Teacher's Resource Book - Lincoln Vikings

562Kate and Dad sit bythe lake.“I can play a tune,”said Kate. Macmillan/McGraw-Hill3Dad can tap. Jakecan tap.“Look at Jake!” said Kate.

Pete can hug his mom.Mom can hug Pete.“A hug is what I need,”said Pete.“I can go to bed!”4 Macmillan/McGraw-HillPetePete can not go to bed.“I need my duck,” said Pete.“Fine,” said his mom.“I hope you can goto bed.”157

582Pete can not go to bed.“Let me peek,” said Pete.“Fine,” said his mom. Macmillan/McGraw-Hill3Pete can not go to bed.“I need my jeep with me,”said Pete.

Sorting with StudentsSorting is an active part of word study. Hereare tips to consider as you develop your wordstudy program.Getting Started Make a copy of the sort for each student orpair. Increase the size of the copy to rid thepage of the margin; this leaves less forstudents to cut. Students scribble distinctively on the backso that they recognize their chips.1) Check that students can read the wordsof the sort. Students must be able to readmost of the words in the sort. Three or fourunknown words are acceptable and arelearned over the week. Choose an easierlist and sort if too many words areunknown. Explain to students that youwant them to read through the sort tomake sure they can read the words orname the pictures.When first sorting, model for students howto read through the words. Read the wordcards in an “I know it; I don’t know it” fashion. Put the known words in a pile in frontof you; place the unknown words to theright. Show them how to count to three,and if they do not know the word, theyplace the unknown word card in, hopefully,a small pile to the right. During independent work time, at theirseats or in a station, students cut up thesort and place the chips in an envelope orplastic bag. Students can write their nameson the fronts of the bags. Do not useinstructional time for cutting up the wordor picture sort. After cutting up the sort, students try itout; this is an “open sort.” Observe howstudents sort before instruction to guideyour pacing. Ask students to sort the wordsinto several columns and to set asideunknown words.Ask students if they know the meaning ofthe words. You can teach several of themeanings over the week. If there are several unknown words, take the time to usethem in a concept sort in which studentssort the words into meaning categories,such as words that relate to animals, thelandscape, and so on. Ask students topoint to words that fit a category.Instruction Macmillan/McGraw-HillIntroduce the sort in small group. A few minutes of small group reading time is used forword study. This word study time is an opportunity to integrate phonics, spelling, andvocabulary.Incorporate the following activities over severaldays. Spend just 10–15 minutes at any one timeand pick up where you left off during the nextsmall group lesson.For each sort, use several key words if available to head the sorting categories.Sorting with Students2) Teach four-step sorting in small group.When you show students how to sort,begin with an easier sort and teach students the four steps that they will followwith each sort.1 Demonstrate. Show students how tosort by using the key words or pictures.Sort deliberately, and talk about what1Bear, D.; M. Invernizzi; S. Templeton; and F. Johnston.Words Their Way: Word Study for Phonics, Vocabulary, andSpelling Instruction. (4th ed.) Columbus, OH: Merrill/Prentice Hall, 2008.59

Sorting with Students Sort and check. Students sort individually or with a partner. Students read thewords aloud as they sort and comparethe words to the key words. Reflect. Ask students to explain to eachother why they sorted the way they did.Guide students through a discussion ofthe principle and generalizations thatunderlie the sort. Extend. Repeated practice with thesort over several days is essential.Students enter the sort into their threering word study notebooks. They leaveenough space to add related words thatthey find in Word Hunts when they gothrough the stories they have read.Students sort daily by themselves orwith a partner. In their station activitiesthey sort the words as part of a wordstudy game.3) Monitor and assess. To know when to goon or to continue studying the principle thatunderlies the sort, look for these aspects asstudents sort with you in small group. Accuracy in sorting. See if studentssort the words in the correct columns. Fluency and speed in sorting. If students sort quickly and accurately, theyare probably ready to move on to thenext sort. Students who sort accuratelyand slowly benefit from more practice.They can continue to practice the sort.Set up a sorting station that containssorts from the last three weeks. Reflection and use. See if students canexplain the sort: “Why did you sort theway you did?” Look in students’ first-60draft writing to see if they spell thesound or spelling pattern correctly inrelated words.Sorting at DifferentInstructional LevelsThere are several considerations when sortingacross instructional levels and grades. Students in the emergent and beginningstages of reading benefit from sorting bysound with pictures to focus on the waywords sound alike at the beginning, middle,or end. For example, students consider howpairs of words sound alike: “I am going tosay two words, tell me if they sound alike inthe middle.” Students in the beginning and the transitional levels sort by patterns in words.Begin to explain how patterns are related tosound. Look across vowels to find patterns.For example, ask students: “Look for long aand long o words that have the CVVC pattern as in nail and coat.” Students in the intermediate levels studythe meaning patterns within words. Theystudy the meaning and spelling of prefixes,suffixes, and roots. Grammar ties in here asdifferent suffixes are often related to grammatical functions; e.g., the -tion suffix turnsa verb into a noun. Word histories and wordroots are an important focus. Studentsstudy words deeply using paperbacketymologies such as these two favorites:Funk, W. Word Origins: An Exploration andHistory of Words and Language. NY: WingsBooks, 1950.Hoad, T. F. The Concise Oxford Dictionary ofEnglish Etymology. NY: Oxford UniversityPress, 1993.Sorting with Students Macmillan/McGraw-Hillyou are doing as you compare the wordor picture to the key words or pictures.

Macmillan/McGraw-HillPicture CardsInitial Sounds 61

Macmillan/McGraw-Hill62Initial SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsInitial Sounds 63

Macmillan/McGraw-Hill64Initial SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsInitial Sounds 65

Macmillan/McGraw-Hill66Initial SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsInitial Sounds 67

Macmillan/McGraw-Hill68Initial SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsInitial Sounds 69

Macmillan/McGraw-Hill70Initial SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsInitial Sounds 71

Macmillan/McGraw-Hill72Initial SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsInitial and Final Sounds 73

Macmillan/McGraw-Hill74Final SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsFinal Sounds 75

Macmillan/McGraw-Hill76Final SoundsPicture Cards

Macmillan/McGraw-HillPicture CardsMedial Vowel Sounds 77

Macmillan/McGraw-Hill78Medial Vowel SoundsPicture Cards

Picture Cards79 Macmillan/McGraw-Hill

carrotcornsandwichsoupspaghettimilkpizzapieice creampineapplemuffinPicture Cards Macmillan/McGraw-Hill80apple

floristgardenerlumberjackgrocerchef Macmillan/McGraw-HillfarmerPicture Cards81

Macmillan/McGraw-HillPicture Cards82

Picture Cards83 Macmillan/McGraw-Hill

Macmillan/McGraw-HillPicture Cards84

ck-tock crashPicture Cards85

Macmillan/McGraw-Hill86Action WordsPicture Cards

Macmillan/McGraw-HillPicture CardsAction Words 87

dad hadpad sadam ham88Word Family Cards: -ad, -am Macmillan/McGraw-Hilljam ram

can fanman pan Macmillan/McGraw-Hilltan vancap mapWord Family Cards: -an, -ap89

nap tapcatfathat mat90satWord Family Cards: -ap, -at Macmillan/McGraw-Hillpat

bed fedledred Macmillan/McGraw-Hillden henmen tenWord Family Cards: -ed, -en91

jetnetpetvetwetkicklickWord Family Cards: -et, -ick Macmillan/McGraw-Hill92get

Macmillan/McGraw-Hillpick sickdidhidlidridpinfinWord Family Cards: -ick, -id, -in93

tinhiplipripsiptipzipWord Family Cards: -in, -ip Macmillan/McGraw-Hill94bin

fixmixsixhop Macmillan/McGraw-Hillmop popcotWord Family Cards: -ix, -op, -othot95

lotnotpotoxboxfox96Word Family Cards: -ot, -ox, -uck Macmillan/McGraw-Hillduck luck

puck tuckbug hug Macmillan/McGraw-Hilljug mugrugWord Family Cards: -uck, -ugtug97

bun funrun suncuthutnutWord Family Cards: -un, -ut Macmillan/McGraw-Hill98but

rake laketake cake Macmillan/McGraw-Hillmake gavesave caveWord Family Cards: -ake, -ave99

hide rideside wideripe wipe100Word Family Cards: -ide, -ipe, -ite Macmillan/McGraw-Hillbike kite

joke pokewoke bone Macmillan/McGraw-Hillcone ropenote voteWord Family Cards: -oke, -ope, -one, -ote101

cute tunecube June Macmillan/McGraw-Hill102Word Family Cards: -u e

deep jeepkeep weep Macmillan/McGraw-Hillseed feedPete EveWord Family Cards: -eep, -eed, -e e103

Learning with GamesShort o Word MakerMaterialsWord Wheel (p. 110)pencilsWord Family Cards (pp. 88–103)Skill: short o wordsPrepare: Provide a word wheel for eachplayer. On the outside wheel, have playerswrite ot.Play: On the inside wheel, invite playersto write as many consonants or consonantblends as they can to complete short owords. Players may want to refer to theirWord Family Cards to help them find morewords.ConcentrationMaterialsCards (p. 111)pencilsSkill: word recognitionPrepare: Give each player a copy of thecards. Review the high-frequency words orword families, then guide children to writeeach word on its own card. Cut out eachcard.Play: Organize players into pairs. Havechildren combine their cards into one pileand then lay each card face down on thetable. Players take turns choosing two cardsat a time, trying to find a matching pair. Ifthe word cards do not match, then the cardsare turned face down again. Remind playersto read each word before they collect themor turn them back over. The player with themost matching sets is the winner.Rhyming Word Tic-Tac-ToeSkill: rhyming wordsPrepare: Give partners a Tic-Tac-Toe grid. For easier use, you may want to enlarge theboard while photocopying. Have players place picture cards face down on each space of thegame board.Play: Players take turns. The first picks up a picture card and names the picture. Then he orshe has to say a word that rhymes with the name of the object. If successful, that player canthen place an O or an X in that space. The winner is the player who first gets three Os or Xsin a row horizontally, vertically, or diagonally.For a challenge, have players use the 4 x 4 grid. Have them say two rhyming wordsbefore they can place their O or X.104Games Macmillan/McGraw-HillMaterialsTic-Tac-Toe grid (p. 112)CVC Picture Cards (pp. 61–87)pencils

What Comes Next?MaterialsPuzzle Pieces, three pieces (p. 116)crayonsscissorsSkill: Beginning, Middle, and EndPrepare: Tell each player to think of his orher favorite fairy tale or nursery rhyme. Giveeach player a copy of the three interlockingpuzzle pieces. Have players draw a pictureon each puzzle piece to show the beginning,middle, and end of their favorite story. Theneach player cuts his or her puzzle piecesapart.Play: Ask players to exchange their puzzlepieces with a partner. The partner will firstput the puzzle pieces back together andthen guess the story that is illustrated.Switch roles and repeat.Sound BingoMaterials5 x 5 grid (one per player; p. 114)4 x 4 grid (optional; p. 113)game markerspencilsSkill: letter/sound recognitionPrepare: Write each letter of the alphabeton a slip of paper. Give players a grid andgame markers. Pick a letter from the slipsyou have made. Ask a volunteer to say thesound of the chosen letter. Players thenwrite the letter on a square of their grid.Continue until all of the squares are filled.Play: Play bingo by calling out variousletter sounds. Players place markers onthe corresponding letters. Play until oneplayer has five markers in a row vertically,horizontally, or diagonally. You may use the4 x 4 grid for a shorter game.Letter Slip and Slide Macmillan/McGraw-HillMaterialsSlip Strips (p. 115)Spinner (p. 107)pencilsSkill: decoding words with short oPrepare: Organize players into groups of three. Give each player a copy of the slip strips.Have them write ock in the rectangular space to the right of the slots.Then have each small group make a spinner. Write the following consonants andconsonant blends evenly around the spinner: d, j, l, m, r, s, t, cl, st, fl, sm.Play: Each player spins the spinner and writes the letter onto his or her sliding strip untilthere are four different consonants or consonant blends on each strip. Players then taketurns decoding and reading the words they have created using their letter slip and slide.Games105

The Long RideRead the Room GameMaterialsOval board (p. 108)4-part spinner (p. 107)MaterialsS-shaped board (p. 109)4-part spinner (p. 107)game markersSkill: recognizing short iPrepare: Create cards by writing thefollowing letters on slips of paper: b, h, k, p,r, s, t, w. Two or three players can play thisgame. Copy the oval game board. Draw astar in one square to indicate the beginningand ending point and the following endingson the board in an alternating pattern: id,it, ip.Also give each group a 4-part spinnernumbered with 0, 1, 2, and 3.Play: The first player spins the spinnerand moves his or her marker the number ofspaces indicated. Then that player choosesa card and looks at the word ending in thesquare. The player reads the word he or shehas created. If a nonsense word is created,the player continues choosing cards until areal word is made. The game continues untileach player has been around the oval twice.idititipipidit106idipPrepare: This game is for two players.Copy the S-shaped board for each pair.Label the first square begin and the lastsquare end. Fill in the remaining squareswith high-frequency words such as and, are,do, for, go, has, have, he, here, is, like, little,look, me, my, play, said, see, she, to, the, this,was, we, what, where, with, you.Give each pair a 4-part spinner filled inwith the numbers 1, 2, 3, and 4.Play: Each player spins the spinner andmoves the number of spaces indicated. Theplayer then reads the high-frequency wordon which he or she has landed. Once theplayer has read the word on the board, thenboth players look around the room for theword card. The first player to find the wordspins the spinner. If neither player can findthe word, then the other player goes next.The winner is the player who reaches theend square first. Macmillan/McGraw-HillidSkill: high-frequency word recognitionitGames

Spinners1. Cut out andcomplete aspinner.2. Mount it onheavy paper. Macmillan/McGraw-Hill3. Attach arrowwith a brad.Games107

Oval Game Board Macmillan/McGraw-Hill108Games

Macmillan/McGraw-HillS-shaped Game BoardGames109

Word Wheel1. Cut out and completeeach wheel.2. Attach small wheel ontop of large wheel witha brad. Macmillan/McGraw-Hill110Games

Macmillan/McGraw-HillCardsGames111

Tic-Tac-Toe Macmillan/McGraw-HillGames112

Macmillan/McGraw-Hill4x4 GridGames113

5x5 Grid Macmillan/McGraw-HillGames114

Macmillan/McGraw-HillSlip StripsGames115

Puzzle Pieces Macmillan/McGraw-HillGames116

Response Board117Copyright The McGraw-Hill Companies, Inc.Response Board

Response BoardCopyright The McGraw-Hill Companies, Inc.Response Board118

NameReader ResponseTitle:Author:How did you like this book? Circle how you feel.I liked it.I did not like it.Draw and label your favorite part of the story or poem.Reader Response: Fiction119

NameReader ResponseTitle:Author:How did you like this book? Circle how you feel.I liked it.I did not like it

Teacher's Resource Book - Lincoln Vikings . teacher?