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Decodable Reader 16: A Party for the Geese
Leveled Reader Database ONLINE
Monitor Progress
Word and
Story 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.
Wings
Group Time
DAY 1
3
Read Leveled Reader The Lesson of Icarus
The Lesson of IcarusREINFORCE CONCEPTS This week's concept is being unique. Something or someone that is unique is one of a kind. Do you know anyone who is unique? Tell us what makes that person unique.
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:
p. 3 What do you notice about the man in the top picture? (His
head looks like the head of a bull.) This man was known as the
Minotaur. The Minotaur was part man and part bull.
pp. 5–9 What are the characters thinking about doing? (flying) Carefully pronounce names of these and other characters, having students repeat them.
Read pp. 3–4 aloud, while students track the print. Do a choral reading of pp. 5–8. If students are capable, have them read and discuss the remainder of the book with a partner. Ask: What was special about Daedalus and Icarus? (Daedalus was a clever inventor; he and Icarus could fly.)
2
Preview Decodable Reader 16
BEFORE READING Review the words on Decodable Reader p. 1. Then have students blend these story words; everybody, ruffled, suggested, gear, strange, tumbled. Be sure that students understand the meanings of words such as suggested and gear.
Use the Picture Walk Routine on p. DI•1 to guide students through the text.
Preteach Phonics
IRREGULAR PLURALS Write jet/jets and glass/glasses. Which of these words are plural—mean more than one? Yes, most plurals are formed by adding s or es to the base word. Today we will learn about plurals that are formed differently. Write leaf. Say the word that means more than one leaf. Model changing the f to v and adding es. Blend the word, and then have students blend the word with you. Write man/men. Which one of these means more than one? Yes, man is changed to men to mean more than one. Continue having students identify words as singular or plural as you write them: knife/ knives; mouse/mice; wolf/wolves; ox/oxen; goose/geese.
1
ROUTINE
Strategic Intervention