to stay with meand my Daddy and Mama. Daddy said to me,“Tristan, you need to treat Maggie like a sister.” “All right,” I said. “I’ll just ignore her,like Daniel ignores his sister.” My friendDaniel’s sister is mean. “That’s not what I meant,” said Daddy, “and youknow it. Be nice to Maggie. We’re herfamily.” It was hard to be nice to Maggie. She’s about myage, but she acted like she was bigger. “Tristan,look out,” she said when I was walking around the house.According to Maggie, I might get lost. “Tristan,come down,” she said when I went on the monkeybars. According to Maggie, I might fall.



Day2cont.

Notes


“Tristan, I’ll help you,” she said when 42she grabbed my cane and pulled me. Accordingto Maggie, I was an accident waiting to happen. The worst part was that Maggie kept moving mystuff. When I come home from swimming lessons,I always put my backpack next to the frontdoor. After snack, I get my backpack so Ican hang up my wet things in the laundry room.One day after Maggie came, my backpack justwasn’t there. So I looked near the door. Iswept my cane fl at across the fl oor. I foundMaggie’s shoes, and that was all. Maggie asked what I was doing. “Looking for mybackpack,” I said. “Oh,” said Maggie, “I moved it to thelaundry room. It’s so heavy!” “Please don’t move my things,” I snapped. Maggie said, “I was just helping.”


“According to Maggie” That’s So Silly! Lesson 4 Day2NotesPage Word Count: 117

Another time, Daddy sent Maggie to the 43park with Daniel and me. I put my cane under theslide where I always do. Nobody steps on it there.Later when I went back to the slide, my cane wasgone. “Hey Daniel,” I yelled, “have you seen mycane?” Maggie came running. “Here, Tristan,” shesaid, handing it to me. “Why do you have it?” I asked. “You lost it, so I picked it up.” “I didn’t lose it. You moved it!” “You’re welcome,” Maggie said. “Would you likeme to show you where the swings are?” “Maggie, I know where they are! I brought you here,remember?” “I was just helping,” Maggie said, and she left.



Day2cont.

Notes

Page Word Count: 90

Daniel came over. “What was that about?” 44he asked. “She thinks I’m a baby!” Daniel laughed. “Oh no! Did she steal yourcane again?” I nodded. “And then did she tell youthat you lost it?” Daniel snorted. “It’s not funny,” I said. “Come on, it’s a little funny. Poor littleTristan!” Daniel giggled. “You know what? Youshould play a joke on her. A joke that lets herknow she’s not as smart as she thinks.” “I’m starting to think of a plan,” I said. “You canhelp me.”

After the student has fi nished reading page 44, check for comprehension of the story by asking the following questions:

1. Who are the main characters in this story? (Tristan, his cousin Maggie, and his friend Daniel) Detail

2. Why doesn’t Tristan like Maggie? (Accept reasonable answers: She babies him, she bosses him, she moves his things, and so forth.) Main idea

3. Why do you think Maggie does things that bother Tristan? (Accept reasonable answers: She’s trying to help, she feels sorry for him, or she doesn’t understand how he does things.) Inference

Now ask the student to continue reading the story.



After the park, Maggie went shopping with 45Daddy. Mama wasn’t home yet. Daniel and I went to Maggie’s room and movedher dresser. Then we moved the bed, and also thedesk. Then we found the ladder and dragged itto Maggie’s room. Daniel set the ladder under thelight and held the bottom, while I climbed upand took out the light bulb. “I still see some light,” I said. “I’ll close the blinds,” said Daniel. “There.Now it’s very, very dark.” We put the ladder away, made a snack, andwaited until Maggie and Daddy came home.Maggie went right to her room. “The light bulb burned out,” yelled Maggie.



Day2cont.

Notes


“I’ll get you a new one soon,” said 46Daddy. “Are you okay for now?” Maggie said, “Sure. It’s dark, but I knowmy way around. I’ll just get my, hey! What’sthat? What is this doing here?” It was pretty funny to hear Maggie bumpinginto things. Soon we were laughing out loud, and Maggiecame out of her room. “What is this? What did you do? Why did youtwo move my stuff?” “What’s the matter, Maggie?” askedDaniel. He was laughing so hard he almost couldn’ttalk. “Did you lose your desk?” “Lose it? I didn’t lose it! You movedit!” “Where have I heard that before?” I asked.



We got quiet waiting for her answer, 47even Daniel. I thought I heard Maggie crying,and I worried about getting in trouble. But no,Maggie was giggling, softly at fi rst and then louder andlouder. “Everyone told me to be nice to you,” she said, stilllaughing. “My poor blind cousin. They told meto help you and to be extra nice. But you’re such astinker! You got me! What did you do to the light?” Daniel and I explained. Daddy heard ustalking and laughing and came to fi nd out what was goingon, and Maggie told him. Daddy made uspromise to fi x everything before Mama got home, whichwe did. But fi rst, I gave Maggie my cane andshowed her how to move around the dark room without bumpinginto things. Then she helped move the heavy thingsback.



Day2cont.

Notes

Page Word Count: 48

When Mama came home, everything was in 48its place. Daniel stayed for dinner, and Maggietold the story again. In front of everyone, she saidI was her favorite cousin and promised neverto help me ever again. According to Maggie, things will bedifferent from now on.

When the student has fi nished reading the story, give her WS4-4, which has four multiple-choice questions and one short-answer question. Help the student read the directions and choose a method to answer questions. She can either mark directly on the worksheet or write on a separate answer sheet.



Directions: Answer questions WS4-4 1-5. Write your answer to number 5 in a full sentence.1. What did Maggie move without asking? Detail a. Daniel’s shoes and coat b. Tristan’s desk c. Tristan’s cane and backpack2. How did Tristan look for his backpack at home? Detail a. He checked every room. b. He used his cane. c. He asked his mom.3. Why did Daniel and Tristan need a ladder? Detail, Previous knowledge a. to reach the light bulb b. to fi x the window c. to fi nd the cane4. Why did Maggie think Tristan needed extra help? Inference, Personal experience a. Because he was little b. Because he was blind c. Because Daniel said so5. Why did Cousin Maggie promise not to help Tristan anymore? (Accept reasonable answers: Tristan didn’t need her help, her help was making things harder, and so forth.) Inference



Day2cont.

Notes

Specialized Skills

Tactile Graphics

Maggie’s Room Before and After Tell the student to examine the two raised-line illustrations that follow the text of “According to Maggie.” Ask what the illustrations show. (Maggie’s room before and after Tristan and Daniel moved her furniture) If the student has diffi culty, suggest that she fl at scan the page to locate the title and the labels on the furniture. Compare the two illustrations by doing an imaginarywalk through Maggie’s room from the door to the window,especially noting the obstacles on the “after” page.

49



51



Day2cont.

Notes

Word Work

Spelling

Dizzy Dots Give the student WS4-5. Tell her to unscramble each uncontracted spelling word, write it, and then write the correct contracted spelling of the word on a separate sheet of paper. The student may use the spelling words list on page 53 if she wishes. Hint: Have the student look for the double consonants. Correct words areshown in parentheses for your convenience.

re

Dizzy Dots WS4-5

1. stesugg (suggest)2. focfee (coffee)3. tenidferf (different)4. adcicten (accident)5. fi cofe (offi ce)6. bitbar (rabbit)7. dad (add)8. burber (rubber)9. ggiber (bigger)10. yadad (daddy)11. dalder (ladder)12. fufst (stuff)13. secsucs (success)14. edfustf (stuffed)15. cucor (occur)



Student Writing

First draft of A Place for Everything book Direct the student to get four sheets of paper. Ask the student to choose four of the items from her planning list. On the fi rst sheet of paper, have her choose one item and write two or more sentences about where that item is kept throughout her day (before school, at school, and after school). Repeat with the remaining three items, using a separate sheet of paper for each. Note: These pages will be bound in a book along with a tactile graphic for each page.



Day3Word Work

Language• Grammar—Use of comma

with items in a series• Oral Vocabulary—according

to, misjudge, independent

Reading• Comprehension—Reread or

continue to read “According to Maggie”

• Spelling—Spelling Story

Writing• Student Writing—Edit A

Place for Everything book

Reading

Comprehension

Discuss the previous day’s reading with the student. Then reread or continue to read “According to Maggie.” If she did not do it yesterday, have the student complete the reading comprehension activity on WS4-4.

Language

Grammar

Use of commas in a series Explain to the student that a comma is needed between items in a list of three or more things. Give the student WS4-6 and aWS4-6.

Today’s Materials:• WS4-4 (if not completed),

WS4-6 through aWS4-7• Tactile markers• Tactile globe or world map

(optional)



I want to talk to Billy, WS4-6 Marcus, and Ana.I want to talk to Billy and Ana.

Place a tactile mark to show where the comma is needed.1. I have a nickel(,) dime(,) and a penny in my

pocket.

2. I have a nickel and a dime in my pocket.

3. Let’s eat salad(,) chicken(,) and a cookie for

lunch.

4. He left his jacket(,) backpack(,) and homework

at home.

5. Take your cane(,) brailler(,) and eraser to reading.

Have the student read the fi rst sentence aloud. Ask the student:

• What is listed in this sentence? (the names Billy, Marcus, and Ana)

• Where is the comma needed? (after Billy, after Marcus)

• Why? (to separate the items)

Have the student read the second sentence aloud. Ask the student:

• Why isn’t there a comma in this sentence? (becausethe list has only two items, not three)



Day3cont.

Notes6. Ana(,) Marcus(,) and Mr. aWS4-6

Ortiz rode the bus.

7. Ana and Marcus rode the bus.

8. I want a bird(,) hamster(,) and snake for pets.

9. Today is warm(,) sunny(,) and windy.

10. He ordered a pizza with cheese and

pepperoni.

11. The test was short(,) easy(,) and fun.

12. Will you put your book(,) ruler(,) and brailler away?

Read the directions on WS4-6 aloud with the student. Direct the student to complete the worksheets independently. Use a tactile marker to show where the comma is needed. Correct punctuation is shown for your convenience.



Oral Vocabulary

according to, misjudge, independent Explain to the student that she will practice using words related to the story “According to Maggie.” The words are according to, misjudge, and independent.

In the story Tristan says, “According to Maggie, I might get lost.” Ask the student what this means. (Maggie thinks Tristan will get lost, but Tristan doesn’t agree.) Explain that we use the phrase according to to tell what someone else thinks, not necessarily what we think. Direct the student to say according to aloud and use it in a sentence about the story. Then have the student use according to in other types of sentences, for example:

According to Dad, a puppy is too much work. Blue is the prettiest color, according to Maria.

Tell the student that the next word is misjudge. In the story, Maggie misjudged Tristan’s skills; she thought he needed her help to stay organized. Ask the student what she thinks misjudge means. (to judge something incorrectly, to make a wrong guess or decision about something) Direct the student to say misjudge aloud and use it in sentences. Examples:

Aunt Barb misjudged my size and gave me a sweater that was too small. Don’t misjudge Tim because he’s really very nice.

Tell the student that the last new word is independent. What does she think independent means? (able to do something without help)

Tristan was independent when he kept track of his cane and backpack. He walked to the park independently, without help from Maggie.

Direct the student to say independent aloud and use it in sentences. Examples:

Maggie thought Tristan needed help fi nding his backpack, but he was more independent than that.

I can walk to the corner independently, but I need help to cross the busy street.



Day3cont.

Notes

Word Work

Spelling

Spelling Story Give the student WS4-7 and aWS4-7. Explain that on this worksheet is a story with some words missing. The missing words are all spelling words. Each sentence has blanks for the missing words. Direct the student to read the words that follow each sentence, and choose the correct word for each blank. If there is more than one blank, the fi rst two words go with the fi rst blank and the second two words go with the second blank. She should write the number of each sentence followed by the contracted spelling words that fi ll in the blanks.

Help the student complete the fi rst few sentences. Then have her complete the rest of the worksheet independently. When the student fi nishes, read the story and have her read the missing words from her numbered answer sheet.



Spelling Story WS4-7

1. First of all, the hot _____ spilled! ladder coffee

2. My _____ said it was an accident.daddy offi ce

3. Then my _____ rabbit landed in the puddle of hot _____. occur stuffed coffee add

4. “Things like this always _____ when I’m in a hurry,” _____ said. suggest occur different Daddy

5. “I suggest you give the stuffed _____ a bath with the _____ duck in the tub,” he said. rabbit accident success rubber

6. It was a _____! He was clean! success ladder



Day3cont.

Notes7. But he looked ______. aWS4-7 accident different

8. My rabbit had lots of ______ falling out his ears, and he was so much ______! suggest stuff bigger add

9. And he was wet, I might ______. add different

10. Then my Daddy tripped over the ______ in the yard on his way to the ______. coffee ladder offi ce stuff

11. Well, he said, “Things like this always ______ when I’m in a hurry!” rubber occur

12. I think he’s ______ prone! accident add

Words from Other Languages: coffee, Arabic The spelling word coffee comes from Arabic, which is a Middle Eastern language spoken in many countries. Consider showing the student the Middle East region on a tactile globe or world map.



Student Writing

Editing A Place for Everything book Have the student read the fi rst draft of her A Place for Everything book aloud. Use tactile markings to correct formatting and spelling of Word Bank words. Instruct the student to rewrite the pages making the necessary changes.



Day4

Language• Oral Vocabulary—Review:

according to, misjudge, independent

Word Work• Spelling—Match Game

Reading• Oral Reading and Fluency—

Timed Reading; Partner Reading

Today’s Materials:• WS4-8 and aWS4-8• Stopwatch or timer• Reading Rate Chart, Reading

Rate Form (optional)• Tactile markers• Materials for tactile

illustration• Binding materials (such as

staples, binding machine, brads)

Reading

Oral Reading and Fluency

Timed Reading Have a stopwatch or timer at hand. With the student’s Reading Rate Chart, review the number of words she read per minute from the previous lessons. Set a goal for today’s target reading rate with the student. Use the chart shown after the reading passage or a Reading Rate Form to record and calculate information about this reading.

The passage to be read from “According to Maggie” is shown here in bold type. Help the student locate the beginning of the fi rst indented paragraph on page 42 of the student book. Remind her that in this story a boy’s cousin comes to stay at his house and, according to her, he is an accident waiting to happen. Tell the student to read aloud until you tell her to stop. Time her as she reads the passage.

Writing• Student Writing—Publish A



“According to Maggie” That’s So Silly! Lesson 4 Day4NotesTimed Reading Word Count: 115

“Tristan, I’ll help you,” she said when 42she grabbed my cane and pulled me. Accordingto Maggie, I was an accident waiting to happen. The worst part was that Maggie kept moving mystuff. When I come home from swimming lessons,I always put my backpack next to the frontdoor. After snack, I get my backpack so Ican hang up my wet things in the laundry room.One day after Maggie came, my backpack justwasn’t there. So I looked near the door. Iswept my cane fl at across the fl oor. I foundMaggie’s shoes, and that was all. Maggie asked what I was doing. “Looking for mybackpack,” I said. “Oh,” said Maggie, “I moved it to thelaundry room. It’s so heavy!” “Please don’t move my things,” I snapped. Maggie said, “I was just helping.”



Day4cont.

Notes

____:____ Reading Time in Minutes & Seconds

____:____ rounded to nearest 5 seconds

____.____ converted to minutes with decimals (see chart)

115 words / ____.____ min. = _____ WPM (Reading Rate)

Conversions for Time in Secondsto Time in Minutes

Seconds Minute0:05 0.080:10 0.170:15 0.250:20 0.330:25 0.420:30 0.500:35 0.580:40 0.670:45 0.750:50 0.830:55 0.92

Tell the student to stop reading, and write down her reading time. Note specifi c behaviors that slow her reading (reading one-handed, losing her place at the ends of lines or at page turns, and so forth). Calculate words per minute (WPM) as follows:

1. Round the student’s time to the nearest 5 seconds.

2. Convert time in seconds to time in minutes as shown in the conversion chart.

3. Divide 115 words by the time in minutes to get the student’s reading rate in WPM.

Tell the student her reading rate and help her record it on her Reading Rate Chart. Compare this rate to her previous rate and her target rate. Discuss the results. If the student did not meet the target, you may wish to do repeated readings until she is able to achieve it.

Partner Reading Direct the student to choose a partner to read with (you, a parent, helper, or a classmate), and alternate paragraphs or select a character to read aloud. Encourage the student to use expression in her voice, showing the frustration in Tristan’s voice as his things are moved by Maggie, the overly helpful tone in Maggie’s voice as she tries to “help,” and the laughter in their voices at the end. Read several times and switch parts, until the student reads fl uently and keeps pace with the reading partner.


“According to Maggie” That’s So Silly! Lesson 4 Day4NotesLanguage

Oral Vocabulary

Review: according to, misjudge, independent Remind the student of this lesson’s new vocabulary words and what they mean. Then read the following sentences aloud and give the three choices. Have the student say the new word that correctly completes the sentence:

1. Today you will work in a group, but tomorrow you will do an _____ project. (independent)

2. We should all get some exercise every day, _____ health experts. (according to)

3. I was late for the game because I lost my watch and _____ the time. (misjudged)

4. Ben used to need a helper to fi nd the right bus, but now he is more _____. (independent)

5. _____ Lucy, chocolate is the best fl avor of ice cream. (According to)

6. I thought my teacher was mean, but I _____ her. (misjudged)



Day4cont.

Notes

WS4-81. coffee toffee coffee caffee

2. accident accidant accidint accident

3. rabbit rabbit ravvit rabit

4. rubber blubber rubber rubbar

5. daddy dandy daffy daddy

6. stuff fl uff chuff stuff

7. stuffed stuffed studded stubbed

8. occur owcur occur accur

9. success success suddess suffess

10. ladder latter lagger ladder

Word Work

Spelling

Match Game Give the student WS4-8 and aWS4-8. Direct thestudent to mark the correctly spelled word that matches the fi rstword. Then on a separate sheet of paper, write each spelling wordin contracted and uncontracted braille.



aWS4-811. bigger bibber bigger gigger

12. add add badd abb

13. offi ce offace offi ce offece

14. different different diffi rint

diffi rent

15. suggest suggist suggast suggest

Writing

Student Writing

Publishing A Place for Everything book Ask the student to use tactile materials to make a representation of each article on each page as well as a tactile cover. She should include her signature in ink or pencil, using whatever handwriting/signature skills she has at this stage (a single letter or set of initials is fi ne). Have the student reread her story aloud. Bind the book together.



Day5

Language• Grammar—Action Words

Word Work• Spelling—Final Test

Reading• Fluency—Quick Read:

“House Rules”

Today’s Materials:• WS4-9 and WS4-10

Reading

Fluency

Quick Read: “House Rules” Give the student WS4-9, “House Rules,” and have her read the title aloud. Give help as needed. Ask the student to read the rules silently. Remind the student to use word identifi cation strategies (context clues, phonics, structural analysis, prediction, and so forth) if she gets stuck.

Writing• Student Writing—Share A



“According to Maggie” That’s So Silly! Lesson 4 Day5NotesQuick Read Word Count: 120

House Rules WS4-9

by Tristan and Maggie

1. Put your things away.2. Leave other people’s things alone.3. No kidding, Maggie, leave Tristan’s cane alone.4. If the door is closed, ask before you enter.5. Wait for an answer before you enter.6. Do not enter if the answer is “go away.”7. Keep your room clean.8. Keep your hands clean.9. Keep the cat clean.10. Put your dishes in the dishwasher.11. Do not put your pants in the dishwasher.12. Do not put the cat in the dishwasher.13. Do not play tricks.14. If you play a trick, make sure it’s funny.15. No moving Maggie’s desk. That was only funny the one time.



Day5cont.

Notes

When fi nished, ask simple comprehension questions to assess the student’s understanding when reading independently. For example:

• Who wrote these rules? (Tristan and Maggie)

• Which rule did Tristan probably write? (#3, or accept another answer the student can defend)

• Which rule did Maggie probably write? (#15, or accept another answer the student can defend)

• What are the rules at your house? (Accept reasonable answers.)

Now ask the student to reread the worksheet aloud. Discuss as necessary. Send “House Rules” home for the student to read to friends and family.

Language

Grammar

Action Words Remind the student that an action word or verb tells you what action happens in a sentence. Words like jump, walk, read, and sing describe an action, or something that you do. What other action words can the student think of? (Answers will vary.)

Direct the student to think up a sentence using an action word or verb. (Answers will vary.)

Read the following sentences and have the student identify the verb.

I ran all the way to school today. The wind blew my paper away. He hopped on one foot.



Directions: Write a word from WS4-10 the list that fi ts in each blank. Number your answers. There will be two words for question 5.

ran jumped swung hit yelledclapped carried looked brushed

1. I _____ my teeth. (brushed)2. Billy _____ at his brother to stop. (yelled)3. Dad _____ the bags home. (carried)4. Sam _____ the race and won. (ran)5. Ana _____ the bat and _____ the ball. (swung, hit)6. My puppy _____ up on the bed. (jumped)7. She _____ for her lost jacket. (looked)8. Mom _____ to the music. (clapped)

Give the student WS4-10, and read the directions aloud. Do the fi rst sentence together, choosing the action word or verb from the list that completes thesentence. Have the student complete the rest independently,marking each verb as it is used.



Day5Word Work

Spelling

Final Test Tell the student to write a heading including name and date at the top of her paper. Tell her to number each spelling word. Have the student braille each word after you dictate each word, use it in a sentence, and pronounce it one last time. Allow time for the student to write each word in both the contracted and uncontracted form.

1. coffee Please don’t spill the hot coffee! Write coffee. 2. stuffed That turkey dinner made me feel stuffed. Write stuffed. 3. ladder The fi reman used his ladder to save the cat in the tree. Write ladder. 4. rabbit My rabbit won fi rst prize at the fair! Write rabbit. 5. Daddy “Daddy, will you read me a bedtime story?” Write Daddy. 6. offi ce I had to go to the principal’s offi ce. Write offi ce. 7. rubber The eraser on my pencil is made out of rubber. Write rubber. 8. different There are three different colors in the pattern. Write different. 9. suggest I suggest you listen to your teacher. Write suggest.10. accident The big mess was just an accident. Write accident.11. occur The fi re drill will occur at 2:15 pm. Write occur.12. bigger I need bigger shoes. Write bigger.13. stuff My garage is full of stuff. Write stuff.14. add I like to add on my abacus. Write add.15. success The party was a big success! Write success.

cont.

Notes



Student Writing

Share A Place for Everything book Have the student read her story until she reads it fl uently. Instruct the student to share her book with a friend, teacher, or parent.

HomeworkPast and PresentReview Homework: Lesson 4 “Staying Organized” Collect the homework letter from the student. Ask her what activity she chose to do. Ask questions that prompt discussion and require the student to provide details. Then have the student write approximately three sentences about her experience. Be sure to have the student include a proper heading at the top of the page that includes her name, the title, and the date.

Introduce Homework: Lesson 5 “Poems, Songs, and Rhymes” Discuss the homework for next week’s lesson and give the student the homework letter for her parent. Ask the student to bring the signed homework letter back by the specifi ed due date.



Day5HOMEWORK

Poems, Songs, and Rhymes

Dear Parent/Guardian,

Your child will read several funny poems in the next reading lesson. The following activities will help your child learn more about poems and rhymes. Please do at least one of the following activities with your child in the coming week.

Please circle any completed activities. Sign the form and have your child return it by __________________ (date).

1. Take your child to the public library, or call or go online, and pick out a book of poetry to read together. Consider introducing your child to the librarian and asking for recommendations. Find out if they have audio recordings of poetry that your child might like.

2. Sing or recite a silly song or rhyme with your child. Try nursery rhymes, camp songs, or jump rope chants—anything with rhyme and rhythm.

3. If you speak a language other than English, teach your child a song or poem in that language.

4. Make up a song or poem together about the people in your family or about someone else that you know or something you are doing.

Comments:

___________________________________

Parent/Guardian Signature

cont.

Notes


“According to Maggie” That’s So Silly! Lesson 4 Day5NotesShared Reading

Read-Aloud PoemAll about Maggieby Jordanne Graham

When Maggie comes over,it’s lots of fun.We skip and jump;we tumble and run.We roll on the grassin the warming sunwhen Maggie comes over to play.

When Maggie comes over,we laugh and sing.We try on wigsand shoes and rings.We like to playon the slide and swingswhen Maggie comes over to play.

When Maggie comes over,we play dress-up.We drink iced teafrom teeny cups.We put straw hatson Daisy’s pups,when Maggie comes over to play.

When Maggie goes home,I’m quite forlorn.I look at my toyswith bitter scorn.I hope that inthe early morn,Maggie comes over to play.



Day5cont.

Notes

Read-Aloud BooksDel Negro, J. M. (2005). Willa and the wind. Tarrytown, NY: Marshall Cavendish. Based

on a Norwegian folktale, this book tells the story of the north wind and a dishonest innkeeper as they try to outwit young Willa, who must use trickery to claim what is hers. (Picture)

Hamilton, V. (2003). Bruh Rabbit and the tar baby girl. New York: Blue Sky Press. Brer Rabbit, or in this Gullah version Bruh Rabbit, is tricked by and tricks back Bruh Wolf. (Picture)

Look, L. (2006). Ruby Lu, empress of everything. New York: Simon & Schuster. Ruby Lu’s deaf cousin, Flying Duck, comes from China to live with her, and Ruby must adjust to her new family. (Chapter)

Willey, M. (2001). Clever Beatrice. New York: Simon & Schuster. Clever young Beatrice outwits a rich giant and wins his gold. (Picture)

Young, E. (2001). Monkey king. New York: HarperCollins. Some tales of the trickster hero from Chinese epics, the Monkey King. (Picture)

Independent ReadingRead-Along/Read-Alone BooksBaker, B. (2004). Anna’s book. New York: Dutton Children’s Books.

New words: noneAvailable from: Bookshare

Cowley, J. (1996). Along comes Jake. Sunshine Books. Chicago: Wright Group.New words: noneAvailable from: APH (Sunshine Kit® 1)

London, J. (1992). Froggy gets dressed. New York: Penguin Group (USA) Incorporated.New words: noneAvailable from: Bookshare

building on patterns - aph on patterns teacher’s edition the primary braille literacy program unit...

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