part a: let’s read poetry fun - teacher created …...part a: let’s read poetry fun directions:...

� #50547—Building Vocabulary: Foundations © Teacher Created Materials

Unit I Lesson 1

Part A: Let’s Read

Poetry FunDirections: Read the poem to yourself or to a partner. Underline the -ow words. Then answer the question and draw a picture.

-ow, -ou Word Families

1. What do you see in your head when you read the poem?

______________________________________________________

2. Draw a picture to show what is described in the poem.

Down By the BayDown by the bayWhere there’s no snow,Back to my home,I dare not go.’Cause if I doMy mother will say,“Did you ever see a crowThat you didn’t knowDown by the bay?”

�© Teacher Created Materials #50547—Building Vocabulary: Foundations

Unit I Lesson 1

Part B: Let’s Play with Words

Word SortDirections: Write the words in the correct column on the chart.


Word Bankbrow plow tow chow below showblow throw mow now hollow somehow

-ow like cow -ow like crow

�© Teacher Created Materials #12732 (i3970)—Building Vocabulary: Foundations

Management Program Overview . . . . . . . . . . . . . . . . . . A1 Components of the

Building Vocabulary Kit . . . . . . . . . . . . A2 How to Use This Program . . . . . . . . . . . . . A3 About Level Two . . . . . . . . . . . . . . . . . . . . A7 Teaching Vocabulary:

Research and Practice . . . . . . . . . . . . A9 Differentiating Instruction . . . . . . . . . . . . A12 Standards and Correlations . . . . . . . . . A14 Proficiency Levels for

English Language Learners . . . . . . . . A15 Response to Intervention . . . . . . . . . . . . A16 Tips for Implementation . . . . . . . . . . . . . A17 About the Authors . . . . . . . . . . . . . . . . . A19

UnitI:DiphthongsandR-ControlledVowels Introduction to Unit I . . . . . . . . . . . . . . . . . B1 Differentiation Strategies for Unit I . . . . . . B2 Lesson 1: -ow, -ou Word Families . . . . . . . B3 Lesson 2: -oy/-oi Word Families . . . . . . . . B9 Lesson 3: -aw/-au, -ay Word Families . . . B15 Lesson 4: -ear/-air Word Families . . . . . . B21 Lesson 5: -eer, -er Word Families and

Prefixes mis-, dis- . . . . . . . . . . . . . . . . . B27 Unit I Review . . . . . . . . . . . . . . . . . . . . . . B33

UnitII:L-andR-ControlledVowels,Digraphs Introduction to Unit II . . . . . . . . . . . . . . . B39 Differentiation Strategies for Unit II . . . . . B40 Lesson 6: -old, -olt, and

-oll Word Families . . . . . . . . . . . . . . . . B41 Lesson 7: -ue, -ie (long i)

Word Families . . . . . . . . . . . . . . . . . . . B47 Lesson 8: -ie (long e), -eigh

Word Families . . . . . . . . . . . . . . . . . . . B53 Lesson 9: -or, -ur/-ir

Word Families . . . . . . . . . . . . . . . . . . . B59 Lesson 10: Prefix re- and Base port . . . . B65 Unit II Review . . . . . . . . . . . . . . . . . . . . . . B71

UnitIII:R-ControlledVowelsandOSounds Introduction to Unit III . . . . . . . . . . . . . . . B77 Differentiation Strategies for Unit III . . . . . B78 Lesson 11: -ire, -are Word Families . . . . . B79 Lesson 12: -ure, -ore Word Families . . . . . B85

Lesson 13: -oot, -ought Word Families . . . . . . . . . . . . . . . . . . . B91

Lesson 14: -ough Word Family and Prefix in- . . . . . . . . . . . . . . . . . . . . . . . . B97

Lesson 15: Prefix co- and Bases mot, mov . . . . . . . . . . . . . . . . . . . . . B103

Unit III Review . . . . . . . . . . . . . . . . . . . . . B109

UnitIV:Compounds Introduction to Unit IV . . . . . . . . . . . . . . B115 Differentiation Strategies for Unit IV . . . B116 Lesson 16: back and some . . . . . . . . . B117 Lesson 17: snow, show, and sun . . . . . . B123 Lesson 18: air and any . . . . . . . . . . . . . B129 Lesson 19: every and out . . . . . . . . . . . B135 Lesson 20: head and rain . . . . . . . . . . B141 Unit IV Review . . . . . . . . . . . . . . . . . . . . B147

UnitV:Roots Introduction to Unit V . . . . . . . . . . . . . . B153 Differentiation Strategies for Unit V . . . . B154 Lesson 21: Prefixes un-, sub- and

Suffixes –ful, -less . . . . . . . . . . . . . . . . B155 Lesson 22: Prefix pre- and Suffix -ly . . . . B161 Lesson 23: Number prefixes uni-, bi-,

and tri- . . . . . . . . . . . . . . . . . . . . . . . . B167 Unit V Review . . . . . . . . . . . . . . . . . . . . . B173

Assessment A Word About Assessment . . . . . . . . . . . . C1 Data-Driven Instruction . . . . . . . . . . . . . . . C3 Diagnostic Test Item Analysis . . . . . . . . . . C4 Assessment Record Chart . . . . . . . . . . . . C6 Diagnostic Pre-test . . . . . . . . . . . . . . . . . . C7 Unit Quizzes . . . . . . . . . . . . . . . . . . . . . . . C17 Post-test . . . . . . . . . . . . . . . . . . . . . . . . . . C34 End-of-Year Assessment . . . . . . . . . . . . . C44

TeacherResources Introduction to Teacher Resources . . . . . D1 Word Card Activities . . . . . . . . . . . . . . . . . D2 Wordo . . . . . . . . . . . . . . . . . . . . . . . . . . . D14 Home-School Connection . . . . . . . . . . . D15 Reproducibles . . . . . . . . . . . . . . . . . . . . . D17

Appendix Appendix A: References Cited . . . . . . . . . E1 Appendix B: Additional Resources . . . . . E3 Appendix C: Contents of the Teacher

Resource CD . . . . . . . . . . . . . . . . . . . . . E6

TableofContents

A2 #12732 (i3970)—Building Vocabulary: Foundations © Teacher Created Materials

Teacher Resources (includes activities, reproducible templates, and home-school connection)

Transparencies (in the transparency folder)

Level 2 Lessons (correspond to each lesson from the student Guided Practice Book)

Teacher Resource CD (includes copies of the poems, activities with reproducible templates, word cards, assessment charts, home-school connection, and a list of all of the word families and roots in the series)

Assessments

Standards and Correlations Chart(in Management Section)

Professional Development DVD

15

© Teacher Created Materials#50550 (i2864)—Building Vocabulary: Foundations 15

Blank Word Cards

Teacher Resources: Reproducibles

16 #50550 (i2864)—Building Vocabulary: Foundations© Teacher Created Materials

Wordo (for home practice)

Student’s Name _______________________________ Date ___________________________Directions (for parent): This game is like Bingo. First have your child choose a free

box and mark it with an X. Then choose eight words from the word cards you have

created with your child. Have your child write one word in each box. Then choose

one of the word cards, have your child read it, and then ask him or her to find that

word in the Wordo chart. When your child finds the word, have him or her mark it with

an X. As a more challenging option, give your child a clue for each word and see if

he or she can find it in the chart. When your child gets three words in a row, column,

or diagonal, have him or her call out “Wordo!”

Teacher Resources: Reproducibles

Overhead Transparency #�

#50551 (i2870)—Building Vocabulary: Foundations©Teacher Created Materials

Down By the Bay

Down by the bay

Where there’s no snow,

Back to my home,

I dare not go.

’Cause if I do

My mother will say,

“Did you ever see a crow

That you didn’t know

Down by the bay?”

Unit I Lesson � -ow, -ou Word Families

A Mouse

A mouse with a spouse

Bought a new blouse.

With no room in the house,

She started to pout.

So the poor mouse

Returned her new blouse.

Overhead Transparency #27

#50551 (i2870)—Building Vocabulary: Foundations©Teacher Created Materials

Prefix re-Sometimes re- means “again.” What do these words have to do with “again”?

rewritere- + write = write again

replayre- + play = play again

redore- + do = do again

Fill in the blanks with the correct -re word.I had to __________ my paper for English class.

Mom made me _________ all of my chores. Tomorrow night we will __________ our favorite game.

� #50551 (i2869)—Building Vocabulary: Foundations© Teacher Created Materials

Unit I Diphthongs and R-Controlled Vowels

Part A:

Let’s Read

example, “I can see the sun when I look

out my ______.” (window)

6. Then ask students to suggest other

interesting words from the poem. Put

these in the third column. Make a word

wall for these words. Instruct students to

be on the lookout for additional -ow (as

in crow) words to add to the word wall

during the week. You and the students

can read the words on the chart in

unison, by taking turns (boys, girls, by shirt

color, table number, etc.), in a whisper

or silly voice, or by echo-reading. As

students become familiar with the words,

start reading in different places on the

chart to encourage looking at the words

and not just reciting them from memory.

7. Direct students to page 4 in the Guided

Practice Book for additional work with

the poem. Depending on students’

needs, work with the class or a small

group, or have students work with

partners to complete the activity.

Answers

Words underlined in the poem: snow,

crow, know

1. Students’ answers will vary.

2. Students’ drawings will vary.

Lesson 1 -ow, -ou Word Families

Down By the Bay

Down by the bay


Back to my home,

I dare not go.

‘Cause if I do

My mother will say,



Down by the bay?”

1. Direct students to page 4 in the Guided

Practice Book. Show the poem on

Transparency #1. (The poem is also

shown above.)

2. Read the poem aloud while you point

at the words. Then echo-read the poem;

you read a line, and then students read

the same line chorally. Finally, read the

entire poem chorally with students.

3. Write the word family -ow on the board.

Explain to students that -ow sometimes

sounds like crow, which is the focus of

this lesson, and sometimes sounds like

cow. Then reread the poem line by line.

At the end of each line, ask students

to identify the -ow words (as in crow).

Underline these words.

4. Make a chart with three columns. Label

the columns with the following titles: -ow

words from the poem, other -ow words,

and interesting words from the poem.

Put the -ow words from the poem in the

first column. Ask students to spell them

as you write them on the chart.

5. Invite students to provide other -ow

words; add these to the second column.

You may want to provide hints. For

4 #50547—Building Vocabulary: Foundations © Teacher Created Materials

Unit I Lesson 1

Part A:Let’s Read




______________________________________________________



�

© Teacher Created Materials#50551 (i2869)—Building Vocabulary: Foundations

Part B:Let’s Play with Words

1. Reread the poem from Part A. Ask students to work with partners. Each partner should read the poem aloud two times.2. Show students Transparency #2, which is the same as

page 5 in the Guided Practice Book. Remind them that -owhas two sounds: cow or crow. Ask students to say the words in the Word Bank and decide which column to put them in according to the sound of -ow. Provide assistance if needed. Depending on students’ needs, work with the class or a small group, or have students work with partners to complete the activity.


Answers

-ow like cow: brow, plow, chow, now, somehow-ow like crow: tow, below, show, blow, throw, mow, hollow


5

© Teacher Created Materials

#50547—Building Vocabulary: Foundations

Unit I Lesson 1Part B:Let’s Play with WordsWord SortDirections: Write the words in the correct column on the chart.


Word Bankbrow plow tow chow below show

blow throw mow now hollow somehow-ow like cow

-ow like crow

15


Unit I Word List

show

slow

scout

shout

joy

toy

coil

toil

pawn

crawl

fault

ray

sway

pear

pair

deer

perch

perk

misplace

dislike

Assessment

16 #50551 (i2869)—Building Vocabulary: Foundations© Teacher Created Materials

Unit I QuizStudent’s Name _______________________________ Date ___________________________Words Onset Rime Word Notesshow

slow

scoutshout

joy

toy

coil

toil

pawncrawlfault

ray

sway

pear

pair

deerperch

perkWords Prefix Base Word Notesmisplacedislike

Assessment

A19

© Teacher Created Materials #50550 (i2864)—Building Vocabulary: Foundations

Standards and Correlations

The No Child Left Behind legislation

mandates that all states adopt academic

standards that identify the skills students

will learn in kindergarten through grade 12.

While many states had already adopted

academic standards prior to NCLB, the

legislation set requirements to ensure the

standards were detailed and comprehensive.

Standards are designed to focus instruction

and guide adoption of curricula. Standards

are statements that describe the criteria

necessary for students to meet specifi c

academic goals. They defi ne the knowledge,

skills, and content students should acquire

at each level. Standards are also used

to develop standardized tests to evaluate

students’ academic progress.

In many states today, teachers are required

to demonstrate how their lessons meet state

standards. State standards are used in

the development of all of our products, so

educators can be assured that they meet

the academic requirements of each state.

Teacher Created Materials is committed to

producing educational materials that are

research and standards based. In this effort,

we have correlated all of our products to

the academic standards of all 50 states, the

District of Columbia, and the Department of

Defense Dependent Schools. You can print

a correlation report customized for your state

from our website at http://www.tcmpub.com.

If you require assistance in printing

correlation reports, please contact Customer

Service at 1-800-858-7339.

Teacher Created Materials uses the Mid-

continent Research for Education and

Learning (McREL) Compendium to create

standards correlations. Each year, McREL

analyzes state standards and revises the

compendium. By following this procedure,

they are able to produce a general

compilation of national standards.

Each lesson in this book is based on one or

more McREL content standards. The chart

on the following page shows the McREL

standards that correlate to each lesson.

To see a state-specifi c correlation, visit the

Teacher Created Materials website at

http://www.tcmpub.com.

Objectives

Lesson #

Objective #1

Uses basic elements of phonetic analysis (e.g., common letter/sound

relationships, beginning and ending consonants, vowel sounds, blends, word

patterns) to decode unknown words

All lessons

Objective #2

Uses basic elements of structural analysis (e.g., syllables, basic prefi xes,

suffi xes, root words, compound words, spelling patterns, contractions) to

decode unknown words

All lessons

Objective #3

Uses conventions of spelling in written compositions (e.g., spells high-

frequency, commonly misspelled words from appropriate grade-level list;

spells phonetically regular words; uses letter-sound relationships; spells basic

short vowel, long vowel, r-controlled, and consonant blend patterns; uses a

dictionary and other resources to spell words)

All lessons

Management

#12731 (i3962)—Building Vocabulary: Foundations © Teacher Created Materials

A22

Tips for Implementation

1. Keep the instructional goals in mind.Building Vocabulary has two broad goals: 1) to increase students’ knowledge of words, particularly those words they need to be successful in school and; 2) to deepen their knowledge about words so that students have strategies to fi gure out the meaning of many new words on their own. 2. Make sure to read the “Teacher Notes” section for each new lesson.

This section provides the background information you need to teach the lesson. In levels one and two a list of words for each word family is provided. In levels three and up, information is given to help teach Greek and Latin roots. The teacher notes section provides a wealth of interesting information and ideas for you to use with students. Each week there are also suggestions for differentiating instruction to meet the needs of all learners. It is important for children to feel successful, so use the suggestions and feel free to adapt them to meet your students’ needs.3. Develop regular routines with activities that scaffold increasingly independent learning. Although the program gives day-to-day activities in a quick and regular routine, you should feel free to modify or adapt the program to meet your own particular instructional needs. The key is to make your instruction a regular routine that gets students to think deeply about the word families or roots. Plan to spend 10-15 minutes each day on vocabulary.

4. Try to fi nd time for students to explore words with others. Many of the activities in “Building Vocabulary” can be completed with partners or in small groups. Some specifi cally invite students to work together. When students complete an assignment with others, they have a chance to try out new words and talk about how they “work.” Remember that games like “Wordo” and “Word Spokes” are not just fun––they are good instruction!

5. Keep the learning outcomes in mind. By the end of the program, your students’ should have 1) learned the meaning of some of the most common word roots in the English language; 2) understood how to apply those meanings to “divide and conquer” unfamiliar words; 3) deepened their “word awareness.” Above all, we hope your students will have become independent word sleuths and lifelong word lovers! 6. Keep the focus on thinking about the roots or word families, not on memorizing particular words.

Students need to become convinced that they have knowledge and processes to fi gure out the meanings of words. Roots can help here because prefi xes and bases represent familiar concepts (un = not; pre = before; graph = write). Word families help students see spelling patterns for many words. As students fi gure out the meaning of new words, ask them “What do you think? Why?” rather than “What’s the right answer?” Remember that the most effective way to teach vocabulary is not through mindless repetition or memorization.

Management

Tips for Implementation

Copyright All Rights Reserved.

Teacher Resource CD—Level 2

TCM 12732i3972

This CD contains assessments, transparencies, and reproducible pages for this program. Teachers can use these digital copies to

complete the activities described in the book.

For use with either Macintosh®

or Windows®

Guided Practice Book (student book)

Teacher’s Guide Includes:

Other Components Include:

Components of the Building Vocabulary Kit

Management Management

A3© Teacher Created Materials #12732 (i3970)—Building Vocabulary: Foundations

Parts A and C (Let’s Read)—You and the students enjoy shared reading activities through poems that introduce new word families, roots, or compounds. As you read each poem aloud, you model fluent reading. After choral, echo, and/or antiphonal (students divided into groups) reading, you lead a whole-group discussion that highlights the new word families, roots, or compounds. You and the students also generate lists of words, from the poems and elsewhere, that contain the word families, roots, or compounds of focus.

Parts B and D (Let’s Play with Words)— You and the students review the poems, and then you guide students as they play with words, scaffolding their understanding through think-alouds and other activities, such as Making and Writing Words, Word Sort, Word Scramble, Riddle Time, Divide and Conquer, and Wordo.

Part E (Let’s Grow)—The students will enjoy teacher-led word games as they review the words and concepts for the week.

How to Use This Program

The following provides a more detailed overview of the various components of this program, including the differentiated, five-part lessons, the Assessment section, the Teacher Resources section, and the Teacher Resource CD. Each component offers support for the entire program, making students’ word learning meaningful and fun.

Lesson Overview:Each lesson in the Teacher’s Guide contains Teacher Notes that include a list of grade-appropriate words for the word families studied in that lesson. The Guided Practice section provides minis of the corresponding student book pages for your reference. The Differentiation section points you to the notes provided at the beginning of each unit that outline differentiation suggestions for the classroom; this allows you to adjust the lessons to meet the needs of all your students, including below-level students, above-level students, and English language learners. Parts of lessons are labeled A through E. Parts A and C are similar, except that they focus on different word families, roots, or compounds. Likewise, Parts B and D are similar. Part E is based on both word families, roots, or compounds presented in the weekly lesson. (Read on for more detailed explanations of each lesson part.) The focus of all lessons is on helping students master common word families, roots, and compounds so that they can, in turn, use this knowledge to decode unfamiliar words. Overhead transparencies are included for each lesson to assist you with classroom instruction and practice (see Teacher Resources section for transparencies).



Part A:Let’s Read

example,“I can see the sun when I lookout my ______.” (window)6. Then ask students to suggest otherinteresting words from the poem.Putthese in the third column.Make a wordwall for these words.Instruct students tobe on the lookout for additional -ow (asin crow) words to add to the word wallduring the week.You and the studentscan read the words on the chart inunison, by taking turns (boys, girls, by shirtcolor, table number, etc.), in a whisperor silly voice, or by echo-reading.Asstudents become familiar with the words,start reading in different places on thechart to encourage looking at the wordsand not just reciting them from memory. 7. Direct students to page 4 in the GuidedPractice Book for additional work withthe poem. Depending on students’needs, work with the class or a smallgroup, or have students work withpartners to complete the activity.Answers

Words underlined in the poem: snow,crow, know 1. Students’ answers will vary. 2. Students’ drawings will vary.


Down By the BayDown by the bayWhere there’s no snow,Back to my home,I dare not go.‘Cause if I doMy mother will say,“Did you ever see a crowThat you didn’t knowDown by the bay?”

1. Direct students to page 4 in the GuidedPractice Book. Show the poem onTransparency #1. (The poem is alsoshown above.) 2. Read the poem aloud while you pointat the words.Then echo-read the poem;you read a line, and then students readthe same line chorally. Finally, read theentire poem chorally with students. 3. Write the word family -ow on the board.Explain to students that -ow sometimessounds like crow, which is the focus ofthis lesson, and sometimes sounds likecow. Then reread the poem line by line.At the end of each line, ask studentsto identify the -ow words (as in crow).Underline these words.

4. Make a chart with three columns. Labelthe columns with the following titles: -ow words from the poem, other -ow words,and interesting words from the poem.Put the -ow words from the poem in thefirst column. Ask students to spell themas you write them on the chart. 5. Invite students to provide other -ow words; add these to the second column.You may want to provide hints. For

4#50547—Building Vocabulary: Foundations


Unit I Lesson 1

Part A:Let’s Read

Poetry FunDirections: Read the poem to yourself or to a partner.

Underline the -ow words. Then answer the question and

draw a picture.



______________________________________________________



�


Part D:Let’s Play with Words

1. Reread the poem from Part C. Askstudents to work with partners. Eachpartner should read the poem aloudtwo times. 2. Show students Transparency #3.Remind them

that sometimes-ou sounds likethe word outand sometimesit doesn’t. Talkthem throughsorting the firstfew words, thenask students totake the leadin sorting theremainder.If time permits,you could ask students to provide asentence or phrase using each -ouword.

3. Now show students Transparency #4,which introducesthe “Divide andConquer” activity.(Note: If studentsused BuildingVocabularyin level one,they will befamiliar with thisstrategy. If not,you may wantto take moretime with thistransparency,perhaps by asking students to divideand conquer additional -ou words.)


4. Direct students to page 7 in the GuidedPractice Book for more practice withdivide and conquer. Depending onstudents’ needs, work with the class or asmall group, or have students work withpartners to complete the activity.Answers 1. m ou th mouth 2. bl ou se blouse 3. c ou nt count 4. m ou se mouse 5. h ou se house


7


#50547—Building Vocabulary: Foundations

Unit I Lesson 1Part D:Let’s Play with WordsDivide and ConquerDirections: Divide each word into parts. Then write the word at

the end of the row.


Word Beginning Word Family Ending Word

1. mouth _________ _________ __________ _________

2. blouse _________ _________ __________ _________

3. count _________ _________ __________ _________

4. mouse _________ _________ __________ _________

5. house _________ _________ __________ _________

mouth blouse count mouse house

m ou

th mouth


Part E:Let’s Grow

1. For this activity, duplicate the word cardsthat are found in the Teacher Resourcessection and on the Teacher Resource CD. Make one sheet for each student.Read the words to them, and ask themto read the words with you. Then askstudents to cut the word cards apart.With these, students can: • Play Memory (in partners) • Play Go Fish (in groups of three orfour). Deal out seven cards to eachplayer. Put the remaining cards inthe middle of the group. The personwhose turn it is can ask someoneelse for a word that starts the sameor has the same word family. If theother person has this card, it shouldbe given to the student who askedfor it. If not, the student who askedis told to “go fish” (i.e., to take a cardfrom the middle). Two of a kind (e.g.,two words that start the same, twowords with same word family) can beput down on the table if the studentcan read them. The student whohas all cards on the table first is thewinner.

Suggested Word Cards: show, shout,showed, shouted, sparrow, spout,snow, snout, showing, shouting,snowing, hollow, house, blow, blouse(See the Teacher Resouces sectionand the Teacher Resouce CD for theUnit I, Lesson 1, Part E Word Cards.) 2. Now direct students to page 8 in theGuided Practice Book. Depending onstudents’ needs, work with the class or asmall group, or have students work withpartners to complete the activity.

Unit I Diphthongs and R-Controlled VowelsLesson 1 -ow, -ou Word Families

Answers

One letter before word family: house,mouseMore than one letter before word family: show, shouted, showed, sparrow,snow, showing, hollow, blow, blouse,snowing

One syllable: show, showed, snow,house, mouse, blow, blouseTwo syllables: shouted, sparrow,showing, hollow, snowing-ow words: show, showed, sparrow, snow,showing, hollow, blow, snowing-ou words: shouted, house, mouse,blouse

8#50547—Building Vocabulary: Foundations


Unit I Lesson 1

Part E:Let’s Grow

Word SortDirections: Fill in the chart with the words below. Write at least

two words in each box.


Word Bankshow shouted showed sparrow snow showing

hollow house mouse blow blouse snowing

One letter beforeword family More than one letterbefore word family

One syllable (one clap) Two syllables (two claps)

-ow

-ou



Differentiation Strategies for Unit IAbove Level Support

• Have students conduct word hunts for diphthongs and r-controlled vowels. Theycan search for the words in stories, books, or poems of their choice. Students canwrite the words on index cards, chart paper, or in writing journals.

• Give students multisyllabic words that contain diphthongs and r-controlled vowels.

Ask students to divide and conquer these words. • When appropriate, ask students to create hand motions for the poems and textsor act them out. Then ask students to perform for their classmates.English Language Support

• Preview the poems in Parts A and C. Preteach key words from each poem toprovide a base of understanding. • Before each lesson, provide realia for students to see and feel. For example, somenouns from this unit include: crow, snow, blouse, mouse, toy, boy, cowboy, paw,bear, pear, clay, deer, and batter. The items or pictures can be labeled by students

and displayed for future reference. • Enact verbs to demonstrate meaning. Some verbs from this unit include: throw,grow, pout, shout, enjoy, destroy, crawl, play, say, repair, and cheer.

• Work with a small group of students to complete the activities in Parts B and D.Below Level Support

• Preview the poems or texts in Parts A and C. Preteach any multisyllabic words that

may present a challenge for students. • Have students work with partners to complete the activities in Parts B and D. • Provide students with a copy of the poem for additional practice at home. (See

the Teacher Resource CD for the Take-Home Poems for Unit I).

Management Management

B1© Teacher Created Materials #12732 (i3970)—Building Vocabulary: Foundations

Introduction to Unit I

• MostofUnitIfocusesonwordfamilies,buttheyareabitmorecomplexthanwhatstudentsencounteredinleveloneofthisseries.Voweldiphthongs(twovowelstogetherinawordthatmaketwosounds,asinoilorpoison)arepresented,asarer-controlledvowels.Bothwordsthathavethesamesoundsbutdifferentspellings(e.g.,hair andpear)andwordsthathavethesamespellingsbutdifferentsounds(e.g.,-ouinsound, bought )areaddressed.

• Studentsmayaddsomeofthetargetedwordstotheirsightvocabularies,especiallyifyouusethewordwallactivitiesdescribedinthegeneralintroduction.Theymayalsolearnsomespellingrules(e.g.,“y to i” ).Youdonotneedtostresstheseissues,however.Youshouldstresslookingforfamiliargroupsoflettersasameansofdecodingandbeingflexibleintryingsoundstobeabletopronounceaknownword.

• Threerootsthatcarrymeaningarealsoaddressedinthisunit.Mis-,dis-,and-erareintroducedintheirsimplestforms—attachedtowords.StudentswillstudybothoftheserootsagaininsubsequentlevelsofBuilding Vocabulary.


Challenge Words Thechallengewordsinthisunitmay

beeasyforstudentstodecode,buttheirmeaningsmaybeunfamiliar.Thedefinitionsbelowcanhelpstudentsdevelopmeaningforthesewords.

Lesson 1

spouse—thepersonsomeoneismarriedto;canbeaman(husband)orwoman(wife)

blouse—anotherwordforawoman’sshirt

✓ YoumaywishtoadministerthePre-testbeforebeginningUnitI.SeepagesC7–C16intheAssessmentsectionforthePre-test.

✓ SeepagesC17–C20intheAssessment sectionfortheUnitIQuiz.

B2 #12732 (i3970)—Building Vocabulary: Foundations © Teacher Created Materials


Differentiation Strategies for Unit I

Above Level Support

• Havestudentsconductwordhuntsfordiphthongsandr-controlledvowels.Theycansearchforthewordsinstories,books,orpoemsoftheirchoice.Studentscanwritethewordsonindexcards,chartpaper,orinwritingjournals.

• Givestudentsmultisyllabicwordsthatcontaindiphthongsandr-controlledvowels.Askstudentstodivideandconquerthesewords.

• Whenappropriate,askstudentstocreatehandmotionsforthepoemsandtextsoractthemout.Thenaskstudentstoperformfortheirclassmates.

English Language Support • PreviewthepoemsinPartsAandC.Preteachkeywordsfromeachpoemto

provideabaseofunderstanding. • Beforeeachlesson,providerealiaforstudentstoseeandfeel.Forexample,some

nounsfromthisunitinclude:crow,snow,blouse,mouse,toy,boy,cowboy,paw,bear,pear,clay,deer,andbatter.Theitemsorpicturescanbelabeledbystudentsanddisplayedforfuturereference.

• Enactverbstodemonstratemeaning.Someverbsfromthisunitinclude:throw,grow,pout,shout,enjoy,destroy,crawl,play,say,repair,andcheer.

• WorkwithasmallgroupofstudentstocompletetheactivitiesinPartsBandD.

Below Level Support • PreviewthepoemsortextsinPartsAandC.Preteachanymultisyllabicwordsthat

maypresentachallengeforstudents. • HavestudentsworkwithpartnerstocompletetheactivitiesinPartsBandD. • Providestudentswithacopyofthepoemforadditionalpracticeathome.(See

theTeacher Resource CDfortheTake-HomePoemsforUnitI).


UnitIDiphthongsandR-ControlledVowels

Lesson1 -ow, -ouWordFamilies

Objectives#1,#2,and#3

TeacherNotes

• Thislessonfocuseson-ow, -ouwordfamilies.Belowisalistof-ow, -ouwordsappropriateforsecondgradestudents.

-ow bow low mow row tow blow crowflow glow grow know show slow throwbelow borrow hollow narrow swallow window yellow

-ou our out pout scout shout snout sproutfound ground hound mound pound sound aroundblouse house mouse mouth fountain mountain countourselves outdoors outfield outgrown

• LessonOnehasfiveparts.Itissuggestedthatyouteachoneparteachday.

GuidedPractice

• Directstudentstopages4–8intheirGuided Practice Bookstocompletetheactivities.

Differentiation • Youmightchoosetodifferentiateinstructionusingtheideaslistedatthebeginningofthis

unit.

Transparencies • Forthislesson,youwillneedtransparencies1–4.

AdditionalResources • Foradditionalpractice,seetheTeacher ResourcessectionandTeacher Resource CD

foralistofwordcardactivities.YouwillalsofindtheUnitI,Lesson1WordCardsontheTeacher Resource CD.

• FortheHome-SchoolConnection,seetheTeacher ResourcessectionandTeacher Resource CDforPoetryPackactivities.

• SeetheTeacher Resource CDforUnitI,Lesson1Take-HomePoemstobesenthomewiththePoetryPackorusedforadditionalpractice.

• Foradditionalpracticewithwordfamilies,seeRiddleWritingTemplateonthesupplementaryCD.


Unit I Lesson 1

Part E:Let’s Grow

Word SortDirections: Fill in the chart with the words below. Write at least

two words in each box.


Word Bankshow shouted showed sparrow snow showing hollow house mouse blow blouse snowing

One letter beforeword family

More than one letterbefore word family

One syllable (one clap) Two syllables (two claps)

-ow -ou


Unit I Lesson 1

Part A:

Let’s Read

Poetry FunDirections: Read the poem to yourself or to a partner.

Underline the -ow words. Then answer the question and

draw a picture.



______________________________________________________


Down By the Bay

Down by the bay


Back to my home,

I dare not go.

’Cause if I do

My mother will say,



Down by the bay?”

5© Teacher Created Materials #50547—Building Vocabulary: Foundations

Unit I Lesson 1







Unit I Lesson 1

Part C:Let’s Read

Poetry FunDirections: Read the poem. Underline the -ou words. Then write the story told in this poem. Use your own words.


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

A MouseA mouse with a spouseBought a new blouse.With no room in the house,She started to pout.So the poor mouseReturned her new blouse.

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Unit I Lesson 1

Part D:Let’s Play with Words

Divide and ConquerDirections: Divide each word into parts. Then write the word at the end of the row.


Word Beginning Word Family Ending Word 1. mouth _________ _________ __________ _________ 2. blouse _________ _________ __________ _________ 3. count _________ _________ __________ _________ 4. mouse _________ _________ __________ _________ 5. house _________ _________ __________ _________

mouth blouse count mouse house

m ou th mouth

B4 #12732 (i3970)—Building Vocabulary: Foundations © Teacher Created Materials


Part A: Let’s Read

example, “I can see the sun when I look out my ______.” (window)

6. Then ask students to suggest other interesting words from the poem. Put these in the third column. Make a word wall for these words. Instruct students to be on the lookout for additional -ow (as in crow) words to add to the word wall during the week. You and the students can read the words on the chart in unison, by taking turns (boys, girls, by shirt color, table number, etc.), in a whisper or silly voice, or by echo-reading. As students become familiar with the words, start reading in different places on the chart to encourage looking at the words and not just reciting them from memory.

7. Direct students to page 4 in the Guided Practice Book for additional work with the poem. Depending on students’ needs, work with the class or a small group, or have students work with partners to complete the activity.

Answers

Words underlined in the poem: snow, crow, know

1. Students’ answers will vary.

2. Students’ drawings will vary.


Down By the BayDown by the bayWhere there’s no snow,Back to my home,I dare not go.‘Cause if I doMy mother will say,“Did you ever see a crowThat you didn’t knowDown by the bay?”

1. Direct students to page 4 in the Guided Practice Book. Show the poem on Transparency #1. (The poem is also shown above.)

2. Read the poem aloud while you point at the words. Then echo-read the poem; you read a line, and then students read the same line chorally. Finally, read the entire poem chorally with students.

3. Write the word family -ow on the board. Explain to students that -ow sometimes sounds like crow, which is the focus of this lesson, and sometimes sounds like cow. Then reread the poem line by line. At the end of each line, ask students to identify the -ow words (as in crow). Underline these words.

4. Make a chart with three columns. Label the columns with the following titles: -ow words from the poem, other -ow words, and interesting words from the poem. Put the -ow words from the poem in the first column. Ask students to spell them as you write them on the chart.

5. Invite students to provide other -ow words; add these to the second column. You may want to provide hints. For


Unit I Lesson 1

Part A:Let’s Read



1. What do you see in your head when you read the poem? ______________________________________________________ 2. Draw a picture to show what is described in the poem.

Down By the BayDown by the bayWhere there’s no snow,Back to my home,I dare not go.

’Cause if I doMy mother will say,“Did you ever see a crowThat you didn’t knowDown by the bay?”


Part B: Let’s Play with Words

1. RereadthepoemfromPartA.Askstudentstoworkwithpartners.Eachpartnershouldreadthepoemaloudtwotimes.

2. ShowstudentsTransparency #2,whichisthesameaspage5intheGuided Practice Book.Remindthemthat-owhastwosounds:coworcrow.AskstudentstosaythewordsintheWordBankanddecidewhichcolumntoputtheminaccordingtothesoundof-ow.Provideassistanceifneeded.Dependingonstudents’needs,workwiththeclassorasmallgroup,orhavestudentsworkwithpartnerstocompletetheactivity.


Answers

-ow like cow:brow,plow,chow,now,somehow

-ow like crow:tow,below,show,blow,throw,mow,hollow


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Unit I Lesson 1






C11© Teacher Created Materials #12732 (i3970)—Building Vocabulary: Foundations

Diagnostic Pre-test

Depending on each student’s reading level, you may choose to limit the number of words you read during the Diagnostic Pre-test. One word from each word family, compound, and root has been provided for you in the following chart.

Student’s Name _______________________________ Date ___________________________

Words Onset Rime Word Corresponding Unit/Lesson

1. flow Unit I, Lesson 1

2. loud Unit I, Lesson 1

3. boy Unit I, Lesson 2

4. join Unit I, Lesson 2

5. straw Unit I, Lesson 3

6. taunt Unit I, Lesson 3

7. play Unit I, Lesson 3

8. bear Unit I, Lesson 4

9. chair Unit I, Lesson 4

10. steer Unit I, Lesson 5

11. better Unit I, Lesson 5

12. gold Unit II, Lesson 6

13. colt Unit II, Lesson 6

14. doll Unit II, Lesson 6

15. blue Unit II, Lesson 7

16. pie Unit II, Lesson 7

17. field Unit II, Lesson 8

18. weigh Unit II, Lesson 8

19. porch Unit II, Lesson 9

20. burn Unit II, Lesson 9

Assessment Assessment

part a: let’s read poetry fun - teacher created …...part a: let’s read poetry fun directions:...

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