Oral Language

DAt aAY 4
Glance Listening Comprehension
GENRE: FABLE
WHOLE GROUP Share with children the following key
Oral Language characteristics of a fable.
• Oral Vocabulary ■ A fable is a short story that teaches
• Read Aloud: “The Town Mouse
and the Country Mouse” a lesson.
Phonemic Awareness ■ The characters in a fable are usually
• Phoneme Isolation animals that talk.
Phonics FOCUS ON VOCABULARY Macmillan/McGraw-Hill

• Short a Introduce the following words, using the Read Aloud

• Spelling: Test Practice Define/Example/Ask routine. Tell children
High-Frequency Words that knowing these words will help them
• jump, not, up better understand the events in the fable.
• Fluency: Echo-Read
Comprehension Vocabulary Routine
• Read “Our Best Days”
Use the routine below to discuss the meaning of each story word.
• Analyze Text Feature:
Photographs Define: When I make a picture in my mind I imagine something.
Example: We had to imagine playing outside today, because it was raining.
Language Arts Ask: Can you remember anything you have imagined? What was it?
• Grammar: Sentences
• Independent Writing Define: Curiosity is a strong feeling of wanting to know or learn.
Example: He had curiosity about what was inside of the covered basket.
CONTENT STANDARDS Ask: What would you do if you had curiosity about something?
R 1.1.4, R 1.1.10, R 1.1.11, R 1.1.16,
R 1.2.4, R 1.2.7, W 1.1.1, W 1.2.1,
LC 1.1.1, LC 1.1.8 LISTEN FOR A PURPOSE
Ask children to listen carefully as you read “The Town Mouse and the
SMALL GROUP Country Mouse” on Read-Aloud Anthology pages 14–18. Use the
Think Alouds and vocabulary prompts provided.
• Differentiated Instruction,
pages 33M–33LL Tell children that “The Town Mouse and the Country Mouse” is a fable
that tells about two mice and what they prefer to do.
RETELL When completed, have children turn to a partner and
retell the fable in their own words. Have a few children share their
retellings with the class.

CA CONTENT RESPOND TO THE FABLE

STANDARD
R 1.2.7 Use the Think and Respond questions on page 18. Have children
Retell central ideas of
simple expository or discuss why each mouse prefers different things.
narrative passages.

Have children draw a picture of the city mouse or the country mouse
in their Writer’s Notebook and write one sentence about them.

25F Unit 1 Week 1

 DAY 4
WHOLE GROUP

Model Fluency
Objectives
Reread the fable. Tell children that this time you want them to focus • Understand the difference
on one aspect of how you read the story—your intonation, or the between fable and fantasy
expression you use as you read exclamations. • Model reading with prosody
• Review vocabulary
Point out that you read exclamations with excitement. Read an
exclamation from the fable: Cakes, jellies, fresh fruit, and nuts! Read the Materials
exclamation with excitement. Have children echo your reading. • Read-Aloud Anthology

Think Aloud Listen as I read a part of a sentence in “The Town

Mouse and the Country Mouse.” Cakes, jellies, fresh fruit and nuts!
Notice how my voice was excited. I read it as if I was interested Readers Theater
and wanted the food. Now you try. Repeat the exclamation after
me, using the same intonation that I use. BUILDING LISTENING
AND SPEAKING SKILLS
Establish Fluency Focus Remind children that you will be listening Distribute copies of “Look
for these same qualities in their reading throughout the week. You at Me Now” Read-Aloud
Anthology pages 246–250.
will help them improve their reading by reading exclamations with Have children practice
the proper intonation. reading the play throughout
the unit. Assign parts and
have children
Build Robust Vocabulary present the Look at Me Now
by Alice Boynton

play or CAST:
Child 1
Child 2

REVIEW WORDS perform it as Child 3

Child 4

All: When I was

a dramatic Child 1: I could

Child 2: I could
smile.
cry.
a little baby,

■ Remind children that the town mouse’s and country mouse’s

Child 3: I could
drink milk.

reading at the Child 4: I could

All: But when
Child 1: I couldn
hold my toes.
I was a little baby,
’t eat spaghetti.

interests and talents made them unique. Where would each mouse

Graw-Hill
end of the
Child 2: I couldn
’t say my name.

© Macmillan/Mc
Child 3: I couldn
’t catch a ball.
Child 4: I couldn
’t play games.
All: Just look at

unit.
me now!

prefer to be? Why? 246 Plays/Ch

oral Readings

AB1_RAA_BM_P
lay_U01_19202
4.indd 246

■ Say the following words and have children chorally repeat:

genuine, interest, cheerful, prefer, unique. Ask:
CA CONTENT
• Which word goes with “real”? STANDARD
R 1.1.16
• Which word goes with “curiosity”? Read aloud with
fluency in a manner
• Which word goes with “happy”? that sounds like
natural speech.
• Which word goes with “what you like”?
• Which word goes with “one of a kind”?

Pam and Sam 25G

 DAY 4
WHOLE GROUP

Objectives
• Isolate individual phonemes
Phonemic Awareness
in a word
• Blend and build words with
Phoneme Isolation
short a
Model
• Review previously taught
phonics skills Use the Puppet to show Listen as I ask the puppet a question:
children how to isolate a Happy, what is the first sound in the
Materials phoneme in a word. word ax? That’s right, we can hear the /a/
• Puppet sound at the beginning of ax. Listen as I
• Word-Building Cards stretch this beginning sound: /aaa/ /ks/,
• pocket chart ax. The beginning sound in ax is /a/.
• Teaching Chart 12
• Decodable Reader Library:
Who Am I? CA CONTENT
Guided Practice/Practice
STANDARD
R 1.1.4 Have children practice I am going to say more words. Tell me
Distinguish initial,
medial, and final isolating a phoneme at the sound you hear at the beginning
sounds in single-
syllable words. the beginning of a word. of each word. Let’s do the first three
Guide practice with the together.
first three. Extend or lap ask van sad add mat
iterate the initial sound. hat rack tan fall crawl smack
Skills Trace
Short a
Introduce 7C–E
Practice/
Apply
7F, 7K,–M, 11E–11H,
25H–J, 33C–E; Practice
Book: 9–10, 14;
Phonics
Decodable Readers: A
Cap for Pam, Who Am I? Build Fluency: Sound/Spellings
Reteach/ 33M, 33O, 33Q, 33S,
Review 33Y, 33CC Display the following Word-Building Cards: a, c, m, n, p, r, s, t. Have
Assess Weekly Test, Unit 1 Test children chorally say each sound. Repeat and vary the pace.
Maintain Build Fluency:
Sound/Spellings
Blend Words with Short a
CA CONTENT Model
STANDARD
R 1.1.10 Place Word-Building The letter n stands for /n/. The letter a
Generate the sounds
from all the letters Cards n, a, and p in the stands for /a/. The letter p stands for
and letter patterns,
includng consonant pocket chart to form /p/. Now listen as I blend all three
blends and long- and
short-vowel
patterns and blend
nap. Model how to sounds: /nnnaaap/.
those sounds into
recognizable words. generate and blend the Your turn. Let’s
sounds to say the word. read the word
together.

Guided Practice/Practice
Repeat with can, pat,
map, sat, and ram. Have
children blend the
words “with you.”

25H Unit 1 Week 1

 DAY 4
WHOLE GROUP

Build Words with Short a

Beyond
Model
UNIVERSAL ACCESS
Place Word-Building Let’s blend all the
Cards r, a, t in the sounds together Accelerate Pacing: Short i
• Remind children that the
pocket chart. Blend the and read the letter i can stand for the
phonemes. word: /rrraaat/, rat. short i sound /i/ as in sit.
• Then write the following
Change t to n and Let’s blend all the words on the board: rip, bit,
hit, lick, mix, sick, tip, pin, dip,
repeat with ran. sounds together
fit, wig, kid, if.
and read the word: • Have children read the
/rrraaannn/, ran. words. Then have children
circle the letter i in each
word.
Change r to m and Let’s blend all the
• Ask children to write
repeat with man. sounds together five sentences, including
and read the word: one short i word in each
/mmmaaannn/, man. sentence. Challenge
Guided Practice/Practice children to write sentences
telling what they have
Continue with the
learned or read about this
words mat, sat, Sam, week.
ram, and rat.

Build Fluency: Word Automaticity

Display Teaching Chart 12. Point
mat has cap can ran tap
to each word as children chorally am as at sat rat pat
man tan pan sap nap naps
read it. Aim for one word every two
map maps can cans cat cats
seconds. Model blending any words Pam can tap the pans. English Learners
children miss. Then point to words in Look at the cat play. UNIVERSAL ACCESS

random order at varying speeds for Phonics/Fluency: Short a 1.1 Pam and Sam 12
Build Vocabulary Review
children to read. the meanings of words
on Teaching Chart 12
that can be explained or
Build Fluency: Connected Text demonstrated in a concrete
way. For example, I can
CA CONTENT ■ Have children independently reread Who Am I? tap you on the arm, or pat
STANDARD
R 1.1.16 you on the head. Provide
Read aloud with
from the Decodable Reader Library. Circulate Who Am I?
sentence starters such as
fluency in a manner
that sounds like and listen in, providing corrective feedback as I can ____ for children to
natural speech.
needed. complete.

• Beyond Level Teach the Accelerate Pacing

lesson while other children are reading. by Wiley Blevins

• Approaching Level Have children read with a

more skilled partner or listen to the text on Who Am I?
Audio CD and read with the narrator.

Pam and Sam 25I

 DAY 4
WHOLE GROUP

Objective
• Spell words with short a
Phonics/Spelling
Words with -an, -at
Materials
• Practice Book, p. 14 PRACTICE
• Spelling Word Cards BLM; ■ Word Families Provide
Teacher’s Resource Book,
p. 92
pairs of children with
• Sound-Spelling WorkBoards individual copies of the
Spelling Word Cards.
■ While one partner reads
the words one at a time,
the other partner should orally segment the word (e.g., /m/ /a/
/t/) and then write the word. Have Sound Boxes available for
children who need hands-on support in segmenting the word and
attaching one spelling to each sound.
5-Day Spelling CA CONTENT ■ After reading all the words, partners should switch roles.
DAY 1 STANDARD
Pretest/Dictation LC 1.1.8
Spell three- and four
■ When both partners have spelled all the words, children should
DAY 2 Teacher-Modeled letter short vowel
words and grade- correct their own papers.
Word Sort level appropriate
words correctly.
DAY 3 Student Word Sort
Quick Check
DAY 4 Test Practice
DAY 5
Can children spell words with short a?
Posttest
During Small Group Instruction

If No Approaching Level Provide scaffolding spelling and blending

work using the Sound Boxes. See Phonics, page 33S.
If Yes On Level See page 33Y to consolidate learning.
Practice Book, page 14
Look at each set of words. Beyond Level See page 33CC to extend learning.
One word in each set is correct.
Use a pencil to fill in the circle in front of that word.
Sample A is done for you.
Sample A
A. mann 1. A. cat
B. man B. kat
C. maan C. catt

2. A. haat 3. A. mot
B. het B. mat
C. hat C. matt

4. A. ran 5. A. can
B. raan B. caan
C. rann C. kan

6. A. upp 7. A. doon
B. up B. don
C. upt C. down

Approaching Reproducible, page 14

Beyond Reproducible, page 14

25J Unit 1 Week 1

 DAY 4
WHOLE GROUP

High-Frequency Words Objectives

• Review high-frequency
jump, not, up words jump, not, up and read
them in context
• Review last week’s high-
PRACTICE frequency words little, look,
■ Use the High-Frequency me, my, was, where, with
CA CONTENT
STANDARD
R 1.1.11 Word Cards for jump, jjumpp not upp
Read common
irregular sight not, and up. Say each Materials
words.
word and have children • High-Frequency Word Cards:
Read/Spell/Write it. jump, not, up
• pocket chart
■ Dictate each word without showing it. Ask children to close their • Teaching Chart 13
eyes, picture the word in their minds, and write it on paper the
way they see it. Display High-Frequency Word Cards for children to
self-check.
■ Review Repeat the activity the Start Smart High-Frequency
words.

Build Fluency: Word Automaticity

CHORAL READ
■ Display Teaching Chart 13. Have children read the sentences

aloud together at the same pace. Repeat several times until

children can chorally read them with ease.

Pam can not nap.

Pam can jump up.
Can Sam jump up?
Sam can not jump up.

Vocabulary/Fluency 1.1 Pam and Sam 13

Teaching Chart 13

Pam and Sam 25K

 DAY 4 Paired Selection
History/Social Science

History/
Social Science
Our Best
Genre
Nonfiction tells
about real people
Days
and things.

Text Feature
Photographs give
more information
about the text.

Content Vocabulary
neighbor
family
friends
Find out more about
what kids like at
www.macmillanmh.com.

What day is the best day? I like Monday.

I ride my horse. 1 2
26 27

Text Feature
Photographs Read Informational Text
Explain/Model Tell children 1 GENRE: NONFICTION
that nonfiction selections
What clues tell you this is a nonfiction selection? (The photographs
often have photographs.
Photos give us information show real children; the text is not a story but tells real information.)
that is not in the text.
Display Teaching Chart 14. 2 USE TEXT FEATURES: PHOTOGRAPHS
Cover the right half. The text On page 27 someone says that he or she rides a horse on Monday.
says that the author likes Who rides a horse on Monday? (the girl) How do you know that?
to eat with his family. The CA CONTENT
photo shows they like pizza. STANDARD
(The photograph shows the girl sitting on a horse.)
R 1.2.4
Use context to resolve
Guided Practice Cover the ambiguities about
word and sentence
photo on the left half. Have meanings.
children read the sentence.
Uncover the photo. Ask
them to find additional
information.

26/27 Unit 1 Week 1

 Paired Selection DAY 4

I like Tuesday. I like Wednesday.

My neighbor and I play. 3 My family has pizza. 4
28 29

3 USE TEXT FEATURES: PHOTOGRAPHS Vocabulary

On page 28 the boy says he and his neighbor play on Tuesday. What
are they playing? (a game of cards) Who is his neighbor? (another Reinforce the content words
during reading using the
child) Where are they playing? (on a bench) Where did you get this
context sentences and
information? (The photograph shows two children playing cards on photos. Have children
a bench.) record these sentences, with
illustrations, in their Writer’s
4 USE TEXT FEATURES: PHOTOGRAPHS Notebooks.
What does the child eat with his family on Wednesday? (pizza) Do you
think he likes pizza? (He probably likes pizza because Wednesday is
his best day; the photograph shows him enjoying the pizza.)

Pam and Sam 28/29

 DAY 4 Paired Selection

My friends and I like Friday.

What is your best day? 5 6

Critical Thinking

I like Thursday. What might Pam and Sam do on their

best day?
I help my mom plant.
30 31

Read Informational Text

5 SKILL Sequence of Events
Retell the sequence of events of the selection in your own words.
(Possible answer: The selection is about what different kids like to do
on their favorite or best day of the week.)

6 USE TEXT FEATURES: PHOTOGRAPHS

Look back at the photographs in this article. How do they help you
learn more about the children? (Children should recognize that the
photographs give them more information about what makes a
certain day a best day for different children.)

30/31 Unit 1 Week 1

 DAY 4
WHOLE GROUP

Critical Thinking Objectives

READING ACROSS TEXTS/COMPARING GENRES • Make connections by
■ Focus Question Read the Critical Thinking question on Student reading across texts
• Compare different genres
Book page 31. What might Pam and Sam do on their best day?
■ Give children the opportunity to express their ideas and compare Materials
features of the genres they read. Reinforce how doing their • Student Book: Pam and Sam;
favorite thing on one special day of the week is an idea from the “Our Best Days”
informational story “Our Best Days” that the author of Pam and • pencils and paper
Sam might also use. Although we know Pam and Sam is a fantasy • construction paper
• paste or glue
story, let’s pretend we are writing about what Pam and Sam like to do • Practice Book, page 18
best. For example, this article says and shows photographs about how
Friday is some children’s best day. We can make Friday Pam and Sam’s
special day for playing games together, running, jumping and flying.
Friday is the day they play together.

Connect to Standards
Social Studies
Make an Our Best Days Book Have children use
the Research
■ Have children research fun ToolKit to find out more
CA CONTENT group activities they might about the unit theme. Go to
STANDARD
HSS 1.1.1.2 enjoy. Have them think www.macmillanmh.com.
Understand the
elements of fair
play and good
about how the activities they
sportsmanship,
respect for the rights choose could be done fairly,
and opinions of
others, and respect with every person having the
for rules by which
we live, including
the meaning of the
opportunity to participate Practice Book, page 18
“Golden Rule.”
and enjoy the activity. Look at the pictures. Read the story.
Nat is a cat.
■ Set up groups of five. Have Nat can go up.
Nat can go down.
each child draw a picture of Pam and Sam look for Nat.
Pam is sad.
themselves and their friends Where is Nat?

Write T if the sentence is true.

engaged in the activity and Write F if the sentence is false.
write a sentence about the
picture. Show groups how to make an accordion 1. Nat is a cat. T

foldable out of a long sheet of paper. Guide children

2. Nat can go up and down. T
as they paste thier work into the foldable. Help them
work together to design a cover. 3. Pam is sad. T

4. Nat is in the . F

Research and Inquiry 5. Nat is in the . T

■ Help children understand and follow the following simple, three-

Approaching Reproducible, page 18
step oral directions: Research another activity that you like to do.
Beyond Reproducible, page 18
Then draw a picture of it. Finally, write one fact about the activity.

Pam and Sam 31A

 DAY 4
WHOLE GROUP

Objectives
• Review sentences
Grammar
• Read a student writing
model
Sentences
• Revise writing
REVIEW
Materials
Ask children to explain what a sentence is. Children should be able to
explain that a sentence is a group of words that tells a complete idea.
• Student Book, p. 32
• children’s writing from Day 3 They should also know that sentences begin with a capital letter and
• Practice Book, p. 17 end with an end mark. Ask children to write sentences on the board
describing what they have learned or read this week.

5-Day Grammar
Sentences
Writing
DAY 1 Sentences Personal Narrative
DAY 2 Sentences
CA CONTENT REVIEW THE MODEL
DAY 3 Sentences STANDARD
Mechanics: Sentence W 1.2.1 ■ Read Jen’s sentence on Student Book page 32. Ask children what
Write brief narratives
Capitalization describing an
experience. they notice about Jen’s writing.
DAY 4 Sentences
Proofread ■ Review with children that Jen has written a personal narrative.
DAY 5 Sentences A personal narrative tells something about the writer. It uses the
Mechanics: Sentence word I or me.
Capitalization
■ Use Jen’s sentence to reinforce sentence grammar.

5-Day Writing
Revise Your Writing
DAY 1 Shared ■ Apply Grammar Make sure children check that their sentence
CA CONTENT
STANDARD
DAY 2 Interactive LC 1.1.1 tells a complete idea and begins with a capital letter and ends with
Write and speak in
DAY 3 Trait: Ideas complete, coherent, an end mark.
sentences.
Independent: Prewrite
and Draft ■ Use the Checklist Review the writer’s checklist on Student Book
DAY 4 Independent: Revise page 33, and explain that children will use this to edit the sentence
and Edit they drafted on Day 3.
DAY 5 Independent: Publish
and Present ■ Conference and Revise with a Partner Have pairs of children
read each other’s sentences to check that they are complete.
Remind children to give comments that are helpful and
encouraging. Model several examples using children’s works.

31B Unit 1 Week 1

 Writing DAY 4
Personal Narrative

Write What
Writing You Like You r Turn
We can do many things.
Sentence
A sentence tells a
to Do What can you do?
complete thought.
Jen wrote a sentence Write about something
about painting. you can do.

Writer’s Checklist
Did I tell what I like to do?

Does my sentence tell a

complete thought?

Does my sentence begin with a

capital letter?
I l i ke t o p ai nt.
32 33

Write About It
Children may revise and proofread their personal narratives
during independent time and write a final draft.

Pam and Sam 32/33

 Review and Assess
DAt aAY 5
Glance
Oral Language
Build Robust Vocabulary
WHOLE GROUP
ASSESS WORD KNOWLEDGE
Oral Language Review the week’s vocabulary and assess children’s depth of knowledge
CA CONTENT
• Oral Vocabulary STANDARD
for each word.
LC 1.1.1
Phonemic Awareness Write and speak in
complete, coherent
sentences. Say: We all have interests that make us unique. What kinds of books do
• Phoneme Blending/Segmentation
you prefer to read?
Phonics
• Review Short a Take a class poll about favorite kinds of books. Record results on a
• Spelling: Posttest bar graph.
High-Frequency Words
• jump, not, up Number of Children
• Fluency: Word Automaticity
4 Evan
Comprehension
• Strategy: Analyze Story Structure 3 Emilio Natalie Scott
• Skill: Character and Setting 2 Kaitlin Arun Willie Ali
• Read Across Texts
1 Sarah Shamek Susan Cicely Teon
Language Arts
• Grammar: Sentences Fairy Funny
Adventures Mysteries Nonfiction
• Independent Writing Tales Stories

CONTENT STANDARDS Book Subject

R 1.1.8, R 1.1.9, R 1.1.10, R 1.1.11, R 1.1.16,
R 1.3.1, W 1.2.1, LC 1.1.1, LC 1.1.8, LAS 1.1.1,
LAS 1.1.5 ■ Read the vocabulary words: unique, interest, cheerful, genuine,
and prefer . Have children say a sentence with each word. Remind
SMALL GROUP them that they can create sentences about the characters they read
about this week.
• Differentiated Instruction,
pages 33M–33LL
■ Reread the Oral Vocabulary Cards to teach additional vocabulary.

33A Unit 1 Week 1

 DAY 5
WHOLE GROUP

Review and Assess

Objectives
Fluency • Review and assess
vocabulary
• Build fluency
Intonation
Materials
MODEL FLUENT READING • Student Book
■ Read aloud a few pages of Pam and Sam. Have Main Selection • Practice Book, p. 18
children echo each sentence you read. Point out
how you read exclamations with excitement.
■ Have partners reread the selection, working on how they read the
exclamations. Circulate, listen in, and provide corrective feedback.
Note children who need additional work with decoding and
reading high-frequency words. Work with these children during
Small Group time.
REPEATED READINGS
■ Have children select a story from the Student Book or a book that

they have previously read. Tell children that by rereading these

books, we can become better readers. The more practice we have
sounding out words and seeing those important high-frequency
words in text, the easier it will be for us to read new stories.
■ Provide 15–20 minutes for children to enjoy independent reading.
Either read with children or use this time to assess individuals
using the Fluency Assessment in the Diagnostic Assessment.

Practice Book, page 18

As I read, I will pay attention to the intonation.
“I can jump,” said Pat. “I can jump up
09 and down.”
11 “I can jump,” said Sam. “I can jump up
20 and down.”
22 “I can jump, too!” said Cam. “I can
30 jump up and down.”
34 “I can not jump,” said Dan.
40 “I can tap!” said Dan. 45

Comprehension Check
1. What can Pat, Sam, and Cam do?

2. What can Dan do?

Number of Words
8PSET
3FBE m 
Errors Correct Score
'JSTU
3FBE m 
4FDPOE
3FBE m 

Approaching Reproducible, page 18

Beyond Reproducible, page 18

Pam and Sam 33B

 DAY 5
WHOLE GROUP

Review and Assess

Objective
• Blend and segment words
with short a
Phonemic Awareness
Materials Phoneme Blending/Segmentation
• Word-Building Cards
• pocket chart CA CONTENT Guided Practice/Practice
STANDARD
• Teaching Charts 10, 12 R 1.1.9 Have children practice I am going to say a word sound by sound.
Segment single-
• Decodable Reader Library syllable words into orally blending short a I want you to blend the sounds to form
their components.
words. Model the first the word. Let me try first. The sounds are
CA CONTENT one. /m/ /a/ /t/. Listen as I blend the sounds:
STANDARD
R 1.1.8 /mmmaaat/, mat. The word is mat.
Blend two to four
phonemes into Your turn.
recognizable words.
/m/ /a/ /n/ /s/ /a/ /t/ /l/ /a/ /p/

Skills Trace /b/ /a/ /d/ /r/ /a/ /t/ /p/ /a/ /n/
Short a Have children practice Now I am going to say a word. I want you
Introduce 7C–E segmenting short a to say each sound in the word. Let me try
Practice/ 7F, 7K,–M, 11E–11H, words. Model the first. The word is sat. Sat, /s/ /a/ /t/. Sat has
Apply 25H–J, 33C–E; Practice first one. three sounds. It’s your turn. How many
Book: 9–10, 14;
Decodable Readers: A sounds are in these words?
Cap for Pam, Who Am I?
man pat am rat add
Reteach/ 33M, 33O, 33Q, 33S,
Review 33Y, 33CC as nap bat mat sand
Assess Weekly Test, Unit 1 Test
Maintain Build Fluency: Sound/
Spellings
Review and Assess
Phonics
Build Fluency: Sound/Spellings
Display the following Word-Building Cards
one at a time: a, b, c, d, f, g, h, j, k, l, m, n, p, qu, r, s,
r
t, u, v, w, x, y, z. Have children chorally say each
a
sound. Mix, repeat, and vary the pace.
w

33C Unit 1 Week 1

 DAY 5
WHOLE GROUP

Blend Words with Short a

Guided Practice
CA CONTENT Display Word-Building What sounds do each of these letters stand
STANDARD
R 1.1.10 Cards t, a, n. Blend. for? Help me blend
Generate the sounds
from all the letters the sounds
and letter patterns,
including consonant
blends and long- and
together:
short- vowel
/taaannn/. Let’s Corrective Feedback
patterns, and blend
those sounds into
recognized words. read the word For children needing
together. additional practice reading
words with short a, use the
Practice Short a Speed Drill in the
Intervention Kit.
Have children practice can cap cat man map
generating and blending
nap pan pat ram rat
sounds to form words.
Use the examples sad sat tap cans caps
provided. Write each cats maps mats naps pans
word on the board.

Build Fluency: Word Automaticity

Display Teaching Charts 10 and 12. Point to each word as children
chorally read it. Model blending any words children miss. Then point
to words in random order at varying speeds for children to chorally
read.

at Sam Pam ran can and mat has cap can ran tap
tan mat rat sat pat cat am as at sat rat pat
as has sap nap pan tap man tan pan sap nap naps
am ram an man map cap map maps can cans cat cats

The cat and the rat ran. Pam can tap the pans.
We can see the cat nap. Look at the cat play.

Phonics/Fluency: Short a 1.1 Pam and Sam 10 Phonics/Fluency: Short a 1.1 Pam and Sam 12

Build Fluency: Connected Text

■ Have children reread with a partner
A Cap Pam
A Cap for Pam and Who Am I? from the Who Am I?
Decodable Reader Library. Circulate for
and listen in, providing corrective
feedback as needed.
■ Comment on children’s speed,
accuracy, and intonation. Model each by Kathryn Lewis
by Wiley Blevins

illustrated by Chi Chung

as needed. For example, model how

you read exclamations. A Cap for Pam Who Am I?

Pam and Sam 33D

 DAY 5
WHOLE GROUP

Review and Assess

Objective
• Spell words with -an, -at
Phonics/Spelling
Materials
• paper and pencils
Words with -an, -at
POSTTEST
Use the following procedure to assess children’s spelling of the
weekly spelling words.

CA CONTENT ■ Say a spelling word and use it in the sentence provided below.
STANDARD
LC 1.1.8 ■ Have children write the word on a piece of paper. Then continue
Spell three-and
four- letter
short-vowel words with the next word.
and grade-level
appropriate sight
words correctly. ■ When children have finished, collect their papers and analyze their
spellings of misspelled words.
■ Encourage children to create a personal word list in their Writer’s
Notebook that includes words they need to continue practicing.
5-Day Spelling
DAY 1 Dictation; Pretest 1. man: The old man is standing on the corner.
DAY 2 Teacher-Modeled 2. cat: A big cat jumped on the couch.
Word Sort
DAY 3 Student Word Sort 3. hat: It is wise to wear a hat in the sun.
DAY 4 Test Practice 4. mat: Use the mat by the door to wipe your shoes.
DAY 5 Posttest
5. ran: I ran fast when I was playing tag.
6. can: Can we go to see a movie?
7. up: The balloon went up into the air when the string broke.
8. not: You should not play in the mud in your new clothes.

Handwriting
Observe whether children
correctly form letters.
For ball-and-stick and slant
models see page 25 in the
Handwriting Book.

33E Unit 1 Week 1

 DAY 5
WHOLE GROUP

Review and Assess

Objectives
High-Frequency Words • Review high-frequency
words jump, not, up
• Practice fluency with high-
jump, not, up frequency words

APPLY TO READING/WRITING Materials

CA CONTENT ■ Display High-Frequency • High-Frequency Word Cards:
STANDARD
R 1.1.11 Word Cards for jump, jump, not, up
Read common,
• pocket chart
irregular sight
words. not, and up in a pocket
• chart paper
chart.
■ Read/Spell Have children read and spell each word.
■ On chart paper, write the sentences below, which contain the
high-frequency words. Have children practice reading them.

Can the man jump?

The man can jump up.
I can not jump like the man.

■ Write Have partners write sentences about this week’s stories.

Each sentence must contain at least one high-frequency word.

Build Fluency: Word Automaticity

■ Display the High-Frequency Word Cards from this week and the
Start Smart weeks.
■ Have children chorally read and spell each word.
■ Then mix the cards. Display one at a time for children to chorally
read. Increase the pace to determine children’s fluency.
■ Observe any child who cannot read accurately or is slow to
respond. Work with these children during Small Group time.

Pam and Sam 33F

 DAY 5
WHOLE GROUP

Review and Assess

Objectives
• Recognize story structure to
analyze story characters and
setting
Comprehension
• Make comparisons across STRATEGY Analyze Story Structure
texts
TRANSFER THE STRATEGY Remind children that
they learned about the characters Pam and Sam as
the story progressed. In the beginning they read
about the animals’ interests and how they played
together. Then they found out what they could
and couldn’t do. At the end they learned that what
Skills Trace
seemed like a problem was really what made them Main Selection
Character and Setting
unique. Analyzing the story structure helped us
Introduce U1: 7A
understand the story better. Model how using this strategy helped.
Practice/ U1: 7J, 10/11, 14–23,
Apply 33G; U4: 39A, 39B, Think Aloud At the beginning of the story, I learned what Pam
39L, 40–57, 59N, 65G;
U6: 139A, 139B, 139L, and Sam were like. In the middle of the story, I learned that Sam
140–161, 163N, 167G had a problem. He couldn’t jump. Pam waited for Sam until he
Reteach/ U1: 33M–33LL; U4: solved his problem. At the end, the two friends played together
Review 65M–65LL; U6:
167M–167LL again. Each part of the story works with the other parts. Paying
Assess Weekly Tests; Units 1, special attention to these parts helped me remember and
4, 6 Benchmark Tests understand the story better.
A and B
Maintain U1:46/47, U2:88-103, Focus Question Ask children to talk about how the strategy helped
U6: 35N
them. Prompt them to begin: I noticed that the story starts with
. Ask how this strategy might help them when they read
another selection.

SKILL Character and Setting

CA CONTENT READING ACROSS TEXTS Ask children to recall the characters

STANDARD
R 1.3.1 they met in each story, and the settings, or where the stories took
Identify and describe
the elements of plot, place. Explain that good readers sometimes think about how a
setting, and character
in a story as well as character or setting in one story is like—or not like—a character or
the story’s beginning,
middle and ending. setting in another story. Good readers also pay attention to what
happens to the characters in each story. This is called making a
connection between stories. Model how you make connections:
Think Aloud I made a connection between the big cat in That
Big Cat! and Sam in Pam and Sam. They were both friendly.
Sam was friendly to Pam and the big cat was friendly to Allie. I
also made a connection between the settings. They both were
outside. That Big Cat! was in Allie’s neighborhood. Pam and Sam
took place in a meadow.

Prompt children to make their own connections about characters and

settings in the different stories they read this week.

33G Unit 1 Week 1

 DAY 5
WHOLE GROUP

Review and Assess

Objectives
Grammar • Identify sentences
• Publish and present writing

Sentences Materials
• children’s writing from Day 3
REVIEW • chart paper
■ Write the following sentences on chart paper. Ask children to • Teacher’s Resource Book,
correct them so that they each tell a complete idea. p. GR3

Sam can.
My cat is big.

■ Have children think of other sentences. Write them on the board 5-Day Grammar
and ask: Are they sentences? Do they tell a complete idea? What needs
Sentences
to be capitalized? What end mark do we use?
DAY 1 Sentences
DAY 2 Sentences
Sentence Capitalization DAY 3 Sentences
Mechanics: Sentence
REVIEW Capitalization
■ Remind children that a sentence always begins with a capital
DAY 4 Sentences
Proofread
letter.
DAY 5 Sentences
■ Review that a sentence also must end with a punctuation mark. Mechanics: Sentence
Capitalization
■ Write the following sentences on the board. Ask children to correct
them.

sam can not go with Pam. pam and Sam run up.
look at Sam can Sam fly?
pam and sam like to play. i have a cap

Pam and Sam 33H

 DAY 5
WHOLE GROUP

Review and Assess

Objective
• Publish and present writing
Writing
Personal Narrative
PUBLISH AND PRESENT
■ Invite each child to read his or her sentence aloud.
CA CONTENT
STANDARD
W 1.2.1 ■ Collect children’s work to be published in a class book. Place the
Write brief narratives
describing an
experience. book in the Reading Center so that individual children may reread.
Save a copy for children’s writing portfolios.
EVALUATE
■ Use the rubric below to evaluate children’s writing. Have children

add their writing to their portfolio. Tell children that throughout

5-Day Writing the year they will look back at their writings to see how they have
Personal Narrative grown as writers.
DAY 1 Shared: Personal
Narrative Sentences
DAY 2 Interactive: Personal 4-POINT SCORING RUBRIC
Narrative Sentences
DAY 3
4 Excellent 3 Good 2 Fair 1 Unsatisfactory
Writing Trait: Ideas
Independent: Prewrite Ideas and Content/ Ideas and Content/ Ideas and Content/ Ideas and Content/
and Draft Genre Gives interesting Genre Gives facts and Genre Gives Genre Does not give
and detailed information information about a information about a information about a
DAY 4 Independent: Revise about a topic. topic. topic, but may stray from topic.
and Edit the writing purpose.
DAY 5 Independent: Publish
Organization and Organization and Organization and Organization and
and Present Focus Presents a main Focus Presents a main Focus Omits a main Focus Does not present
idea that is supported by idea and supports it with idea or offers few a main idea supported
clear, factual details. details. supporting details. by details.

Voice Uses a personal Voice Uses a personal Voice Relates Voice Is not involved in
voice that adds an voice that shows interest information without the topic.
inviting tone to the in the topic. much personal
writing. involvement.

Word Choice Uses Word Choice Chooses Word Choice Uses few Word Choice Fails
a variety of precise, words that suit the time-order words and to include time-order
exact words accurately, purpose and the chooses words that are words and uses words
including time-order audience, and includes often ill-suited for the incorrectly.
words. some time-order words. purpose and audience.

Sentence Structure/ Sentence Strucure/ Sentence Structure/ Sentence Structure/

Fluency Fluency Uses complete Fluency Not all Fluency
Writes complete sentences that flow fairly sentences are complete Sentences are
sentences that flow from fluidly. or lead naturally to those incomplete, run
one to the other. that follow. together, or confusing.

Conventions Crafts Conventions Spelling, Conventions Makes Conventions Makes

a personal narrative capitalization, frequent, noticeable repeated and serious
that is almost entirely punctuation, and usage mistakes that interfere errors in grammar,
free of mechanical, are mostly correct. with a smooth reading spelling, mechanics, and
grammatical, and of the writing. usage.
spelling errors. Usage is
standard throughout.

33I Unit 1 Week 1

 DAY 5
WHOLE GROUP

Speaking, Listening, and Viewing

SPEAKING STRATEGIES
■ When children are presenting their work, remind them to use eye
CA CONTENT
STANDARD
LC 1.1.1 contact and to speak clearly.
Write and speak in
complete, coherent,
sentences. ■ Tell children to stay on topic when speaking and not discuss other
things or ideas.

LISTENING STRATEGIES
■ Remind children when they listen attentively, they should be quiet

and look at the speaker. They should remember to wait until a

speaker is finished before asking questions.

■ Point out that these questions should help them clarify anything
they didn’t understand. Model examples of clarification questions
after each child presents his or her sentences and drawings.

VIEWING STRATEGIES
■ Have children tell what they liked best about each other’s drawings
CA CONTENT
STANDARD
LAS 1.1.1 and sentences. Children may also identify good ideas they got from
Listen attentively.
each other’s work.

Pam and Sam 33J

End-of-Week Assessment
Administer the Test
Weekly Reading QuickCheck,
Passage and questions, Unit 1 Week 1

ASSESSED SKILLS 1OZWT]`\WO

• Short a >`]U`Saa
• High-Frequency Words ;]\Wb]`W\U
/aaSaa[S\b
• Character and Setting
• Sentences
Selection Test Also Available.

Progress Monitoring,
Digital Assessment
Unit 1 Week 1
Assessment Online
O Prescription for Reteaching.
O Student Profile System.

D-ROM
C

Progress Reporter CD

Unit Fluency Assessment

Assess fluency for one group of children per week.
Use the Letter Naming Fluency, Phoneme Segmentation
Fluency, and Word Recognition Fluency assessments. See
fluency norms in Diagnostic Assessment to interpret results.
Approaching Level Weeks 1, 3, 5
On Level Weeks 2, 4
Beyond Level Week 6

Diagnostic

33K Unit 1 Week 1

 End-of-Week Assessment
Diagnose Prescribe
Review the assessment answers with children. Have them correct their errors.
Then provide additional instruction as needed.

IF… THEN…
PHONICS AND SPELLING 0–2 items correct . . . See Sound-Spelling Fluency and mixed
Short a review blending lines in upcoming lessons.
Intervention Kit: Phonics/Word Study
Online Practice: Go to
www.macmillanmh.com.

HIGH-FREQUENCY WORDS 0–1 items correct . . . See High-Frequency review lessons

Unit 1, Week 2.
Intervention Kit: Fluency; Vocabulary

COMPREHENSION 0–1 items correct . . . See Character and Setting lesson

Skill: Character and Setting Unit 1, Week 2.
Intervention Kit: Comprehension

WRITING AND GRAMMAR 0–1 items correct . . . Intervention Kit: Writing and Grammar
Sentences

WRITE-ON-DEMAND SCORING RUBRIC

PROMPT What special things do you like to do? Write for 2 minutes.

4 Excellent 3 Good 2 Fair 1 Unsatisfactory

• More than 2 sentences • 2 sentences • 1–2 sentences • 1 sentence

• Proper capitalization • Proper capitalization • Missing capitalization • Missing both
and end punctuation and end punctuation or end punctuation capitalization and end
• Most words spelled • A few spelling errors • Some spelling errors punctuation
correctly • Ideas fairly clear • Ideas somewhat clear • Many spelling errors
• Clear ideas presented • No clear ideas
presented

Pam and Sam 33L

 Strategic
Strategic
SMALL GROUP

30
Approaching Level
MINUTES
DAILY Phonemic Awareness
Daily Planner
Objective Identify rhyme
• Phonemic Awareness/Phonics
DAY 1 • High-Frequency Words
Materials • Photo Cards
• Phonemic Awareness/Phonics IDENTIFY RHYME
DAY 2 • High-Frequency Words ■ Remind children that words rhyme if they have the same ending
• Practice Reader Lesson 1 CA CONTENT
STANDARD
R 1.1.4 sounds. Hold up Photo Cards for fan and man. Say: Fan and
• Phonemic Awareness/Phonics Distinguish initial,
DAY 3 • High-Frequency Words medial, and final man rhyme because they both end in /an/.
sounds in single-
• Practice Reader Lesson 2 syllable words.
■ Say the following initial sounds, one at a time: /r/, /p/, /k/, /t/,
• Phonemic Awareness/Phonics /v/. Have children add the sound to /an/ to make words that
• High-Frequency Words rhyme with fan and man.
DAY 4 • Practice Reader Lesson 3
• Fluency
• Oral Language Phonics
DAY 5 • Fluency
• Self-Selected Reading Blending: Sound Error Model the
Objective
sound thatRead wordsmissed,
children with short
thena
have them• repeat
Materials Decodable Reader: A Cap for Pam
the sound. • Sound-Spelling Cards
• Teaching
Say: My turn. Chart
Tap under the 10 • Word-Building Cards
letter and •say:
Sound-Spelling WorkBoard
Sound? /e/. What’s
• Approaching Reproducible,
the sound? Then return to the p. 9
A Cap Pam beginning of the word. Say: Let’s
for PRETEACH SKILL
start over. Blend the word again
with children.the Apple Sound-Spelling Card. Say: This is the Apple
■ Display

Sound-Spelling Card. This sound is /a/. The /a/ sound is spelled with
the letter a. Say it with me: /a/. Repeat: /a/. This is the sound at the
beginning of the word apple. What is the letter? (a) What is the
by Kathryn Lewis
illustrated by Chi Chung
sound? (/a/) Have children pantomime biting an apple as they
Decodable Reader CA CONTENT
say the letter a.
STANDARD
R 1.1.10 ■ Articulation Show the back of the small Sound-Spelling Card
Generate the sounds
Approaching Reproducible, page 9 from all the letters and discuss how the /a/ sound is formed. Model correct mouth
and letter patterns,
Look at the picture. The letter a including consonant
blends and long- and
position, and have children repeat.
stands for the middle sound in hat. short-vowel
patterns and blend ■ Model Blending Display Teaching Chart 10. Model how to
those sounds into
recognizable words. blend each word using the Blending Routine. Have children
Write the letter a to complete each word.
Draw a line from each picture to its name. repeat. Then have them read the words multiple times.
■ Read the Decodable Read A Cap for Pam with children. Provide
1. c a t blending models as children work through the words. Then have
them reread each page. Chorally reread the story.
2. m a t
CUMULATIVE REVIEW

3. m a n
■ Display the following Word-Building Cards: a, c, m, n, p, r, s,
t. Have children chorally say each sound. Repeat and vary the
pace. Then say a sound. Have childen find the corresponding
4. p a n
letter on the WorkBoard and write the letter.

33M Unit 1 Week 1

 Strategic
Strategic
SMALL GROUP
Approaching Level
High-Frequency/ Vocabular y a
ai_
a_e _ay
Aa Bb Cc Dd
Sound-Spelling WorkBoard

Ee Ff Gg Hh Ii Jj Kk Ll 7!3().'4/.

/2%'/.
Mm # !. !$ !

-/.4!.!
./24(
$!+/4!

3/54(
-)..%3/4!

7)3#/.3).
-)
#(
)
(!-03()2%
6%2-/.4.%7

.%79/2+
-!).%
ar

'
$!+/4! -!33!#(53%443

!.

)$!(/
79/-).' 2(/$%)3,!.$
0%..39,6!.)!
)/7! #/..%#4)#54
.%6!$! .%"2!3+! /()/
).$)!.! .%7*%23%9
7%34 $%,!7!2%
6)2').)!
),,)./)3 -!29,!.$
54!( 7!3().'4/.$#
#/,/2!$/ 6)2').)!
+!.3!3 -)33/52) +%.45#+9
./24(

ir ur
#!,)&/2.)! #!2/,).!
!2):/.! /+,!(/-! 4%..%33%%
!2+!.3!3

.%7 3/54( .
-)33)33)00) #!2/,).!
-%8)#/
%
'%/2')! 7
4%8!3 !,!"!-!
3

,/5)3)!.!
&,/2)$!

ea ei
- % 8) #/

Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz er

i or
_y oar ore
Objective Preteach high-frequency words i_e
_ie
igh ow
ou

Materials • High-Frequency Word Cards • Sound-Spelling WorkBoards o

o_e
oa_
oi _oy
ow
_oe oo

PRETEACH WORDS u oo
u_e u
u_e
_ew _ew ue
_ue _ui_ ou

CA CONTENT ■ Distribute a WorkBoard to each child. Then display the High- e_e e
au aw

STANDARD ee

R 1.1.11 Frequency Word Cards for jump, not, and up. ea _ie_
_y
_ey
th sh wh_ ch
_tch
_ng
©Macmillan/McGraw-Hill
air
are ear
ere
Read common,
irregular, sight
words.
■ Use the Read/Spell/Write routine to teach each word. Have Sound-Spelling WorkBoard
children write the words on their WorkBoard.
■ Have children generate oral sentences using the words. Then
have children copy sentence starters for each word. Use the
following: (1) I can jump . (2) Do not . (3) Look up at
. Help children read and complete each sentence starter.

CUMULATIVE REVIEW
Display the High-Frequency Word Cards from Smart Start. Display
one card at a time as children chorally read the word. Mix and
repeat. Note words children need to review.

Prepare to Read
Objective Preview Pam and Sam
Materials • StudentWorks Plus
PREVIEW TEXT
■ Have children preview Pam and Sam using StudentWorks Plus.
This version of the book contains vocabulary preteaching, oral
summaries in multiple languages, story recording, word-by-
word highlighting, Think-Aloud prompts, and comprehension
monitoring questions.
StudentWorks Plus
■ Remind children that listening carefully to and following along
with the word-by-word reading will help them prepare for the
reading of the selection with the class.
■ Ask children to draw a picture of their favorite part of the
selection in their Writer’s Notebook. Have them write a sentence
telling about the picture.

Pam and Sam 33N

 Strategic
Strategic
SMALL GROUP
Approaching Level
Phonemic Awareness
Objective Identify the same sound in a group of words
Materials • Photo Cards
PHONEME ISOLATION
CA CONTENT ■ Display Photo Cards for hat and map. Say each picture name.
STANDARD
R 1.1.4 Say: I hear /a/ in the middle of hat and map. Listen: /h/ /a/ /t/;
Distinguish initial,
medial, and final /m/ /a/ /p/. Where is the /a/ sound in hat? Where is the /a/ sound
sounds in single-
syllable words. in map?
■ Say the following words: an, at, mitt, off, apple, as. Ask children
to raise a hand if they hear /a/ at the beginning of a word.
Continue with the words box, Sam, cat, sob, man, top, tab. Ask
children to raise a hand if they hear /a/ in the middle of a word.
A Cap Pam
for
Phonics
Objective Read words with short a
Materials • Decodable Reader: A Cap for Pam • Sound-Spelling Cards
by Kathryn Lewis
illustrated by Chi Chung
• Teaching Chart 10 • Word-Building Cards
• Sound-Spelling WorkBoard
Decodable Reader
RETEACH SKILL
■ Display the Apple Sound-Spelling Card. Review that the /a/
sound is spelled with the letter a.
CA CONTENT ■ Model Blending Display Teaching Chart 10. Model how to
STANDARD
R 1.1.10 blend each word using the Blending Routine. Have children
English Learners Generate the sounds
from all the letters repeat. Then have them read each word multiple times.
UNIVERSAL ACCESS and letter patterns,
including consonant
blends and long- and
■ Build Words Build short a words with children. Place Word-
Minimal Contrasts Focus short-vowel
patterns and blend Building Card m in a pocket chart. Ask: What sound does this
on articulation. Make the those sounds into
recognizable words. stand for? Place Word-Building Card a next to m. Ask: What sound
/a/ sound and point out
your mouth position. Have does this stand for? Blend the sounds: /mmmaaa/. Say: Now you
children repeat. Use the say it. Then place the Word-Building Card n to the right side of
articulation photos on the a. Ask: What is the sound? Blend the sounds: /mmmaaannn/.
small Sound-Spelling Cards. Say: Now you blend the sounds. What’s the word? Repeat with the
Repeat for the /o/ sound.
Then have children say each words pat, bad, ran, fat, cat, and tap.
sound together, noticing ■ Read Decodable Reread A Cap for Pam with children. Then have
the slight differences in children practice reading the book to a partner. Circulate, listen
mouth position. Continue
by having repeat minimal in, and provide corrective feedback.
contrast word pairs, such as
map/mop, cat/cot, ran/Ron. CUMULATIVE REVIEW
Display the following Word-Building Cards: a, c, m, n, p, r, s, t. Have
children chorally say each sound. Repeat and vary the pace.

33O Unit 1 Week 1

 Strategic
Strategic
SMALL GROUP
Approaching Level IO
UD C

D
A
Fantasy
sy

High-Frequency/Vocabulary Cat Can Jump

Ju by Yoki Hira
illustrated by Christine Schneider

Objective Reteach high-frequency words

Materials • High-Frequency Word Cards
Macmillan/McGraw-Hill

RETEACH WORDS
Practice Reader
CA CONTENT
STANDARD
Display High-Frequency Word Cards for jump, not, and up.
R 1.1.11 Review each word using the Read/Spell/Write routine.
Read common,
irregular, sight words.

CUMULATIVE REVIEW
Display the High-Frequency Word Cards from Start Smart. Display
one card at a time as children chorally read the word. Mix and
Use the Practice
repeat. Note words children need to review. Reader Audio CD for
fluency building after
children read the book
Practice Reader Lesson 1 with your support
during Small Group
Objective Read to apply skills and strategies time.
Materials • Practice Reader: Cat Can Jump • Approaching Reproducible, p. 15
• Teaching Chart 11
BEFORE READING
■ Preview and Predict Read the title and author name. Have
children turn to the title page. What do you think this cat will do?
■ Review Skills Use the inside front cover to review the phonics
skill and high-frequency words.
■ Set a Purpose Say: Let’s read to find out how the cat jumps.

DURING READING
■ Have children whisper-read each page. Circulate and provide
corrective feedback, such as modeling how to blend a word.
■ Character and Setting Remind children that the characters are
who the story is about. The setting is where it takes place. This
story takes place in a park. Display Teaching Chart and label
columns Cat Can and Bird Can. Have children copy it. Stop after
a few pages and ask what Cat and Bird can do. Model how to
record the information and have children copy it. Then have
them fill in their Reproducible page.

AFTER READING
■ Discuss words that gave children difficulty and the strategies
CA CONTENT
STANDARD they used. Reinforce good reading behaviors you noticed.
R 1.2.7
Retell the central
ideas of simple
■ Retell Have children take turns retelling the selection. Help
expository or
narrative passages.
them make a personal connection (Text-to-Self ): Do you like to
jump? Where do you like to jump? How does it feel to jump?

Pam and Sam 33P

 Strategic
Strategic
SMALL GROUP
Approaching Level
Phonemic Awareness
Objective Blend phonemes to form words
Materials • none
PHONEME BLENDING
CA CONTENT Have three children stand side by side. Ask the first child to say
STANDARD
R 1.1.8 the sound /s/. Have the next child say the sound /a/. Have the
Blend two to four
phonemes into third child say the sound /t/. Have them say the sounds in order
recognizable words.
and blend them: /sssat/, sat. Repeat with other sound sets and
children.
/f/ /a/ /t/ /b/ /a/ /d/ /h/ /a/ /m/ /k/ /a/ /n/
/l/ /a/ /d/ /r/ /a/ /n/ /t/ /a/ /g/ /s/ /a/ /d/

Phonics
Who Am I?
Objective Read words with short a
Materials • Decodable Reader: Who Am I? • Sound-Spelling Cards
• Teaching Chart 12 • Word-Building Cards
RETEACH SKILL
by Wiley Blevins
■ Display the Apple Sound-Spelling Card. Review that the /a/
sound is spelled with the letter a.
Decodable Reader
CA CONTENT ■ Model Blending Display Teaching Chart 12. Model how to
STANDARD
R 1.1.10 blend each word using the Blending Routine. Have children
Generate the sounds
from all the letters repeat. Then have them read each word multiple times.
and letter patterns,
including consonant
blends and long- and
■ Build Words Build short a words with children. Place Word-
short-vowel
patterns and blend Building Cards c, a, n in a pocket chart. Help children blend the
those sounds into
recognizable words. sounds to read the word. Then do the following:
Change the n in can to p. What word did you make?
Change the p in cap to t. What word did you make?
Change the c in cat to m. What word did you make?
Change the t in mat to n. What word did you make?
Repeat with the word set ran, tan, tap, sap, sat, rat, pat, and pan.
■ Read the Decodable Read Who Am I? with children. Provide
blending models. When completed, chorally reread the story.

CUMULATIVE REVIEW
Display the following Word-Building Cards: a, c, m, n, p, r, s, t. Have
children chorally say each sound.

33Q Unit 1 Week 1

 Strategic
Strategic
SMALL GROUP
Approaching Level
High-Frequency/ Vocabular y Corrective Feedback
Throughout the lessons,
Objective Review high-frequency words provide feedback based
Materials • High-Frequency Word Cards on children’s responses. If
the answer is correct, ask
BUILD WORD AUTOMATICITY another question. If the
CA CONTENT Fluency Display High-Frequency Word Cards for jump, not, and answer is tentative, restate
STANDARD key information to assist
R 1.1.11 up. Point to the words in random order. Have children chorally
Read common, the child. If the answer is
irregular, sight words. read them. Repeat at a faster pace. wrong, provide corrective
feedback such as hints
CUMULATIVE REVIEW or clues, refer to a visual
such as Sound-Spelling
Display the High-Frequency Word Cards from Start Smart. Display
Card or story illustration,
one card at a time as children chorally read the word. Mix and or probe with questions to
repeat. Note words children need to review. help the child clarify any
misunderstanding.

Practice Reader Lesson 2

Objective Read to apply skills and strategies to retell a story IO
UD C

D
A
Materials • Practice Reader: Cat Can Jump Fantasy
y

• Approaching Reproducible, pp. 15, 16 Cat Can Jump

Ju by Yoki Hira
illustrated by Christine Schneider

BEFORE READING
Retell Have children retell Cat Can Jump. Ask them to page
through the book and say in their own words what they learned Macmillan/McGraw-Hill

about the cat on each page. Reinforce key vocabulary words by

Practice Reader
restating children’s responses with key words.

DURING READING
Character and Setting As they reread the book, help children
finish adding details on their Reproducible page. Say: Where does Approaching Reproducible, page 16
the story take place, or what is the setting of the story? The characters are the people or animals in a story.

Circle each picture that could be a character in a story.

AFTER READING
■ Retell Have children use their Character/Setting Charts to orally 1. 2.

retell what the characters are doing and where they are.
3. 4.
CA CONTENT ■ Model Fluency Read the sentences in the book one at a time.
STANDARD
R 1.1.3 Have children chorally repeat. Point out to children how to read
5. 6.
Identify letters,
words, and an exclamation with the proper intonation. Make up a character. Then draw it.
sentences.

Pam and Sam 33R

 Strategic
Strategic
SMALL GROUP
Approaching Level
Sound-Spelling WorkBoard
a
ai_
a_e _ay
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll 7!3().'4/.

/2%'/.
Mm # ! . ! $!

-/.4!.!
./24(
$!+/4!

3/54(
-)..%3/4!

7)3#/.3).
-)
#(
)
(!-03()2%
6%2-/.4.%7

.%79/2+
-!).%
ar
Phonemic Awareness

'
$!+/4! -!33!#(53%443

!.

)$!(/
79/-).' 2(/$%)3,!.$
0%..39,6!.)!
)/7! #/..%#4)#54
.%6!$! .%"2!3+! /()/
).$)!.! .%7*%23%9
7%34 $%,!7!2%
6)2').)!
),,)./)3 -!29,!.$
54!( 7!3().'4/.$#
#/,/2!$/ 6)2').)!
+!.3!3 -)33/52) +%.45#+9
./24(

ir ur
#!,)&/2.)! #!2/,).!
!2):/.! /+,!(/-! 4%..%33%%
!2+!.3!3

.%7 3/54( .
-)33)33)00) #!2/,).!
-%8)#/
%
'%/2')! 7
4%8!3 !,!"!-!
3

,/5)3)!.!
&,/2)$!

ea ei
- % 8) #/

Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz er

i or
_y oar ore
i_e
_ie
igh ow
ou
Objective Segment words sound by sound
o
o_e
oa_
ow
oi _oy Materials • Sound-Spelling WorkBoards • markers
_oe oo

u
u_e
_ew
oo
u_e u
_ew ue
PHONEME SEGMENTATION
_ue _ui_ ou

e_e e
ee
au aw
CA CONTENT ■ Distribute the WorkBoards and markers. Say a word, stretching
ea _ie_ air
STANDARD
_y
_ey
th sh wh_ ch
_tch
_ng
©Macmillan/McGraw-Hill
are ear
ere
R 1.1.4 the sounds. Model for children how to drag one marker onto
Distinguish initial,
Sound-Spelling WorkBoard medial, and final each box for each sound. Then have children repeat and count
sounds in single-
syllable words. the number of sounds. Do this for the following words: nap, rat,
man, mat, pat, tan, tap, pan, sat.
■ Link to Spelling When completed, segment each word again.
Then help children replace each marker with a letter that stands
for the sound. Help children read the completed words.

Who Am I? Phonics
Objective Read words with short a
Materials • Decodable Reader: Who Am I? • Sound-Spelling Cards
• Teaching Chart 12 • Word-Building Cards
by Wiley Blevins
RETEACH SKILL
■ Display the Apple Sound-Spelling Card. Review that the /a/
Decodable Reader sound is spelled with the letter a.
CA CONTENT ■ Model Blending Display Teaching Chart 12. Model how to
STANDARD
R 1.1.10 blend each word using the Blending Routine. Have children
Generate the sounds
from all the letters repeat. Then have them read each word multiple times.
and patterns,
including consonant
blends and long- and
■ Read in Context Write the following sentences on the board.
short-vowel
patterns, and blend Have children chorally read the sentences. Help children blend
those sounds into
recognizable words. decodable words and read high-frequency words.
I can run. Pat has a map.
The cat is Sam. Pam has a tan cap.
The cat sat on the mat. Jan had a pan.
Pam has a tan cat. I am a man.
■ Read the Decodable Reread Who Am I? with children. Then
have them practice reading the story to a partner. Circulate,
listen in, and provide corrective feedback.

CUMULATIVE REVIEW
Display the following Word-Building Cards: a, c, m, n, p, r, s, t.
Have children chorally say each sound.

33S Unit 1 Week 1

 Strategic
Strategic
SMALL GROUP
Approaching Level
High-Frequency/Vocabulary Meet Grade-Level
Expectations
Objective Review high-frequency words
As an alternative to this
Materials • High-Frequency Word Cards • Sound-Spelling WorkBoards day’s lesson, guide children
REVIEW WORDS through a reading of the On
Level Practice Reader. See
CA CONTENT ■ Display High-Frequency Word Cards for jump, not, and up. page 33W. Because both
STANDARD books contain the same
R 1.1.11 Have children copy each word on their WorkBoards. Then help
Read common, vocabulary, phonics, and
irregular sight words. them write sentences for each word. Provide sentence stems or
comprehension skills, the
starters, such as A ___ can jump. or A ___ can not swim. scaffolding you provided
will help most children
CUMULATIVE REVIEW gain access to this more
■ Display the High-Frequency Word Cards from Start Smart. challenging text.

Display one card at a time as children chorally read the word.

Mix and repeat. Note words children need to review.
Book Talk
Practice Reader Lesson 3 See page 33LL. Children will
work with peers of varying
Objective Build fluency language abilities to discuss
Materials • Practice Reader: Cat Can Jump • Approaching Reproducible, p. 18 this week’s Practice Readers.

FOCUS ON FLUENCY
■ Tell children that they will be doing a final fluent reading of
Cat Can Jump.
■ As they read, note words children mispronounce or struggle
to read. Also note their overall intonation and pace. Use this
information to determine if additional instruction is needed on
this week’s phonics skill and high-frequency words. Send the
book home for independent reading.
Approaching Reproducible, page 18
Read the words and sentence below.
REREAD PREVIOUSLY READ BOOKS
mat

CA CONTENT ■ Distribute copies of the Start Smart Readers. Tell children that can
STANDARD
R 1.1.16 rereading these books will help them develop their skills. The cat
Read aloud with
fluency in a manner more times they read the same words, the quicker they will hat
that sounds like
natural speech. learn these words. This will make the reading of other books jump

easier. A cat can jump.

Draw a picture of the sentence.

■ Circulate and listen in as children read. Stop children periodically
and ask them how they are figuring out difficult words or
checking their understanding as they read.
■ Encourage children to read other previously read Start Smart
during independent reading time or for homework.

Pam and Sam 33T

 Strategic
Strategic
SMALL GROUP
Approaching Level
Oral Language
Objective Build vocabulary related to animals
Materials • chart paper
EXPAND VOCABULARY
■ Remind children that this week they learned about a cat that
jumps up and down. Write this sentence starter on chart paper:
A cat can .
■ Write jump at the end of the sentence. Point to each word, read
it, and have children repeat.
■ Tell childen that cats can do many things. Ask children to name
some of the things that a cat can do.
CA CONTENT ■ Extend the sentence with children’s suggestions, for example: A
STANDARD
LC 1.1.1 cat can jump, run, yawn, lick, sleep, walk, eat, and drink. Read the
Write and speak in
complete coherent finished sentence word by word, running your finger below each
sentences.
word. Have children repeat each word.
REVIEW VOCABULARY
■ Use the Define-Example-Ask Vocabulary Routine in the
Instructional Routine Handbook to review this week’s oral
vocabulary words: cheerful, genuine, interest, prefer, and unique.
■ Tell students you are going to start a sentence using one of the
words and you want them to think of an ending. For example,
say: I feel cheerful when I . Repeat the activity for the other
four words.

33U Unit 1 Week 1

 Strategic
Strategic
SMALL GROUP
Approaching Level
Fluency
Objectives Reread selections to develop fluency; develop speaking skills
Materials • Student Book: Pam and Sam
• Decodable Readers: A Cap for Pam, Who Am I?
REREAD FOR FLUENCY
■ Have children reread a portion of Pam and Sam. Instruct
children to focus on two to four of their favorite pages from the
selection. Work with children to read the pages with accuracy
and the appropriate intonation. For example, read each sentence
Student Book
CA CONTENT and have children echo. Remind them to read the exclamation
STANDARD
R 1.1.16 with excitement.
Read aloud with
fluency in a manner
that sounds like
■ Provide time to listen as children read their sections of text.
natural speech.
Comment on their accuracy and intonation and provide
corrective feedback by modeling proper fluency.

DEVELOP SPEAKING/LISTENING SKILLS

■ Have children practice reading one of the week’s Decodable
Readers. Work with children to read with accuracy and
appropriate intonation. Decodable Text
■ Provide time for children to read aloud the book to a partner. Use the Triumphs Anthology
Ask children to name ways the reader expressed the emotion and the decodable stories
while reading an exclamation. in the Teacher’s Resource
Book to help children build
fluency with basic decoding
Self-Selected Reading patterns.

Objective Read independently and retell a story read

Materials • Classroom Library • other fiction books
APPLY SKILLS TO INDEPENDENT READING
■ Have children choose a fiction book for independent reading.
(See the Theme Bibliography on pages T8–T9 for book
suggestions.)
■ After reading, ask children to use their Character Chart to orally
discuss what the characters are doing and where they are.
Provide time for children to comment on their reactions to the
book. Ask open-ended questions such as What do you think the
author wanted you to learn from this book? Was this book easy to
read? Why or why not? Classroom Library

Pam and Sam 33V

Benchmark
Benchmark
SMALL GROUP
On Level
Practice Reader Lesson 1
Daily Planner
Objective Read to apply skills and strategies
DAY 1 • Practice Reader Lesson 1 Materials • Practice Reader: Can You? • Practice Book, p. 15
• Teaching Chart 11
DAY 2 • Practice Reader Lesson 2 BEFORE READING
CA CONTENT
STANDARD Preview and Predict Read the title and the names of the author
DAY 3 • Phonics R 1.1.2
Identify the title and and illustrator. Ask: What do you see on the cover? What do you think
author of a reading
selection. this book will be about? Preview the title page and the illustrations.
DAY 4 • Fluency
Review Skills Use the inside front cover to review the phonics
DAY 5 • Self-Selected Reading skill and teach the new high-frequency words.
Set a Purpose Say: Let’s read to find out what the characters can do.

DURING READING
IO
UD C
D
A

Fantasy
■ Have children turn to page 2 and begin by whisper-reading the
Can You?
You by Paul Dan
first two pages.
illustrated by Jill Newton

■ Remind children to look for the new high-frequency words. Tell

them that you will help them blend words with short a.
Macmillan/McGraw-Hill ■ Monitor children’s reading. Stop periodically and ask open-
Practice Reader ended questions to facilitate rich discussion, such as, What other
kinds of animals can jump? What animals cannot jump? Build on
children’s responses to develop deeper understanding of the
text.
■ Character and Setting Tell children that thinking about what
a character can and cannot do can help them understand the
story better. It can also help them predict what a character will
do next. Remind them that the setting of a story is where the
story takes place. Say: This story takes place in a park. Display
Teaching Chart and label the columns Bat and His Friends.
Have children copy it. After they have read a few pages, ask
them what Bat and his friends can do. Model how to record the
information and have children copy it. Then have them fill in
their Practice Book page.

AFTER READING
■ Discuss words that gave children difficulty and the strategies
they used. Reinforce good reading behaviors you noticed.
CA CONTENT
■ Retell Have children take turns retelling the selection. Help
STANDARD them make a personal connection (Text-to-Self ) by asking, Have
R 1.2.7
Retell the central
ideas of a simple you ever seen a rabbit jump? Have you ever seen a frog jump? What
expository or
narrative passage. else can these animals do?

33W Unit 1 Week 1

 Benchmark
Benchmark
SMALL GROUP
On Level
IO
UD C
Practice Reader Lesson 2

D
A
Fantasy
sy

Can You?
You by Paul Dan
Objective Reread to apply skills and strategies to retell a story illustrated by Jill Newton

Materials • Practice Reader: Can You? • Practice Book, pp. 15, 16, 18
BEFORE READING Macmillan/McGraw-Hill

■ Retell Have children retell Can You? If children struggle, have Practice Reader
them page through the story and say what they learned about
the animals on each page. Reinforce vocabulary by restating
children’s sentences using more sophisticated language. For
example, Yes. That kangaroo can jump high. It can jump extremely
high! Book Talk
See page 33LL. Children will
DURING READING
work with peers of varying
■ Character and Setting As they reread the book, help children language abilities to discuss
finish adding details on their Character Chart in the Practice this week’s Practice Readers.
Book. Ask children what the setting of the story is, or where the
story takes place.

AFTER READING
■ Have children use their Character Chart to orally tell about the
characters in Can You?
CA CONTENT ■ Model Fluency Read the sentences in the book one at a time.
STANDARD
R 1.1.16 Have children chorally repeat. Point out to children how you
Read aloud with
fluency in a manner use expression to make the reading interesting and to show
that sounds like
natural speech. how you read an exclamation with excitement. Have children
continue to work on their fluency using Practice Book page 18.

Practice Book, page 18

As I read, I will pay attention to the intonation.
“I can jump,” said Pat. “I can jump up
09 and down.”
11 “I can jump,” said Sam. “I can jump up
20 and down.”
22 “I can jump, too!” said Cam. “I can
30 jump up and down.”
34 “I can not jump,” said Dan.
40 “I can tap!” said Dan. 45

Comprehension Check
1. What can Pat, Sam, and Cam do?

2. What can Dan do?

Number of Words
8PSET
3FBE m 
Errors Correct Score
'JSTU
3FBE m 
4FDPOE
3FBE m 

Pam and Sam 33X

Benchmark
Benchmark
SMALL GROUP
On Level
Phonics
A Cap Pam
for
Objective Review short a
Materials • Sound-Spelling Cards • Teaching Charts 10, 12
• Decodable Readers • Word-Building Cards
CONSOLIDATE LEARNING
by Kathryn Lewis
illustrated by Chi Chung
■ Review Short a Display the Sound-Spelling Card. Remind
children that the sound /a/ is spelled with the letter a.

Who Am I? CA CONTENT ■ Blend Words Display Teaching Charts 10 and 12. Quickly
STANDARD
R 1.1.10 have children chorally read the words. Repeat by pointing to
Generate the sounds
from all the letters the words in random order. Model blending any words children
and letter patterns,
including consonant have difficulty reading. Continue with the words below to help
blends and long-and
short- vowel
patterns, and blend
children apply their skills to new words. Write each on the board
those sounds into
recognizable words. for children to read.
by Wiley Blevins

Decodable Readers cap pan sat mats cat

pat rat tan sap map
cans tags dad

■ Build Words Display Word-Building Cards a, c, m, n, p, r, s, t.

Have partners make as many words as they can. Remind children
to write their words in lists based on spelling patterns. For
example, all the words that end in -at go in one list; the words
that end in -an go in another list. Provide time for children to
share their lists.

Words with -at Words with -an Words with -am Words with -ap

■ Reread the Decodables Have partners reread A Cap for

Pam and Who Am I? Circulate, listen in, and note each child’s
decoding proficiency.

33Y Unit 1 Week 1

 Benchmark
Benchmark
SMALL GROUP
On Level
Fluency
Objectives Reread selections to develop fluency; develop speaking skills
Materials • Student Book: Pam and Sam
REREAD FOR FLUENCY
■ Have children reread Pam and Sam. Work with children to read
with accuracy and the appropriate pace and intonation. Model
fluent reading as needed.
CA CONTENT
STANDARD ■ Provide time for children to read a section of the text to you.
R 1.1.16
Read aloud with Comment on their accuracy, pace, and intonation and provide Student Book
fluency in a manner
that sounds like
natural speech.
corrective feedback.

DEVELOP SPEAKING/LISTENING SKILLS

■ Provide time for children to read aloud a portion of Pam and
Sam to the class. Ask children to name ways the reader read the
exclamations with emotion.
■ Challenge children to memorize a few lines of the text, such as
the exclamation on page 20, and recite it for you.

Self-Selected Reading
Objective Read independently and retell a fiction story
Materials • Classroom Library • other fiction books
APPLY SKILLS TO INDEPENDENT READING
■ Have children choose a fiction book for independent reading.
Classroom Library
(See the Theme Bibliography on pages T8–T9 for book
suggestions.)
CA CONTENT ■ After reading, ask children to use their Character Chart to orally
STANDARD
R 1.3.1 retell about the characters and setting in the book. Provide time
Identify and describe
the elements of for children to comment on their reactions to the book. Ask:
plot, setting, and
character(s) in a What did you like most about this book?
story, as well as the
story’s beginning,
middle, and end.

Pam and Sam 33Z

 Advanced
Advanced
SMALL GROUP
Beyond Level
Practice Reader Lesson 1
Daily Planner
Objective Read to apply skills and strategies
DAY 1 • Practice Reader Lesson 1 Materials • Practice Reader: Look at Chameleon! • self-stick notes
• Teaching Chart 11 • Beyond Reproducible, p. 15
DAY 2 • Practice Reader Lesson 2 BEFORE READING
CA CONTENT Preview and Predict Read the title and the names of the author
DAY 3 • Phonics STANDARD
R 1.1.2 and illustrator. Preview the table of contents.
Identify the title and

DAY 4 • Fluency
author of a reading
selection.
Review Skills Use the inside front cover to review the phonics
skill and high-frequency words.
DAY 5 • Self-Selected Reading Set a Purpose Say: Let’s read to find out what Chameleon will do.

DURING READING

IO
■ Have children turn to page 2 and begin by whisper-reading the
UD C
first two pages. Tell them to place self-stick notes next to words
D
A

Fantasy

they have difficulty with.

by Cynthia Rothman
illustrated by Jason Wolff
■ Remind children that when they come to an unfamiliar word,
they can look for familiar spellings and chunks. For longer
words, they will need to break the word into smaller chunks, or
syllables, and sound out each part.
■ Monitor children’s reading. Stop periodically and ask open-
Macmillan/McGraw-Hill
ended questions to facilitate rich discussion, such as, Why are
Chameleon’s friends happy? Build on children’s responses to
Practice Reader
develop deeper understanding of the text.
■ Character and Setting Ask children who the characters in
the story are. Have them state what the setting of the story is,
or where it takes place. Display Teaching Chart and label the
columns Chameleon and His Friends. After children have read a
few pages, ask them what the characters can do. Model how to
record the information. Then have them fill in their Reproducible
page.

AFTER READING
■ Discuss words that gave children difficulty and the strategies
they used. Reinforce good reading behaviors you noticed.
CA CONTENT ■ Retell Have children take turns retelling the selection. Help
STANDARD
R 1.2.6 them make the following connections:
Relate prior
knowledge to textual Text-to-Self The chameleon changes color depending on where he
information.
is. How are you like a chameleon?
Text-to-World Have you ever seen a real chameleon or lizard at a
zoo or a pet store? How did it behave?
Text-to-Text How is this story like others you’ve read?

33AA Unit 1 Week 1

 Advanced
Advanced
SMALL GROUP
Beyond Level
IO
UD C

Practice Reader Lesson 2

D
A
Fantasy

Objective Reread to apply skills and strategies to retell a story by Cynthia Rothman
illustrated by Jason Wolff

Materials • Practice Reader: Look at Chameleon!

• Beyond Reproducible, pp. 15, 16, 18
BEFORE READING
■ Retell Have children retell Look at Chameleon! to a partner.
Circulate and listen in. Prompt children to use the new words Macmillan/McGraw-Hill

they learned from the book in their retellings. Practice Reader

DURING READING
■ Explain to children that good readers pay attention to what the
story characters do to help them understand and remember the Book Talk
story.
See page 33LL. Children will
■ Character and Setting As they reread the book, help children work with peers of varying
finish adding details to their Character Chart on the Reproducible language abilities to discuss
page. Have them describe the setting of the story. this week’s Practice Readers.

AFTER READING
■ Retell Have children use their Character Charts to write a
retelling of the important facts learned in Look at Chameleon!
CA CONTENT ■ Model Fluency Read the sentences in the book one at a time.
STANDARD
R 1.1.16 Have children chorally repeat. Point out to children how you
Read aloud with
fluency in a manner read an exclamation with emotion.
that sounds like
natural speech.
■ Have children practice reading the book to a partner. Say: Read
expressively. Use your voice to show expression in your reading.
When you see an exclamation, read with extra feeling.
Beyond Reproducible, page 16
Read the story.
Think about the cat and the girl.
Finish the story.
Pam is a girl.
She has a black cat.
The cat likes to jump.
The cat can jump up.
The cat can jump down.

The cat Accept reasonable responses .

Draw a picture to illustrate your sentence.

Pam and Sam 33BB

 Advanced
Advanced
SMALL GROUP
Beyond Level
Phonics
Objective Read short a and short i words
Materials • Sound-Spelling Cards • Word-Building Cards
ENRICH
■ Review Short a Display the Apple Sound-Spelling Card.
Remind children that the sound /a/ is spelled with the letter a.
CA CONTENT ■ Blend Words Have children apply their skills to more complex
STANDARD
R 1.1.10 short a words. Write each word below on the board for children
Generate the sounds
from all the letters to read. Model blending as needed.
and letter patterns,
including consonant
blends and long-and
short- vowel
patterns, and blend
add back pack as rack
those sounds into
recognizable words. tag rap mat quack bass
gas pass tack ram as

■ Build Words Display Word-Building Cards a, b, c, d, f, g, h, j, k, l,

m, n, p, qu, r, s, t, v, w, x, y, z. Have partners make as many words
as they can. Ask children to write their words in lists based on
spelling patterns. For example, all the words that end in -ap go
in one list; the words that end in -at go in another list. Provide
time for children to share their lists.

EXTEND/ACCELERATE
■ Review Short a and Short i Display the Apple and Insect
Sound-Spelling Cards. Say: These are the Sound-Spelling Cards
for apple and insect. The beginning sounds are /a/ and /i/. The /a/
sound is spelled with the letter a as in mat. The /i/ sound is spelled
with the letter i as in inn. Write each sample word on the board
and underline the short a and short i spelllings.
■ Blend Words Help children read a and short i words. Write each
word below on the board. Model blending as needed.

hit Nick sit back nab

pick bats pans yak pit
backpack bits sap wax tin
sack sat had cab fins

■ Have children search Look at Chameleon! for short a and short

i words. Ask children to state the word found and read aloud
the sentence. Have children record these words in their Writer’s
Notebooks. Challenge them to search classroom books for short
a and short i words to add to the list.

33CC Unit 1 Week 1

 Advanced
Advanced
SMALL GROUP
Beyond Level
Fluency
Objectives Reread selections to develop fluency; develop speaking skills
KHÃ
;IJ
Materials • Student Book: Pam and Sam, “Our Best Days” 7OI
REREAD FOR FLUENCY
■ Have children reread Pam and Sam and “Our Best Days.” Work
with children to read with accuracy and the appropriate pace
and intonation.
CA CONTENT
STANDARD ■ Provide time for children to read a section of the text to you.
R 1.1.16
Read aloud with Comment on their accuracy, pace, and intonation and provide
fluency in a manner
that sounds like
natural speech.
corrective feedback.

DEVELOP SPEAKING/LISTENING SKILLS

Provide time for children to read aloud Pam and Sam or “Our Best
Days” to the class. Ask children to name ways the reader read
exclamations with emotion.
Challenge children to memorize their favorite page or two of the
text, such as the page that names their favorite day of the week,
and recite it for you.

Self-Selected Reading Student Book

Objective Read independently and retell information learned

Materials • Classroom Library • other fiction books
APPLY SKILLS TO INDEPENDENT READING
■ Have children choose an fiction book for independent reading.
(See the Theme Bibliography on pages T8–T9 for book
suggestions.)
CA CONTENT ■ After reading, ask children to use their Character/Setting Chart
STANDARD
R 1.3.1 to write about the book’s characters and setting in their Writer’s
Identify and describe
the elements of Notebooks. Provide time for children to comment on their
plot, setting, and
character(s) in a reactions to the book. Ask: What was your favorite part of the
story, as well as the
story’s beginning,
middle, and end.
story? Would you recommend this book to a friend? Why or why
not?

Classroom Library

Pam and Sam 33DD

English Learners

SMALL GROUP

30
English Learners
MINUTES
DAILY Prepare to Read
Daily Planner
Content Objective Find out what makes two friends special
• Build Background Knowledge
DAY 1 • Vocabulary
Language Objective Use key words to talk about what makes friends special
Materials StudentWorks Plus (interactive eBook)
• Vocabulary
DAY 2 • Access to Core Content BUILD BACKGROUND KNOWLEDGE
Pam and Sam
■ Have children preview Pam and Sam using StudentWorks Plus,
• Vocabulary
• Grammar the interactive eBook. This version of the Student Book contains
DAY 3 • Access to Core Content oral summaries in multiple languages, online multilingual
Pam and Sam glossaries, word-by-word highlighting, and questions that assess
• Vocabulary and build comprehension.
• Writing/Spelling
DAY 4 • Access to Core Content ■ Children can build their word reading fluency by reading along
“Our Best Days” as the text is read or by listening during the first reading and,
• Vocabulary at the end of each paragraph, returning to the beginning of the
DAY 5
• Practice Reader paragraph and reading along.
I Can!
• Self-Selected Reading ■ Children can build their comprehension by reviewing the
definitions of key words in the online glossary and by answering
the comprehension questions. When appropriate, the text
required to answer the question is highlighted to provide
children with additional support and scaffolding.
■ Following the reading, ask children to respond in writing to a
question that links the story to their personal experiences, such
as What can you do that Pam and Sam can do?

Academic Language
Language Objective Use academic language in classroom conversations
■ This week’s academic words are boldfaced throughout the
StudentWorks Plus lesson. Define the word in context and provide a clear example
from the selection. Then ask children to generate an example or
a word with a similar meaning.

Academic Language Used in Whole Group Instruction

Theme Key Selection Strategy and Skill

Words Words Words
cheerful fly character
genuine setting
interest analyze
prefer story structure
unique photos

33EE Unit 1 Week 1

 English Learners

SMALL GROUP
English Learners
Vocabulary
Language Objective Demonstrate understanding and use of key words by telling
what two friends can do
Basic Words
Materials • Visual Vocabulary Resources • English Learner Resource Book, p. 12 Function
Words
Macmillan/McGraw-Hill
PRETEACH KEY VOCABULARY Key Selection and
Words Phrases
All Language Levels Use the Visual Vocabulary Resources to
preteach the key selection word fly. Use the following routine that
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill

appears in detail on the cards.

Companies, Inc., Two Penn Plaza, New York, New York 10121.

Copyright by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be

reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to,
network storage or transmission, or broadcast for distance learning.

Printed in Mexico
ISBN: 0-02-194708-2
1 2 3 4 5 6 7 8 9 078 10 09 08 07 06

■ Define the word in English and provide the example given.

■ Define the word in Spanish, if appropriate, and indicate if the Visual Vocabulary Resources
word is a cognate.
■ Display the picture and explain how it illustrates or demonstrates
the word. Engage children in structured partner talk about the
image, using the key word.
■ Ask children to chorally say the word three times.
■ Point out any known sound-spellings or focus on a key aspect of
phonemic awareness related to the word.
■ Distribute copies of the Vocabulary Glossary, English Learner
Resource Book page 12.

PRETEACH FUNCTION WORDS AND PHRASES

All Language Levels Use the Visual Vocabulary Resources
to preteach the function words and phrases creep past, scamper
across, crouch in fear, and watch in amazement. Focus on one word
per day. Use the detailed routine on the cards.
■ Define the word in English and, if appropriate, in Spanish. Point EL Resource Book, page 12
Copy each new word on the line.
out if the word is a cognate. Draw a picture.

■ Refer to the picture and engage children in talk about the word. Word Illustration

For example, children will Partner Talk using sentence frames or

they will listen to sentences and replace a word or phrase with
the new function word. cheese

■ Ask children to chorally repeat the word three times.

TEACH BASIC WORDS

For Beginning and Early Intermediate children, use the Visual
Vocabulary Resources to teach the basic words pudding, cheese,
nut
cream, fresh fruit, stew, and nut. Teach these words using the
routine provided on the card.

Pam and Sam 33FF

English Learners

SMALL GROUP
English Learners
Access to Core Content
Content Objective Read grade-level text
Language Objective Discuss text using key words and sentence frames
Materials • English Learner Resource Book, pp. 2–11
PRETEACH MAIN SELECTION (PAGES 12–23)
CA CONTENT Use the Interactive Question-Response Guide on English Learner
STANDARD
R 1.3.1 Resource Book pages 2–7 to introduce children to Pam and Sam.
Identify and describe
the elements of Preteach half of the selection on Day 2 and half on Day 3.
plot, setting, and
character in a story,
as well as the story’s
■ Use the prompts provided in the guide to develop meaning and
beginning, middle,
and ending. vocabulary. Use the Partner Talk and whole-class responses to
Student Book
engage children and increase student talk.
■ When completed, have partners reread the story.

PRETEACH PAIRED SELECTION (PAGES 26–31)

Use the Interactive Question-Response Guide on English Learner
Resource Book pages 8–11 to preview the paired selection “Our
Best Days.” Preteach the selection on Day 4.

Interactive Question - Response Guide Interactive Question - Response Guide

Pages 12–13 Pam and Sam
Pam and Sam Main Selection

Page 15
Text
Comprehension O Now let’s read this page together: Pam ran up.

Pages 12–13 Genre Who ran up, Pam or Sam? (Pam ran up.)
A Fantasy is a made-
Prior to reading the selection with children, they should up story that could
not really happen.
Illustration
have listened to the selection on StudentsWorks Plus, written and illustrated Award
Winning O Let’s look at the picture. Point to Sam the bird. Now
Story Structure by Nancy Tafuri Author and
the interactive eBook. In addition, selection vocabulary Illustrator

Character point to Pam the rabbit. Pam the rabbit ran up a hill. Put
should have been pretaught using the Visual Use your Character
Chart.
your fingers on the hill in the picture. Show me how Pam
Vocabulary Resources.
Pam Can Sam Ca

ran up the hill. Put your fingers on the picture and
demonstrate how the rabbit would run up the hill.
Access Core Content
Pages 12–13
O I see the butterfly in this picture, too. Can you find the
Read to Find Out butterfly? Point to the butterfly.
Title What makes Pam
O Let’s read the title of this story together: Pam and Sam. and Sam special?
Pam and Sam are friends. They play together.
Pam ran up a hill. Talk to your partner. Tell each
Illustration
other what you think will happen next in the story.
O What animals do you see in the picture? (rabbit, bird)
(Sam will run up the hill, too.)
The rabbit’s name is Pam. Point to the rabbit and say
Pam with me: Pam. The bird’s name is Sam. Point to the
bird and say Sam with me: Sam. 12 13

English
O Where is Sam the bird in this picture? (Sam is in a nest.)
O Pam and Sam are friends. Let’s read the story to find out Pages 14–15

Learner
what Pam and Sam do together and how each friend
is special.

Resource Book
Page 14
Text
O Read the page with me: Pam and Sam play.

What do Pam and Sam do? (Pam and Sam play.)

Illustration
O Point to Pam the rabbit. Now point to Sam the bird. Is

Sam flying out of the nest or into the nest? (Sam is flying
out of the nest.) Pretend you are Sam. Flap your arms
as if you are flying. (demonstrate the movement) What
would you say if you were Sam? (“Let’s play, Pam!”)

This story takes place outside in the country.

That is where Pam and Sam live. There are other
animals that live there, too. Can you find a
butterfly in this picture? Point to the butterfly.
Can you find a bee? Point to the bee.

Pam and Sam play. Pam ran up.

14 15

English Learner Resource Book 2 &-
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Interactive Question-Response Guide Sample

33GG Unit 1 Week 1

 English Learners

SMALL GROUP
English Learners
Fluency
Content Objectives Reread selections to develop fluency; develop speaking skills
Language Objective Tell a partner what a selection is about
Materials • Student Book: Pam and Sam, “Our Best Days”
REREAD FOR FLUENCY
CA CONTENT ■ Have children reread a portion of Pam and Sam. Tell them to
STANDARD
R 1.1.16 focus on two to four of their favorite pages from the selection.
Read aloud with
fluency in a manner Work with children to read the pages with accuracy and the
that sounds like
natural speech. appropriate intonation. For example, when you read a sentence
with an exclamation mark, point out that you used a tone that
shows excitement. KHÃ
;IJ
■ Provide time for children to read their sections of text to 7OI
you. Comment on their accuracy and intonation and provide
corrective feedback by modeling proper fluency.

DEVELOP SPEAKING/LISTENING SKILLS

■ Have children practice reading “Our Best Days.” Work with
children to read with accuracy and appropriate pace.
Student Book
■ Provide time for children to read aloud the book to a partner.
Point out that this book is nonfiction and should be read at a
slower pace than a fiction story. Ask the listening child to tell
about the book. Provide the sentence frame The book is about
.

Self-Selected Reading
Content Objective Read independently
Language Objective Orally retell information learned
Materials • Classroom Library • other fiction books
APPLY SKILLS TO INDEPENDENT READING
■ Have children choose a fiction book for independent reading.
(See the Theme Bibliography on pages T8–T9 for book
suggestions.)
■ After reading, ask children to orally summarize the book. Provide
time for children to comment on their reactions to the book and
share them with classmates. Ask: Did you like the way this book
Classroom Library
ended? Why or why not?

Pam and Sam 33HH

English Learners

SMALL GROUP
English Learners
Grammar
Content Objective Recognize sentences
Transfer Sounds
Language Objective Speak in complete sentences, using sentence frames
Sentences Because Spanish
SENTENCES
verbs use different endings
for each form to correctly CA CONTENT ■ Review sentences. Write the following on the board: Tad pats the
indicate person (first, STANDARD
LC 1.1.1 cat. Read the sentence aloud. Tell children that this is a sentence
second, third) and number, Write and speak in
complete, coherent because it is a whole idea. Point out that it begins with a capital
subject pronouns are not sentences.
necessary as they are in letter. Erase the word Tad. Read the words pats the cat aloud.
English. Spanish speakers Point out that this is not a sentence. It is not a whole idea and
may say that “pats the does not begin with a capital letter.
cat” is in fact a sentence.
Explain to these students ■ Write sentences and phrases on the board, such as those
that in English, the subject provided below. Have children read each aloud. Have them say:
must appear as part of the This is/is not a sentence. Discuss as a group why each group of
complete sentence. Model
words is or is not a sentence.
additional examples for
children to repeat. Sam can run.
can hop
Big cat
I ran up.

PEER DISCUSSION STARTERS

■ Write the following sentences on the board.
Rabbits can . I like to .
Corrective Feedback ■ Pair children and have them complete each sentence frame. Ask
them to expand on their sentences by providing as many details
During whole group
grammar lessons, follow
as they can from this week’s readings. Circulate, listen in, and
the routine on the take note of each child’s language use and proficiency.
Grammar Transparencies
to provide children with English Learners
extra support. This routine
UNIVERSAL ACCESS
includes completing the
items with English Learners Build on children’s responses to help move them to the next level of language
while other children work acquisition. For example, if children say “Rabbits can run,” say: That’s correct.
independently, having Rabbits can run. They can do other things too. Rabbits can hop and jump. They have
children reread the whiskers and long ears. Now turn to your partner and tell more about what makes
sentences with partners to rabbits special. Think about what they can do and what they look like.”
build fluency, and providing
a generative task such as Provide the following sentence frames orally or in writing for support.
writing a new sentence Beginning/Early Intermediate Rabbits are .
using the skill.
Intermediate Rabbits can not .
Early Advanced Some animals are special because .

33II Unit 1 Week 1

 English Learners

SMALL GROUP
English Learners
Sound-Spelling WorkBoard

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Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz er

i or
_y oar ore
i_e

Content Objective Spell words correctly _ie

igh ow
ou

Language Objective Write in complete sentences, using sentence frames o

o_e
oa_
oi _oy
ow
_oe oo

■ Write the key vocabulary words on the board: man, ran, can, cat, u
u_e
oo
u_e u
_ew _ew ue

hat, mat, not, up and jump. Have children copy the word on their _ue _ui_ ou

au aw
e_e e

Sound-Spelling WorkBoards. Then help them say, then write ee

ea _ie_
_y th sh wh_ ch _ng
air
are ear
_ey _tch ©Macmillan/McGraw-Hill
ere

sentences for the word. Provide sentence starters such as:

Sound-Spelling WorkBoard
The man has a .
Today is not .
Can you jump over a ?
I ran to the .
■ Help children spell words using their growing knowledge of
English sound-spelling relationships. Model how to segment the
word children are trying to spell and attach a spelling to each
sound (or spellings to each syllable if a multisyllabic word). Use
the Sound-Spelling Cards to reinforce the spellings for each
English sound.
■ Dictate the following words for children to spell: pat, bad, ran,
am, cat, and tap. Guide children using the Sound-Spelling Cards
as they spell each word.
■ When completed, review the meanings of words that can be
easily demonstrated or explained. Use actions, gestures, and
available pictures.

Phonics/Word Study

For English Learners who

need more practice with
this week’s phonics/spelling
skill, see the Approaching
Level lesson on page 33M.
Focus on minimal contrasts,
articulation, and those
sounds that do not transfer
from the student’s first
language to English. For a
complete listing of transfer
sounds, see pages T18–T33.

Pam and Sam 33JJ

English Learners

SMALL GROUP
English Learners
Practice Reader
IO
UD C
D Content Objective Read to apply skills and strategies
A

Fantasy

I Can! Language Objective Retell information using complete sentences

by Paul Dan
illustrated by Jill Newton
Materials • Practice Reader: I Can! • English Learner Resource Book, p. 13
BEFORE READING
Macmillan/McGraw-Hill
■ Preview Read the title I Can! Ask: What’s the title? Say it again.
Practice Reader Repeat with the author’s name. Then page through the book.
Use simple language to tell about each page. Immediately follow
up with questions, such as What can Frog do? How is Frog like
Rabbit? Who else can jump? What can Bat do?
■ Review Skills Use the inside front cover to review the phonics
skill and vocabulary words.
■ Set a Purpose Say: Let’s read to find out what the animals can do.

DURING READING
■ Have children whisper-read each page, or use the differentiated
suggestions below. Circulate, listen in, and provide corrective
feedback, such as modeling how to blend a decodable word
or clarifying meaning by using techniques from the Interactive
Question-Response Guides.
■ Retell Stop after every two pages and ask children to state
the main ideas they have learned so far. Reinforce language by
restating children’ comments when they have difficulty using
story-specific words. Provide differentiated sentence frames to
support children’ responses and engage children in partner talk
where appropriate.

English Learners
UNIVERSAL ACCESS

Beginning/ Intermediate Early Advanced

Early Intermediate Choral-Read Have Choral-Read Have
Echo-Read Have children choral-read children choral-read.
children echo-read after with you.
Check Comprehension
you. Check Comprehension Ask: What makes all of
Check Comprehension Ask questions/prompts the animals special? Read
Point to pictures and ask such as Who can jump sentences to show they
questions such as Is Frog up and down? What can are special. What can you
jumping? Can Bat jump? Bat do that is special? do like the animals?

33KK Unit 1 Week 1

 English Learners

SMALL GROUP
English Learners
AFTER READING
CA CONTENT Book Talk Write the Book Talk Prompts below on the board
STANDARD
LAS 1.1.1 or distribute copies of English Learner Resource Book page
Listen attentively.
13. Children will work with peers of varying language abilities to
discuss them. Form groups so that children who read the Beyond
Level, On Level, Approaching Level, and English Learner Practice English
Learner
Readers are in the same group. Resource Book
Help children determine who will be the Leader for the discussion.
Then have children discuss the following:

• Name the characters in your book.

• Tell what is special about one character. English Learner Resource Book

• Talk about the pictures in your book. Which picture is

your favorite?
• How do friends help one another in your book?
• What surprised you in the story you read?
• Write one question about the book to ask your group.

Develop Listening and Speaking Skills Tell children to

remember the following:
■ Listen attentively. Speak clearly.
■ Ask questions for clarification and understanding.
■ Take turns speaking and listening. Answer questions politely.
■ Retell and restate information shared by others. Newcomer
■ Use descriptive words with attention to detail.
Survival Skills: Introduce
Self Teach children how to
introduce themselves, ask
for other classmates’ names,
and say Hello/Goodbye.
Use the sentence frames
My name is . and
What is your name? Model
dialogues, such as Hello. My
name is <insert name>. What
is your name? Have children
repeat and practice with a
partner.

Pam and Sam 33LL

 The

Big
Question

Week 1
Big Question Board
WRAP UP Tell children to add information learned this week related
to the unit theme Personal Experiences: All About Us. Children should
record how Pam and Sam adds to their growing knowledge of the theme.
Children should record any research facts they have uncovered throughout
the week or questions they want to explore as they continue reading the
selections in the unit. Have children present the information they learned.
Remind them of the following speaking and listening skills:
■ Speaking Tell children that when presenting information, they
should stay on topic. That means they should tell information about
only one topic, event, or idea. Model for children by saying three
sentences about the classroom and one sentence about the school
playground. Ask, Which sentence is not about the classroom? Say,
When I tell about our classroom, I need to be careful that I don’t include
facts about other things, such as other places.
■ Listening Tell children to listen attentively. That means they should
sit quietly and look at the speaker while he or she is talking.

Theme Connection
The things we like to do help
to make us who we are.

Vocabulary
Drawings I AM SPECIAL
jump
not
up

Short a Words
sat
man Strategy: Anal
yze Story
Structure
Student Research Skill: Characte
r/Setting

Get your Research Toolkit at

www.macmillanmh.com

33MM Big Question Board