INSTRUCT Task A: Word Recognition Warm-Up Teacher-Led Lesson (2 min.) The teacher touches and reads each of the words across the first row of Chart One. Then students independently touch and read the words across each row and down each column in Chart One. Then repeat this process for Chart Two. If students struggle, the teacher can provide support by reading the word aloud. Task B: Vocabulary Multiple Meanings Teacher-Led Lesson (4 min.) The word off has more than one meaning. The word off can mean the opposite of on. When off comes after the verb set, together they mean to start a journey. Put your finger on the picture that shows where the people set off for a ride across the country. [Students point to picture 1.] They set off for a ride across the country. Now you use the word off in a sentence. [Students take turns orally creating a sentence using the same meaning of the word.] Put your finger on the picture where off means no longer fresh. [Students point to picture 2.] The milk smells off. Now you use the word off in a sentence. [Students take turns orally creating a sentence using the same meaning of the word.] Put your finger on the picture where off means taking a break from school or work. [Students point to picture 3.] They are off for the summer. Now you use the word off in a sentence. [Students take turns orally creating a sentence using the same meaning of the word.] Task C: Vocabulary Word Meanings Teacher-Led Lesson (4 min.) Put your finger on the first picture. This is a picture of something that is the best performance in an event. [Students point to picture 1.] Tell me the word that means the best performance in an event. [Students respond.] Yes, record. Write the word under the picture. [Support students as needed as they write the word.] On line 1, write the sentence: The gymnast broke the record for winning the most medals. [If necessary, write the sentence where students can see it.] Put your finger on the second picture. This means hurt or damaged. [Students point to picture 2.] Tell me the word that means hurt or damaged. [Students respond.] Yes, injured. Write the word injured under the picture. [Support students as needed as they write the word.] On line 2, write the sentence: His leg was injured in the game. [If necessary, write the sentence where students can see it.] Put your finger on the last picture. This picture means related to the body and not the mind. [Students point to picture 3.] Tell me the word that means related to the body and not the mind. [Students respond.] Yes, physical. Write the word under the picture. [Support students as needed as they write the word.] On line 3, write the sentence: Stretching helps physical fitness. [If necessary, write the sentence where students can see it.] Lesson page 1
Task D: Picturing & Describing Teacher-Led Lesson (5 min.) Look at the first picture. Listen as I describe. The main thing I see in this picture are runners. I can describe the picture by answering questions like: How many? How big? What s happening? The runners raced on the track. Listen to this sentence and pay attention to the details. Point to the picture that matches what you hear. Runners with physical challenges can train. [Students point to picture 3. Provide support and repetition as needed.] What else can you say about this picture? Where is he moving? [Students respond: across the dirt, down the hill.] Have the students say a complete sentence about the picture. Now listen to this sentence and picture the details that I say. The runner stretched her leg. [Students point to picture 4.] Good. What else can you say about this picture? [Students respond: using a park bench.] Why does she stretch? Have the students say a complete sentence about the picture. Point to the picture that matches what I say. The children learned basketball skills. [Students point to picture 2.] What else can you say about this picture? [Students respond.] Have the students say a complete sentence about the picture. Now let s practice with some new sentences. Four athletes compete to be the first to cross the finish line. Point to the picture that matches the sentence. [Students point to picture 1.] Listen to this sentence. The young athletes learn teamwork. Point to picture that matches the sentence. [Students point to picture 2.] Lesson page 2
Tasks E & F: Fill-in-the-Blanks & Summary At the teacher s discretion, Tasks E & F can be completed independently or with the teacher. Teacher-Led Lesson Lead students through Task E, Sets 1 & 2 and then through Task F, Sets 1 & 2. Total time: 15 min. Set 1: Read the words in the word bank. [Students read.] Now read the first sentence. Think about which word in the word bank should be written in the blank. [Students continue reading and completing one sentence at a time. Support students as needed as they read. When all the blanks are filled in, students take turns reading the completed text out loud.] Set 2: Read each sentence out loud. [Students read sentences.] Which sentence is the main idea? [Students respond. If students do not choose the main idea, ask, What is the subject of the text? What does the text say about the subject? ] Now put the other sentences in order. Look back at the text to help you. [After completing their summaries, students take turns reading them as time permits.] Independent Work or Peer Collaboration Working independently or with a peer, students fill in the blanks in the text in Task E and practice reading the completed text. They then complete the summary in Task F and practice reading their summaries. Total time: 15 min. Lesson page 3
ANSWER KEY TASK E Set 1 Set 2 Who dreamed Glenn Cunningham would break records in running? He won the world record for high school runners for the fastest mile. He also broke the college record for the fastest mile. He once ran a mile in 4 minutes 6 seconds. Glenn s legs were badly injured when he was 8. He told his friends he would beat them in a race one day. After years of work, he did. Later, Glenn set up a ranch for children with physical challenges. (Subject: breaking records) Main Idea: Glenn Cunningham won world records. First: His legs were badly injured when he was 8. Next: He told his friends he would beat them some day. Last: Later, he set up a ranch for children. TASK F Set 1 Set 2 Tiny Archibald was not tall. But he became a fantastic basketball player. As a boy, he was determined to play with the best. He made a commitment to himself and never gave up hope. After college, he was drafted by the NBA. He was later elected to the All-Star team. He also found time to involve kids in basketball to keep them off the streets. (Subject: Tiny Archibald) Main Idea: Tiny Archibald was a fantastic ball player. First: He was not as tall as other players. Next: But he became an All-Star team member. Last: He also got kids off the streets by helping them play ball. Lesson page 4
ANCHOR CHART Reading An Unfamiliar Word Name the letters. Say the vowel sound. grasp grasp g - r - a - s - p /ă/ Sound out the word. Read it quickly. Does the word make sense based on the text? grasp /g/ /r/ /ă/ /s/ /p/ grasp She can grasp the basketball grasp Yep! That works! If you guess or skip words you don t recognize when you read, it can really mess up your comprehension. For example, you re reading the sentence: The dog is a mutt. If you guess that the last word is mitt, then you might think that the dog plays baseball- which is way off! If you totally skip the last word, then you ll wonder, What is the dog? So, don t guess or skip words you don t recognize. Think about this strategy. You ll see that The dog is a mutt. Now, that makes sense! Reproducible page 1
TASK A: WORD RECOGNITION WARM-UP Chart One who won world would would world won who world who would won won would who world Chart Two was also never after also was after never never after also was after never was also Reproducible page 2
TASK B: VOCABULARY MULTIPLE MEANINGS 1 2 3 (set) off off off TASK C: VOCABULARY WORD MEANINGS 1 2 3 1. 2. 3. Reproducible page 3
TASK D: PICTURE & DESCRIBING 1 2 3 4 Reproducible page 4
TASK E: FILL-IN-THE-BLANKS & SUMMARY 1. Fill in each blank with a word from the word bank. physical would won injured who x Breaking Records dreamed Glenn Cunningham would break records in running? He the world record for high school runners for the fastest mile. He also broke the college record for the fastest mile. He once ran a mile in 4 minutes 6 seconds. Glenn s legs were badly when he was 8. He told his friends he beat them in a race one day. After years of work, he did. Later, Glenn set up a ranch for children with challenges. 2. Write a summary below by placing the sentences from the box in the correct order. He told his friends he would beat them some day. His legs were badly injured when he was 8. Glenn Cunningham won world records for running. Later, he set up a ranch for children. Main Idea:. First:. Next:. Last:. Reproducible page 5
TASK F: FILL-IN-THE-BLANKS & SUMMARY Set 1: Fill in each blank with a word from the word bank. also was never off after Tiny and Fantastic Tiny Archibald not tall. But he became a fantastic basketball player. As a boy, he was determined to play with the best. He made a commitment to himself and gave up hope. college, he was drafted by the NBA. He was later elected to the All-Star team. He found time to involve kids in basketball to keep them the streets. Set 2: Write a summary below by placing the sentences from the box in the correct order. Tiny Archibald was a fantastic ball player. He also got kids off the street by helping them play ball. But he became an All-Star team member. He was not as tall as other players. Main Idea:. First:. Next:. Last:. Reproducible page 6