tg trg full reduced

7/31/2019 TG TRG Full Reduced

1/44Maryanne Wolf

Teacher MaterialsTeacher Guide, Volumes 1 and 2

Teacher Resource Guide


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What will you findin this sample?

The Teacher Guide Volumes 1 and 2 contain instruction for Units 116 with fullscripting for initial lessons and new activities.

Be sure to look for: Unit Opener Provides an overview of new content and skills to be covered in

each unit page 1

Lesson At-A-Glance Provides teacher and student objectives for each lesson pages 2, 26

Materials Lists Tell what manipulatives to use for each lesson and where tofind them pages 3, 27

Step-by-Step Scripted Instruction Ensures fidelity of implementation pages 425, 2834

How and where to use Core Words, WordWork Books, Minute Story Anthologies , Metacognitive Tips Posters, the Word Web, and Image Cards tobuild word connections pages 10, 17, 31, 33

The Teacher Resource Guide provides an overview of the program goals andresearch. Read the TRG thoroughly before beginning implementation andreference it regularly to support daily instruction and to conduct assessmentsand interpret their results.

Be sure to look for: Semantic Resource Sheets pages 3739 Assessment Overview pages 4041


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UNIT 3 The BatStudents learn the Ender Bender Tip, Ender Bender s, and practice identi yingnouns and verbs in sentences and in connected text. They are also introduced to thdiference between real words and non-words.

Knowing that the same word can be used as a noun or a verb

facilitates students comprehension of many sentences.

New in this unit:Core Wordsbat , pat , ham , tagSound-Symbol CorrespondencesConsonants: b , f ,h ,m , z

Rime Patternsag ,at Eye-Spy Wordsdo , on , not , see , at , it , she , his , happy Grammar and UsageParts of Speech: verbs, pronounsSentence StructureNoun + verb = sentenceNoun + verb + noun = sentenceMinute StoriesThe Bat

At BatTag the HamTipsEnder Bender sPlanning Information4-lesson unit

11


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2 RAVE O Unit Lesson

UNIT LESSON 1

LESSON 1 ACTIVITIES TIME(MINS.) STUDENT OBJECTIVES PAGE

WelcomeReview the concept o rime amilies and rime patternsam andap.

3 Describe the Rhyme-Time Tip (Phonology); identi yrime patterns in Core Words (Orthography); read theWord Wall with speed (Fluency).

114

Warm-UpIdenti y MIMs o Core Words.

5 Provide words rom Image Card clues (Semantics,Retrieval).

115

Nouns vs. VerbsIntroduce the thing/actionnoun/verb concept.

6 Identi y noun/verb usage pictured in the ImageCards and/or as used in sentences (Syntax,Semantics).

117

Word Introduction bat Word introduction or the irst o two new Core Wordswith the same rime pattern.

PART IIntroduce MIMs of bat Semantic introduction o bat .

4 Provide three meanings o bat (Semantics) and usethe meanings in sentences (Syntax).

120

PART IIReview Sound-SymbolCorrespondences of bat Phonological introduction o bat .

2 Segment phonemes, name letters, review sound-symbol correspondences o bat , and blend to wordlevel (Phonology).

122

Word Introduction pat Word introduction or the second o two new Core Wordswith the same rime pattern.

PART I

Introduce MIMs of pat Semantic introduction o pat .

4 Provide three meanings o pat (Semantics) and usethe three meanings in sentences (Syntax).

123

PART IIReview Sound-SymbolCorrespondences of pat Phonological introduction o pat .

2 Segment phonemes, name letters, review sound-symbol correspondences o pat , and blend to wordlevel (Phonology).

125

Lesson 1 AT- A - G L A N C E

Easy to use: objectives summarizestudent goals at-a-glance

Entire Unit 3, Lesson 1 activitypages are provided here fromTeacher Guide, Volume 1.


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RAVE O Unit Lesson


Working With Words bat and pat PART IIIExamine Rime PatternsExamine the rime patterns inbat and pat .

4 Examine the rime patterns inbat and pat and usethe Jam-Slam Tip to create words (Orthography).

126

PART IVCreate bat and pat Build words independently with sublexical orthographicunits.

4 Name Starter and Rime Pattern Cards; use cards tocreatebat and pat ; write the words and phrases(Orthography, Syntax).

129

Word Web: bat Review the Word Web structure as a way o exploringmultiple meanings and the words connected to each

meaning.

8 Provide associated words (MICs) or each MIMto create a Word Web orbat (Novel Thought,Semantics).

132

Ticket Out the Door Review and use nouns and verbs in sentences.

3 Identi y MIM o Core Word as a noun or a verb anduse in an oral sentence (Semantics, Syntax).

135

M AT E R I A L STOOLKIT CLASSROOM TEACHER RESOURCE GUID

Core Word Cards:bat , pat Rime Pattern Cards:at Starter Cards:b, pImage Cards: jam, ram, lap, tap, bat , pat Question Words PosterSentence Builder PosterJam-Slam PosterMIM PosterMIC PosterWord WebWordWork BooksUnit 3 Semantic Resource Sheets

(see theTeacher Resource Guide)Small magni ying glasses

Pocket chartIndex cardsSel -stick notes (three colors)Word Wall

Word Introductions with SemanticResource Sheets, Assessment Guidelinesand Assessment Forms, the Image CardCatalog, Word Wall Chart, and otheruse ul resources.

TEACHER-PROVIDEDTreasure chestDetective hat (optional)Pictures and props that representbat Pictures and props that represent pat Tactile cards:at (one per student)Photocopy o three Image Cards orbat Photocopy o Core Word Card orbat Preparation:

Write Noun-Thing and Verb-Actionon two index cards.

ONLINE RESOURCES

Instructional Blackline Masters, AssessmentForms (Unit POSSuM Checks: teacher andstudent versions; Minute Stories or TimedReadings, Class Assessment Record Form),and Home-School Connections (parentletters and materials).www.soprislearning.com/ raveoresources

Page references save teachers time

Less teacher planning: materialslists provide teachers with moreimplementation time


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UNIT LESSON 1

WelcomeReview the concept o rime amilies and rime patternsamandap.

minutes

STUDENT OBJECTIVES: Describe the Rhyme Time Tip Phonology ; identify rimepatterns in Core Words Orthography ; read the Word Wall with speedFluency .

ACTIVITY SUMMARY:

STEP 1.Welcome students. Read words on the Word Wall together with s tudents.

STEP 2.Review theam rime amily section on the Word Wall. Remind students o theRhyme-Time Tip.

STEP .Elicit that beginning letters are called starters. Review how to jam the rimepattern and slam on the star ter to make words. Elicit the name of theap rime amily.

STEP 4.Have students individually read all o the words on the Word Wall.

ACTIVITY DETAIL:

STEP 1. Hello, Word Explorers! Are you ready for a new word adventure? Before welearn some new Core Words, let s look at our words on the Word Wall and read

them together.Direct students attention to the Word Wall and read the words together:ram, jam, lap, tap.

Very good work!

STEP 2.Point to theam rime amily section on the Word Wall.

What do these words have in common?(Elicit: They rhyme.)What part o themis the same?(Elicit: They sound the same in the middle and at the end.)

What is the name o the tip weve learned about words that sound the same inthe middle and at the end?(Elicit: The Rhyme-Time Tip.)And who gave us thistip?(Elicit: The rhyme-time clock.)What a jewel o a tool rimes are!

Cover the starters to show only the rime patternam.

Do you remember the name of this rime family?(Elicit: Theam amily.)Yes,thats right! Its theam rime amily.

MATERIALSClassroom/TeacherProvided

Word Wall


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5RAVE O Unit Lesson

STEP .Cover theam rime patterns on the Word Wall.

We call the irst letters in a word the . . . .(Elicit: Starters.)By jamming therime pattern and slamming on the s tarters, we can make many words. Bylearning how to ind the rime patterns, the better and more quickly we can

read and write words. And who gave us this tip?(Elicit: Jam-Slam Man.)What other rime pattern do you see on the Word Wall?(Elicit:ap.)Now thatyouve ound theap rime pattern on the wall, can you slam a starter onto itto make one of its rime family words really fast?Pause or students to answerwith an appropriate word.

Challenge students to say the wordstap andlap ast.

Now lets see how fast each of you can saytap andlap.

STEP 4. Who can read all of the words on our Word Wall as fast as you can?

Invite all students to read the words as quickly as they can.

Warm-UpIdenti y MIMs o Core Words.

5 minutes

STUDENT OBJECTIVES: Provide words from Image Card clues Semantics,Retrieval .

ACTIVITY SUMMARY:

STEP 1.Remind students that the Core Words are MIM words. Elicit the meaning o MIM. Display the Image Cards.

STEP 2.Play a game in which several Image Cards are turned acedown and studentstake turns turning the cards over and giving the Core Word and MIM that areassociated with the word on the card.

ACTIVITY DETAIL:

STEP 1. What else do we know about the Core Words jam, ram, lap, andtap on theWord Wall? Here is a clue: Think Ms. MIM!(Elicit: The words on the wall areMIM words. They have many interesting meanings.)Ms. MIM has many legs just like MIM words have many interesting meanings. Do you think Ms. MIMhas enough legs for all the meanings we can find for a word?

MATERIALSToolkit

Image Cards: jam,ram, lap, tap

Classroom/TeacherProvided

Word Wall

Explicit scripting guides teachersinstruction and supports fidelityof implementation

Structured lesson format and

step-by-step details guideinstruction


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UNIT LESSON 1

Display a selection o Image Cards or jam, ram, lap, andtap. Choose asubset o Image Cards that are easily identi iable as nouns or verbs, as thisis important or the next activity. Suggested cards:

Jamcard depicting: preserves, noun; jamming clothes into a suitcase, verb;

music band jamming, verb.Ramcard depicting: male sheep, noun; cram or stu , verb; part o computer,noun.

Lapcard depicting: area o body, noun; one segment o a track, noun; drinkwith the tongue, verb.

Tapcard depicting: aucet, noun; strike lightly, verb; tap a tree, verb.

You ound all o these meanings or our MIM words. We can see them on ourImage Cards.

STEP 2. Now were going to play a game to see who can remember which words andMIMs the Image Cards belong to.

Turn the Image Cards acedown and spread them out on the loor or on a tableor students to see and to move around.

Ive turned the Image Cards over so that no one can see the pictures. When itsyour turn, turn one card over and tell the group the Core Word and MIM on thepicture. I youre correct, then you keep the card. I youre not correct, turn thecard over and place it with the other cards again.

I we can match each Image Card to a Core Word, then we all win! OK, whowould like to start the game?

Have students play the game until all o the cards have been turned over.Assist students who are struggling by giving them clues.

2.1.a

Image Cards


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7RAVE O Unit Lesson

Nouns vs. VerbsIntroduce the thing/actionnoun/verb concept.

6 minutes

STUDENT OBJECTIVES: Identify noun/verb usage pictured in the Image Cardsand/or as used in sentences Syntax, Semantics .

ACTIVITY SUMMARY:

STEP 1.Explain that words can have di erent jobs in a sentence such as naminga thing or an object, a place, or a person. On the board, write these threecategories as column heads: Thing or Object, Place, and Person.

STEP 2.Suggest or elicit examples in each category and write the examples beloweach heading. Explain that these types o words have a special name, and that

name isnoun. Write NOUN centered above the three categories.STEP .Explain that some words are action words. Action words are calledverbs.

STEP 4.Introduce that one word can have MIMs that are both verbs and nouns.

STEP 5.Play a game with the Image Cards. Put NounThing and VerbActionlabeled index cards on a table. Have students sort the Image Cards into thetwo categories. Review the names and unctions o nouns and verbs.

STEP 6.Explain that when a word is used in a sentence, you can see which MIM isbeing used and what job that MIM is doing. Examine MIM use in the sentence:

The ram rams.

STEP 7.Explain that a sentence has at least one noun and one verb. Place exampleo a verb (written on a sel -stick note) on the Sentence Builder Poster.

ACTIVITY DETAIL:

STEP 1. Now that weve looked closely at the meanings of our Core Words, were goingto learn another amazing thing about them. They can have di erent jobs!

The job o some words is to name a thing or object, a place, or a person.Write Thing or Object, Place, and Person spaced out across the board.Leave room above the labels for NOUN.

STEP 2.I available, point to items as you name them.

A name of a thing or object might bedesk , board , or pencil . It can also be acar ,bike, ordog. A thing or object might be something that you eat, like anapple; orthat you wear, like a shoe; or play with, like aball . Who can give me the name

MATERIALSToolkit

Image Cards: jam,ram, lap, tap ( romthe previous activity)

Sentence BuilderPoster


Self-stick notes

Minimal teacher prep:materials are listed atpoint of use

Activity Summaryprovides teachers witha quick glance of whateach lesson entails


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UNIT LESSON 1

of a thing or object to write on the board?(Elicit several names o things orobjects, and write them on the board under the Thing or Object column head.)

A name of a place might be your country, state, city, or school. What nounsshall I write this time?(Elicit several names o places, and write them on the

board under the Place column head.)The name o a person might be like yours(say the name o a student);or itcould be the name o a persons job, like principal , fireman, teacher , or student .It could even be a character, likeHarry Potter or Amelia Bedelia. Who cantell me their name?(Elicit several student names.)Who knows the name o someone famous?(Elicit several names, and write them on the board underthe Person column head.)

All of these name words have a special name. These name words are callednouns. Nouns have a special job in a sentence. They are . . .(Elicit as you point

to the column heads on the board.)the name o a thing or object, a place, ora person. Ill write the wordnounhere so that we remember that nouns namedi erent things.(Write NOUN above the three classifications of nouns.)

STEP . Now we know a little about nouns and what their job is in a sentence. Thereare other words whose job is pure action! We call these action wordsverbs.Actions can be things likerunning, sleeping, orbiking. Verbs are actions youdo. Lets act out a few verbs. Who can tap their fingers?Have one studentdemonstrate the action.Who can pretend to jam to music?Have one studentdemonstrate the action.Jump?Have one student demonstrate the action. Can you think of other action words?(Elicit several action words.)

STEP 4. Whats really clever is that our MIM words can have one meaning thats a nounand another meaning thats an action verb. Who can igure out one o our MIMwords that can be both a noun and a verb?(Elicit the noun and verb meaningso a MIM word such as jam.)

STEP 5.Gather together the Image Cards. On two blank index cards, write NounThing and VerbAction. Place the cards on a table.

Lets play another game with the Image Cards. I have two labels. One saysNounThing, and the other says VerbAction. Lets put each of the ImageCards under one o these labels and see which ones are nouns and which onesare verbs. Well use this question to help us igure out which label to put acard under: Is the worda thingor is the wordan action I do?

Use this question when holding up an Image Card. You may also use the wordsin sentences i you think the noun or verb meaning is not obvious. Sort thecards under the two headings. I students are con ident, have them work witha partner to sort some o the remaining cards. I not, go through all o theImage Cards with the entire group.

2.1.a

Image Cards


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9RAVE O Unit Lesson

Very good job, Word Builders! When youre thinking about the jobs that wordsdo in a sentence, you can ask yourself what question?(Elicit: Is thisa thingoris this something I can do?)

Who can remember the special word for words that are things?(Elicit: Nouns.)

Whats the special word for words that are action words?(Elicit: Verbs.)STEP 6. When we use a word in a sentence, we can see which meaning o the MIM

word is being used and what job its doing.

Write this sentence on the board: The ram rams.

What does this sentence say?Have a student read the sentence.Who canunderline the noun in this sentence?Have a student underlineramon theboard.

How do you know it is a noun?(Elicit:Ramis the name o a thing.)

Who can underline the verb in this sentence?Have a student underlinerams on the board.

How do you know it is a verb?(Elicit: In this sentence,ramsis an action wordbecause it tells us what the nounram is doing.)

STEP 7. In every sentence that you read, theres always anounto tell us who or what thesentence is about, and theres always averbto tell us what the noun is doing.So youve learned something else today. Every sentence has at least one nounand one verb.

Youre becoming great Sentence Builders!

Hold up the Sentence Builder Poster.

Heres our Sentence Builder Poster with Nouns and Verbs and their jobson it. Lets put a verb on there to remind us what its job is in a sentence.

Writeramson a sel -stick note, then a ix it to the Sentence Builder Posterunder VerbsAction Words.

Well put the poster back on the wall to remind us what jobs these words do.

Pronouns

Verbsaction words

He lping Verb s

PrepositionsVIPs

Describersadjectives

Nounspeople, places, things

Sentence Builder

Sentence Builder Poster


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UNIT LESSON 1

WORD INTRODUCTION (BAT : PART I)

Introduce MIMs of bat Semantic introduction o bat .

4 minutes

STUDENT OBJECTIVES: Provide three meanings of bat Semantics and use themeanings in sentences Syntax .

ACTIVITY SUMMARY:

STEP 1.Have a student take the Core Word Card orbat rom the treasure chest.Determine i any student can read the word to the class be ore you do.

STEP 2.Remind students o the MIM Tip. Use Image Cards, Unit 3 Semantic ResourceSheets (see theTeacher Resource Guide), and other props to elicit discussion o

the multiple meanings o bat as both a noun and a verb. Place an Image Cardor each new meaning in the pocket chart.

STEP .Ask students to generate at least three MIMs forbat and use the meaningsin sentences. Remind them to be on the lookout or the di erent meaningso words.

NOTE: The word introductions in Unit 3 use all three pairings o words romwhich students can deduce a new rime pattern. For more in ormation aboutword pairings and word introductions, see the Word Introductions section o the Teacher Resource Guide, page 53. For the most appropriate strategies orteaching the semantic meanings o words, see theTeacher Resource Guide,page 87.

ACTIVITY DETAIL:

STEP 1.Display the treasure chest.

Lets get started with our next new Core Word. Are you ready? Who wants topull the next word from the treasure chest?

Invite a student to take the Core Wordbat rom the treasure chest and holdthe card up or everyone to see.

And the next Core Word is . . . bat . Pause to check i any student can read it.

MATERIALSToolkit

Core Word Cards:bat Image Cards:bat MIM Poster

Unit 3 SemanticResource Sheets


Pocket chart Treasure chest Index cards Pictures and props

that representbat

3.1.a

Image Cards

Instructions for Core Word

Instructions for Image Cards


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11RAVE O Unit Lesson

STEP 2. Some words are special MIM words. Can everyone tell me what MIM means? (Elicit: Many Interesting Meanings.)Correct! Many Interesting Meanings. Justlike Ms. MIM has many legs, MIM words have many di erent meanings.

Do you think thatbat is a MIM word?(Elicit: Yes.)Who can think o an

interesting meaning orbat ? (Elicit a variety o meanings orbat romstudents using questions, Image Cards, other pictures, props, Unit 3 SemanticResource Sheetssee theTeacher Resource Guideand role-playing toprompt discussion.)

For example, using Image Cards:See the picture of this animal? Who knowswhat this animal is?(Elicit: A bat.)Yes, this is called abat . Now look at thispicture. What is next to the ball?(Elicit: A bat.)Yes, thats right, a bat. A batcanbat a ball. Oh, waitthats another meaning o bat !

Have students usebat in sentences, and note whether the meaning is a noun

or a verb.So canbat have an interesting meaning that isa thing? (Elicit: Yes.)Canbat have an interesting meaning that isan action?(Elicit: Yes.)Yes!Bat is one o those super MIM words that can be a thing or an action. Give me a sentencewithbat as a verb.(Elicit a sentence rom each student.)

Place an Image Card or each new meaning o bat in the pocket chart. I astudent comes up with a meaning that is not on an Image Card, set aside anindex card or that student to draw a picture o his or her idea later in the lesson.

STEP . Do you thinkbat has many interesting meanings?(Elicit: Yes.)What are someof the meanings?(Elicit answers rom students as a group, but ensure thatthey give at least three di erent meanings and use them in sentences.)

Our MIM Tip worked well with the wordbat . Remember to be on the lookoutor many interesting meanings o words you hear throughout your day.

bat

3 .1.b

R AV E - O S o p r i s W e s t / C a m b i u m Le a r n in g G r o u p , Al l r ig h t s r e s e r v e d .

3. 1.a

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3. 1.c

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W e s t/ C a m b iu m

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M I M

MIM Poster

Concepts and strategiescan be applied acrosscontent areas

Motivating: active engagementand multisensory activities increaseopportunity for learning


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UNIT LESSON 1

WORD INTRODUCTION (BAT : PART II)

Review Sound-SymbolCorrespondences of bat Phonological introduction o bat .

minutes

STUDENT OBJECTIVES: Segment phonemes, name letters, review soundsymbol correspondences of bat , and blend to word level Phonology .

ACTIVITY SUMMARY:

STEP 1.Encourage student participation in every step o the activity. Hold up the CoreWord Card orbat and elicit the words three sounds.

STEP 2.Discuss the sound-symbol correspondence o the three individual sounds.

STEP .Review the letter names o the three individual sounds, elicit the threeindividual sounds again, then blend the three sounds together. Remindstudents that they have taken apart the sounds inside the wordbat andblended them together again. Place the Core Word Cardbat in the pocket chart.

ACTIVITY DETAIL:

STEP 1.Encourage student participation in every step o the activity. Hold up the Core

Word Card orbat .

Lets listen to the sounds inbat . Lets use our super-slow voice to make thesounds very long so that we can hear them better. Lets count the numbero sounds on our ingers.(Elicit: /bbbb/ /aaaa/ /tttt/.)

How many sounds did we make inbat ? (Elicit: Three.)

STEP 2. Lets talk about the sounds these letters make.

Point to the letterb.

The irst sound we hear is /b/. We write the sound /b/ with the letterb.

Point to the lettera.

The next sound we hear is //. We write // with the lettera.

Point to the lettert .

The last sound is /t/. We write /t/ with the lettert .

MATERIALSToolkit

Core Word Cards:bat


Pocket chart


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1RAVE O Unit Lesson

STEP .Review the letter names o the three individual sounds, elicit the soundsagain, and then blend the sounds together.

What are the letters?(Elicit:b, a, t .)

Lets sound out this word together.(Pointing to each let ter, elicit: /b/ // /t/.)

Now we blend the sounds together.(Elicit: /bt/.)

Wonder ul! Our word isbat ! We took apart the sounds in the wordbat andblended them together again!

Place the Core Word Cardbat in the pocket chart.

WORD INTRODUCTION (PAT : PART I)

Introduce MIMs of pat Semantic introduction o pat .4 minutes

STUDENT OBJECTIVES: Provide three meanings of pat Semantics and use thethree meanings in sentences Syntax .

ACTIVITY SUMMARY:

STEP 1.Have a student take the Core Word Card or pat rom the treasure chest.

Determine i any student can read the word to the class be ore you do.STEP 2.Remind students o the MIM Tip. Use Image Cards, Unit 3 Semantic Resource

Sheets (see theTeacher Resource Guide), and other props to elicit discussiono the multiple meanings o pat as both a noun and a verb. Place an ImageCard or each new meaning in the pocket chart.

STEP .Ask students to give at least three MIMs for pat .

ACTIVITY DETAIL:

STEP 1. Great job, Word Explorers! Now were going to learn our second Core Wordof this unit. Are you ready? Who wants to pull the next word from thetreasure chest?

Invite a student to take the Core Word pat rom the treasure chest and holdthe card up or everyone to see.

And the next Core Word is . . . pat . Pause to check i any student can read it.

MATERIALSToolkit

Core Word Cards: pat Image Cards: pat MIM Poster Unit 3 Semantic

Resource Sheets


Pocket chart Treasure chest

Index cards Pictures and propsthat represent pat


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UNIT LESSON 1

STEP 2. Weve learned that bat is a MIM word, because it has . . . .(Elicit: ManyInteresting Meanings.)Just like Ms. MIM has many legs, MIM words havemany interesting meanings.

Do you think that pat can be a MIM word, too? We need to find out if there are

many interesting meanings or pat . Lets think about what pat means to see i it is a MIM word.(Elicit a variety o meanings or pat using questions, ImageCards, other images, props, Unit 3 Semantic Resource Sheets, and role-playingto prompt discussion.)

For example:Who can tell me what pat means?Pat your knee.Yes, thatsright, I can pat my knee. Now look at this picture.Show the Image Card o thepat o butter.What is this food? Thats right, it is a pat o butter.

Continue to elicit di erent meanings o pat from students. Additionalmeanings include to mold by tapping lightly with the hands and the name

Pat . Remind students that names begin with capital letters.Have students use pat in sentences, and note whether the meaning is a nounor a verb.

Place an Image Card or each new meaning o pat in the pocket chart. I astudent comes up with a meaning that is not on an Image Card, set aside anindex card or that student to draw a picture o his or her idea later in the lesson.

STEP . OK, Word Explorers, Ive got an easy question or you. Do you think pat hasmany interesting meanings?(Elicit: Yes.)One o the meanings can be the name

Pat . Is that a nounthing or a verbaction?(Elicit: Nounthing.)Anothermeaning is when you pat something. Is that a nounthing or a verbaction?(Elicit: Verbaction.)So pat can be a noun or a verb! You Word Builders arebuilding a reading brain!

Now who can give me another MIM for pat ? (Elicit answers rom students asa group, but ensure that they give at least three di erent meanings and usethe meanings in sentences.)

Great job, Word Explorers! Were learning more about words every minute!

bat

3 .1.b

R AV E - O S o p r i s W e s t / C a m b i u m Le a r n in g G r o u p , Al l r ig h t s r e s e r v e d .

3. 1.a

RA V E - O S o

p r i s W e s t/ C

a m b i u m L e a

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M I M

MIM Poster

3.2.a

Image Cards


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WORD INTRODUCTION (PAT : PART II)

Review Sound-SymbolCorrespondences of pat Phonological introduction o pat .

minutes

STUDENT OBJECTIVES: Segment phonemes, name letters, review soundsymbol correspondences of pat , and blend to word level Phonology .

ACTIVITY SUMMARY:

STEP 1.Encourage student participation in each step o the activity. Hold up the CoreWord Card or pat and elicit the words three sounds.

STEP 2.Discuss the sound-symbol correspondence o the three individual sounds.

STEP .Review the letter names o the three individual sounds, elicit the threeindividual sounds again, then blend the three sounds together. Remindstudents that they have taken the sounds apart inside the word pat andblended them together again. Place the Core Word Card pat in the pocket chart.

ONGOING INFORMAL ASSESSMENT:See page 126.

ACTIVITY DETAIL:

STEP 1.Encourage student participation in each step o the activity. Hold up the CoreWord Card or pat .

Lets listen to the sounds in pat . Lets use our super-slow voice to make thesounds very long so that we can hear them better. Lets count the numbero sounds on our ingers.(Elicit: /pppp/ /aaaa/ /tt tt/.)

How many sounds did we make in pat ? (Elicit: Three.)

STEP 2. Lets talk about the sounds these letters make.

Point to the letter p.The irst sound we hear is /p/. We write the sound /p/ with the letter p.

Point to the lettera.

The next sound we hear is //. We write // with the lettera.

Point to the lettert .

The last sound is /t/. We write /t/ with the lettert .

MATERIALSToolkit

Core Word Cards: pat


Pocket chart


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UNIT LESSON 1

STEP .Review the letter names o the three individual sounds, elicit the soundsagain, and then blend the sounds together.

What are the letters?(Elicit: p, a, t .)

Lets sound out this word together.(Pointing to each let ter, elicit: /p/ // /t /.)

Now we blend the sounds together.(Elicit: /pt/.)

Wonder ul! Our word is pat ! We took apart the sounds in the word pat andblended them together again!

Place the Core Word Card pat in the pocket chart.

ONGOING INFORMAL ASSESSMENT Letter recognition: distinguishing b and p

IFstudents con use the lowercase lettersb and p. . .

THENreview the ormation o these two letters by using tactile cards or anymedium, such as carpet or sand, and telling students to say the letter as theywrite it, to make it a multisensory activity. Students may also trace letters onpaper or writing practice.

WORKING WITH WORDS (BAT ANDPAT : PART III)

Examine Rime PatternsExamine the rime patterns inbat and pat .

4 minutes

STUDENT OBJECTIVES: Examine the rime patterns inbat and pat and use the Jam Slam Tip to create words Orthography .

ACTIVITY SUMMARY:

STEP 1.Encourage student participation in every step o the activity. Have studentslook at Core Word Cards orbat and pat and identi y the rime patternat .

STEP 2.Using the Jam-Slam Tip, have students identi y the sounds in the rime pattern

and jam them together. Distribute tactile cards and have students trace therime patternat .

STEP .Have students slam on the starter using Starter Cardb and Rime PatternCardat .

STEP 4.Repeat Step 3 using Starter Card pand Rime Pattern Cardat to make pat .

MATERIALSToolkit

Core Word Cards:bat , pat ( rom the pocket

chart) Rime Pattern Cards:at Starter Cards:b, p Small magnifying

glasses Jam-Slam Poster


Detective hat(optional)

Tactile cards (puffy-glue or glitter-glueletters on an indexcard):at (one perstudent)


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ACTIVITY DETAIL:

STEP 1.Encourage student participation in every step o the activity. Distribute smallmagni ying glasses to students.

We can always sound out a word one letter at a time. But now we want to lookat the letters inbat and pat under a magni ying glass.

Take the Core Word Cards orbat and pat out o the pocket chart and invitestudents to examine them with a magni ying glass.

Can you see a pattern in these words? Lets say these words while we look atthem:bat , pat ; bat , pat . What do you hear?(Elicit: They sound the same in themiddle and at the end.)Thats right! They sound the same in the middle andat the end! Do you hear the same /a/ sound in the middle and the /t/ sound atthe end of each word?(Elicit: Yes.)That means they . . . .(Elicit: Rhyme.)

And what else can you see? Not only dobat and pat sound the same, they alsolook the same in the middle and at the end. What is the name o the letter inthe middle?(Elicit:a.)The letter at the end is . . . ?(Elicit:t .)

We call sounds and their letters in the middle and at the end o a word therime pattern in the word. I think weve found another rime pattern,at !

STEP 2.Hold up the Rime Pattern Cardat . Point to each let ter.

Here is the Rime Pattern Card orat . We write the /a/ sound with the letter . . . .(Elicit:a.)We write the /t/ sound with the letter . . . .(Elicit:t .)

Now heres a super clue to becoming a reading pro. If you can spy the rimepattern within a word youll read better and aster. I you dont see a rimepattern, or have trouble spying it, you can go back to reading each letter byitsel . This quicker way to read takes practice and thats what were going to do!

Who can point to theRAVE Oposter that shows the shortcut to reading rimepatterns?Students should point to the Jam-Slam Poster.Thats right! We callit the Jam-Slam Poster. Jam-Slam Man has two parts to his tip. The irst partis JAM, where we jam the sounds in the rime together, and the second partis SLAM, where we slam the starter and the rime together and then make a

slam dunk!

Now lets jam the sounds of theat rime pattern together. Jam the soundstogether with your thumb and irst inger on your right hand: Hold up yourthumb and say //, then hold up your f irst f inger and say /t/, and then jamyour fingers together and say /t/!

Now jam them together faster: // /t/, /t/!Jam-Slam Poster

jam jam

Jam-Slam

Instructions forMetacognitive Tips Posters


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UNIT LESSON 1

Give each student a tactile card forat .

Lets all look at our rime patternat . Now lets trace the pattern with ourfingers while we say it: // /t /, /t/! Lets jam it three times.

STEP . Now lets use the slam part of the Jam-Slam Tip to make words! The let tersat the beginning o words are called . . . .(Elicit: Starters.)Thats right! Theyrecalled starters because they start the word.

Hold up the Starter and Rime Pattern Cards.

Whats the irst sound inbat ? (Elicit: /b/.)What letter represents the /b/sound?(Elicit:b.)So,b is our s tarter. To read words faster, we slam thestarter and the rime together. Slam the starterb together withat : /b/ /t/,bat . Now try it again three times: /b/ /t/,bat ; /b/ /t/,bat ; /b/ /t/,bat .

STEP 4. Now lets try the whole thing with our other word pat .

Repeat Step 3 with the word pat .

Great job, youre going to be Word Pros soon! You found our second rimepattern,at . Soon youll be able to spy the rime quick as a wink. Then youcan jam it and slam it, . . . just like Jam-Slam Man, and read it faster and

aster. Remember, the more rime patterns you can spy in words, the aster youcan slam the rimes with the starter . . . and the better and more quickly youcan read them. Or should we say Jam-Slam them?


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WORKING WITH WORDS (BAT ANDPAT : PART IV)

Create bat and pat Build words independently with sublexical orthographic units.

4 minutes

STUDENT OBJECTIVES: Name Starter and Rime Pattern Cards; use cards tocreatebat and pat ; write the words and phrases Orthography,Syntax .

ACTIVITY SUMMARY:

STEP 1.Distribute and review Rime Pattern (yellow) and Starter (blue) Cards. Havestudents slam their cards together to make the wordsbat and pat .

STEP 2.Have students trace and write the Core Wordbat on the Createbat sheet

on page 13 in theirWordWork Books. Put the word in the sentence and readthe sentence.

STEP .Have students trace and write the Core Word pat on the Create pat sheeton page 14 in theirWordWork Books. Put the word in the sentence and readthe sentence.

STEP 4.Have students write phrases with Core Wordsbat and pat on the DictatedPhrasesbat and pat sheet on page 15 in theirWordWork Books.

STEP 5.Place the cards in the pocket chart. Reiterate that words that sound the samein the middle and at the end belong to the same rime amily.


ACTIVITY DETAIL:

STEP 1.Give each student Starter Cardsb and pand Rime Pattern Cardat .

Lets take a look at our very useful cards. These cards are useful becausewe can use them to make words and that helps us to read and wri te them

better. Does anyone remember what the yellow cards have on them?(Elicit:Rime patterns.)Todays rime pat tern isat . The blue cards are called . . . .(Elicit: Starter Cards.)Thats right, they are our Starter Cards, or the beginningsounds o a word.

You can put one o the blue Starter Cards in ront o the yellow Rime PatternCard and Slam! youve just made one of our two new Core Words. Try it nowto make the wordsbat and pat .

MATERIALSToolkit

Rime Pattern Cards:at (one or each student)

Starter Cards:b, p

(one or each student) WordWork Books


Pocket chart


22/44


UNIT LESSON 1

Have students slam their Starter and Rime Pattern Cards together to makethe wordsbat and pat .

Lets use the Jam-Slam Tip to make our new Core Words. Put the blue starterb in ront o the yellow rime patternat and slam them together! Great job!

Youve just made one o our two Core Words,bat . Now try to make the otherCore Word, pat .

Supervise students while they are slamming starter pand rime patternat .

Good job! Youve just made two new words!

STEP 2.DistributeWordWork Booksto students and have them turn to Createbat on page 13.

To help you remember our starters, r ime patterns, and Core Words, let strace them and then write them in yourWordWork Books.Well start with the

wordbat .1. Close your eyes and imagine the rime pattern. Trace the rime patternat in

the irst box.Pause or students to traceat . Assist them as necessary.

2. Write the rime patternat in the second box.Pause or students to writethe lettersat . Assist them as necessary.

3. Trace the starterb and the rime patternat in the third box to trace theCore Word.Pause or students to trace the wordbat . Assist them asnecessary.

4. Write the Core Wordbat in the last box.Pause or students to write the

wordbat . Assist them as necessary.5. Now use the wordbat to ill in the blank in the sentence at the bottom o

the page.Pause while students writebat in the blank.

Can someone read the sentence?Ask a volunteer to read the sentence: This isa bat.

STEP .Have students turn to Create pat on page 14 in theirWordWork Books.

Now well follow the same steps for tracing and writing theat rime patternand our Core Word pat .

Repeat directions 15 in Step 2 to trace and write pat .

Can someone read the sentence?Ask a volunteer to read the sentence: Do notpat a bat!

Great word work, everyone!

2011Cambium LearningSopris.All rights reserved. 13

UNIT 3 Name

Create bat

at

bat

This is a .

at

bat

bat

WordWork Book , p. 13

2011Cambium LearningSopris.All rights reserved.14

UNIT 3 Name

Create pat

at

pat

Do not a bat!

at

patpat



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STEP 4.Have students turn to Dictated Phrasesbat and pat on page 15 in theirWordWork Books.

Now Ill read you three phrases that includebat and pat , and youll write themon this page.

Examples of phrases:

pat the ram

the bat and the ram

tap the bat

Great job, Word Makers!

STEP 5.Place the words spelled with the Rime Pattern and Starter Cards in the pocketchart next to the Core Word Cards.

I have just one more impor tant thing to tell you now. We know thatbat and pat rhyme because they sound the same in the middle and at the end. Allwords with the same rhyme belong to a rime amily.Bat and pat are the irsttwo members o ourat rime amily. Well meet moreat amily members later.Whats the rime family weve been working on today?(Elicit:at .)

Can anyone remember another rime family we know?(Elicit:am orap.)Howcan we find out? Where can we look?(Elicit: On the Word Wall.)

ONGOING INFORMAL ASSESSMENT Create bat and pat

IFstudents have di iculty creatingbat or pat . . .THENuse Pair/Individual Work time to review the sound-symbol lessons.

Recall rime families IFstudents have di iculty remembering the rime amiliesam andap . . .THENreview the words in each amily on the Word Wall. Make students their ownset o cards or them to practice with.


UNIT 3 Name

Dictated Phrases bat and pat

1.

2.

3.

pat the ram

the bat and the ram

tap the bat



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UNIT LESSON 1

Word Web: bat Review the Word Web structure as a way o exploring multiple meanings and the wordsconnected to each meaning.

8 minutes

STUDENT OBJECTIVES: Provide associated words MICs for each MIM to createa Word Web forbat Novel Thought, Semantics .

ACTIVITY SUMMARY:

STEP 1.Remind students o the MIC and MIM Tips and explain that youll be usingthese tips together to make a Word Web. Make photocopies o the Core WordCard orbat and o three Image Cards orbat (bat as in the stick used to batballs,bat as in the animal, andbat as in the action o hitting something witha stick). Take the photocopies and place the three MIMs on the Word Web.

STEP 2.Explain that each MIM o a word has its own MICs. Elicit MICs rom studentsor each MIM on the web. The goal is to surround each Image Card (MIM) with

a variety o ideas connected to that meaning (MICs).

STEP .Use the Question Words Poster to help students think o other words that areconnected tobat as in the animal. Record students responses and arrange themaround the Image Card. Repeat the process with the other two Image Cards.

STEP 4.Review the MIMs and MICs orbat . Remind students that whenever you reada word, all the words connected to that word will pop up in your brain, just

like on the Word Web.

STEP 5.Display the completed Word Web or the week.

ACTIVITY DETAIL:

STEP 1.Display the MIM Poster.

Remember the web o words we made around our Core Word jam? Today, weregoing to make a web o words or our new Core Wordbat . Weve already used

Ms. MIM and the MIM Tip and ound many interesting meanings orbat . Cananyone remember what the different meanings are? Where can we find them? (Elicit: In the pocket chart.)

Display the MIC Poster.

When we make our Word Web, we use two tips. Weve already used our MIMTip. What is the other tip and person we use to ind words connected to eachMIM?(Elicit: The MIC Tip and Mr. MIC.)What does MIC mean?(Elicit: Many

MATERIALSToolkit

MIM Poster MIC Poster Word Web Question Words

Poster


Self-stick notes (threecolors)

Photocopy of threeImage Cards orbat

Photocopy of CoreWord Card orbat

bat3 .1.b

R AV E - O S o p r i s W e s t / C a m b i u m Le a r n i n g G r o u p ,Al l r i g h t s r e s e r v e d .

3. 1. a

RA V E - O S o

p r i s W e s t/ C a

m b i u m L e a

rn i n g G r o u p

,A l l r i g h t s r e

s e r v e d.

3.1. c

RA V E -O S o p r

is W e s t/C a m b i u m

L e a r n i n g G ro u p,

A l l r i g h t s r e s e r v

e d.

M I M

MIM Poster

MIC Poster

jam

MI C


25/44

2RAVE O Unit Lesson

Interesting Connections.)Thats right, many interesting connections becauseMr. MIC tells us that every word is connected to many words. It s almost likewe have all that we know in a web inside our heads.

Display the Word Web.

Lets use our friends Ms. MIM and Mr. MIC and both the MIM Tip and the MIC Tiptogether to make a Word Web orbat . Here we have our big Word Web. FirstIm going to put the wordbat in the center, just like we did with the word jam.Then Im going to put Image Cards or three di erent meanings o bat in eacho these little webs. Each little web will stand or one meaning o bat .

Place the photocopy o the Core Word Card orbat at the center o the web.Place the photocopies o the Image Cards strategically on the web, leaving roomaround them or sel -stick notes.

We know that there are more than three meanings orbat , but were going touse just three meanings or our Word Web today.

STEP 2. Now we have our MIM words forbat . But that is just the beginning o thisword challenge. Tell me what MIC connections you can think o or eachmeaning o bat . By the time we use our tips rom Ms. MIM and Mr. MIC, youllsee something wonder ul. Whenever you know one word super well, you knowa hundred! Lets do them one at a time.Using di erent colored sel -stick notes

or each MIC visually adds emphasis to the MICs or each MIM.

Point to the Image Card orbat as in the animal. Elicit MICs rom students.

Write the MICs that students provide on sel -stick notes, and place themaround the copy o the Image Card orbat , the animal.

STEP .Display the Question Words Poster.

That was great! To help us think o other words that are connected tobat , theanimal, we can use the question words on this poster. Can you read any o them with me?(Elicit:What? Where? When? Who? How? Why? ) Lets use thesequestion words to see how they can help us to ind out more about this animal.

Examples of possibilities:

What is a bat like? (Small, face like a mouse, has wings, usually flies at night.) Wheredo you find a bat? (Caves, attic, trees, gardens, zoo.)

Whendo you see bats? (Late afternoon or at night.)

Wholikes bats? (Farmers like bats because they eat insects.)

How do you know if there are bats about? (They swoop from place to place,they dont make much noise.)

Word Web

Wh y?What?

W h o ?

W h e n?

H o w ?

W h e r e ?

Question Words

Question Words Poster


26/44


UNIT LESSON 1

Why can bats be scary? (They are so quiet that you cannot hear themlying; they hide in dark places; movies or books make them scary.)

Record students responses on sel -stick notes and place them around the copyo the Image Card orbat , the animal.

Now doesntbat , the animal, have a lot of words connected to it?

Weve made a web around this picture or one meaning o the wordbat . Nowlets see i we can do the same with two other meanings.

Repeat the process with the remaining two Image Cards orbat .

STEP 4.Direct students attention to the Word Web.

Here in the middle o our Word Web we have our wordbat . By using our MICand MIM Tips, we can see how just one word can have a huge number o

words dancing around it!Remember: When you know one word really well, you know a hundred! Allo these words are connected to the meaning o bat . Lets look at the MICsaround two o our meanings.

Review all o the words and note that the MICs or each MIM are di erent.

Do you want to know something really cool? Your brain is very much like ourWord Web. Every time you read a word, all the words connected to that wordpop up in your brain. And the more things that your brain knows about aword, the aster and better youll read it. This will help you recognize morewords and you will read them better and aster. See how learning one wordreally helps us to learn many other words?

STEP 5. Great job, Word Explorers! Lets count how many words we have up on ourWord Web.

Because students like to keep track, make a note o how many words theyhave on their Word Web or each unit. Challenge students to increase thenumber o words each time they do this activity. Some words will have agreater number o semantic meanings than others.

Well leave this Word Web on the wall or the rest o this unit. I you think o other MIC words or any o these words, well add them and watch the numbero our words grow!


27/44


Ticket Out the Door Review and use nouns and verbs in sentences.

minutes

STUDENT OBJECTIVES: Identify MIM of Core Word as a noun or a verb and use inan oral sentence Semantics, Syntax .

ACTIVITY SUMMARY:

STEP 1.Review with students two o the jobs that words can do.

STEP 2.Students select an Image Card and give the meaning pictured, use the wordin sentence, and say whether it is a noun or verb.

ACTIVITY DETAIL:

STEP 1. Today we learned that some words can have more than one job. What are two jobs that a word can do?(Elicit: Noun: the name of an object, thing, person,or place. Verb: tells an action.)Great job, Word Detectives!

STEP 2.Display the Image Cards orbat and pat .

Now its time for your ticket out the door. Here are the Image Cards for themany interesting meanings orbat and pat . I want you to pick a card andtell me the meaning o bat or pat thats being used. Then use the word in a

sentence, and say whether it s doing the job of a nounthing or verbaction. Sentence suggestions if students need help:

Do not pat the bat.

The bat is made of wood.

The baseball player will bat the ball.

Pass me the pat of butter.

Pat is my friend.

Can I pat your dog?

Youve worked hard today and learned so much. See you next time,Word Explorers!

MATERIALSToolkit

Image Cards:bat , pat

3.2.a

Image Cards

3.1.a

Image Cards


28/44

26 RAVE O Unit Lesson 226 RAVE O Unit Lesson 2

UNIT LESSON 2


Welcome and Warm-UpWelcome students and elicit examples o Core Word use;identi y rime patterns in Core Words.

3 Report their use o Core Words (Engagement,Semantics, Syntax); sort words by rime pat tern anddescribe Rhyme-Time Tip (Orthography, Phonology,Retrieval).

138

Word Introduction ham Word introduction using a previously learned rime pattern.

PART IIntroduce MIMs of hamSemantic introduction o ham.

4 Give two meanings of ham (Semantics) and use thetwo meanings in sentences (Syntax).

139

PART IIReview Sound-SymbolCorrespondences of hamPhonological introduction o ham.

2 Segment phonemes, name letters, review sound-symbol correspondences o ham, and blend to word

level (Phonology).

141

PART IIIExamine Rime PatternsExamine the rime patterns inham.

3 Recognize the previously learned rime patternam in Core Words jamandram and orally combinestarter and rime intoham using Jam-Slam Tip(Orthography).

142

Word Introduction tag Word introduction using a rhyming word to identi y a rimepattern.

PART IIntroduce MIMs of tag

Semantic introduction o tag.

4 Provide three meanings o tag (Semantics) and usethe three meanings in sentences (Syntax).

143

PART IIReview Sound-SymbolCorrespondences of tagPhonological introduction o tag.

2 Segment phonemes, name letters, review sound-symbol correspondences o tag, and blend to wordlevel (Phonology).

145

Working With WordsPART IIIExamine Rime PatternsExamine the rime patterns intag andbag.

3 Use the Rhyme-Time Tip to deduce rhyming wordbag withag rime pattern (Phonology); orallycombine starters and rime to createtag andbag using the Jam-Slam Tip (Orthography).

146

PART IV

Create ham and tagBuild words independently with sublexical orthographicunits.

4 Name Starter and Rime Pattern Cards; use cards to

createham andtag; write the words and phrases(Orthography, Syntax).

148

Lesson 2 AT- A - G L A N C E


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27RAVE O Unit Lesson 2


Expand Rime Patterns and Introduce Non-WordsCreate new words using multiple starters and rimepatterns; introduce the concept o real and non-words.

4 Use the Jam-Slam Tip to create rime amily words;identi y and write real words and non-words(Orthography).

151

Minute Story Reading Prepare for Reading The BatLearn new Eye-Spy Words; create new words; introduceconcept o helping verbs and describers (adjectives).

5 Read Eye-Spy Words (Orthography); use sound-symbol correspondence and blending to readunknown words (Orthography, Phonology);use Jam-Slam Tip to create rime pattern words(Orthography); discuss and analyze how words areused (Semantics, Syntax).

153

Read The BatRead and comprehend connected text: preview and predict;develop questions; monitor understanding; make personalconnections to text.

5 Read and comprehend Eye-Spy Words and multiplemeanings o Core Words in connected text(Orthography); make predictions based on pictures(Novel Thought); answer questions about text(Fluent Comprehension); timed rereading o text(Fluency).

156

Review The BatExamine word meanings and sentence structure o text.

4 Identi y punctuation marks and identi y nouns, verbs,and describers in sentences (Semantics, Syntax).

158

Ticket Out the Door Read Rime Family word list with increasing speed.

2 Read word lists twice or increased speed (Fluency).159

M AT E R I A L STOOLKIT CLASSROOM TEACHER RESOURCE GUID

Core Word Cards: jam, ram, tap, lap, bat, pat , ham, tag

Rime Pattern Cards:am, ag, ap, at Starter Cards:h, b, t , j , r , l , p, s, c , f Image Cards:ham, tagMIM PosterVowel Image Card for Annas appleRhyme-Time Poster

Vowels PosterSentence Builder PosterEye-Spy Word RingEye-Spy Word Cards:do, on, not , seeWordWork Books A Minute Story Anthology, Volume 1Unit 3 Semantic Resource Sheets

(see theTeacher Resource Guide)Small magni ying glasses

Pocket chartIndex cardsSel -stick notesWord WallHighlighters in two di erent colorsStopwatch

Word Introductions with SemanticResource Sheets, Assessment Guidelinesand Assessment Forms, the Image CardCatalog, Word Wall Chart, and otheruse ul resources.

ONLINE RESOURCES

Instructional Blackline Masters, AssessmentForms (Unit POSSuM Checks: teacher andstudent versions; Minute Stories or TimedReadings, Class Assessment Record Form),and Home-School Connections (parentletters and materials).www.soprislearning.com/ raveoresources

TEACHER-PROVIDED

Treasure chestPictures and props that representhamPictures and props that representtagTactile cards:ag (one per student)

These Unit 3, Lesson 2 activitypages are provided here toshow how teachers continueteaching the Core Wordbat .


30/44


UNIT LESSON 2

MINUTE STORY READING

Prepare for Reading The BatLearn new Eye-Spy Words; create new words; introduce concept of helping verbs anddescribers (adjectives).

5 minutes

STUDENT OBJECTIVES: Read Eye Spy Words Orthography ; use sound symbolcorrespondence and blending to read unknown words Orthography,Phonology ; use Jam Slam Tip to create rime pattern words

Orthography ; discuss and analyze how words are used Semantics,Syntax .

ACTIVITY SUMMARY:

STEP 1.Review the wordsthe, is, has, a, and , in, andthison the Eye-Spy Word Ring.Note if any students need help with the words.

STEP 2.Show the card ordoor write it on the board, pronounce it, and introduce itas an Eye-Spy Word. Explain thatdo is a helping verb, and provide examplesentences. Then elicit sentences rom students withdo.

STEP .Show the card oronor write it on the board, pronounce it, and introduce it as anEye-Spy Word. Elicit whatonmeans. Provide example sentences. Elicit sentences

rom students withon. Introduce that even little words can be MIM words.

STEP 4.Repeat the process, using the card ornot .

STEP 5.Repeat the process, using the card or see.

STEP 6.Review the new Eye-Spy Wordsdo, on, not , and see. Have students write thewords on the Eye-Spy Words sheet on page 20 in theirWordWork Books.

STEP 7.Make additional words using known rime patterns and unknown starters.Introducecapand explain that it can be both a noun and a verb. Introducefat and explain that it is a describing word.


MATERIALSToolkit

Eye-Spy WordRing (with wordspresented previously)

Eye-Spy Word Cards:do, on, not , see

Starter Cards:c , f Rime Pattern Cards:

ap, at WordWork Books


31/44

29RAVE O Unit Lesson 2 29RAVE O Unit Lesson 2

ACTIVITY DETAIL:

STEP 1.Display the Eye-Spy Word Ring with words previously presented.

Lets read these words on the Eye-Spy Word Ring. Remember, these are theEye-Spy Words that youve already learned or our other Minute Stories.

Go through the wordsthe, is, has, a, and , in, andthiswith students,displaying all the cards on the word ring and having students say each word.Provide additional practice for any words that students find difficult. Addressthis either individually with the student or as a group.

STEP 2.Display the card ordo or write it on the board, pronounce it, and introduce itas an Eye-Spy Word.

Our Minute Story today has our new words. This is the irst new word. Cananyone read this word?(Elicit:do.)Some words dont ollow the rules very

well, and we cant sound out all o their letters. We have to read it by justlooking at it, using our eyes!Dois an Eye-Spy Word because we have to useour eyes to spy it and learn it.

Do you thinkdo is a noun or a verb?Pause or answers rom students.Do is a helping verb! It helps out in a lot of different ways. Listen to these twosentences: Do you like apples? I do like apples! In these sentences, thewordlikeis the action verb and the worddo is the helping verb. Who canmake a sentence withdo?(Elicit sentences rom students.)

STEP .Display the card oron or write it on the board, pronounce it, and introduce itas an Eye-Spy Word.

Can anyone read this word? Lets say the sounds and then jam them together. (Elicit: // /n/, /n/.)Very good! The word ison. What do you thinkon means?

Elicit sentences or the multiple meanings oron. I students cannot think o any, use these suggestions:

We can say Mom put dinneron the table.

Another meaning foron is when we say Can I turn on the TV? When theTV is noton, it isoff .

So you see Word Detectives, even little words likeon can be MIM words!

STEP 4. Now lets try the whole thing with another new Eye-Spy Word,not .

Repeat Step 3 with the card ornot .

We usenot with a verb when we mean that this is something we do not wantto do. For example: I donot want to run today or I amnot going there. Canyou think o a sentence using the wordnot ?


32/44


UNIT LESSON 2

STEP 5. Lets try the whole thing one more time with the new Eye-Spy Word, see.

Repeat Step 3 with the card or see.

The word seeis a verb. Its not an action, like running or jumping, but itis something we can do. We say I can seemy friends. Can you think of a sentence using the word see?

STEP 6.Have students turn to Eye-Spy Words on page 20 in theirWordWork Books.

Now we have four new Eye-Spy Words. What are they?(Elicit:do, on, not , see.)Were going to wri te these new words in ourWordWork Books.

Have students writedo, on, not , and seeon the blank lines.

STEP 7. In todays story, we have two words that we can make rom the rime pat ternsthat we already know.

Writeap on the board. Display the Starter Cardc and the Rime PatternCardap.

We write the sound /k/ with the letterc . What word do we get i weslam /k/ onto /p/?(Elicit:cap.)Thats right, the word iscap. Capcan beeither a noun or a verb. We can say Thecapis on his head (noun) or Icap my water bottle (verb).

Writeat on the board. Display the Starter Cardf and the Rime Pattern Cardat .

We write the sound / / with the letterf . What word do we get if we slam /f/

onto /t/?(Elicit:fat .)Thats right! The word isfat . Fat has a special job in asentence because it describes what a noun is likeso we call it a describerword. I our noun isbat and we putfat in ront o it, we know that thisbat isone that is bigger than other bats.

ONGOING INFORMAL ASSESSMENT Introduce Eye Spy Words

IFstudents have not been exposed to all o the non-phonetic high- requencyor sight words (called Eye-Spy Words inRAVE-O) in the Minute Story . . .THENintroduce these new words be ore reading the story by using the methods

for introducing Eye-Spy Words on pages 149150 of theTeacher Resource Guide.Eye-Spy Words also include phonetic words that have sounds that have not beenintroduced in the program at this point.

2011Cambium LearningSopris.All rights reserved.20

UNIT 3 Name

Eye-Spy Words

theisinathisandhas

do on not seeat it she hishappy



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1RAVE O Unit Lesson 2 1RAVE O Unit Lesson 2


Read The BatRead and comprehend connected text: preview and predict; develop questions; monitorunderstanding; make personal connections to text.

5 minutes

STUDENT OBJECTIVES: Read and comprehend Eye Spy Words and multiplemeanings of Core Words in connected text Orthography ; makepredictions based on pictures Novel Thought ; answer questionsabout text Fluent Comprehension ; timed rereading of text Fluency .

ACTIVITY SUMMARY:

STEP 1.Hand out copies o A Minute Story Anthology, Volume 1. Explain that MinuteStories are written mainly with Core Words and are to be read very quickly.


STEP 2.Preview the story and take a picture walk. Each student reads a page. Readand discuss each page.

STEP .Ask comprehension questions about the story. Elicit personal feelings aboutconnections to bats and the story. Time group reading tosee i students can read the story in less than one minute.

ACTIVITY DETAIL:

STEP 1.Distribute a copy o A Minute Story Anthology, Volume 1, to each student. Havethem turn to the Minute Story The Bat on page 18.

Now we come to a very special time in our day: The time to read our MinuteStory. Our Minute Stories are written just orRAVE Oand theyve been writtenusing many of our Core Words! Why are they called Minute Stories?(Elicit: Wecan read them in a minute.)

STEP 2.Preview the story with students. Take a picture walk.

Who can read the title?(Elicit: The Bat.)

Have students look at the title and the illustrations and think about what thestory might be about. Lead students through a series of quick questions:

What do the title and illustrations tell us about the story?

What meaning of bat do you think will be used?

Do you have any ideas about what might happen?

Do you think the wordtag will be used?

MATERIALSToolkit

A Minute Story Anthology, Volume 1


Stopwatch

The Bat

18

A Minute Story Anthology ,p. 18

Instructions for reading a Minute Story Anthology


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UNIT LESSON 2

What meaning of ham could there be?

Youve thought of some great ideas about the story. Lets read the story toind out. You can take turns reading a page and the rest o us will ollow along

with our ingers.

Read the story and discuss each page a ter it is read.

STEP .After reading the entire story, lead a discussion about it. Encourage studentsto think about the meaning o the story by asking comprehension questions:

How do bats usually move?(Elicit: They ly.)

How can you tell the bat is a ham?(Elicit: It is acting silly and per orming.)

In whose cap did the bat sit?(Elicit: Sams caphe was wearing it.)

Get students reaction to the story by asking questions:

Did you like the story?(Answers will vary.)

Have you ever seen a bat?(Answers will vary.)

Where was it? In the wild or in a zoo?(Answers will vary.)

Are you afraid of bats? Why or why not?(Answers will vary.)

What would you do if you found a bat in your hat or cap?(Elicit: You shouldnot touch it and you should tell a grown-up where you ound it.)

Great job, Story Sleuths! Lets read the story together again. Well set thestopwatch to see i we can read it in less than a minute.

Time the group rereading with the stopwatch. Tell students how long it tookthem to read the story again.

ONGOING INFORMAL ASSESSMENT Timed reading of Minute Story

IFsome students have di iculty keeping up with the group . . .THENhave these students practice rereading this Minute Story duringPair/Individual Work time.

Excellent work, Story Sleuths! Youre getting better every time you read.


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RAVE O Unit Lesson 2RAVE O Unit Lesson 2


Review The BatExamine word meanings and sentence structure o text.

4 minutes

STUDENT OBJECTIVES: Identify punctuation marks and identify nouns, verbs,and describers in sentences Semantics, Syntax .

ACTIVITY SUMMARY:

STEP 1.Students examine the verbis and highlight it in The Bat Minute Storyin theirWordWork Books.

STEP 2.Examine the use o question marks and exclamation marks.

STEP .Identi yfat as a describer word. Expand on the use of describers. Add anexample o a describer on a sel -stick note onto the Sentence Builder Poster.

ACTIVITY DETAIL:

STEP 1.Have students turn to The Bat on page 21 in theirWordWork Books.

Lets look at the first sentence This is a bat. In this sentence, the wordis isthe verb. Can you ind other sentences with the verbis in them and highlightit?Pause or students to ind the other sentences usingis and highlight it.

In the sentence The fat bat is a ham!, the wordis is like a bridge that linkstwo nounsbat andhamtogether. You could say The boy is a runner.What are the two pieces of information in that sentence?(Elicit: Boy andrunner.)Can you make a sentence withis linking two pieces o in ormationtogether?(Elicit student sentences.)

What job doesis have in a sentence?(Elicit: It is a verb.)

STEP 2. In the ourth and i th sentences, there are questions being asked. How canyou tell the sentences are questions?(Elicit: They have question marks at the

end.)Highlight in a di erent color the question marks.Who is asking the questions?(Elicit: The storyteller.)

Who is the storyteller asking?(Elicit: The readeryou!)

Why is there an exclamation mark at the end of the last sentence?(Elicit: Towarn Sam.)

MATERIALSToolkit

WordWork Books Sentence Builder

Poster


Self-stick notes Highlighters in two

di erent colors


UNIT 3 Name

The Bat

This is a bat.

This is a fat bat.The fat bat is a ham!

See the fat bat in the cap?See the tag on the cap?

This is Sam.Do not pat a bat, Sam!

Timetaken:1st reading 2nd reading 3rd reading


Instructions for usingWordWork Books


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UNIT LESSON 2

STEP .Examine the wordfat .

What does the wordfat tell us about the bat?(Elicit: It tells us the size o thebat.)We call words that tell us more about a noun or a verb a describer. What

i the bat had been small , as in a small bat, or if it wasmad so we had amad bat. What do we call words with this job?(Elicit: Describers oradjectives.)Can you think o other words that could be a describer or thedi erent MIMs o bat ? (Elicit: scary , furry , wooden, metal .)

Indicate the Sentence Builder Poster.

To help us remember the worddescriber , well put an example o one onour Sentence Builder Poster, because it is another job that words can do ina sentence.

Writefat on a self-stick note, then affix it to the Sentence Builder Poster under Describers.

Ticket Out the Door Read Rime Family word list with increasing speed.

minutes

STUDENT OBJECTIVES: Read word lists twice for increased speed Fluency .

ACTIVITY SUMMARY:

STEP 1.Have students read one o the rime amily word lists they created in theirWordWork Booksin a previousactivity. Have them read the word list a second time to ind out i they can read the list aster. Remstudents to be on the lookout or Core Words.

ACTIVITY DETAIL:

STEP 1.Have students turn to Rime Family Words on page 19 in theirWordWork Books.This page has word lists that students created in the Rime Family Words

activity previously presented.

For your ticket out the door, read one o the rime amily word lists you createdtoday. Try reading the list a second time to see i you can read it aster.

Have each student read the words in either the Real Words or Non-Wordscolumn. Use a stopwatch to time students, i appropriate.

Pronouns

Verbsaction words

Helpin g Ve rbs

PrepositionsVIPs

Describersadjectives

Nounspeople, places, things

Sentence Builder

Sentence Builder Poster

MATERIALSToolkit

WordWork Books


Stopwatch


UNIT 3 Name

Rime Family Words

Starters: Rimes:

Real Words Non-Words

(Answerswillvary dependingonstarterschosen.)

(Answerswillvary dependingon rime patternschosen.)



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What will you findin this sample?

The Teacher Resource Guide provides an overview of the programgoals and research. Read the TRG thoroughly before beginningimplementation and reference it regularly to support daily instructionand to conduct assessments and interpret their results.

Be sure to look for: Semantic Resource Sheets pages 3739 Assessment Overview pages 4041

36


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37

S e m a n t i c R e s o u r c e / U n i t 3

Unit 3

Bat:

Definitionsnoun

1. Sporting equipment used to hit a ball [Image card: 3.1.a]

2. A small flying mammal [3.1.b]

verb

1. To flap or flutter (e.g., birds bat their wings, people bat their eyelashes)

2. To swing or strike at something (e.g., swinging at a baseball) [3.1.d]

3. To have a certain percentage as a batting average in baseball (e.g., to bat an average of .300 in a baseason is very high)

4. Taking a turn as a hitter in baseball (e.g., up to bat) [3.1.c]

Related Wordbatter

noun

1. A mixture of flour, eggs, and milk or water thats thin enough to pour or drop from a spoon(e.g., pancake batter)

2. A mixture (e.g., flour and eggs) thats used as a coating for fried foods

3. A person whose turn it is to bat (in baseball)verb

1. To hit heavily and repeatedly

Advanced Understanding: IdiomsRead these sentences and ask students for their ideas before explaining the meanings of the italicized idiomincorporatebat .

1. Letsbat around some ideas for the year-end party. (Answer: Discuss different ideas or opinions.)

2. Im happy to go to bat for a friend. (Answer: Give help to someone in trouble; to defend someone.)3. Shesblind as a bat without her glasses. (Answer: Unable to see. Bats have better hearing than vision; the

hunt for food at night.)

4. The dog was going batty because of the loud fireworks. (Answer: Going in all directions; getting very ups

5. The teacher remembered meright off the bat . (Answer: Immediately.)

Suggested Props :A baseball bat, a stufed animal or toy bat


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38

Section Semantic Resource Sheets

Pat:

Definitions

noun1. A small square or portion, usually of butter [Image card: 3.2.b]

2. A short form of the name Patrick or Patricia [3.2.c]

verb

1. To stroke gently, with affection [3.2.a]

2. To touch or shape something with the hands or a flat object [3.2.d]

Thought Questions1. When might you pat someone instead of tap them? (Elicit: I might pat someone if he or she is feeling sad. I

would tap someone to get his or her attention.)

2. What else might you pat besides a person? (Elicit: My dog, a snowman, etc.)

3. Where might you find a pat of but ter? (Elicit: On a stack of pancakes; on a baked potato; at a restaura

Advanced Understanding: IdiomsRead these sentences and ask students for their ideas before explaining the meanings of the italicized idiomincorporate pat .

1. Give him a pat on the back for that effort! (Answer: Praise for a job well done.)

2. I have my linesdown pat ; Im ready for the show! (Answer: Fully memorized.)

Ham:

Definitionsnoun

1. A cut of meat from a pig [Image card: 3.3.a]

2. A person who acts silly (informal : be a ham) [3.3.c]

3. A person with an amateur radio license; ham radio operators communicate with each other as a hoperform a public service [3.3.b]

verb

1. to exaggerate or act silly (informal: to ham it up) [3.3.c]

Activities Have students create and perform a short skit, first in a straightforward manner and then

Let students use the microphone and headphones to pretend they are ham radio operators.

Suggested Props :A pat o butter

Suggested Props :A microphone and headphones


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39

S e m a n t i c R e s o u r c e / U n i t 3

Thought Questions1. When might someone be a ham or ham it up? (Elicit: When he or she is trying to get attention or

to lighten someone elses mood.)

2. If you could be on the radio, what would you talk about? (Answers will vary.)

Tag:

Definitionsnoun

1. A label, usually made of paper or fabric; often identifies an owner, a manufacturer, or the price of [Image card: 3.4.a]

2. A game in which one player (It) chases and tries to tag or touch all other players [3.4.c]

verb1. To touch a runner in a game [3.4.b; 3.4.c]

2. To follow closely (informal : tag along) [3.4.d]

3. To label an item [3.4.a]

Thought Questions1. When is it important to have identification tags on your things? (Elicit: When its something you mig

such as a jacket or backpack; when you have a pet that might wander of f.)

2. How is tag used in baseball? (Elicit: If you tag the runner before he or she gets to bas

3. In what other games do you tag players? (Elicit: Tag football, Kick the Can, Hide-and-Se4. What materials can be used to make a tag? (Elicit: Paper, fabric, or metal [e.g., dog/cat tags, military

dog tags].)

Suggested Props :A variety o tags (e.g., sales tag, clothing tag, name tag, animal tag)


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40

Section 4.1

Assessment Materials

Assessment Overview

Assessment supports instruction.RAVE-Oincludes an efficient assessment system designed to monitor student progress and give teachers theinformation they need to meet individual student needs.

These materials support theRAVE-O assessment system:

ThisRAVE-O Teacher Resource Guide contains an overview of the assessment system with instructionsfor how to administer assessments and interpret results.

RAVE-O Teacher Guides (Volumes 1 and 2) indicate where in each lesson either informal or formalassessment should take place.

RAVE-O Online Resources(http://www.soprislearning.com/raveoresources) include the followingassessment forms:

POSSuMCheck

Name Date

1. Phonology and Orthography Read these words aloud. I will time you as you read each group of words.

A.Core/Rime b at p at h am t a g Time: _______secondsFamily Words p at t ag b at h am

s at b ag r a g b am Number of words correct:

B.Eye-Spy Words d o o n n ot s ee Time: _______secondsat it she h ish as a nd t hi s h ap py Number of words correct:

C.Non-Words l at b ap f am h ap Time: _______seconds jat pag dap mag Number of words correct:

2. Semantics/Fluency Tell me three meanings for the wordbat . 2 points per meaning (total 6)

3. Syntax In the sentence, She bats the ball , tell me if bat is

a noun or a verb. 2 points for verb Give me a sentence usingbat as a noun. 4 points for correct sentence In the sentence,He put his name on the tag, is tag

a noun or a verb? 2 points for noun Give me a sentence usingtag as a verb. 4 points for correct sentence

4. Morphology Add Ender Bender s to ham. 2 points for hams In the sentence,I have two hams, is hams a noun or

a verb? 2 points for noun In the sentence,He jams his hat on his head , is jams

a noun or a verb? 2 points for verb Add Ender Bender s to ram. 2 points for rams Which words have Ender Bender s in this sentence?

Two hams have tags on them? 2 points each for hams and tags

UNIT 3 ASSESSMENT: POSS u m Check

Unit Assessments: POSSuM Checks(Units 116) Teacher Versions

2011CambiumLearning Sopris. All rightsreserved. Permissionisgranted to reproduce thispage for student use.

PossumCheck

Name Date

UNIT 3 ASSESSMENT : POSS u M CHECk

A.bat pat ham tag

pat tag bat ham

sat bag rag bam

B.do on not see

at it she his

has and this happy

C.lat bap fam hap

jat pag dap mag

Unit Assessments: POSSuM Checks(Units 216) Student Versions

UNIT 3 Name

At Bat

Bat it, Pam! 3

Pam bats it. 6 She tags the bag. 10

Tap it, Sam! 13 Sam taps it. 16

Matt tags Sam. 19 Zap it, Pat! 22

Pat taps his cap. 26 Pat zaps it! 29

WCPM

ASSESSMENT

MinuteStory for Timed Readings

Minute Stories for Timed Readings(Units 216) Teacher Versions

Fluency Chart: RAN (Core Words)Name

Dates:

Unit:

S e c o n

d s

5

10

15

20

25

30

35

40

45

50

Fluency Chart: Minute StoriesName

W o r d s C o r r e c t p e r M i n u t e

Dates:

Unit:

150

140

130

120

110

100

90

80

70

60

50

40

30

20

Fluency Charts: Minute Stories and RAN Core Words (op

RAVE-O Class Assessment Record Form

2

Units Assessments ScoringCriteria

3 Minute Story Time wcpm. wcpm. wcpm. wcpm. wcpm. wcpm. wcpm.

RAN Core Word Chart TimeB as eli ne T iming S co re s ec s. secs. secs. secs. secs. secs. secs.

POSSuM Check1A. Core/Rime Family Words secs. secs. secs. secs. secs. secs. secs.

1B. Eye-Spy Words secs. secs. secs. secs. secs. secs. secs.

1C. Non-Words secs. secs. secs. secs. secs. secs. secs.

2. Semantics/Fluency points(max. 6) pts. pts. pts. pts. pts. pts.

3. Syntaxpoints(max. 12) pts. pts. pts. pts. pts. pts.

4. Morphologypoints(max. 12) pts. pts. pts. pts. pts. pts.

4 M in ut e S to ry Ti me wcpm. wcpm. wcpm. wcpm. wcpm. wcpm. wcpm.

RAN Core Word Chart TimeB as eli ne T iming S co re s ec s. secs. secs. secs. secs. secs. secs.

POSSuM Check1A. Core/Rime Family Words secs. secs. secs. secs. secs. secs. secs.

1B. Eye-Spy Words secs. secs. secs. secs. secs. secs. secs.

1C. Non-Words secs. secs. secs. secs. secs. secs. secs.

2. Semantics/Fluencypoints(max. 6) pts. pts. pts. pts. pts. pts.

3. Syntaxpoints(max. 16) pts. pts. pts. pts. pts. pts.

4. Morphologypoints(max. 20) pts. pts. pts. pts. pts. pts.

Class Assessment Record Form


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41

Stages of Assessment

Assessment is vital to long-term reading growth.

Placement Ongoing InformalAssessmentsFormal

Assessments Standardized Tests

Identify students inneed of strategic or

intensive intervention

Monitor studentperformance and adjust

instruction

Evaluate studentprogress

Measure studentgrowth

Placement

Identify students to be placed inRAVE-Obased on: results of standardized measures, such asDIBELS orDIBELS

Next ; observed weaknesses in one or more areas of language knowledge; they are struggling readers whalso learning English; and/or they have been identified for Tier II or Tier III intervention in an RTI progr

Note: Students should beginRAVE-Owith a basic understanding of the alphabetic principle or the knowledge twords are composed of letters and that each letter represents a sound. It is assumed that a student beginnRAVE-Owill have had some explicit instruction and practice in basic sound-symbol correspondences. Sounsymbol correspondences forRAVE-OCore Words are reviewed in every unit. Research indicates that students wmanifest weaknesses in phoneme awareness and decoding are best served byRAVE-Oin conjunction with anevidence-based phoneme awareness/decoding program.

Ongoing Informal AssessmentsMonitor student fluency and understanding of key POSSuM concepts in every lesson. Adjust instructionaccordingly.

Formal AssessmentsAssess student mastery of current, program-based content at the end of every unit with assessments callePOSSuM Checks. Also for each unit, record scores for timed readings of RAN Word Charts for Core WoMinute Stories. In Units 4, 9, and 16, conduct summative assessments called Consolidation Days.

Standardized AssessmentsAdminister standardized measures at midpoint (Unit 9) and at the end of the program (Unit 16) to evaluastudents overall mastery of program content.


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