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Teacher's Manual Teacher’s Manual Level 1 | Volume A Teacher’s Manual Level 1 | Volume A Reading Roots 4th Edition was developed under the direction of Robert E. Slavin and Nancy A. Madden, codirectors of the Success for All Foundation. 20000.1A Reading Roots 4th Edition Teacher’s Manual, Level 1, Volume A © 2010 Success for All Foundation. All rights reserved. Produced by the Reading Roots 4th Edition Team Director of Development: Nancy A. Madden Director of Early Childhood Programs: Bette Chambers Project Manager: Kate Conway Rollout Coordinator: Kristal Mallonee Developers: Jennifer Austin, Kate Conway, Richard Gifford, Flo Kennedy-Stack, Christina Padres, Pam Russell Field Advisor: Tracy Heitmeier Editors: Marti Gastineau, Janet Wisner, Natalie Tyler Professional Development Design: Patrice Case-McFadin, Terri Morrison Project Coordinator: Marguerite Collins Designers: Debra J. Branner, Susan Perkins Production Artists: Kathy Brune, Irina Mukhutdinova, Michele Patterson, Karen Poe, Tina Widzbor Proofreaders: Meghan Fay, Samantha Gussow, Betty Wagner, Natalie Tyler Data Tools Developers: Jennifer Austin, Nancy A. Madden, Terri Morrison Online Tools: Michael Knauer, Christian Strama, Victor Matusak Reading Roots software for the interactive whiteboard was developed in conjunction with the Centre for the Study of Learning and Performance at Concordia University. Video material referenced in this manual includes segments from the award-winning PBS television literacy education series Between the Lions®, which is produced by WGBH and Sirius Thinking, Ltd. Between the Lions® is funded in part by a Ready to Learn Television Cooperative Agreement from the U.S. Department of Education through the Public Broadcasting Service and by the Corporation for Public Broadcasting. Major support is also provided by the Civil Society Institute. © 2003 WGBH Educational Foundation and Sirius Thinking, Ltd. All rights reserved. Between the Lions®, Get Wild about Reading, and the BTL characters and related indicia are trademarks or registered trademarks of WGBH Educational Foundation. All third-party trademarks are the property of their respective owners. Used with permission. This version of Reading Roots was partially funded by a grant from the Bowland Trust. A Nonprofit Education Reform Organization 200 W. Towsontown Blvd., Baltimore, MD 21204 PHONE: (800) 548-4998; FAX: (410) 324-4444 E-MAIL: [email protected] WEBSITE: www.successforall.org Level 1 Table of Contents Introduction . .v Start-Up Lesson . .xxvii Lessons Lesson 1 . .1 Lesson 2 . .31 Teacher Page—Stretch and Read . .51 Lesson 3 . .59 Lesson 4 . .87 Lesson 5 . .119 Teacher Page—Finger Detective . .137 Lesson 6 . .161 Teacher Page—Stretch and Count/Stretch and Spell . .189 Lesson 7 . .201 Lesson 8 . .237 Appendix . .267 FastTrack Phonics Optional Review Lessons 1–15 . .269 FastTrack Phonics Graphemes . .329 The Alphabet Chant . .331 Alliterative Phrases . .333 Letter Group Phrases . .334 Letter Writing Cues: Manuscript . .335 Letter Writing Cues: D’Nealian . .336 Shared Story and STaR Story Title List . .337 Shared Story Skills . .339 STaR Story Objectives . .343 Adventures in Writing Scope and Sequence . .347 Adventures in Writing Objectives . .350 Phonics Picture Card List. .353 Lesson Index for Levels 1 and 2 Language Development Cards . .354 Reading Roots 4th Edition | Teacher’s Manual | Level 1 | Volume A iii Level 1 Table of Contents . Alphabetical Index for Levels 1 and 2 Language Development Cards . .358 Blackline Master—Graphics for Writing Strategies Bank . .361 Read & Respond Form —English. .365 Read & Respond Form —Spanish . .367 Reading Celebration Certificates. .369 Super Team, Great Team, Good Team Certificates . .370 Team Cooperation Goals . .373 Reading Strategy Cue Card. .374 Administering the FastTrack Phonics Assessment . .375 FastTrack Phonics Assessment Items. .379 FastTrack Phonics Student Pages —Assessments 1–3 . .380 Administering the Structured Oral-Language Observation (SOLO) . .385 SOLO Record Forms . .387 SOLO Student Pages—SOLOs 1–3. .389 Teacher Cycle Record Form for Non-Data Tools Users . .392 iv © 2010 Success for All Foundation Introduction What is Reading Roots 4th Edition? Reading Roots 4th Edition is a comprehensive reading program for beginning readers. It provides a strong base for students’ literacy and fosters a love for reading through systematic phonics instruction, rich literary experiences, oral-language and vocabulary development, thematically focused writing instruction, and opportunities to read decodable stories. The Reading Roots 4th Edition Teacher’s Manual consists of four volumes with forty-eight engaging lessons that provide fun and interesting activities centered on literature and grade-level, decodable text. Each lesson contains instruction and practice in phonemic awareness and phonics (FastTrack Phonics), student story reading (Shared Story), interactions with children’s literature (Story Telling and Retelling), and writing (Adventures in Writing). The lesson components work together to help develop oral language and foster a genuine love for reading and writing. The students in a Reading Roots 4th Edition classroom work together cooperatively in partnerships and teams. They are focused and engaged in helping one another to figure out words and their meanings, read fluently, and write effectively. Reading Roots 4th Edition | Teacher’s Manual | Level 1 | Volume A v Introduction . What are the expected outcomes for students using Reading Roots 4th Edition? You can expect to see dramatic growth and development in the following areas of reading instruction. For each area, the specific skills that students are expected to achieve are outlined below. Oral-Language and Vocabulary Development The students will: • speak in elaborate sentences using complex vocabulary. • connect ideas and experiences with partner discussion. Phonemic Awareness The students will: • hear and manipulate sounds in words. Auditory sound blending Auditory sound segmentation Word Skills The students will: • use letter-sound correspondences. • blend sounds and syllables to read words. • write sounds. • write words. • recognize sight words. Fluency The students will: • read smoothly and accurately with expression. • use appropriate emphasis and inflection. • read with one-to-one correspondence, without losing place or skipping words. vi © 2010 Success for All Foundation Introduction . Comprehension The students will: • identify story elements in a narrative. • identify the main idea and supporting details in expository texts. • preview. • make predictions. • monitor for meaning. • retell what is read. • use context clues. • recognize and self-correct errors. Writing—Sentence Level The students will: • write in complete sentences. • address questions asked or respond to a writing prompt. How the Areas of Reading Instruction Are Addressed Oral-Language and Vocabulary Development Oral-language and vocabulary development is a primary focus of Reading Roots. The students learn an array of vocabulary words through both the Shared Story and STaR parts of the lessons. Vocabulary words are defined by the teacher and discussed by the teacher and students as the words are encountered during the reading of the stories. The students also write sentences with the vocabulary words during STaR. An activity designed to review STaR vocabulary, Silly or Sensible?, occurs in approximately every third lesson. The teacher is taught to support the students in elaborating their sentences during Alphie’s Question Quiz. General oral-language development is fostered through the thematic connection between the Shared Story and the STaR story. This is enhanced as students respond to writing prompts that relate to the topic or theme of the stories during Adventures in Writing. The use of cooperative learning throughout all lesson components ensures numerous opportunities for the students to practice using new vocabulary in the context of connected speech. Reading Roots 4th Edition | Teacher’s Manual | Level 1 | Volume A vii Introduction . Phonemic Awareness Phonemic awareness is the understanding that words are made up of separate, distinct phonemes, or sounds. To the literate adult, this connection may seem obvious—of course words are made up of different sounds! However, this understanding is not always gained as children learn to speak. Phonemic awareness isn’t really necessary to speak a language (a natural process); but it is necessary to read and write in a language (a learned process). Since phonemic awareness isn’t acquired naturally, the way language is, it must be explicitly taught. Phonemic-awareness activities train the ear; the students focus on the different sounds, or phonemes, they hear in words. Much time and attention is devoted to hearing the separate sounds in words and blending sounds together to make words in Reading Roots. (This instruction is especially helpful for English language learners.) In the FastTrack Phonics part of early lessons, you will notice that the focus is on the sounds of letters and not on letter names. Focusing on the sound facilitates the learning of letter-sound correspondence, a critical element for the effective use of sound blending when learning to read. Word Skills (Phonics and Sight Words) Unlike phonemic awareness, which is associated with the spoken word, phonics is associated with the written word. Phonics activities train the eye and the hand; the students learn how to read and write the letters or letter groups (graphemes) that represent
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