19 96 50–61 27–28 3—Miss Long in Open Syllables enjoying participation in drama demonstrating self–confidence in audience reading reading orally to interpret a character’s motives and moods identifying information relating to a main character Phonics: reading words with y as /ē/ in unaccented syllables (la•zy) reading words with y as /ī/ in accented syllables (re•ply, fly) The Amazing Mozart Biography unattributed 20 97–102 62–66 29–30 11—Baton Tapper Industriousness (BAT: 2e) relating story content to biblical truth: talent is a gift from God interpreting a setting recognizing emotional responses of characters Phonics: noting the sound of schwa reading words with –ous as /ǝs/ in unaccented syllable (fa•mous) 21 103–7 67–70 31–32 11—Baton Tapper Dedication (BAT: 2d) Exaltation of Christ (BAT: 7b) Praise (BAT: 7c) appreciating music and musicians relating and details to the story title recalling and details Phonics: reading words with –tion and –sion as /shǝn/ in unaccented syllables (na•tion, mis•sion) noting the sound of schwa Skill Station Day Soft and hard c and g Silent consonant patterns 22 108–11 270–73 12—Giant Cymbals 13—Quiet Consonants Phonics: identifying ge, gi, and gy as patterns signaling soft g (g as /j/ in gem, gym) identifying ce, ci, and cy as patterns signaling soft c (c as /s/ in cereal, city, cymbal) recognizing silent consonant patterns: lk as /k/ in walk, lm as /m/ in palm, kn as /n/ in know, mb as /m/ in plumb, wr as /r/ in write
Lesson Lesson Pages Reader Pages Worktext Pages Teaching Visuals Truths Comprehension Skills Phonics and Skills Skill Station Day Realistic and fanciful elements Compound words—syllable division and accent rules 34 184–87 278–81 16—Cupcakes and Teapots 17—Climbing Accent Hillside Faith in the Power of the Word of God (BAT: 8b) distinguishing reality from fantasy identifying fanciful elements in a story Composition: adding realistic and fanciful elements to complete a story Structural analysis: identifying compound words in context dividing compound words into syllables between the two base words dividing multisyllable using two rules: compound words and VC/CV pattern words as in straw•ber•ry and bas•ket•ball pronouncing compound words with the accent in the first base word One of a Kind Realistic fiction by Milly Howard 35 188–95 131–37 53–54 15—To Market for Dinner 16—Cupcakes and Teapots Love (BAT: 5a) Giving (BAT: 5b) Servanthood (BAT: 2b) Work (BAT: 2e) Faithfulness (BAT: 2c) identifying character traits inferring supporting details about a character recognizing that family members should work together to reach common goals completing analogies in word Structural analysis: dividing two- and three-syllable words using two rules: dividing compound words between base words; dividing words with VC/CV pattern between consonants 36 196–200 138–42 55–56 Work (BAT: 2e) Faithfulness (BAT: 2c) Honesty (BAT: 4c) relating lesson content to biblical truth identifying attitudes of characters relating the personal emotions of the story characters to one’s own feelings recalling facts and details identifying character traits Study skill: organizing information in a table 37 201–7 143–48 57–58 Goal setting (BAT: 2d) Contentment (BAT: 7d noting foreshadowing that made the outcome reasonable relating title to main idea appreciating the satisfaction of a job well done recognizing incongruities Vocabulary: identifying pronoun referents Skill Station Day Alliteration Syllable + le 38 208–11 282–85 Literature: recognizing alliteration Composition: writing alliterative phrases Structural analysis: dividing words with a consonant + le applying one of three syllable rules to a list of words: words with VC/CV pattern divided between the consonants, compound words divided between the base words, and words with C + le endings divided before the consonant
Jim Poetry by Gwendolyn Brooks 39 212–14 149 59–60 1—The Shorts in Closed Syllables Servanthood (BAT: 2b) demonstrating understanding of the author’s message: a selfless spirit is worthy of admiration relating the poem to personal experience Literature: recognizing alliterative structures in poetry noting the author’s choice of words Phonics: reading words with long o in a closed syllable as in gold and most recognizing antonyms Pecos Bill A tall tale adapted by Becky Davis 40 215–20 150–54 61–62 recognizing exaggerations and humor in a tall tale drawing conclusions about a situation noting the author’s use of comparisons interpreting clichés recalling and details Phonics: reading words with eigh as /ā/ in neighbor 41 221–26 155–59 63–64 Faithfulness (BAT: 2c) Goal setting (BAT: 2d identifying exaggerations in a tall tale noting character actions observing character traits developing opinions recalling facts and details Phonics: reading words with /îr/ as in deer, near, here, and fierce
Raised From the Dead A choral reading taken from John 11:1-27 61 332–40 241–48 97–98 17—Climbing Accent Hillside Faith in God’s promises (BAT: 8a) Faith in the power of the Word of God (BAT: 8b) Love (BAT: 5a) Understanding Jesus Christ (BAT: 1a) Prayer (BAT: 6b) Praise (BAT: 7c) determining sequence of events drawing conclusions observing character traits recalling facts and details Structural analysis: identifying base recognizing accented syllables in words with prefixes and suffixes 62 341 241–48 99–100 17—Climbing Accent Hillside relating story content to biblical truth: God is powerful and His love is great recognizing character traits Structural analysis: identifying base words in compound words applying the accent generalization: in compound words, the primary accent falls in the first base word Oral reading: participating in a choral reading using tone of voice to convey emotion using volume and pacing to communicate meaning Space Walk An article by Karen Wilt 63 342–50 249–55 101–2 Work (BAT:2e) Faithfulness (BAT: 2c) Teamwork (BAT: 2b) Praise (BAT: 7c) God as Master (Bible Promise: I) perceiving time relationships identifying information explicitly stated relating story content to biblical truth: God’s creation is worthy of praise Phonics: reading and writing words with the /ûr/ as ear in learn and our in journey reading and writing words with /ûr/ in words with (w)or as in world, work, and worm Study skill: reading a schedule demonstrating knowledge of the meaning of a.m. and p.m. in relation to time
Lesson Lesson Pages Reader Pages Worktext Pages Teaching Visuals Bible Truths Comprehension Skills Phonics and Other Skills Mission over Mexico A true story told by Susan W. Young 73 409–13 302–5 119–20 noting the author’s use of similes noting the author’s use of details to create setting inferring supporting details about characters locating the main idea in a paragraph Phonics: reading words with ph as /f/ in phone and gh as /f/ in laugh 74 414–19 306–11 121–22 Prayer (BAT: 6b) Mind (BAT: 3b) Emotional control (BAT: 3c) Faith in God’s promises (BAT: 8a) God as Master (Bible Promise: I) Kindness (BAT: 5a) Praise (BAT: 7c) noting the author’s use of suspense relating story content to biblical truth: prayer has power inferring supporting details about characters noting the author’s use of similes to create imagery identifying imagery Vocabulary: matching words and definitions to increase vocabulary 75 420–25 312–16 123–24 Faith in God’s promises (BAT: 8a) in the power of the Word of God (BAT: 8b) Exaltation of Christ (BAT: 7b) Repentance and (BAT: 1b) Prayer (BAT: 6b) Praise (BAT: 7c) Giving (BAT: 5b) relating facts and details to titles relating story content to biblical truth: God is in control of the affairs of men identifying true and statements Study skill: using a compass rose to read a map