Lesson 1: What Is a Pal?by Nina Crews Question to think about: What is important about being a friend?
Phonics: Using the letters d, f, n, p, andshort a Spelling Words: am, at, sat, man, dad, and mat practice here.
Words to Know: and, be, help, play, with, and you Comprehension: Finding the main idea(what is the story about) and summarize(Tell about the story using only a few sentences)
Vocabulary Strategies: Classify and categorize-using action words (Separate and group like items together) Fluency Practice: Accuracy (Reading what is written without making mistakes)
Grammar: Using nouns-words that name people and animals Writing: Writing about yourself and using labels to identify your picture
Lesson 2: The Stormby Raul Colon Question to think about: What clues tell you how a character feels?
Words to Know: for, have, he, look, too, and what Spelling Words: if, is, him, rip, fit, and pin practice here
Phonics: Using the letters r, h, /z/s, b, g, and short i; using -it Comprehension: Understanding characterand Infer/Predict Readers make inferences when they use their own experiences along with information gathered from the text to create meaning or draw a conclusion that isn't directly said in the text.
Vocabulary Strategies: Context clues (Using the surrounding words to help you to figure out the meaning) Fluency Practice: Accuracy (Reading what is written without making mistakes)
Grammar: Using nouns-words that name places and things Writing: Writing about yourself and using captions with your picture
Lesson 3: Curious George at Schoolby Margaret and H. A. Rey Question to think about: Why is the order of story events important?
Words to Know: do, find, funny, sing, no, and they Spelling Words: log, dot, top, hot, lot, andox practice here
Phonics: Using the letters l, x, and short o; Using -s at the end Comprehension: Sequence of events(Putting the story in the order in which it happened) and monitor/clarify (thinking about what is happening in the story and if you get confused then stop and try to figure it out)
Vocabulary Strategies: Multiple-meaning words Fluency Practice: Phrasing (putting 2 or 3 words together in a sentence) Looking at a period at the end of the sentence and knowing it means to stop and take a breath.
Grammar: Using action verbs Writing: Writing sentences and thinking about word choice (deciding the words that will best express what it is that you want to say)
Lesson 4: Lucia's Neighborhoodby George Ancona Question to think about: What information do words and pictures give?
Words to Know: all, does, here, me, my, and who Spelling Words: yet, web, pen, wet, leg, and hen practice here
Phonics: Using the letters y, w, k, v, j, andshort e; using -et Comprehension: Text and graphic featuresand questions (thinking about questions you want answered before, during, and after you read the story)
Vocabulary Strategies: Alphabetical order Fluency Practice: Intonation (rise and fall of your voice For example, your voice goes up at the end of a question.)
Grammar: Using adjectives-words that tell size and shape Writing: Writing a class story and thinking about word choice
Lesson 5: Gus Takes the Trainby Russell Benfanti Question to think about: How does the setting make a story interesting?
Words to Know: friend, full, good, hold, many and pull Spelling Words: up, bug, mud, nut, hug, and tub practice here
Phonics: Using the letters qu, z, and short u Comprehension: Story structure (the beginning, middle, and end of the story) and analyze/evaluate (to look at the text carefully)
Vocabulary Strategies: Antonyms (words that are the opposite) Fluency Practice: Self-correction (correcting a mistake that was made)
Grammar: Using adjectives-using color and number words Writing: Writing a class story and thinking about ideas
Lesson 6: Jack and the Wolf by Chris Sheban Question to think about: What lessons can you learn from story characters?
Words to Know: away, call, come, every, hear, and said Spelling Words: an, bad, can, had, cat, and ran practice here
Phonics: Using the letters double final consonants, ck and short a; Using -ack Comprehension: Understanding charactersand summarize
Vocabulary Strategies: Classify and categorize-using action words Fluency Practice: Expression (changing your voice to make the story more interesting to the listener)
Grammar: Using complete sentences-What is a sentence? Writing: Writing describing sentences and thinking about ideas
Lesson 9: Dr. Seuss by Helen Lester Question to think about: How do words and pictures help tell a story?
Words to Know: after, draw, pictures, read, was, and write Spelling Words: yes, let, red, ten, bed, and get practice here
Phonics: Using the letters st, sw, sn, squ, str, and short e Comprehension: Text and graphic featuresand questions Questioning is a strategy that readers can use before, during, and after reading.
Vocabulary Strategies: Antonyms Fluency Practice: Accuracy-being able to recognize words quickly while reading
Grammar: Using singular and plural nouns Writing: Writing description and thinking about ideas
Lesson 10: A Cupcake Party by David McPhail Question to think about: How do the parts of a story work together?
Words to Know: eat, give, one, put, small, and take Spelling Words: us, sun, but, fun, bus, and run practice here
Phonics: Using -nd, -mp, -nt, -st, and short u; Using -ump Comprehension: Story structure (beginning, middle, and end of the story) and visualizeThis means to create visual pictures or focus on the sounds, textures, smells, and tastes of the story. Retelling a story.
Vocabulary Strategies: Synonyms (words that mean about the same) Fluency Practice: Stress (emphasizing certain words more than others)
Grammar: Using prepositions andprepositional phrases-prepositions for where (on, up, away) and for when (after, now, today) Writing: Writing descriptions and thinking about organization
Lesson 11: Sea Animals by Norbert Wu Question to think about: Why do authors write stories?
Words to Know: blue, cold, far, little, live, their, water, and where Spelling Words: that, then, this, them, with, and bath practice here
Phonics: Using th, plus base words with -s, -es, -ed, and -ing endings Comprehension: Author's purpose (reason why the author wrote what they did) and analyze/evaluate
Vocabulary Strategies: Classify and categorize-using color words Fluency Practice: Phrasing-attention to punctuation, especially the comma (where you take a quick stop and a short breath)
Grammar: Using proper nouns-names for people and animals, also titles for people Writing: Writing to inform and thinking about ideas
Words to Know: been, brown, know, never, off, out, own, and very Spelling Words: chin, chip, much, chop, rich, and chick practice here
Phonics: Using ch, tch, and possessive 's; Using -atch Comprehension: Sequence of events and questions
Vocabulary Strategies: Homophones (words that are said the same way but may not be spelled the same or mean the same For example: son and sun ) Fluency Practice: Reading rate
Grammar: Using proper nouns-names of places Writing: Writing a letter to inform and thinking about sentence fluency
Lesson 13: Seasonsby Pat Cummings Question to think about: What changes do the different seasons cause?
Words to Know: down, fall, goes, green, grow, new, open, and yellow Spelling Words: ship, shop, which, when, whip, and fish practice here
Phonics: Using sh, wh, ph, the contractions's and n't Comprehension: Cause and effect and visualize (creating a picture in your mind of the story or using your senses to experience what you are reading about For example: eating an ice cream cone--think about how it tastes, feels, looks like)
Vocabulary Strategies: -ed, -ing, and -s endings Fluency Practice: Accuracy-recognizing words quickly
Grammar: Subjects and verbs-subject and verb agreements, verbs that have -s at the end Writing: Writing sentence to inform and thinking about ideas
Lesson 14: The Big Raceby Pam Munoz Ryan Question to think about: What clues help you figure out why events happen?
Words to Know: four, five, into, over, starts, three, two, and watc Spelling Words: came, make, brave, late, shape, and gave practice here
Phonics: Using softc, soft g, dge, and long a (CVCe); using -ake, -ace Comprehension: Conclusions and infer/predict (using what you know and what the story tells you to read between the lines/ taking a guess as to what you think will happen)
Vocabulary Strategies: Classify and categorize-number words Fluency Practice: Expression
Grammar: Verbs and time Writing: Writing a report to inform and thinking about ideas
Lesson 16: Let's Go to the Moonby Stephen R. Swinburne Question to think about: What is important to know about the moon?
Words to Know: around, because, before, bring, carry, light, show, and think Spelling Words: so, go, home, hole, no, rope, joke, poke, stove, and bone practice here
Phonics: Using long o(CV, CVCe) and long u (CVCe) Comprehension: Main idea and details and questions
Lesson 17: The Big Tripby Baleri Gorbachev Question to think about: How are ways to travel the same and different?
Words to Know: about, could, sure, by, don't, there, car, and maybe Spelling Words: me, be, read, feet, tree, keep, eat, mean, sea, and these practice here
Phonics: Using long e (CV, CVCe), ee, ea, -ng, and -nk; using -ean, -ink Comprehension: Compare and contrastand visualize; Author's craft: dialogue
Vocabulary Strategies: Classify and categorize: transportation words Fluency Practice: Phrasing with attention to punctuation especially question marks (punctuation marks are like road signs--For example: they help you to know when to stopl)
Grammar: Kinds of sentences-Is it a statement or a question? Writing: Writing a narrative and thinking about ideas
Lesson 18: Where Does Food Come From? by Shelley Rotner and Gary Goss Question to think about: Why do authors write nonfiction?
Words to Know: first, right, under, food, sometimes, your, ground, and these Spelling Words: play, grain, sail, mail, may, rain, way, day, stay, and pain practice here
Phonics: Using ai, ay, -ain, and contractions: 'll and 'd Comprehension: Author's purpose and summarize; Author's craft: predictable text
Vocabulary Strategies: Multiple-Meaning words Fluency Practice: Expression
Grammar: Names of months, days, and holidays; using commas with dates Writing: Writing a friendly letter and thinking about sentence fluency
Lesson 19: Tomás Riveraby Jane Medina Question to think about: What clues help you figure out how characters feel?
Words to Know: done, paper, were, great, soon, work, laugh, and talk Spelling Words: show, blow, road, row, snow, toad, grow, boat, coat, and low practice here
Phonics: Using oa, ow, -oat, and contractions: 've and 're Comprehension: Conclusions and monitor/clarify; Author's craft: word choice using descriptive details
Words to Know: door, old, want, more, try, wash, mother, and use Spelling Words: bedtime, sunset, bathtub, sailboat, flagpole, backpack, playpen, raincoat, inside, and himself practice here
Phonics: Using compound words, and ea (short e) Comprehension: Cause and effect and infer/predict; Author's craft: patterned text
Vocabulary Strategies: Compound words Fluency Practice: Reading rate
Grammar: Prepositions and prepositional phrases-prepositional words that tell whereand when Writing: Writing a personal narrative and thinking about word choice
Lesson 21: "The Tree" from Poppleton Forever by Cynthia Rylant Question to think about: What do characters do when there is a problem?
Words to Know: better, saw, turned, night, thought, window, pretty, and told Spelling Words: far, arm, yard, art, jar, bar, barn, bark, card, and yarn practice here
Phonics: Using ar, or, and ore Comprehension: Story structure and analyze/evaluate; Author's craft: repetition
Grammar: Subject pronouns-pronouns that name one, like he or she, and pronouns that name more than one, like we or they Writing: Writing to express and thinking about voice (it is the ablity to put a part of yourself in your writing--it is how you "speak" in writing)
Lesson 22: Amazing Animals by Gwendolyn Hooks Question to think about: What clues tell you why animals look as they do?
Words to Know: baby, follow, years, begins, learning, young, eight, and until Spelling Words: her, fern, girl, sir, stir, bird, fur, hurt, turn, and third practice here
Phonics: Using er, ir, and ur Comprehension: Conclusions and visualize; Author's craft: Names of animals and body parts
Vocabulary Strategies: Using a dictionary entry Fluency Practice: Connected text
Grammar: The pronoun I- naming yourself last Writing: Writing to express and thinking about word choice
Lesson 23: Whistle for Willie by Ezra jack Keats Question to think about: What causes events in a story to happen?
Words to Know: again, boy, nothing, along, father, together, began, and house Spelling Words: look, book, good, hook, brook, took, foot, shook, wood, and hood practice here
Phonics: Using oo and the syllable pattern of CVC Comprehension: Cause and effect and monitor/clarify; Author's craft: Figurative language
Vocabulary Strategies: Classify and categorize- family words Fluency Practice: Stress
Grammar: Possessive pronouns- using my, your, his, her, mine, yours, and hers Writing: Writing a summary and thinking about organization
Lesson 24: A Butterfly Grows by Stephen Swinburne Question to think about: Why do authors put events in a certain order?
Words to Know: also, kind, upon, anything, places, warm, flower, and ready Spelling Words: soon, new, noon, zoo, boot, too, moon, blew, soup, and you practice here
Phonics: Using oo, ou, ew, ue, u, and u_e Comprehension: Sequence of events and questioning; Author's craft: Descriptive details (exact adjectives, verbs)
Vocabulary Strategies: Multiple-meaning words Fluency Practice: Expression
Grammar: Pronouns and action verbs Writing: Writing a story and thinking about ideas
Lesson 25: A New Friend by Maria Puncel Question to think about: What clues help you figure out how characters feel?
Words to Know: buy, city, family, myself, party, please, school, and seve Spelling Words: how, now, cow, owl, ouch, house, found, out, gown, and town practice here
Phonics: Using ou, ow, oi, oy au, and aw Comprehension: Understanding charactersand summarize; Author's craft: word choice using signal words
Vocabulary Strategies: Synonyms-using a Thesaurus Fluency Practice: Phrasing with attention to punctuation
Grammar: Contractions: using with pronouns and the word not Writing: Writing a story and thinking about sentence fluency
Lesson 26: The Dot by Peter H. Reynolds Question to think about: How are ways to make art the same and different?
Words to Know: above, pushed, teacher, bear, studied, toward, even, and surprised Spelling Words: mix, mixed, hop, hopped, hope, hoping, run, running, use, and used practice here
Phonics: Using long e spelling patterns withy and ie, plus base words with -ed and -ingendings Comprehension: Compare/contrast and monitor/clarify; Author's craft: word choice using descriptive details
Vocabulary Strategies: Figurative language (idioms) Fluency Practice: Accuracy and self-correcting mistakes
Grammar: Exclamations-What is an exclamation? Writing: Writing to respond and give an opinion and thinking about voice
Lesson 27: What Can You Do? by Shelley Rotner and Sheila Kelly, Ed.D. Question to think about: How do words and photos together give information?
Words to Know: always, different, enough, happy, high, near, once, and stories Spelling Words: hard, harder, hardest, fast faster, fastest, slow, slower, slowest, andsooner practice here
Phonics: Using base words with the inflections: -er and -est; change the y to i, and the syllable: -le Comprehension: Text and graphic featuresand analyze/evaluate; Author's craft: word choice using comparisons
Vocabulary Strategies: Classify and categorize-emotional words Fluency Practice: Intonation
Grammar: Kinds of sentences-Is it a question or an exclamation? Writing: Writing an opinion and thinking about sentence fluency
Lesson 28: "The Kite" from Days With Frog and Toad by Arnold Lobel Question to think about: How does a problem make a story interesting?
Words to Know: across, ball, cried, head, heard, large, second, and should Spelling Words: my, try, sky, fly, by, dry, pie, cried, night, and light practice here
Phonics: Using long i spelling patterns igh, y, and ie plus base words with the inflections: -ed, -ing, -er, -est, and -es; Using -ight and -y Comprehension: Story structure and infer/predict; Author's craft: word choice using emphasis
Lesson 29: A Boat Disappears by Doug Cushman Question to think about: How do some story events make other events happen?
Words to Know: almost, any, behind, gone, happened, hello, idea, leaves, and should Spelling Words: sad, sadly, slow, slowly, dust, dusty, trick, tricky, help, and helpful practice here
Phonics: Using suffixes -ful, -ly, and -y plus the long vowel spelling patterns Comprehension: Cause and effect and visualize; Author's craft: Dialogue
Lesson 30: Winners Never Quit! by Mia Hamm Question to think about: What can you learn from story characters?
Words to Know: brothers, everyone, field, loved, most, only, people, and sorry Spelling Words: even, open, begin, baby, tiger, music, paper, zero, table, and below practice here
Phonics: Looking at syllables with a CV or VCCV pattern plus prefixes un- and re- Comprehension: Understand charactersand summarize; Author's craft: onomatopoeia (words that represent the sounds they represent; For example: zip and zoom.)
Vocabulary Strategies: Suffix -ly Fluency Practice: Reading rate-adjusting your rate of speed depending upon what it is that you are reading (For example, a fairy tale would not be read at the same reading rate as a non-fiction book about sharks.)
Grammar: Adjectives that compare-adjectives with -er and -est Writing: Writing an opinion paragraph and thinking about organization