tea€¦ · unit 3 what makes the rain? informational: scientific text – focus ri.1.2..... 26...

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ELA | LEVEL 1TEACHER EDITION SAMPLE UNIT

TABLE OF CONTENTS

Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Student Edition Unit Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Teacher Edition Unit Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Unit Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Unit 1 Daisy’s Scouts INFORMATIONAL: Biography – Focus RI.1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 2 AJ Cook’s Wiggly Tooth LITERARY: Fiction – Focus RL.1.2, RL.1.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 3 What Makes the Rain? INFORMATIONAL: Scientific Text – Focus RI.1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 4 The Cow LITERARY: Poetry – Focus RL.1.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Unit 5 Have You Seen a Hermit Crab? INFORMATIONAL: Scientific Text – Focus RI.1.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Unit 6 Rainy Day Slime LITERARY: Poetry – Focus RL.1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Unit 7 Signs of Alligators INFORMATIONAL: Scientific Text – Focus RI.1.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Unit 8 Kate Bates LITERARY: Fiction – Focus RL.1.3, RL.1.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Unit 9 Ben Franklin INFORMATIONAL: Biography – Focus RI.1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Unit 10 The Four Friends and the Apple Tree and The Little Red Hen and Friends LITERARY: Folktale / LITERARY: Folktale – Focus RL.1.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Unit 11 Pop History INFORMATIONAL: Social Studies Text – Focus RI.1.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Unit 12 Seahorses, Of Course! INFORMATIONAL: Scientific Text – Focus RI.1.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

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Unit 13 The American Flag and A Soldier and a Song INFORMATIONAL: Social Studies Text / INFORMATIONAL: Social Studies Text – Focus RI.1.9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Unit 14 Amazing Mice and The City Mouse and the Country Mouse INFORMATIONAL: Scientific Text / LITERARY: Fable – Focus RL.1.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Unit 15 Off to a Farmers Market INFORMATIONAL: Social Studies Text – Focus RI.1.8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

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86 ILLEGAL TO COPY ThinkUp!ELA™LEVEL 1

Unit Instructional Plans The American Flag and A Soldier and a Song

Getting Started (student pages 107–118)

IntroductionThis unit contains paired social studies texts. “The American Flag” is an informational text with an embedded procedural text about drawing a star with five points. “A Soldier and a Song” is an informational text that explains the origin and includes the lyrics of “You’re a Grand Old Flag.” A cross-curricular connection for this unit might focus on patriotic symbols.

Lexile Text Measure 390L and 510L

Building Background KnowledgeIntroduce this unit by reading a picture book about American symbols. Discuss the purposes of the symbols. Create a class chart showing American symbols and what they represent. Ask students to identify the similarities and differences among the symbols.(SL.1.1, SL.1.2, SL.1.4, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Suggested Formative AssessmentHave students create a family symbol. Ask students to label the parts of the symbol and write a sentence that explains its features. Use student responses to determine individual understanding of writing an explanatory sentence and creating a labeled diagram. (W.1.8, L.1.1, L.1.2, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Suggested Unit Content LiteratureContinue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

O, Say Can You See? America’s Symbols, Landmarks, and Inspiring Words – Sheila Keenan The American Flag – Lloyd G. Douglas The Bald Eagle – Norman Pearl Celebrate America: A Guide to America’s Greatest Symbols – Mary Firestone, Norman Pearl, Anastasia Suen, and

Thomas Kingsley Troupe Our American Flag – Mary Firestone L Is for Liberty – Wendy Cheyette Lewison Why Are There Stripes on the American Flag? – Martha E. H. Rustad Can You Sing “The Star-Spangled Banner”? – Martha E. H. Rustad Paper Crafts for the 4th of July – Randel McGee Independence Day Crafts – Mary Berendes Patriotic Projects: Activities, Crafts, Experiments, and More! – Carole Marsh Star-Spangled Crafts – Kathy Ross

(RI.1.10, RF.1.4, RF.1.4a, RF.1.4b, RF.1.4c, SL.1.1, SL.1.1a, SL.1.1b, SL.1.1c, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6, DOK: 3, Bloom’s/RBT: Comprehension/Understand)

Unit 13

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ThinkUp!ELA™LEVEL 1 ILLEGAL TO COPY 87


Vocabulary Focus

* Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the selection is used for assessment, vocabulary should not be pretaught.

Selection-Specific Vocabulary Standard Vocabulary

reminded* pride basic

America rag description

brave respect difference

colonies soldier identify

country stars illustration

flag stripes procedure

grand symbol same

ground worn similarity

parade text

topic

Vocabulary ActivitiesStudent Teachers

Assign students Selection-Specific or Standard vocabulary words. Have students prepare descriptions, explanations, or examples to teach the words to partners, small groups, or the large group. (RI.1.4, SL.1.1, L.1.1, L.1.2, L.1.4, L.1.6, DOK: 2, Bloom’s/RBT: Application/Apply)

Word-to-Word Connection Post Selection-Specific or Standard vocabulary words. Write the same vocabulary words on individual star cutouts and place in a container. In turn, ask students to select a star from the container, read the word, and provide a sentence that shows a connection to another vocabulary word (e.g., Student selects the word ground. The American flag should never touch the ground.). (RI.1.4, SL.1.6, L.1.4, L.1.5c, L.1.6, DOK: 2, Bloom’s/RBT: Application/Apply)

Suggested Formative Vocabulary AssessmentHave students illustrate understandings of assigned Selection-Specific or Standard vocabulary words. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(RI.1.4, L.1.4, DOK: 2, Bloom’s/RBT: Application/Apply)

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Unpacking the Standards

CCR Anchor Standard CCRA.R.9

Focus RI.1.9Identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Skilled readers develop the ability to gather information from multiple sources. When students read two texts on the same topic, they must consider the similarities and differences between the texts by answering the following questions:• What is the topic of both texts?• What information is included in each text?• Did I locate information in one text that is not in the other text?• How are the text features and illustrations in each text alike and different?To guide students in mastering this standard, assemble a variety of informational texts about one topic. Select two texts to read. Direct students to examine the cover, title, and table of contents of each text to determine similarities and differences. Ask students to think about how the authors have chosen to title and organize the information in the texts. As each text is read, model the Think Aloud strategy to answer the bulleted questions. Engage students in a discussion about the similarities and differences between the texts. Ask students to share which texts would be more useful for specific purposes and to support their choices (e.g., If you had to write a report on _______ , which text would be more useful? Why? Which text would you rather read independently? Why?). When students independently read two texts on the same topic, encourage them to consider the questions in order to identify the similarities and differences in the texts.

Instructional ActivitiesHighlight the Differences

Provide students with two texts on the same topic and two different colored highlighters or markers. Guide students to highlight or underline information that is the same in both texts with one color and information that is located only in one text in another color. Have students debrief identifications with partners. (Option: If texts cannot be marked, provide students with different colored sticky notes to flag the similarities and differences.) (RI.1.9, RI.1.10, SL.1.1, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Half and HalfProvide students with two texts on a common topic. Direct students to read both texts. Divide the class into two groups. Have Group 1 discuss similarities between the texts and Group 2 discuss differences between the texts. Display a T-chart with columns labeled Same, Different. Invite members of Group 1 to share the similarities between the texts and post on the chart. Invite members of Group 2 to share differences between the texts and post on the chart. Debrief the responses to confirm accuracy.(RI.1.9, RI.1.10, SL.1.1, SL.1.6, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Suggested Formative AssessmentProvide students with two texts on the same topic. Direct students to read both texts and complete the Venn Diagram graphic organizer to note similarities and differences between the texts. Use the evidence to clarify misconceptions and to plan further instruction or interventions.(RI.1.9, RI.1.10, W.1.8, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Venn Diagram

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Assessment of Standards (student pages 110, 114–115)

Michigan Standards for English Language Arts addressed in Assessment of StandardsRI.1.1, RI.1.2, RI.1.4, RI.1.6, RI.1.7, RI.1.8, RI.1.9, W.1.2

Item # AnswerItem

StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1to show how the �ag has changed

RI.1.7 CCRA.R.7 1 13 2 Analysis/Analyze

2 caused to remember RI.1.4 CCRA.R.4 1 10 2 Application/Apply

3how to draw a star with �ve points


4the song “You’re a Grand Old Flag”

RI.1.2 CCRA.R.2 1 9 2 Comprehension/Understand

5 after he met a soldier RI.1.1 CCRA.R.1 1 8 1 Knowledge/Remember

6 It shows pride for America. RI.1.8 CCRA.R.8 1 11 2 Comprehension/Understand

7

“The American Flag” is mostly about a �ag. “A Soldier and a Song” is mostly about a song.


8Some dogs help the police.

W.1.2 CCRA.W.2 2 3b 2 Application/Apply

9Cats lick themselves to get clean.

W.1.2 CCRA.W.2 2 3b 2 Application/Apply

InterventionsFocus RI.1.9

When formative assessments reveal students in need of intervention, use the following activities.

Intervention ActivitiesWhat Does Yours Say?

Have students work in pairs. Give each pair two texts on the same topic but direct each partner to read just one of the texts. After each partner has read the assigned text, post the following sentence frames: My text was about __________. What is your text about? In turn, guide students to provide details from the assigned texts using the sentence frames. Post the following sentence frame: My text is different from your text because __________. Direct partners to discuss similarities and differences in their texts using the sentence frames. Invite partners to share with the large group.(RI.1.9, RI.1.10, SL.1.1, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Circle the SimilaritiesAfter reading two texts on the same topic, direct students to fold sheets of paper in half and label one half with the title of the first text and one half with the title of the second text. Have students list key details from the texts under each title. Guide students to compare the lists to identify and circle the details that are similar from both texts. Have students note the details that are not circled and discuss the differences that are indicated.(RI.1.9, RI.1.10, W.1.8, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

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Skillful Thinking Skillful Thinking = Deeper Learning through Revised Bloom’s Taxonomy, Depth of Knowledge, and 9 Traits of Critical Thinking

(student page 116)

The 9 Traits of Critical ThinkingTM include adapt, collaborate, communicate, create, examine, inquire, link, reflect, and strive. These traits foster high-quality thinkers. On the Skillful Thinking page in each unit of the student edition, traits are selected and identified in each questioning prompt to reinforce student use of the traits in the context of English language arts. The labeling of the traits assists students in recognizing that the application of a focus trait is needed to complete the questioning prompt. The educator should note that each questioning prompt in the student edition is not limited to the identified trait since multiple critical thinking traits may be utilized by the student to successfully respond to the prompt.

Inquire – I seek information that excites my curiosity and inspires my learning. ✓ Engagement Indicator – Students initiate learning. ✓ Strategy to Facilitate the Inquire Trait – Teach students to question what they read and hear.

Answers may vary. Student responses might include: A person might want to write a song about the flag to honor the flag; to teach others about the flag; to tell how people feel about the flag.(RI.1.10, W.1.8, L.1.1, L.1.2, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Reflect – I review my thoughts and experiences to guide my actions. ✓ Engagement Indicator – Students show continuous learning during and beyond the task. ✓ Strategy to Facilitate the Reflect Trait – Teach students to examine thinking and become aware

of what and how they are thinking.Answers may vary. Students should specify a favorite line from “You’re a Grand Old Flag” and provide a reason for the choice.(RI.1.10, W.1.8, L.1.1, L.1.2, DOK: 3, Bloom’s/RBT: Evaluation/Evaluate)

Create – I use my knowledge and imagination to express new and innovative ideas. ✓ Engagement Indicator – Students generate and seek novel solutions, techniques, and ideas. ✓ Strategy to Facilitate the Create Trait – Place students in situations in which answers or

solutions are not obvious.Answers may vary. Student responses should include a design of an original flag for America with a name for the flag.(RI.1.10, W.1.8, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Motivation Station (student page 117)

Student responses should include words from the box recorded in the appropriate star(s). Parade – bands, floats, queens, clowns, flags; School – pencils, books, teachers, glue, flags, desks, bands(L.1.5a, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Journal (student page 117)

Answers may vary. Student responses should specify the rule for respecting the flag that is the most important and provide a reason for the opinion.(RI.1.10, W.1.1, W.1.8, L.1.1, L.1.2, DOK: 2, Bloom’s/RBT: Evaluation/Evaluate)

Unit 13

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Word Study (student page 118)

The Word Study activity focuses on segmenting one-syllable words into individual sounds.Students should record the letter(s) that form(s) each sound in the word on the lines and match the word to its picture. Answers: 1. s t o p 2. y ar n 3. sh e ll 4. f r o g 5. b oa t 6. t ee th (RF.1.2d, DOK: 1, Bloom’s/RBT: Application/Apply)

Michigan Standards for English Language Arts addressed in Word Study RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Word Study Instructional ActivityProvide students with counters, cubes, or other small objects. Call single-syllable words and direct students to place one object on desks or tables for each sound they hear in the words (e.g., for snake, students should place four objects on their desks). After objects have been placed, guide students to tap objects as they say the sounds in the words and state the number of sounds in the words. Option: Ask students to state which letters are used to spell specified sounds (e.g., The /ā/ in snake is spelled a_e.).(RF.1.2d, DOK: 1, Bloom’s/RBT: Application/Apply)

Performance Task Assessment

Focus RI.1.10, W.1.2, W.1.5, W.1.6, W.1.7, W.1.8, SL.1.4, SL.1.5, SL.1.6, L.1.1, L.1.2

Performance TaskDesign and create an original patriotic symbol for America. Write directions to explain how to make the symbol. Present your symbol and directions to an audience.(DOK: 4, Bloom’s/RBT: All)

Performance Task Steps1. Read “The American Flag” and “A Soldier and a Song.”2. Use digital and print sources to read information and observe graphics of patriotic symbols. 3. Determine the patriotic symbol you will create. 4. Answer questions about your task.

• Why were stars and stripes placed on the first American flag?• What designs and colors will you use for your symbol?• What materials will you need to make your symbol?• How will you make your symbol look original?• How will your symbol represent America?• What steps will you include in your directions?

5. Create your patriotic symbol. 6. Write the directions to explain how to make your symbol.7. Share your symbol and directions with an audience.

Scoring CriteriaUse a rubric with the following criteria to guide student self-assessment and teacher scoring: Originality, Clarity of Steps, Language and Conventions, Effective Presentation Techniques.

Unit 13

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ELA | LEVEL 1STUDENT EDITION SAMPLE UNIT


Name __________________________________________

The American Flag and A Soldier and a Song Unit 13 Selection

The American Flag

Have you heard of “Old Glory”? Do you know about

“The Stars and Stripes”? These are names for the American

flag.

The flag is a symbol of America. America became a country

in 1776. America began with thirteen colonies.

People believe the first flag was made by a lady. Her name

was Betsy Ross. The flag that Betsy Ross made had thirteen

stripes. Seven stripes were red. Six stripes were white. Betsy

Ross sewed thirteen white stars on the flag. The stars had five

points. Betsy placed the stars on a blue square. The stars and

stripes reminded people of the thirteen colonies.

Read each passage. Answer the questions.

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Name __________________________________________

The American Flag and A Soldier and a SongUnit 13 Selection

Do you know how to draw a star with five points? Look at

the chart. It shows how to draw a star.

1 2 3 4

Today’s flag has thirteen stripes. It has fifty stars. The flag

has one star for each state. These stars have five points. They

look like the stars on the first flag.

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Name __________________________________________


It is important to show respect for the flag. Follow these

rules to show respect.

• Stand when the flag passes by you.

• Place your right hand over your heart when

you see the flag.

• Do not let the flag touch the ground.

• Do not write on the flag.

America’s flag is seen in schools and in parades. Americans

are proud when they see the flag. They know it is a symbol. It

means “the land of the free and the home of the brave.”

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Name __________________________________________

The American Flag and A Soldier and a SongUnit 13 Assessment

1. Why did the author use two pictures of the flag?

• to explain how to make a flag

• to tell why the flag has stripes

• to show how the flag has changed

2. Read the sentence.

The stars and stripes reminded people of the thirteen colonies.

What does reminded mean?

• caused to remember

• made to forget

• helped to find

3. What does the reader learn from only the chart?

• how to make a flag

• how to show respect to the flag

• how to draw a star with five points

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Name __________________________________________


A Soldier and a Song

Long ago, a man wrote a song about the American flag. His

name was George. He loved America. He loved music, too.

George wrote the song after he met a soldier. The soldier had

an old, worn flag. He said to George, “She’s a grand old rag.”

The man’s words gave George an idea for a song. He wrote

the words and music to “You’re a Grand Old Rag.”

George sang the song. Some people did not think the

flag should be called a rag. George changed the word to show

respect. Americans sang George’s song about the flag.

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Name __________________________________________

The American Flag and A Soldier and a SongUnit 13 Selection

Today, people sing “You’re a Grand Old Flag” in parades,

at ball games, and at schools. Singing this song shows pride

for America and its flag.

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Name __________________________________________


“You’re a Grand Old Flag”by George M. Cohan

You’re a grand old flag,

You’re a high flying flag,

And forever in peace may you wave.

You’re the emblem of the land I love,

The home of the free and the brave.

Every heart beats true

’Neath the Red, White, and Blue,

Where there’s never a boast or brag.

But should auld acquaintance be forgot,

Keep your eye on the grand old flag.

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Name __________________________________________

The American Flag and A Soldier and a SongUnit 13 Assessment

4. What is the main topic of “A Soldier and a Song”?

• the song “You’re a Grand Old Flag”

• how to take care of a flag

• meeting a soldier

5. When did George write the song?

• after he saw a flag

• after he met a soldier

• after he went to a parade

6. Why did the author say that people like the song “You’re a Grand Old Flag”?

• It is fun to sing.

• It is a nice song.

• It shows pride for America.

7. How is “The American Flag” different from “A Soldier and a Song”?

• “The American Flag” is mostly about a song. “A Soldier and a Song” is mostly about a flag.

• “The American Flag” is mostly about a flag. “A Soldier and a Song” is mostly about a song.

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Name __________________________________________

The American Flag and A Soldier and a Song Unit 13 Revising/Editing

8. Which sentence tells a fact about dogs?

• Dogs are the best pets.

• Some dogs help the police.

• My dog is cute and has brown fur.

9. Luke is writing about cats. Read the sentences. Answer the question.

Cats clean themselves in a different way than people. People take baths or showers. Cats do not like getting wet.

Which sentence tells another fact about the topic?

• My cat meows loudly when he gets wet.

• Cats lick themselves to get clean.

• Some cats have green eyes.

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Name __________________________________________

The American Flag and A Soldier and a SongUnit 13 Skillful Thinking

Why might a person want to write a song about the flag?

___________________________________________

____________________________________________________

Inquire

The American Flag and A Soldier and a Song

Which line from “You’re a Grand Old Flag” is your favorite?

___________________________________________

Write a reason for your choice. ___________________________

____________________________________________________

Reflect

Design a new flag for America.

Name your flag. ______________________________________

Create

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Name __________________________________________

The American Flag and A Soldier and a Song Unit 13 Creative Thinking

Read the words in the box.

bands pencils teachers clowns desks

�oats books queens glue �ags

Parade School

Write each parade word in the Parade star.Write each school word in the School star.

Which rule is most important for respecting the flag? _________

____________________________________________________

Why? _______________________________________________

____________________________________________________

Motivation Station

Journal

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Name __________________________________________

The American Flag and A Soldier and a SongUnit 13 Word Study

Read each word. Write the letter or letters that make each sound. Draw a line to match each word to its picture.

1. stop ___ ___ ___ ___

2. yarn ___ ______ ___

3. shell ______ ___ ______

4. frog ___ ___ ___ ___

5. boat ___ ______ ___

6. teeth ___ ______ ______

1. Sing patriotic songs with your child.

2. Help your child create a flag that symbolizes your family.

Parent Activities

tea€¦ · unit 3 what makes the rain? informational: scientific text – focus ri.1.2..... 26...

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