Discover Phonics - PROGRAM SAMPLER

51 ✴ ★ ✦ ✴ ★ ✦ ✴ ★ ✦ ✴ ✦ • • ✴ ✦ • • ✴ ✦ • • Fluency Phrasing Display the passage at the bottom of Worktext Page 9. Read the first two sentences with awkward phrasing. For example, say: I would / like / to have a / cute pet / snake. Read again with fluent phrasing: I would like / to have / a cute pet snake. Tell students that when they read, it’s important to chunk meaningful words together and avoid pausing in the middle of those chunks. Read aloud the passage with appropriate phrasing and have students echo read each sentence. Then have students mark their copies of the passage with a slash to indicate chunks of meaning. ✼ ENGLISH LEARNERS Beginner/Intermediate ➜ Pair English Learners with proficient readers to mark their passages. Alternatively, provide students with a marked copy of the passage and have them practice reading it with a partner. Read Connected Text When Will We Take Off? A Z Vocabulary Front load vocabulary in the decodable reader with these student- friendly explanations: • pavement: Roads, parking lots, and sidewalks are covered with pavement. • update: When you get an update, someone tells you what is happening or when you can expect something to happen. Give each student a copy of the connected text. Have a volunteer read aloud the title. Invite students to predict what the book is about. Use Reading Routine 1 to read the book. First, students whisper read each page. Then choral read as students track the print. Daily Writing Dictate these sentences and have students write them. • I hope we will not have to change to another plane. • It would not be fun to move. Have students turn to page 5 of When Will We Take Off? and use the proofing marks on BLM 2.5 to proofread their work independently or with a partner. ✺ AMPLIFY Invite students to write additional sentences to tell what happened in the book. Challenge them to use spelling words in their writing. ✷ ASSESS AND RETEACH Assess Have students read aloud the High-Frequency Word Cards came, change, close, here, home, life, page, place, take, where. Reteach Guide students to notice the similarities and differences in the words. Sort the words into three categories, without telling students what they are: • VCe words with a long vowel sound (came, close, home, life, page, place, take) • words without long vowel sounds (here, where) • words with more than one letter between the vowel and magic e (change) Prompt students to analyze the words and tell what the categories are. Then have students read the words aloud again. Decodable Reader When Will We Take Off? When Will We Take Off? Support students as they take their first steps towards literacy. Vista Higher Learning’s Decodable Readers help students build essential early literacy skills to become successful readers. A wide range of engaging, beautifully illustrated readers, including pre-decodable and decodable readers, provide the building blocks for literacy. PHO23_L3_DR_w02_TakeOff_CVR.indd 1 09/07/2021 20:26 19 WEEK 2 • DAY 2