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Decodable Reader 2: Lunch at the State Park
Leveled Reader Database ONLINE
Monitor Progress
Word and
Selection Reading
If… students have difficulty reading story words from the Decodable Reader,
then… reteach them by modeling blending or reading multisyllabic words.
If… partners have difficulty reading the Leveled
Reader on
their own,
then… have them follow along as they listen to the Online Leveled Reader Audio.
What About Me?
Group Time
DAY 1
3
Read Leveled Reader It's a Fair Swap!
It's a Fair Swap!REINFORCE CONCEPTS This week's concept is getting what we need. Before money was widely used, people used goods and services for things they needed. Some of these goods and services were worth more than others.
BEFORE READING Using the Picture Walk Routine on p. DI•1, guide students through the text focusing on key concepts and vocabulary. Ask questions such as:
pp. 3–4 This section explains how people acquired things before money was used. Look at p 4. What is something people traded? (food) Yes, People traded food or anything else that the other person thought was valuable.
pp. 6–7 The illustration on pages 6 and 7 shows the colonists trading with the Native Americans. Native Americans had many things that the colonists needed to survive, such as furs and food. What kinds of things do you think the Native Americans would want from the colonists? (mirrors, beads, and shirts)
Read pp. 3–5 aloud. Then do a choral reading of pp. 6–7. Have students read and discuss the remainder of the book with a partner. Ask: Why was it important for people to learn how to barter? (Bartering was the only way they could get what they needed.)
2
Preview Decodable Reader 2
BEFORE READING Review the words on Decodable Reader p. 9. Then have students blend these story words: basket, animals, grasses, lake, boxes, fish, rabbits, miles, park. Be sure that students understand the meanings of words such as miles and grasses.
Use the Picture Walk Routine on p. DI•1 to guide students through the text.
Preteach Phonics
SPELLINGS OF PLURALS Write the words pennies, tools, and clothes. Ask students if these words are singular or plural. Then ask students: How do you know these words are plurals? (They name more than one thing, and they end with an -s or -es.) Discuss how most words can be made plural by simply adding -s. However, some words that end with s, ss, ch, sh, x, or z are made plural by adding -es. Practice with students by having them change the word pass to plural. Repeat with other words that need both an -s and an -es.
1
ROUTINE
Strategic Intervention