66 LITERACY Word Recognition “There is a time for ,” she said. scarves “There is a time for ,” she said. shorts 4 5 “There is a time for ,” she said. candy “There is a time for ,” she said. cards 2 3 MY SIGHT WORDS 101650—My Words: Managment Guide—Grades PreK- K © Teacher Created Materials Teacher Pages The teacher pages in the lesson booklet are organized in a consistent format with instructional components that follow the same sequence for each lesson. Objectives and words are highlighted on the first page. Before Reading • Children are introduced to the high-frequency words in isolation. • Children are introduced to the book, its features, and the topic. • Children review the behaviors of good readers. During Reading • The teacher provides a model, and children count the words. • The teacher provides a model, and children read the words. After Reading • Children discuss the topic of the book and make connections to the text. • Children review the words in isolation. Revisit the Book Workstation options include creating a book modeled after the My Words book, completing a practice page, and reading with a friend. Activity Pages The activity pages in the lesson booklet are organized in a consistent format, presenting activities appropriate for workstations or centers. Copycat Book Activity Page The Copycat Book activity guides children to use the My Words book as a mentor text as they create their own books. Throughout the year, pages from these books can be compiled to create class books for the classroom library. My Words Practice Pages Each My Words book pair have complementary My Words Practice activities. The activity for one book in each pair prompts children to color, spell, and read the words. The activity for the other book in each pair prompts children to color, find, and write the words. Lesson Overview How to Use This Program © Teacher Created Materials 101653 (i23777)-Around School 101653 (i23777)-Around School © Teacher Created Materials Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA 92649‑1030 www.tcmpub.com 101727 (i23777) ISBN 978‑1‑4938‑9958‑6 © 2019 Teacher Created Materials, Inc. Around School 15 min. Before Reading Introduce Everyday Words 1. Gather children together on the rug or in their chairs. 2. Use the following details to explain everyday words. • Everyday words are all around. They are the most common words in English. • You can find them in books, on posters, and on signs. • We study everyday words so that we can remember them. We can read them easily wherever we see them. • With some words, we focus on each sound to read the word. With everyday words, we memorize the word and letters. 3. Write the focus words at, the, and to on the board. 4. Point to the word and its letters as you say-spell-say each word with the children. Have each child say-spell-say each word as he or she “writes” the word with a finger on the rug or table. Introduce the Book Use the following steps to introduce the children to Around School. • Guide children to locate the front cover, back cover, and book pages. • Read the title on the front cover, and explain that the title tells the reader about the book. • Point to the cover image, and ask children what they see. Explain that the cover illustration tells the reader about the book. • Read the summary on the back cover. Explain that the summary tells the reader about the book. • Have children use the title, cover image, and summary to predict what the book is about. Get Ready to Read Use the following steps to guide children to become readers. • Say, “We are readers. Readers read words and look at images in books to learn or enjoy a story. Let’s practice what readers do.” • Hold the book carefully. • Read words from left to right, top to bottom, and page to page. • Look at the images from page to page. • Practice the words so they can read the way they speak. • Talk about what they read. Objectives Demonstrate understanding of the organization and basic features of print. Read common high-frequency words by sight. Read emergent-reader texts with purpose and understanding. Words at the to at the school a t t h e t o Image Credits: all images from iStock and/or Shutterstock. © Teacher Created Materials 101653 (i23777)-Around School 101653 (i23777)-Around School © Teacher Created Materials 5 min. During Reading Read the Book Note: If children have read Around Town and completed the lesson, this book can be read independently. Skip to Talk about the Book below. Use the following steps to read each page. • Point to each word (and rebus image) as you count, and say, “There are three words in this phrase. Two are spelled with letters, and one is shown with a picture. Let’s read them.” • Point to each word (and rebus image) as you read slowly. • Have children point to each word (and rebus image) as they read slowly. • Run your finger beneath the words (and rebus image) as you read the phrase naturally, reading the way you speak. • Have children run their fingers beneath the words (and rebus image) as they read the phrase fluently, reading the way they speak. 10 min. After Reading Talk about the Book Use the following questions to discuss the book. • What is the difference between going to a place and being at a place? • Where do you go around your school? • What is your favorite school place from the book? Talk about the Words Use the word list on page 12 of the book to review the everyday words. • Compare the word list to the words you wrote on the board before reading. • Repeat the say-spell-say for each word. • Post the words on a word wall or My Words board to reference in the future. Revisit the Book Use the following ideas to create independent workstations so children can revisit the book and everyday words on their own. • Copycat Book: Copy page 3 of this lesson and cut into strips. Provide a set of strips and a writing tool for each child. On the first strip, guide children to trace the title. Then, have them draw a picture of a home. On the next two strips, guide children to trace the everyday words and draw themselves going to and being at a place in their home. Staple completed books together. • My Words Practice: Copy page 4 of this lesson. Provide crayons, scissors, and glue to each child. Guide children to color, spell, and read the everyday words. Collect completed pages to create a cumulative word notebook. • Read to a Friend: Place the book in an independent reading area. Guide children to read the book aloud to each other, pointing to each word as they read. If possible, allow children to record themselves as they read. Around by: to the at the © Teacher Created Materials 101653 (i23777)-Around School 101653 (i23777)-Around School © Teacher Created Materials 5 min. During Reading Read the Book Note: If children have read Around Town and completed the lesson, this book can be read independently. Skip to Talk about the Book below. Use the following steps to read each page. • Point to each word (and rebus image) as you count, and say, “There are three words in this phrase. Two are spelled with letters, and one is shown with a picture. Let’s read them.” • Point to each word (and rebus image) as you read slowly. • Have children point to each word (and rebus image) as they read slowly. • Run your finger beneath the words (and rebus image) as you read the phrase naturally, reading the way you speak. • Have children run their fingers beneath the words (and rebus image) as they read the phrase fluently, reading the way they speak. 10 min. After Reading Talk about the Book Use the following questions to discuss the book. • What is the difference between going to a place and being at a place? • Where do you go around your school? • What is your favorite school place from the book? Talk about the Words Use the word list on page 12 of the book to review the everyday words. • Compare the word list to the words you wrote on the board before reading. • Repeat the say-spell-say for each word. • Post the words on a word wall or My Words board to reference in the future. Revisit the Book Use the following ideas to create independent workstations so children can revisit the book and everyday words on their own. • Copycat Book: Copy page 3 of this lesson and cut into strips. Provide a set of strips and a writing tool for each child. On the first strip, guide children to trace the title. Then, have them draw a picture of a home. On the next two strips, guide children to trace the everyday words and draw themselves going to and being at a place in their home. Staple completed books together. • My Words Practice: Copy page 4 of this lesson. Provide crayons, scissors, and glue to each child. Guide children to color, spell, and read the everyday words. Collect completed pages to create a cumulative word notebook. • Read to a Friend: Place the book in an independent reading area. Guide children to read the book aloud to each other, pointing to each word as they read. If possible, allow children to record themselves as they read. Around by: to the at the © Teacher Created Materials 101653 (i23777)-Around School 101653 (i23777)-Around School © Teacher Created Materials Name: _____________________________________________________ Date: _____________________ Color. Spell. Read. Color: Have students say the words as they color in the letters. Spell: Have students cut the letters below and glue them into the boxes to form words. Read: Have students point to each word as they read the sentence. My Words Practice Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA 92649‑1030 www.tcmpub.com 101727 (i23777) ISBN 978‑1‑4938‑9958‑6 © 2019 Teacher Created Materials, Inc. Around School 15 min. Before Reading Introduce Everyday Words 1. Gather children together on the rug or in their chairs. 2. Use the following details to explain everyday words. • Everyday words are all around. They are the most common words in English. • You can find them in books, on posters, and on signs. • We study everyday words so that we can remember them. We can read them easily wherever we see them. • With some words, we focus on each sound to read the word. With everyday words, we memorize the word and letters. 3. Write the focus words at, the, and to on the board. 4. Point to the word and its letters as you say-spell-say each word with the children. Have each child say-spell-say each word as he or she “writes” the word with a finger on the rug or table. Introduce the Book Use the following steps to introduce the children to Around School. • Guide children to locate the front cover, back cover, and book pages. • Read the title on the front cover, and explain that the title tells the reader about the book. • Point to the cover image, and ask children what they see. Explain that the cover illustration tells the reader about the book. • Read the summary on the back cover. Explain that the summary tells the reader about the book. • Have children use the title, cover image, and summary to predict what the book is about. Get Ready to Read Use the following steps to guide children to become readers. • Say, “We are readers. Readers read words and look at images in books to learn or enjoy a story. Let’s practice what readers do.” • Hold the book carefully. • Read words from left to right, top to bottom, and page to page. • Look at the images from page to page. • Practice the words so they can read the way they speak. • Talk about what they read. Objectives Demonstrate understanding of the organization and basic features of print. Read common high-frequency words by sight. Read emergent-reader texts with purpose and understanding. Words at the to at the school a t t h e t o Image Credits: all images from iStock and/or Shutterstock. Management Guide Books Lessons © Teacher Created Materials 101734 (i23784)—Messy Dogs 101734 (i23784)—Messy Dogs © Teacher Created Materials 5 min. During Reading Read the Book Note: If children have read In and completed the lesson, this book can be read independently. Skip to Talk about the Book below. Use the following steps to read each page. • Point to each word (and rebus image) as you count, and say, “There are four words in this sentence. Three words are spelled with letters, and one is shown with a picture. Let’s read them.” • Point to each word (and rebus image) as you read slowly. • Have children point to each word (and rebus image) as they read slowly. • Run your finger beneath the words (and rebus image) as you read the sentence fluently, reading the way you speak. • Have children run their fingers beneath the words (and rebus image) as they read the sentence fluently, reading the way they speak. 10 min. After Reading Talk about the Book Use the following questions to discuss the book. • What can you tell about the dogs from their actions? • Do you ever get messy like the dogs? • What is your favorite messy-dog moment from the book? Talk about the Words Use the word list on page 12 of the book to review the everyday words. • Compare the word list to the words you wrote on the board before reading. • Repeat the say-spell-say for each word. • Post the words on a word wall or My Words board to reference in the future. Revisit the Book Use the following ideas to create independent workstations so children can revisit the book and everyday words on their own. • Copycat Book: Copy page 3 of this lesson, and cut into strips. Provide a set of strips and a writing tool for each child. On the first strip, guide children to add a drawing of themselves to the title. On the next two strips, guide children to trace the everyday words and draw themselves and a friend in messy places. Staple completed books together. • My Words Practice: Copy page 4 of this lesson. Provide crayons and a pencil to each child. Guide children to color, spell, and read the everyday words. Collect completed pages to create a cumulative-word notebook. • Read to a Friend: Place the book in an independent-reading area. Guide children to read the book aloud to each other, pointing to each word as they read. If possible, allow children to record themselves as they read. Messy by: They are in . They are in . Grades Pre-K–1 Lexile® NP–350L Build Early, Independent Reading Skills. “I can do it myself!” Even the youngest students love to read independently, and with My Sight Words, they can do just that. New and emerging readers will learn and practice recognizing the most frequently used words in written English. • Students study the core 100 words that make up nearly 50 percent of the words used in print. • The research that guided the development of this series shows that students who master high-frequency words read with greater fluency and confidence.
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