Story Town

1
Story Town
Teaching resource created directly from Harcourt
Reading basal by Kristy Rocquin Lesson 6 adapted
by Melanie Sledge Robust Vocabulary segment by
Sarah Theriot
2
Lesson 6
WEEK AT A GLANCE
Fluency Punctuation Comprehension Classify/categ
orize Monitor Comprehension Adjust Reading
Rate Robust Vocabulary commotion, muffle,
overflowing, locate, search, symbol Grammar Ques
tions Writing Form Sentences About
Places Trait Word Choice
3
Click on a button to begin your daily language
arts lesson.
Day 4
Day 5
4
Day at a Glance
5
Oral Language
5 min
Question of the Day
What is your favorite part of the day?
I like______ because_________.
6
Read Aloud
10 min
Big Book
What Do You Do?

• Set purpose Discuss cover information and
  photograph. Ask students to listen to see if
  they do some of the things in the book
• Respond Ask students to tell about the
  activities in the book
• Review print concepts left-to-right progression
  and top to bottom, the difference between letters
  and words, and words being separated by spaces

7
Click once to begin.
Word Wall
5 min
High Frequency Words
Go over these target words, as well as all other
previously learned sight words posted on word
wall. Say a word, ask volunteer to point to it,
have children read aloud. Randomly point to
words. Read aloud.
8
Phonemic Awareness
5 min

• Remind students that words are made up of
  individual sounds.
• Tell them to listen for the beginning sound.
• Have them repeat the word and then say the
  beginning sound.

Model
The word is march. When I say march, I hear the
sound /m/ at the beginning. I will say
march-/m/. (see T493 for list of words)
9
Phonics and Spelling
10
Phonics and Spelling
Follow basal for delivery of instruction.
11
Connecting Letter to Sound
15 min
all
Follow basal for delivery of instruction.
12
Word Blending
5 min
13
Word Building
10 min

• Teacher models process on board
• Students use dry erase boards and markers to
  complete word building activity along with
  teacher.

Follow basal for delivery of instruction.
14
Introduce Spelling Words
10 min
1. all
6. tall
2. call
7. not
3. fall
8. top
4. wall
9. much
5. ball
10. thank
Follow basal for delivery of instruction.
15
Reading
16
15 min total
1
Read Decodable Text
Pam finds a wall. It is a tall wall.

• Tell children that the sentences are about
  characters in story we will read.
• Students read sentences as teacher tracks print.
• Ask volunteers to frame and read the words with
  all.
• Tell children that many words in story have all
  pattern.

17
Strategic Reading
2
Monitor Comprehension

• Introduce Story
• Monitor Comprehension
• Search for phonemic skill
• Review high frequency words in story

18
Check Comprehension
5 min
3
Retell

• Have children use chart to retell story.

19
Fluency
10 min
4
Repeated Reading

• Partner-up to reread story.
• Make sure partner does not skip, add, or misread
  words.
• Track the words with your finger as you read.
• Be attentive.

20
Read-Aloud Anthology
15 min
Story
The Trail of the Stone

• Think Aloud Folktales are very old stories that
  people have told over and over again. Folktales
  come from all over the world.

21
Build Robust Vocabulary
10 min
Routine Card 15

• Read words aloud to students
• Use story from read-aloud anthology to introduce
  meaning of words
• Click on icon next to word for picture example

22
Language Arts
23
5 min
Daily Proofreading
you can call me
Correct mistakes.
24
Grammar
10 min
Skill Questions
Where are we now? What are we doing?
Track print as you read aloud. Explain that they
are questions.
25
Modeled Writing
20 min
Sentences About Places

• Display Transparency LA12.
• Read sentences.
• Discuss the places the sentences descibe.

• Brainstorm a list of favorite places
• Write about it
• Illustrate

26
Day at a Glance
27
Oral Language
5 min
Question of the Day
What are some ways people say hello to each
other?
I say hello by _____.
28
Read Aloud
10 min
Poem Chart
(Big Book of Rhymes, p.13)
All the People on Our Street

• Read title
• Ask students if this is a poem or story and how
  they know
• Set Purpose Listen for enjoyment
• Track print as you read aloud
• Point out rhyming words
• Reread poem as volunteers role-play

29
Click once to begin.
Word Wall
5 min
High Frequency Words
Go over these target words, as well as all other
previously learned sight words posted on word
wall. Say a word, ask volunteer to point to it,
have children read aloud. Randomly point to
words. Read aloud.
30
Phonemic Awareness
5 min

• The learner will discriminate like and different
  medial sounds.

Follow Routine in Basal.
31
Phonics and Spelling
32
Phonics and Spelling
Follow basal for delivery of instruction.
33
Word Blending
5 min
t
Follow basal for delivery of instruction.
34
Read Words in Context
5 min

• The ball did not hit the wall.
• Thank you so much for my gift!
• The tall man will call Dad.
• All the logs on the top will fall.

Review the Skill
Teacher Read-Aloud Student Edition pgs. 196-197
Follow basal for delivery of instruction.
35
Reading
36
Comprehension
15 min
1
Focus Skill
Classify/Categorize
Follow basal page T513, continuing with photo
cards
37
Words to Know
2
how of make some
High Frequency Words

• Point to words and read
• Say word in a sentence
• Repeat word
• Point to each letter, spell
• Reread word
• Read pgs. 198-199 in text books
• Reinforce words through day

38
Strategic Reading
2
Monitor Comprehension
Story All on the Map

• Genre study Non Fiction
• Comprehension Strategy Adjust Reading Rate
• Build Background set a purpose/predict
• Monitor Comprehension

39
Reading
4
Think Aloud

• Use chart to recognize story structure.

40
Check Comprehension
5
Retell

• Identify characters in story
• Use Retelling Cards to review story

41
Reading
6
Fluency

• Read aloud Student Edition pgs. 202-207 as
  students track the print.
• Point out how you read the sentences as if you
  are telling information to someone.
• Discuss capital letters and end marks.
• Echo-read each page.

42
Build Robust Vocabulary
10 min
Routine Card 15

• Read words aloud to students
• Use story from read-aloud anthology to introduce
  meaning of words
• Click on icon next to word for picture example

43
Language Arts
44
5 min
Daily Proofreading
did Jim play ball.
Correct mistakes.
45
Grammar
10 min
Skill Questions
Where do______? What is ______? Who lives
_______? How do ________?
Have volunteers dictate questions about special
places they have visited or seen. Have students
complete the sentences.
46
Shared Writing
20 min
Sentences About Places

• Students will understand that telling sentences
  can tell about places.
• Follow basal for instruction.

three big
My yard has trees.

47

• Phonemic Awareness
• Phoneme Isolation
• Phonics and Spelling
• review variant vowel /o/ a (all)
• High Frequency Words
• Review how, make, of, some
• Fluency
• Punctuation
• All on the Map pgs. 200-215
• Comprehension
• Review Classify/Categorize
• Reading
• Roads Pgs. 218-219
• Robust Vocabulary

Day at a Glance
48
Oral Language
5 min
Question of the Day
Who is a person you would like to meet? Why?
I would like to meet_______because______.
49
Read Aloud
10 min
Poem Chart
(Big Book of Rhymes and Poems, p. 13)
All the People on Our Street

• Read title
• Review what students remember about poem
• Track print as you read aloud
• Pause before meet and know, prompting students to
  say words
• Reread poem

50
Click once to begin.
Word Wall
5 min
High Frequency Words
51
Phonemic Awareness
5 min

• The learner will identify and isolate the final
  sound in a word.
• Model The word is team. When I say team, I hear
  the sound /m/ at the end. I will say team-/m/.

Follow basal for instructions.
52
Phonics and Spelling
53
Phonics and Spelling
Word Building
Review Spelling Words
10 min
10 min
Follow basal for delivery of instruction.
54
Word Building
10 min

• Teacher models process on board
• Students use dry erase boards and markers to
  complete word building activity along with
  teacher.

Follow basal for delivery of instruction.
55
Review Spelling Words
10 min

• all 6. tall
• call 7. not
• fall 8. top
• wall 9. much
• ball 10. thank

Follow basal for delivery of instruction.
56
Reading
57
Words to Know
10 min
1
how of make some
High Frequency Words

• Point to words and read
• Say word in a sentence
• Repeat word
• Point to each letter, spell
• Reread word
• Reinforce words through day

58
Fluency
10 min
2
Punctuation

• Read aloud Student Edition pg 211. Discuss
  punctuation.
• Demonstrate appropriate intonation as you read.
• Students track and listen for your voice changes
  as you read pgs. 208-210.
• Have students echo read each sentence.

59
Comprehension
10 min
3
Focus Skill

• Classify/Categorize
• Follow basal page T536, continuing with photo
  cards.

60
Strategic Reading
4
Read Aloud

Story Roads

• Pages 218-219 in student text books

61
Build Robust Vocabulary
10 min

• Read words aloud to students
• Use story from read-aloud anthology to introduce
  meaning of words
• Click on icon next to word for picture example

62
Language Arts
63
Grammar
5 min
Daily Proofreading
did the ball hit the wall.
Correct mistakes.
64
Grammar
10 min
Skill Questions
What is it?
Have students answer question. Then have
students dictate questions about elephants.
Record questions without capitals and end marks.
Correct sentences.
65
Independent Writing
20 min
Follow T541.
Here is a big town. The town has lots of land.
Writing Prompt
Make a list of places you would like to visit on
a field trip.
66
Day at a Glance
67
Oral Language
5 min
Question of the Day
Think about the things that make you happy. What
are some things you enjoy?
I enjoy ________.
68
Read Aloud
10 min
Poem Chart
As I Was Going Along

• Read title
• What do you recall about this poem?
• Track print as you read aloud.
• Point out rhymes and repeated words.
• Reread poem as children join in and clap to the
  rhythm.

69
Click once to begin.
Word Wall
5 min
High Frequency Words
70
Phonemic Awareness
5 min

• Identify the sound that is the same in a group of
  word.

Have children say the following words and
identify the sound that is the same ten, tip,
tide Continue with words on pg. T543
71
Phonics and Spelling
72
Phonics
20 min total
Skill Trace Introduce Contraction nt
That is not my cat. That isnt my cat.
Click mouse for contractions to appear.
are not
did not
have not
has not
hasnt
havent
arent
didnt
73
Phonics and Spelling
Build Words
10 min
Follow basal for delivery of instruction.
74
Build Words
10 min

• Students make letter cards to form words
• Follow teacher instruction

Follow basal for delivery of instruction.
75
Reading
76
Words to Know
10 min
1
how of make some
High Frequency Words

• Point to words and read
• Say word in a sentence
• Repeat word
• Point to each letter, spell
• Reread word
• Write sentences on the board.
• Fill in the blanks with missing high frequency
  words

77
Fluency
2
Punctuation

• Model using punctuation, reading story All on
  the Map
• Partner read.
• Use cutouts to make a map. (TRB p. 185)

78
Comprehension
15 min
3
Focus Skill

• Classify/Categorize
• Discuss classifying using What Do You Do?
• Ask questions from page T548.

79
Build Robust Vocabulary
10 min

• Read words aloud to students
• Use story from read-aloud anthology to introduce
  meaning of words
• Click on icon next to word for picture example

80
Language Arts
81
Grammar
5 min
Daily Proofreading
where did the ball go.
Correct mistakes.
82
Grammar
5 min
Skill Questions

Students make up questions. Write omitting
capital letters and end marks. Volunteers
correct.
83
Independent Writing
20 min
Sentences About Places
Writing Prompt Make a word web and write
sentences about places.
This activity will continue to Day 5.
84

• Phonemic Awareness
• Phoneme Identity
• Phonics and Spelling
• Introduce Contraction nt
• Posttest
• High Frequency Words
• Review
• Fluency
• Punctuation
• All on the Map, Student Edition, pgs. 200-215
• Comprehension
• Review Classify/Categorize

Day at a Glance
85
Oral Language
5 min
Question of the Day
Pretend you are visiting the town in All on the
Map. What would you do there?
I would _______ because ______.
86
Read Aloud
10 min
Poem Chart
As I Was Going Along

• Read title
• What do you remember about the poem?
• Reread as students march around the class to the
  rhythm.

87
Click once to begin.
Word Wall
5 min
High Frequency Words
88
Phonemic Awareness
5 min

• Identify the sound that is the same in a group of
  word.

Have children say the following words and
identify the sound that is the same nap, bag,
sat Continue with words on pg. T553
Follow Routine in Basal.
89
Phonics and Spelling
90
Phonics
10 min total
Skill Trace Contractions nt, s
has not hasnt
it is its
Volunteers write contraction and read.
91
Phonics and Spelling
Assess
10 min
Follow basal for delivery of instruction.
92
Reading
93
Words to Know
10 min
1
High Frequency Words
find home oh much help
late thank so hold
94
Fluency
10 min
2
Punctuation

• Find story All on the Map
• Perform the story.
• Assessment Progress Monitor for words read per
  minute.

95
Comprehension
15 min
3
Focus Skill
Classify/Categorize
96
Build Robust Vocabulary
10 min

• Read words aloud to students
• Monitor use of vocabulary

97
Language Arts
98
5 min
Grammar
Daily Proofreading
dan is tal
Correct mistakes.
99
Grammar
10 min
Skill Questions
What do you do at our school? What tools do you
use?
Read these questions. Point out capital letters
and end marks. Have students come up with more
questions for the custodian.
100
Independent Writing
20 min
Writing Prompt
Continue writing sentences about their special
places from Day 4.
101
horrible

• Something horrible is really bad and awful.

Back to day 1
Back to day 2
102
invigorated

• If you are invigorated, you feel full of energy.

Back to day 1
Back to day 2
103
presented

• If you presented something to a friend, you gave
  it to him or her.

Back to day 1
Back to day 2
104
persistent

• If you are persistent, you keep trying and never
  give up.

Back to day 3
Back to day 4
105
aid

• If you aid someone, you help them.

Back to day 3
Back to day 4
106
sweltering

• If the temperature is sweltering, it is very hot
  and uncomfortable.

Back to day 3
Back to day 4