Story Town

1
Story Town
Teaching resource created directly from Harcourt
Reading basal by Kristy Rocquin
2
Lesson 5
WEEK AT A GLANCE
Phonemic Awareness Phoneme Categorization Phonics
Short Vowel /o/ o Spelling top, hop, hot, not,
dot, lot, back, pick, oh, yes High-Frequency
Words find, much, thank Reading Dot and Bob by
David McPhail Trees Help
Fluency Accuracy Comprehension Characters Recogn
ize Story Structure Robust Vocabulary horrible,
invigorated, presented, sweltering, aid,
persistent Grammar Telling Sentences Writing F
orm Sentences About Things Trait Word Choice
3
Click on a button to begin your daily language
arts lesson.
Day 4
Day 5
4

• Phonemic Awareness
• Phoneme Categorization
• Phonics and Spelling
• Introduce short vowel /o/
• Pretest
• Reading
• Get Started Story Jobs pg. 152-159
• Fluency
• Repeated Reading
• Comprehension
• Read-Aloud Anthology Yoshis Feast pg. 18
• Robust Vocabulary

Day at a Glance
5
Oral Language
5 min
Question of the Day
Think about gardens you have seen. What might you
see in a garden?
I might see a ______ in a garden.
6
Read Aloud
10 min
Big Book
Theres a Billy Goat in the Garden

• Reread story
• Identify animals who try to help
• Track the print as you read aloud
• Focus on illustrations
• Role-play actions of characters as you read

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

• Say 3 words 2 have same beginning sound, one
  begins with different sound.
• Have children repeat words.
• Identify which word has different beginning sound.

Model
fit fat pet
9
Phonics and Spelling
Follow basal for delivery of instruction.
10
Connecting Letter to Sound
15 min
Develop Phonemic Awareness of /o/
ostrich
Follow basal for delivery of instruction.
11
Word Blending
5 min
Follow basal for delivery of instruction.
12
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.
13
Introduce Spelling Words
10 min

• top 6. lot
• hop 7. back
• hot 8. pick
• not 9. oh
• dot 10. yes

Follow basal for delivery of instruction.
14
Reading
15
Apply Short Vowel /o/ o
15 min total
1
Read Decodable Text
Mom and Dad have jobs. Roz wants a job, too.

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

16
Strategic Reading
2
Monitor Comprehension

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

17
Check Comprehension
5 min
3
Retell

• Have children use chart to retell story.

18
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.

19
Read-Aloud Anthology
15 min
Story
Yoshis Feast

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

20
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

21
Daily Proofreading
5 min
we help a lot
Correct mistakes.
22
Grammar
10 min
Skill Telling Sentences
The man jogs. Cats like to nap.
Track print as you read aloud. Explain that they
are telling sentences.
23
Modeled Writing
20 min
Sentences About Things

• Display Transparency LA10.
• Read sentences
• Point to things the sentences tell about

• Think of a favorite plaything
• Write about it
• Illustrate

24

• Phonemic Awareness
• Phoneme Categorization
• Phonics and Spelling
• review short vowel /o/
• High Frequency Words
• Introduce find, much, thank
• Comprehension
• Introduce Characters
• Reading
• Dot and Bob Pgs. 164-181
• Fluency
• accuracy

Day at a Glance
25
Oral Language
5 min
Question of the Day
Think about dogs. Why do you think dogs bark?
A dog might bark because _____.
26
Read Aloud
10 min
Poem Chart
My Dog

• Read title
• Set purpose listen to why dog barks in poem
• Track print as you read aloud
• How is poem like other dogs you know?
• Reread poem

27
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.
28
Phonemic Awareness
5 min

• The learner will discriminate like and different
  medial sounds.

Sit, pit, bat. Sit, pit, bat. Which does not
belong? Which does not belong?
Follow Routine in Basal.
29
Phonics and Spelling
Follow basal for delivery of instruction.
30
Word Building
5 min
Follow basal for delivery of instruction.
31
Read Words in Context
5 min
Mom got back at six. Dad will pick me up. My cat
can hop a lot. Do not tap the hot pot. The top
box has a big dot on it.
Follow basal for delivery of instruction.
32
Reading
33
Comprehension
15 min
1
Focus Skill

• Characters
• Read pgs. 160 161 in student text book.

34
Words to Know
2
High Frequency Words
find much thank

• Point to words and read
• Say word in a sentence
• Repeat word
• Point to each letter, spell
• Reread word
• Read pgs. 162-163 in text books
• Reinforce words through day

35
Strategic Reading
2
Monitor Comprehension
Story Dot and Bob

• Genre study Realistic Fiction
• Comprehension Strategy structure
• Build Background set a purpose/predict
• Monitor Comprehension

36
Reading
4
Think Aloud

• Use chart to recognize story structure.

37
Check Comprehension
5
Retell

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

38
Reading
6
Fluency

• 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.

39
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

40
Daily Proofreading
5 min
i like the pond
Correct mistakes.
41
Grammar
10 min
Skill Telling Sentences
_____ is so much fun. We dont ______. We look at
_______. We watch ________.
Have volunteers dictate sentences, or use the
ones listed here. Have students complete the
sentences.
42
Shared Writing
20 min
Sentences About Things

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

43

• Phonemic Awareness
• Phoneme Categorization
• Phonics and Spelling
• review short vowel /o/, /i/
• Comprehension
• Review Characters
• High Frequency Words
• Review find, much, thank
• Reading
• Trees Help Pgs. 182-183
• Fluency
• Accuracy, Dot and Bob pgs. 164-178

Day at a Glance
44
Oral Language
5 min
Question of the Day
Why do you think people have pets?
People like pets because _______.
45
Read Aloud
10 min
Poem Chart
My Dog

• Read title
• Review what students remember about poem
• Track print as you read aloud
• Was the poem enjoyable?
• Reread poem

46
Click once to begin.
Word Wall
5 min
High Frequency Words
47
Phonemic Awareness
5 min

• The learner will discriminate like and different
  final sounds.

Follow basal for instructions.
48
Phonics and Spelling
Word Building
Review Spelling Words
10 min
10 min
Follow basal for delivery of instruction.
49
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.
50
Review Spelling Words
10 min

• top 6. lot
• hop 7. back
• hot 8. pick
• not 9. oh
• dot 10. yes

Follow basal for delivery of instruction.
51
Reading
52
Words to Know
10 min
1
High Frequency Words
find much thank

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

53
Fluency
10 min
2
Accuracy

• Take turns reading sentences aloud from text
  book.
• Monitor each other for good reading strategies.

54
Comprehension
10 min
3
Focus Skill

• Characters
• Review definition of characters
• Relate to recent stories read

55
Strategic Reading
4
Read Aloud
Story Trees Help

• Page 182 in student text books

56
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

57

• Phonemic Awareness
• Phoneme Categorization
• Phonics and Spelling
• Introduce Inflections ed, -ing
• Review Short Vowel /o/ o
• High Frequency Words
• Review find, much, thank
• Fluency
• Accuracy
• Dot and Bob pgs. 164-178
• Comprehension
• Review Characters
• Big Book Theres a Billy Goat in the Garden

Day at a Glance
58
Oral Language
5 min
Question of the Day
Think about gardens you have seen. If you had a
garden, what would you plant?
If I had a garden, I would plant ____.
59
Read Aloud
10 min
Poem Chart
I Dig, Dig, Dig

• Read title
• Set purpose What job is this poem about?
• Track print as you read aloud
• Did you enjoy this poem?
• Reread poem

60
Click once to begin.
Word Wall
5 min
High Frequency Words
61
Phonemic Awareness
5 min

• Discriminate like and different final sounds.

Hot, hop, bat. Hot, hop, bat. Which does not
belong? Which does not belong?
62
Phonics
20 min total
Skill Trace Inflections -ed, -ing
63
Phonics and Spelling
Build Words
10 min
Follow basal for delivery of instruction.
64
Build Words
10 min

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

Follow basal for delivery of instruction.
65
Reading
66
Words to Know
10 min
1
High Frequency Words
find much thank

• 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

67
Fluency
2
Accuracy

• Find story Dot and Bob
• Reread with accuracy.
• Make stick puppets to practice reading with
  accuracy.

68
Comprehension
15 min
3
Focus Skill

• Characters
• Discuss characters from Dot and Bob or Theres
  a Billy Goat in the Garden

69
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

70
Grammar
5 min
Daily Proofreading
dan and i ran home
Correct mistakes.
71
Grammar
5 min
Skill Telling Sentences
ran up the tree filled the box a big log
Add words to complete sentence. Add period.
72
Independent Writing
20 min
Sentences About Things

• Writing Prompt
• Write about something in the classroom.

73

• Phonemic Awareness
• Phoneme Categorization
• Phonics and Spelling
• Review Inflections ed, -ing
• Posttest Short vowel /o/ o
• High Frequency Words
• Review
• Fluency
• Accuracy, Dot and Bob pgs. 164-178
• Comprehension
• Review Characters
• Robust Vocabulary

Day at a Glance
74
Oral Language
5 min
Question of the Day
What is your favorite poem or rhyme? Why do you
like it?
My favorite poem is _______.
75
Read Aloud
10 min
Poem Chart
I Dig, Dig, Dig

• Read title
• What do you remember about the poem?
• Reread
• Identify musical elements

76
Click once to begin.
Word Wall
5 min
High Frequency Words
77
Phonemic Awareness
5 min

• The learner will discriminate like and different
  medial sounds.

Coat, fan, rode. Coat, fan, rode. Which doesnt
belong? Which doesnt belong?
Follow Routine in Basal.
78
Phonics
10 min total
Skill Trace Inflections -ed, -ing
79
Phonics and Spelling
Assess
10 min
Follow basal for delivery of instruction.
80
Reading
81
Words to Know
10 min
1
High Frequency Words
find home oh much help
late thank so hold
82
Fluency
10 min
2
Accuracy

• Find story Dot and Bob
• Perform the story.
• Assessment Progress Monitor for words read per
  minute.

83
Comprehension
15 min
3
Focus Skill
Characters
84
Build Robust Vocabulary
10 min

• Read words aloud to students
• Monitor use of vocabulary

85
Grammar
5 min
Daily Proofreading
its fun to go camping
Correct mistakes.
86
Grammar
10 min
Skill Telling Sentences
It can roar.
Write this sentence, or others, and ask What
kind of animal am I thinking about?
87
Independent Writing
20 min
Writing Prompt
Draw a place that you like to visit and write a
sentence about it.
88
horrible

• Something horrible is really bad and awful.

Back to day 1
Back to day 2
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invigorated

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

Back to day 1
Back to day 2
90
presented

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

Back to day 1
Back to day 2
91
persistent

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

Back to day 3
Back to day 4
92
aid

• If you aid someone, you help them.

Back to day 3
Back to day 4
93
sweltering

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

Back to day 3
Back to day 4