Teacher Materials

Teacher Guide, Volumes 1 and 2 Teacher Resource Guide

Maryanne Wolf

What will you find in this sample?

The Teacher Guide Volumes 1 and 2 contain instruction for Units 116 with full scripting for initial lessons and new activities. Be sure to look for: Unit OpenerProvides an overview of new content and skills to be covered in each unit page 1 Lesson At-A-GlanceProvides teacher and student objectives for each lesson pages 2, 26 Materials ListsTell what manipulatives to use for each lesson and where to find them pages 3, 27 Step-by-Step Scripted InstructionEnsures fidelity of implementation pages 425, 2834 How and where to useCore Words, WordWork Books, Minute Story Anthologies, Metacognitive Tips Posters, the Word Web, and Image Cards to build word connections pages 10, 17, 31, 33 The Teacher Resource Guide provides an overview of the program goals and research. Read the TRG thoroughly before beginning implementation and reference it regularly to support daily instruction and to conduct assessments and interpret their results. Be sure to look for: Semantic Resource Sheets pages 3739 Assessment Overview pages 4041

UNIT 3

Students learn the Ender Bender Tip, Ender Bender s, and practice identifying nouns and verbs in sentences and in connected text. They are also introduced to the difference between real words and non-words.

The Bat

New in this unit:

Core Words bat, pat, ham, tag Sound-Symbol Correspondences Consonants: b, f, h, m, z Rime Patterns ag, at Eye-Spy Words do, on, not, see, at, it, she, his, happy Grammar and Usage Parts of Speech: verbs, pronouns Sentence Structure Noun + verb = sentence Noun + verb + noun = sentence Minute Stories The Bat At Bat Tag the Ham Tips Ender Bender s Planning Information 4-lesson unit

Knowing that the same word can be used as a noun or a verb facilitates students comprehension of many sentences.

UNIT 3

LESSON 1

Lesson 1 A T - A - G L A N C E
LESSON 1 ACTIVITIES TIME (MINS.) 3 STUDENT OBJECTIVES Describe the Rhyme-Time Tip (Phonology); identify rime patterns in Core Words (Orthography); read the Word Wall with speed (Fluency). Provide words from Image Card clues (Semantics, Retrieval). PAGE 114

Welcome

Review the concept of rime families and rime patterns am and ap.

Warm-Up

115 117

Identify MIMs of Core Words.

Easy to use: objectives summarize usage pictured in the Image 6 Identify noun/verb student goals at-a-glanceand/or as used in sentences (Syntax, Cards Introduce the thing/actionnoun/verb concept.
Nouns vs. Verbs
Semantics).

Word Introduction bat

PART I

Word introduction for the first of two new Core Words with the same rime pattern.

Introduce MIMs of bat

Semantic introduction of bat. PART II

Provide three meanings of bat (Semantics) and use the meanings in sentences (Syntax). Segment phonemes, name letters, review soundsymbol correspondences of bat, and blend to word level (Phonology).

120

Review Sound-Symbol Correspondences of bat

Phonological introduction of bat.

122

Word Introduction pat

PART I

Word introduction for the second of two new Core Words with the same rime pattern.

Introduce MIMs of pat

Semantic introduction of pat. PART II

Provide three meanings of pat (Semantics) and use the three meanings in sentences (Syntax). Segment phonemes, name letters, review soundsymbol correspondences of pat, and blend to word level (Phonology).

123

Review Sound-Symbol Correspondences of pat

Phonological introduction of pat.

125

Entire Unit 3, Lesson 1 activity pages are provided here from Teacher Guide, Volume 1.

RAVE-O Unit 3 Lesson

LESSON 1 ACTIVITIES

TIME (MINS.) 4

STUDENT OBJECTIVES

PAGE

Working With Words bat and pat Examine Rime Patterns

Examine the rime patterns in bat and pat. PART III Examine the rime patterns in bat and pat and use the Jam-Slam Tip to create words (Orthography). Name Starter and Rime Pattern Cards; use cards to create bat and pat; write the words and phrases (Orthography, Syntax). Provide associated words (MICs) for each MIM to create a Word Web for bat (Novel Thought, Semantics). 126

Create bat and pat Word Web: bat

PART IV

129

Build words independently with sublexical orthographic units. 8 Review the Word Web structure as a way of exploring multiple meanings and the words connected to each meaning.

132

Ticket Out the Door

Review and use nouns and verbs in sentences.

Page references save verb and Identify MIM of Core Word as a noun or ateachers time 135 use in an oral sentence (Semantics, Syntax).

MATERIAL S
TOOLKIT Core Word Cards: bat, pat Rime Pattern Cards: at Starter Cards: b, p Image Cards: jam, ram, lap, tap, bat, pat Question Words Poster Sentence Builder Poster Jam-Slam Poster MIM Poster MIC Poster Word Web WordWork Books Unit 3Semantic Resource Sheets (see the Teacher Resource Guide) Small magnifying glasses CLASSROOM Pocket chart Index cards Self-stick notes (three colors) Word Wall TEACHER-PROVIDED Treasure chest Detective hat (optional) Pictures and props that represent bat Pictures and props that represent pat Tactile cards: at (one per student) Photocopy of three Image Cards for bat Photocopy of Core Word Card for bat Preparation: Write Noun-Thing and Verb-Action on two index cards. TEACHER RESOURCE GUIDE Word Introductions with Semantic Resource Sheets, Assessment Guidelines and Assessment Forms, the Image Card Catalog, Word Wall Chart, and other usefulresources. ONLINE RESOURCES Instructional Blackline Masters, Assessment Forms (Unit POSSuM Checks: teacher and student versions; Minute Stories for Timed Readings, Class Assessment Record Form), and Home-School Connections (parent letters and materials). www.soprislearning.com/ raveoresources

Less teacher planning: materials lists provide teachers with more implementation time

RAVE-O Unit 3 Lesson

UNIT 3

LESSON 1

Welcome
3 minutes

Review the concept of rime families and rime patterns am and ap. STUDENT OBJECTIVES: Describe the Rhyme-Time Tip (Phonology); identify rime patterns in Core Words (Orthography); read the Word Wall with speed (Fluency). ACTIVITY SUMMARY: STEP 1. Welcome students. Read words on the Word Wall together with students. STEP 2. Review theam rime family section on the Word Wall. Remind students of the Rhyme-Time Tip. STEP 3. Elicit that beginning letters are called starters. Review how to jam the rime pattern and slam on the starter to make words. Elicit the name of theap rime family. STEP 4. Have students individually read all of the words on the Word Wall.

MATERIALS Classroom/TeacherProvided Word Wall

ACTIVITY DETAIL: STEP 1. Hello, Word Explorers! Are you ready for a new word adventure? Before we learn some new Core Words, lets look at our words on the Word Wall and read them together. Direct students attention to the Word Wall and read the words together: ram, jam, lap, tap. Very good work! STEP 2. Point to theam rime family section on the Word Wall. What do these words have in common? (Elicit: They rhyme.) What part of them is the same? (Elicit: They sound the same in the middle and at the end.) What is the name of the tip weve learned about words that sound the same in the middle and at the end? (Elicit: The Rhyme-Time Tip.) And who gave us this tip? (Elicit: The rhyme-time clock.) What a jewel of a tool rimes are! Cover the starters to show only the rime pattern am. Do you remember the name of this rime family? (Elicit: Theam family.) Yes, thats right! Its theam rime family.

RAVE-O Unit 3 Lesson

STEP 3. Cover the am rime patterns on the Word Wall. We call the first letters in a word the . . . . (Elicit: Starters.) By jamming the rime pattern and slamming on the starters, we can make many words. By learning how to find the rime patterns, the better and more quickly we can read and write words. And who gave us this tip? (Elicit: Jam-Slam Man.) What other rime pattern do you see on the Word Wall? (Elicit: ap.) Now that youve found the ap rime pattern on the wall, can you slam a starter onto it to make one of its rime family words really fast? Pause for students to answer with an appropriate word. Challenge students to say the words tap and lap fast. Now lets see how fast each of you can say tap and lap. STEP 4. Who can read all of the words on our Word Wall as fast as you can? Invite all students to read the words as quickly as they can.

Explicit scripting guides teachers instruction and supports fidelity of implementation

UNIT 3

Warm-Up
Identify MIMs of Core Words. 5 minutes STUDENT OBJECTIVES: Provide words from Image Card clues (Semantics, Retrieval). ACTIVITY SUMMARY: STEP 1. Remind students that the Core Words are MIM words. Elicit the meaning of MIM.Display the Image Cards. STEP 2. Play a game in which several Image Cards are turned facedown and students take turns turning the cards over and giving the Core Word and MIM that are associated with the word on the card.

MATERIALS Toolkit Image Cards: jam, ram, lap, tap Classroom/TeacherProvided Word Wall

ACTIVITY DETAIL:

Structured lesson format and step-by-step details guide instruction

STEP 1. What else do we know about the Core Words jam, ram, lap, and tap on the Word Wall? Here is a clue: Think Ms.MIM! (Elicit: Thewords on the wall are MIM words. They have many interesting meanings.) Ms. MIM has many legs just like MIM words have many interesting meanings. Do you think Ms. MIM has enough legs for all the meanings we can find for a word?
RAVE-O Unit 3 Lesson 5

UNIT 3

LESSON 1
Display a selection of Image Cards for jam, ram, lap, and tap. Choose a subset of Image Cards that are easily identifiable as nouns or verbs, as this is important for the next activity. Suggested cards: Jam card depicting: preserves, noun; jamming clothes into a suitcase, verb; music band jamming, verb. Ram card depicting: male sheep, noun; cram or stuff, verb; part of computer, noun. Lap card depicting: area of body, noun; one segment of a track, noun; drink with the tongue, verb. Tap card depicting: faucet, noun; strike lightly, verb; tap a tree, verb. You found all of these meanings for our MIM words. We can see them on our Image Cards. STEP 2. Now were going to play a game to see who can remember which words and MIMs the Image Cards belong to. Turn the Image Cards facedown and spread them out on the floor or on a table for students to see and to move around. Ive turned the Image Cards over so that no one can see the pictures. When its your turn, turn one card over and tell the group the Core Word and MIM on the picture. If youre correct, then you keep the card. If youre not correct, turn the card over and place it with the other cards again. If we can match each Image Card to a Core Word, then we all win! OK, who would like to start the game? Have students play the game until all of the cards have been turned over. Assist students who are struggling by giving them clues.
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Image Cards

RAVE-O Unit 3 Lesson

Nouns vs. Verbs

Introduce the thing/actionnoun/verb concept. 6 minutes STUDENT OBJECTIVES: Identify noun/verb usage pictured in the Image Cards and/or as used in sentences (Syntax, Semantics). ACTIVITY SUMMARY: STEP 1. Explain that words can have different jobs in a sentence such as naming a thing or an object, a place, or a person. On the board, write these three categories as column heads: Thing or Object, Place, and Person.

MATERIALS Toolkit Image Cards: jam, ram, lap, tap (from the previous activity) Sentence Builder Poster Classroom/TeacherProvided Self-stick notes

UNIT 3

STEP 2. Suggest or elicit examples in each category and write the examples below Minimal teacher prep: each heading. Explain that these types of words have a special name, and that materials are listed at name is noun. Write NOUN centered above the three categories.

point of use

STEP 3. Explain that some words are action words. Action words are called verbs. STEP 4. Introduce that one word can have MIMs that are both verbs and nouns. STEP 5. Play a game with the Image Cards. Put NounThing and VerbAction labeled index cards on a table. Have students sort the Image Cards into the two categories. Review the names and functions of nouns and verbs. STEP 6. Explain that when a word is used in a sentence, you can see which MIM is being used and what job that MIM is doing. ExamineMIM use in the sentence: The ram rams. STEP 7. Explain that a sentence has at least one noun and one verb. Place example of a verb (written on a self-stick note) on the Sentence Builder Poster.

ACTIVITY DETAIL:

Activity Summary looked closely at the meanings of our Core Words, were going STEP 1. Now that weve provides teachers with aamazingglanceabout them. They can have different jobs! to learn another quick thing of what Thejob of some each lesson entails or object, a place, or a person. words is to name a thing
Write Thing or Object, Place, and Person spaced out across the board. Leave room above the labels for NOUN. STEP 2. If available, point to items as you name them. A name of a thing or object might be desk, board, or pencil. It can also be a car, bike, or dog. Athing or object might be something that you eat, like an apple; or that you wear, like a shoe; or play with, like a ball. Who can give me the name
RAVE-O Unit 3 Lesson 7

UNIT 3

LESSON 1
of a thing or object to write on the board? (Elicit several names of things or objects, and write them on the board under the Thing or Object column head.) A name of a place might be your country, state, city, or school. What nouns shall I write this time? (Elicit several names of places, and write them on the board under the Place column head.) The name of a person might be like yours (say the name of a student); or it could be the name of a persons job, like principal, fireman, teacher, or student. It could even be a character, like Harry Potter or Amelia Bedelia. Who can tell me their name? (Elicit several student names.) Who knows the name of someone famous? (Elicit several names, and write them on the board under the Person column head.) All of these name words have a special name. These name words are called nouns. Nouns have a special job in a sentence. They are... (Elicit as you point to the column heads on the board.) the name of a thing or object, a place, or a person. Ill write the word noun here so that we remember that nouns name different things. (Write NOUN above the three classifications of nouns.) STEP 3. Now we know a little about nouns and what their job is in a sentence. There are other words whose job is pure action! We call these action words verbs. Actions can be things like running, sleeping, or biking. Verbs are actions you do. Lets act out a few verbs. Who can tap their fingers? Have one student demonstrate the action. Who can pretend to jam to music? Have one student demonstrate the action. Jump? Have one student demonstrate the action. Can you think of other action words? (Elicit several action words.) STEP 4. Whats really clever is that our MIM words can have one meaning thats a noun and another meaning thats an action verb. Who can figure out one of our MIM words that can be both a noun and a verb? (Elicit the noun and verb meanings of a MIM word such as jam.) STEP 5. Gather together the Image Cards. On two blank index cards, write Noun Thing and VerbAction. Place the cards on a table. Lets play another game with the Image Cards. I have two labels. One says NounThing, and the other says VerbAction. Lets put each of the Image Cards under one of these labels and see which ones are nouns and which ones are verbs. Well use this question to help us figure out which label to put a card under: Is the word a thing or is the word an actionI do? Use this question when holding up an Image Card. You may also use the words in sentences if you think the noun or verb meaning is not obvious. Sort the cards under the two headings. If students are confident, have them work with a partner to sort some of the remaining cards. If not, go through all of the Image Cards with the entire group.

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Image Cards

RAVE-O Unit 3 Lesson

Very good job, Word Builders! When youre thinking about the jobs that words do in a sentence, you can ask yourself what question? (Elicit: Is this a thing or is this somethingI can do?) Who can remember the special word for words that are things? (Elicit: Nouns.) Whats the special word for words that are action words? (Elicit: Verbs.) STEP 6. When we use a word in a sentence, we can see which meaning of the MIM word is being used and what job its doing. Write this sentence on the board: The ram rams. What does this sentence say? Have a student read the sentence. Who can underline the noun in this sentence? Have a student underline ram on the board. How do you know it is a noun? (Elicit: Ram is the name of a thing.) Who can underline the verb in this sentence? Have a student underline rams on the board. How do you know it is a verb? (Elicit: In this sentence, rams is an action word because it tells us what the noun ram is doing.) STEP 7. In every sentence that you read, theres always a noun to tell us who or what the sentence is about, and theres always a verb to tell us what the noun is doing. So youve learned something else today. Every sentence has at least one noun and one verb. Youre becoming great Sentence Builders! Hold up the Sentence Builder Poster. Heres our Sentence Builder Poster with Nouns and Verbs and their jobs on it. Lets put a verb on there to remind us what its job is in a sentence. Write rams on a self-stick note, then affix it to the Sentence Builder Poster under VerbsAction Words. Well put the poster back on the wall to remind us what jobs these words do.
Pronouns

UNIT 3
Sentence Builder
people, places, things

Nouns

Verbs
action words

Helping Verbs

Describers
adjectives

Prepositions
VIPs

Sentence Builder Poster

RAVE-O Unit 3 Lesson

UNIT 3

LESSON 1
WORD INTRODUCTION (BAT: PART I)
MATERIALS Toolkit Core Word Cards: bat Image Cards: bat MIM Poster Unit 3Semantic Resource Sheets Classroom/TeacherProvided Pocket chart Treasure chest Index cards Pictures and props that represent bat

Introduce MIMs of bat

Semantic introduction of bat. 4 minutes STUDENT OBJECTIVES: Provide three meanings of bat (Semantics) and use the meanings in sentences (Syntax). ACTIVITY SUMMARY: STEP 1. Have a student take the Core Word Card for bat from the treasure chest. Determine if any student can read the word to the class before you do. STEP 2. Remind students of the MIM Tip. Use Image Cards, Unit 3 Semantic Resource Sheets (see the Teacher Resource Guide), and other props to elicit discussion of the multiple meanings of bat as both a noun and a verb. Place an Image Card for each new meaning in the pocket chart. STEP 3. Ask students to generate at least three MIMs for bat and use the meanings in sentences. Remind them to be on the lookout for the different meanings ofwords.

Instructions for Core Words

NOTE: Theword introductions in Unit 3 use all three pairings of words from which students can deduce a new rime pattern. For more information about word pairings and word introductions, see the Word Introductions section of the Teacher Resource Guide, page 53. For the most appropriate strategies for teaching the semantic meanings of words, see the Teacher ResourceGuide, page 87. ACTIVITY DETAIL: STEP 1. Display the treasure chest. Lets get started with our next new Core Word. Are you ready? Who wants to pull the next word from the treasure chest? Invite a student to take the Core Word bat from the treasure chest and hold the card up for everyone to see.
3.1.a

And the next Core Word is... bat. Pause to check if any student can read it.

Image Cards

Instructions for Image Cards

10 RAVE-O Unit 3 Lesson

STEP 2. Some words are special MIM words. Can everyone tell me what MIM means? (Elicit: Many Interesting Meanings.) Correct! Many Interesting Meanings. Just like Ms. MIM has many legs, MIM words have many different meanings. Do you think that bat is a MIM word? (Elicit: Yes.) Who can think of an interesting meaning for bat? (Elicit a variety of meanings for bat from students using questions, Image Cards, other pictures, props, Unit 3 Semantic Resource Sheetssee the Teacher Resource Guideand role-playing to prompt discussion.) For example, using Image Cards: See the picture of this animal? Who knows what this animal is? (Elicit: A bat.) Yes, this isengagement look at this Motivating: active called a bat. Now picture. What is next toand multisensory activities increasea bat. Abat the ball? (Elicit: A bat.) Yes, thats right, can bat a ball. Oh, waitthats another meaning of bat! opportunity for learning Have students use bat in sentences, and note whether the meaning is a noun or a verb. So can bat have an interesting meaning that is a thing? (Elicit: Yes.) Can bat have an interesting meaning that is an action? (Elicit: Yes.) Yes! Bat is one of those super MIM words that can be a thing or an action. Give me a sentence with bat as a verb. (Elicit a sentence from each student.) Place an Image Card for each new meaning of bat in the pocket chart. If a student comes up with a meaning that is not on an Image Card, set aside an index card for that student to draw a picture of his or her idea later in the lesson. STEP 3. Do you think bat has many interesting meanings? (Elicit: Yes.) What are some of the meanings? (Elicit answers from students as a group, but ensure that they give at least three different meanings and use them in sentences.) OurMIM Tip worked well with the word bat. Remember to be on the lookout for many interesting meanings of words you hear throughout your day.
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UNIT 3

Concepts and strategies can be applied across content areas

RAVE-O Unit 3 Lesson

11

UNIT 3

LESSON 1
WORD INTRODUCTION (BAT: PART II)
MATERIALS Toolkit Core Word Cards: bat Classroom/TeacherProvided Pocket chart

Review Sound-Symbol Correspondences of bat

Phonological introduction of bat. 2 minutes STUDENT OBJECTIVES: Segment phonemes, name letters, review soundsymbol correspondences of bat, and blend to word level (Phonology). ACTIVITY SUMMARY: STEP 1. Encourage student participation in every step of the activity. Hold up the Core Word Card for bat and elicit the words three sounds. STEP 2. Discuss the sound-symbol correspondence of the three individual sounds. STEP 3. Review the letter names of the three individual sounds, elicit the three individual sounds again, then blend the three sounds together. Remind students that they have taken apart the sounds inside the word bat and blended them together again. Place the Core Word Card bat in the pocket chart.

ACTIVITY DETAIL: STEP 1. Encourage student participation in every step of the activity. Hold up the Core Word Card forbat. Lets listen to the sounds in bat. Lets use our super-slow voice to make the sounds very long so that we can hear them better. Lets count the number of sounds on our fingers. (Elicit:/bbbb//aaa//tttt/.) a How many sounds did we make in bat? (Elicit: Three.) STEP 2. Lets talk about the sounds these letters make. Point to the letter b. The first sound we hear is/b/. We write the sound/b/ with the letter b. Point to the letter a. The next sound we hear is//. We write// with the letter a. Point to the letter t. The last sound is/t/. We write/t/ with the letter t.

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RAVE-O Unit 3 Lesson

STEP 3. Review the letter names of the three individual sounds, elicit the sounds again, and then blend the sounds together. What are the letters? (Elicit: b, a, t.) Lets sound out this word together. (Pointing to each letter, elicit:/b////t/.) Now we blend the sounds together. (Elicit:/bt/.) Wonderful! Our word is bat! We took apart the sounds in the word bat and blended them together again! Place the Core Word Card bat in the pocket chart.

UNIT 3

Introduce MIMs of pat

Semantic introduction of pat. 4 minutes STUDENT OBJECTIVES: Provide three meanings of pat (Semantics) and use the three meanings in sentences (Syntax). ACTIVITY SUMMARY: STEP 1. Have a student take the Core Word Card for pat from the treasure chest. Determine if any student can read the word to the class before you do. STEP 2. Remind students of the MIM Tip. Use Image Cards, Unit 3 Semantic Resource Sheets (see the Teacher Resource Guide), and other props to elicit discussion of the multiple meanings of pat as botha noun and a verb. Place an Image Card for each new meaning in the pocket chart. STEP 3. Ask students to give at least three MIMs for pat.

WORD INTRODUCTION (PAT: PART I)

MATERIALS Toolkit Core Word Cards: pat Image Cards: pat MIM Poster Unit 3Semantic Resource Sheets Classroom/TeacherProvided Pocket chart Treasure chest Index cards Pictures and props that represent pat

ACTIVITY DETAIL: STEP 1. Great job, Word Explorers! Now were going to learn our second Core Word of this unit. Are you ready? Who wants to pull the next word from the treasure chest? Invite a student to take the Core Word pat from the treasure chest and hold the card up for everyone to see. And the next Core Word is... pat. Pause to check if any student can read it.
RAVE-O Unit 3 Lesson 13

UNIT 3

LESSON 1
STEP 2. Weve learned that bat is a MIM word, because it has... . (Elicit: Many Interesting Meanings.) Just like Ms. MIM has many legs, MIM words have many interesting meanings. Do you think that pat can be a MIM word, too? We need to find out if there are many interesting meanings for pat. Lets think about what pat means to see if it is a MIM word. (Elicit a variety of meanings for pat using questions, Image Cards, other images, props, Unit 3 Semantic Resource Sheets, and role-playing to prompt discussion.) For example: Who can tell me what pat means? Pat your knee. Yes, thats right, I can pat my knee. Now look at this picture. Show the Image Card of the pat of butter. What is this food? Thats right, it is a pat of butter. Continue to elicit different meanings of pat from students. Additional meanings include to mold by tapping lightly with the hands and the name Pat. Remind students that names begin with capital letters. Have students use pat in sentences, and note whether the meaning is a noun or a verb. Place an Image Card for each new meaning of pat in the pocket chart. If a student comes up with a meaning that is not on an Image Card, set aside an index card for that student to draw a picture of his or her idea later in the lesson. STEP 3. OK, Word Explorers, Ive got an easy question for you. Do you think pat has many interesting meanings? (Elicit: Yes.) One of the meanings can be the name Pat. Is that a nounthing or a verbaction? (Elicit: Nounthing.) Another meaning is when you pat something. Is that a nounthing or a verbaction? (Elicit: Verbaction.) So pat can be a noun or a verb! You Word Builders are building a reading brain! Now who can give me another MIM for pat? (Elicit answers from students as a group, but ensure that they give at least three different meanings and use the meanings in sentences.) Great job, Word Explorers! Were learning more about words every minute!
Image Cards
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RAVE-O Unit 3 Lesson

Review Sound-Symbol Correspondences of pat

Phonological introduction of pat. 2 minutes STUDENT OBJECTIVES: Segment phonemes, name letters, review soundsymbol correspondences of pat, and blend to word level (Phonology). ACTIVITY SUMMARY: STEP 1. Encourage student participation in each step of the activity. Hold up the Core Word Card for pat and elicit the words three sounds. STEP 2. Discuss the sound-symbol correspondence of the three individual sounds. STEP 3. Review the letter names of the three individual sounds, elicit the three individual sounds again, then blend the three sounds together. Remind students that they have taken the sounds apart inside the word pat and blended them together again. Place the Core Word Card pat in the pocket chart. ONGOING INFORMAL ASSESSMENT: See page 126.

WORD INTRODUCTION (PAT: PART II)

MATERIALS Toolkit Core Word Cards: pat Classroom/TeacherProvided Pocket chart

UNIT 3

ACTIVITY DETAIL: STEP 1. Encourage student participation in each step of the activity. Hold up the Core Word Card forpat. Lets listen to the sounds in pat. Lets use our super-slow voice to make the sounds very long so that we can hear them better. Lets count the number of sounds on our fingers. (Elicit:/pppp//aaa//tttt/.) a How many sounds did we make in pat? (Elicit: Three.) STEP 2. Lets talk about the sounds these letters make. Point to the letter p. The first sound we hear is/p/. We write the sound/p/ with the letter p. Point to the letter a. The next sound we hear is//. We write// with the letter a. Point to the letter t. The last sound is/t/. We write/t/ with the letter t.
RAVE-O Unit 3 Lesson 15

UNIT 3

LESSON 1
STEP 3. Review the letter names of the three individual sounds, elicit the sounds again, and then blend the sounds together. What are the letters? (Elicit: p, a, t.) Lets sound out this word together. (Pointing to each letter, elicit:/p////t/.) Now we blend the sounds together. (Elicit:/pt/.) Wonderful! Our word is pat! We took apart the sounds in the word pat and blended them together again! Place the Core Word Card pat in the pocket chart. ONGOING INFORMAL ASSESSMENT Letter recognition: distinguishing b and p IF students confuse the lowercase letters b and p . . . THEN review the formation of these two letters by using tactile cards or any medium, such as carpet or sand, and telling students to say the letter as they write it, to make it a multisensory activity. Students may also trace letters on paper for writing practice.

Examine Rime Patterns

Examine the rime patterns in bat and pat. 4 minutes STUDENT OBJECTIVES: Examine the rime patterns in bat and pat and use the Jam-Slam Tip to create words (Orthography). ACTIVITY SUMMARY: STEP 1. Encourage student participation in every step of the activity. Have students look at Core Word Cards for bat and pat and identify the rime pattern at. STEP 2. Using the Jam-Slam Tip, have students identify the sounds in the rime pattern and jam them together. Distribute tactile cards and have students trace the rime pattern at. STEP 3. Have students slam on the starter using Starter Card b and Rime Pattern Card at. STEP 4. Repeat Step 3 using Starter Card p and Rime Pattern Card at to make pat.

WORKING WITH WORDS (BAT AND PAT: PART III)

MATERIALS Toolkit Core Word Cards: bat, pat (from the pocket chart) Rime Pattern Cards: at Starter Cards: b, p Small magnifying glasses Jam-Slam Poster Classroom/TeacherProvided Detective hat (optional) Tactile cards (puffyglue or glitter-glue letters on an index card): at (one per student)

16

RAVE-O Unit 3 Lesson

ACTIVITY DETAIL: STEP 1. Encourage student participation in every step of the activity. Distribute small magnifying glasses to students. We can always sound out a word one letter at a time. But now we want to look at the letters in bat and pat under a magnifying glass. Take the Core Word Cards for bat and pat out of the pocket chart and invite students to examine them with a magnifying glass. Can you see a pattern in these words? Lets say these words while we look at them: bat, pat; bat, pat. What do you hear? (Elicit: They sound the same in the middle and at the end.) Thats right! They sound the same in the middle and at the end! Do you hear the same/a/ sound in the middle and the/t/ sound at the end of each word? (Elicit: Yes.) That means they . . . . (Elicit: Rhyme.) And what else can you see? Not only do bat and pat sound the same, they also look the same in the middle and at the end. What is the name of the letter in the middle? (Elicit: a.) The letter at the end is . . . ? (Elicit: t.) We call sounds and their letters in the middle and at the end of a word the rime pattern in the word. I think weve found another rime pattern, at! STEP 2. Hold up the Rime Pattern Card at. Point to each letter. Here is the Rime Pattern Card for at. We write the/a/ sound with the letter... . Instructions for (Elicit: a.) We write the/t/ sound with the letter . . . . (Elicit: t.) Metacognitive Tips Posters Now heres a super clue to becoming a reading pro. If you can spy the rime pattern within a word youll read better and faster. If you dont see a rime pattern, or have trouble spying it, you can go back to reading each letter by itself. This quicker way to read takes practice and thats what were going to do! Who can point to the RAVE-O poster that shows the shortcut to reading rime patterns? Students should point to the Jam-Slam Poster. Thats right! We call it the Jam-Slam Poster. Jam-Slam Man has two parts to his tip. Thefirst part is JAM, where we jam the sounds in the rime together, and the second part is SLAM, where we slam the starter and the rime together and then make a slam dunk! Now lets jam the sounds of the at rime pattern together. Jam the sounds together with your thumb and first finger on your right hand: Hold up your thumb and say //, then hold up your first finger and say /t/, and then jam your fingers together and say /t/! Now jam them together faster:///t/,/t/!

UNIT 3
Jam-Slam
jam

Jam-Slam Poster

RAVE-O Unit 3 Lesson

17

UNIT 3

LESSON 1
Give each student a tactile card for at. Lets all look at our rime pattern at. Now lets trace the pattern with our fingers while we say it:///t/,/t/! Lets jam it three times. STEP 3. Now lets use the slam part of the Jam-Slam Tip to make words! Theletters at the beginning of words are called . . . . (Elicit: Starters.) Thats right! Theyre called starters because they start the word. Hold up the Starter and Rime Pattern Cards. Whats the first sound in bat? (Elicit:/b/.) What letter represents the/b/ sound? (Elicit: b.) So, b is our starter. To read words faster, we slam the starter and the rime together. Slam the starter b together with at:/b//t/, bat. Now try it again three times:/b//t/, bat;/b//t/, bat;/b//t/, bat. STEP 4. Now lets try the whole thing with our other word pat. Repeat Step 3 with the word pat. Great job, youre going to be Word Pros soon! You found our second rime pattern, at. Soon youll be able to spy the rime quick as a wink. Then you can jam it and slam it, ... just like Jam-Slam Man, and read it faster and faster. Remember, the more rime patterns you can spy in words, the faster you can slam the rimes with the starter... and the better and more quickly you can read them. Or should we say Jam-Slam them?

18

RAVE-O Unit 3 Lesson

Create bat and pat

4 minutes

WORKING WITH WORDS (BAT AND PAT: PART IV)

Build words independently with sublexical orthographic units. STUDENT OBJECTIVES: Name Starter and Rime Pattern Cards; use cards to create bat and pat; write the words and phrases (Orthography, Syntax). ACTIVITY SUMMARY: STEP 1. Distribute and review Rime Pattern (yellow) and Starter (blue) Cards. Have students slam their cards together to make the words bat and pat. STEP 2. Have students trace and write the Core Word bat on the Create bat sheet on page 13 in their WordWork Books. Put the word in the sentence and read the sentence. STEP 3. Have students trace and write the Core Word pat on the Create pat sheet on page 14 in their WordWork Books. Put the word in the sentence and read the sentence. STEP 4. Have students write phrases with Core Words bat and pat on the Dictated Phrases bat and pat sheet on page 15 in their WordWorkBooks. STEP 5. Place the cards in the pocket chart. Reiterate that words that sound the same in the middle and at the end belong to the same rime family. ONGOING INFORMAL ASSESSMENT: See page 131.

MATERIALS Toolkit Rime Pattern Cards: at (one for each student) Starter Cards: b, p (one for each student) WordWork Books Classroom/TeacherProvided Pocket chart

UNIT 3

ACTIVITY DETAIL: STEP 1. Give each student Starter Cards b and p and Rime Pattern Card at. Lets take a look at our very useful cards. These cards are useful because we can use them to make words and that helps us to read and write them better. Does anyone remember what the yellow cards have on them? (Elicit: Rime patterns.) Todays rime pattern is at. Theblue cards are called . . . . (Elicit: Starter Cards.) Thats right, they are our Starter Cards, for the beginning sounds of a word. You can put one of the blue Starter Cards in front of the yellow Rime Pattern Card and Slam! youve just made one of our two new Core Words. Try it now to make the words bat and pat.
RAVE-O Unit 3 Lesson 19

UNIT 3

LESSON 1
Have students slam their Starter and Rime Pattern Cards together to make the words bat and pat. Lets use the Jam-Slam Tip to make our new Core Words. Put the blue starter b in front of the yellow rime pattern at and slam them together! Great job! Youve just made one of our two Core Words, bat. Now try to make the other Core Word, pat. Supervise students while they are slamming starter p and rime pattern at. Good job! Youve just made two new words! STEP 2. Distribute WordWork Books to students and have them turn to Create bat on page 13. To help you remember our starters, rime patterns, and Core Words, lets tracethem and then write them in your WordWork Books. Well start with the word bat. 1. Close your eyes and imagine the rime pattern. Trace the rime pattern at in the first box. Pause for students to trace at. Assist them as necessary. 2. Write the rime pattern at in the second box. Pause for students to write the letters at. Assist them as necessary. 3. Trace the starter b and the rime pattern at in the third box to trace the Core Word. Pause for students to trace the word bat. Assist them as necessary. 4. Write the Core Word bat in the last box. Pause for students to write the word bat. Assist them as necessary. 5. Now use the word bat to fill in the blank in the sentence at the bottom of the page. Pause while students write bat in the blank. Can someone read the sentence? Ask a volunteer to read the sentence: This is a bat. STEP 3. Have students turn to Create pat on page 14 in their WordWork Books. Now well follow the same steps for tracing and writing the at rime pattern and our Core Word pat. Repeat directions 15 in Step 2 to trace and write pat. Can someone read the sentence? Ask a volunteer to read the sentence: Do not pat a bat! Great word work, everyone!
14

UNIT

Name

Create bat

at at bat bat
This is a
2011 Cambium Learning Sopris. All rights reserved.

3.1.b

3.1.a

bat

3.1.d

.
13

WordWork Book, p. 13

UNIT

Name

Create pat

at at pat pat
Do not

3.2.a

3.2.b

pat

3.2.d

a bat!
2011 Cambium Learning Sopris. All rights reserved.

WordWork Book, p. 14

20

RAVE-O Unit 3 Lesson

STEP 4. Have students turn to Dictated Phrases bat and pat on page 15 in their WordWork Books. Now Ill read you three phrases that include bat and pat, and youll write them on this page. Examples of phrases: pat the ram the bat and the ram tap the bat Great job, Word Makers! STEP 5. Place the words spelled with the Rime Pattern and Starter Cards in the pocket chart next to the Core Word Cards. I have just one more important thing to tell you now. We know that bat and pat rhyme because they sound the same in the middle and at the end. All words with the same rhyme belong to a rime family. Bat and pat are the first two members of ourat rime family. Well meet moreat family members later. Whats the rime family weve been working on today? (Elicit:at.) Can anyone remember another rime family we know? (Elicit:am orap.) How can we find out? Where can we look? (Elicit: On the Word Wall.) ONGOING INFORMAL ASSESSMENT Create bat and pat IF students have difficulty creating bat or pat . . . THEN use Pair/Individual Work time to review the sound-symbol lessons. Recall rime families IF students have difficulty remembering the rime families am and ap . . . THEN review the words in each family on the Word Wall. Make students their own set of cards for them to practice with.

UNIT

Name

Dictated Phrases bat and pat

1.

pat the ram the bat and the ram tap the bat
15

2.

3.

2011 Cambium Learning Sopris. All rights reserved.

WordWork Book, p. 15

UNIT 3
RAVE-O Unit 3 Lesson 21

UNIT 3

LESSON 1

Word Web: bat

8 minutes

Review the Word Web structure as a way of exploring multiple meanings and the words connected to each meaning. STUDENT OBJECTIVES: Provide associated words (MICs) for each MIM to create a Word Web for bat (Novel Thought, Semantics). ACTIVITY SUMMARY: STEP 1. Remind students of the MIC and MIM Tips and explain that youll be using these tips together to make a Word Web. Make photocopies of the Core Word Card for bat and of three Image Cards for bat (bat as in the stick used to bat balls, bat as in the animal, and bat as in the action of hitting something with a stick). Take the photocopies and place the three MIMs on the Word Web. STEP 2. Explain that each MIM of a word has its own MICs.Elicit MICs from students for each MIM on the web. Thegoal is to surround each Image Card (MIM) with a variety of ideas connected to that meaning (MICs). STEP 3. Use the Question Words Poster to help students think of other words that are connected to bat as in the animal. Record students responses and arrange them around the Image Card. Repeat the process with the other two Image Cards. STEP 4. Review the MIMs and MICs for bat. Remind students that whenever you read a word, all the words connected to that word will pop up in your brain, just like on the Word Web. STEP 5. Display the completed Word Web for the week.

MATERIALS Toolkit MIM Poster MIC Poster Word Web Question Words Poster Classroom/TeacherProvided Self-stick notes (three colors) Photocopy of three Image Cards for bat Photocopy of Core Word Card for bat

MIM
3.1.a
ng Group , All rights reserv ed.

RAVE-

O Sopr

is West/C

ambiu

m Learni

ng Group

RAVE-

O Sopr

Camb is West/

ium

Learni

, All rights

reserv

ed.

bat

3.1.b

3.1.c
mbium Learnin g Group, All rights reserved .

RAVE-O

Sopris

West/Ca

ACTIVITY DETAIL: STEP 1. Display the MIM Poster. Remember the web of words we made around our Core Word jam? Today, were going to make a web of words for our new Core Word bat. Weve already used Ms. MIM and the MIM Tip and found many interesting meanings for bat. Can anyone remember what the different meanings are? Where can we find them? (Elicit: In the pocket chart.) Display the MIC Poster. When we make our Word Web, we use two tips. Weve already used our MIM Tip. What is the other tip and person we use to find words connected to each MIM? (Elicit: The MIC Tip and Mr. MIC.) What does MIC mean? (Elicit: Many
22 RAVE-O Unit 3 Lesson MIM Poster

MIC
jam

MIC Poster

Interesting Connections.) Thats right, many interesting connections because Mr. MIC tells us that every word is connected to many words. Its almost like we have all that we know in a web inside our heads. Display the Word Web. Lets use our friends Ms. MIM and Mr. MIC and both the MIM Tip and the MIC Tip together to make a Word Web for bat. Here we have our big Word Web. First Im going to put the word bat in the center, just like we did with the word jam. Then Im going to put Image Cards for three different meanings of bat in each of these little webs. Each little web will stand for one meaning of bat. Place the photocopy of the Core Word Card for bat at the center of the web. Place the photocopies of the Image Cards strategically on the web, leaving room around them for self-stick notes. We know that there are more than three meanings for bat, but were going to use just three meanings for our Word Web today. STEP 2. Now we have our MIM words for bat. But that is just the beginning of this word challenge. Tell me what MIC connections you can think of for each meaning of bat. By the time we use our tips from Ms. MIM and Mr. MIC, youll see something wonderful. Whenever you know one word super well, you know a hundred! Lets do them one at a time. Using different colored self-stick notes for each MIC visually adds emphasis to the MICs for each MIM. Point to the Image Card for bat as in the animal. Elicit MICs from students. Write the MICs that students provide on self-stick notes, and place them around the copy of the Image Card for bat, the animal. STEP 3. Display the Question Words Poster. That was great! To help us think of other words that are connected to bat, the animal, we can use the question words on this poster. Can you read any of them with me? (Elicit: What? Where? When? Who? How? Why?) Lets use these question words to see how they can help us to find out more about this animal. Examples of possibilities: What is a bat like? (Small, face like a mouse, has wings, usually flies at night.) Where do you find a bat? (Caves, attic, trees, gardens, zoo.) When do you see bats? (Late afternoon or at night.) Who likes bats? (Farmers like bats because they eat insects.) How do you know if there are bats about? (They swoop from place to place, they dont make much noise.)
Word Web

UNIT 3
Question Words

Why?

Where? How?
When?

What?

Who?
Question Words Poster

RAVE-O Unit 3 Lesson

23

UNIT 3

LESSON 1
Why can bats be scary? (They are so quiet that you cannot hear them flying; they hide in dark places; movies or books make them scary.) Record students responses on self-stick notes and place them around the copy of the Image Card for bat, the animal. Now doesnt bat, the animal, have a lot of words connected to it? Weve made a web around this picture for one meaning of the word bat. Now lets see if we can do the same with two other meanings. Repeat the process with the remaining two Image Cards for bat. STEP 4. Direct students attention to the Word Web. Here in the middle of our Word Web we have our word bat. By using our MIC and MIM Tips, we can see how just one word can have a huge number of words dancing around it! Remember: When you know one word really well, you know a hundred! All of these words are connected to the meaning of bat. Lets look at the MICs around two of our meanings. Review all of the words and note that the MICs for each MIM are different. Do you want to know something really cool? Your brain is very much like our Word Web. Every time you read a word, all the words connected to that word pop up in your brain. And the more things that your brain knows about a word, the faster and better youll read it. This will help you recognize more words and you will read them better and faster. See how learning one word really helps us to learn many other words? STEP 5. Great job, Word Explorers! Lets count how many words we have up on our Word Web. Because students like to keep track, make a note of how many words they have on their Word Web for each unit. Challenge students to increase the number of words each time they do this activity. Some words will have a greater number of semantic meanings than others. Well leave this Word Web on the wall for the rest of this unit. If you think of other MIC words for any of these words, well add them and watch the number of our words grow!

24

RAVE-O Unit 3 Lesson

Ticket Out the Door

Review and use nouns and verbs in sentences. 3 minutes STUDENT OBJECTIVES: Identify MIM of Core Word as a noun or a verb and use in an oral sentence (Semantics, Syntax). ACTIVITY SUMMARY: STEP 1. Review with students two of the jobs that words can do. STEP 2. Students select an Image Card and give the meaning pictured, use the word in sentence, and say whether it is a noun or verb.

MATERIALS Toolkit Image Cards: bat, pat

UNIT 3

ACTIVITY DETAIL: STEP 1. Today we learned that some words can have more than one job. What are two jobs that a word can do? (Elicit: Noun: the name of an object, thing, person, or place. Verb: tells an action.) Great job, Word Detectives! STEP 2. Display the Image Cards for bat and pat. Now its time for your ticket out the door. Here are the Image Cards for the many interesting meanings for bat and pat. I want you to pick a card and tell me the meaning of bat or pat thats being used. Then use the word in a sentence, and say whether its doing the job of a nounthing or verbaction. Sentence suggestions if students need help: Do not pat the bat. The bat is made of wood. The baseball player will bat the ball. Pass me the pat of butter. Pat is my friend. CanI pat your dog? Youve worked hard today and learned so much. See you next time, Word Explorers!
3.1.a

Image Cards

3.2.a

Image Cards

RAVE-O Unit 3 Lesson

25

UNIT 3

LESSON 2

Lesson 2 A T - A - G L A N C E
LESSON 2 ACTIVITIES TIME (MINS.) 3 STUDENT OBJECTIVES Report their use of Core Words (Engagement, Semantics, Syntax); sort words by rime pattern and describe Rhyme-Time Tip (Orthography, Phonology, Retrieval). PAGE 138

Welcome and Warm-Up

Welcome students and elicit examples of Core Word use; identify rime patterns in Core Words.

Word Introduction ham Introduce MIMs of ham

Semantic introduction of ham. PART II PART I

Word introduction using a previously learned rime pattern. 4 Give two meanings of ham (Semantics) and use the two meanings in sentences (Syntax). Segment phonemes, name letters, review soundsymbol correspondences of ham, and blend to word level (Phonology). Recognize the previously learned rime pattern am in Core Words jam and ram and orally combine starter and rime into ham using Jam-Slam Tip (Orthography). 139

Review Sound-Symbol Correspondences of ham

Phonological introduction of ham. PART III

141

Examine Rime Patterns

Examine the rime patterns in ham.

142

Word Introduction tag

PART I

Word introduction using a rhyming word to identify a rime pattern.

Introduce MIMs of tag

Semantic introduction of tag. PART II

Provide three meanings of tag (Semantics) and use the three meanings in sentences (Syntax). Segment phonemes, name letters, review soundsymbol correspondences of tag, and blend to word level (Phonology).

143

Review Sound-Symbol Correspondences of tag

Phonological introduction of tag. PART III

145

Working With Words Examine Rime Patterns

Examine the rime patterns in tag and bag. PART IV 3 Use the Rhyme-Time Tip to deduce rhyming word bag with ag rime pattern (Phonology); orally combine starters and rime to create tag and bag using the Jam-Slam Tip (Orthography). Name Starter and Rime Pattern Cards; use cards to create ham and tag; write the words and phrases (Orthography, Syntax). 146

Create ham and tag

148

Build words independently with sublexical orthographic units.

26

RAVE-O Unit 3 Lesson 2

LESSON 2 ACTIVITIES

TIME (MINS.) 4

Expand Rime Patterns and Introduce Non-Words Minute Story Reading Prepare for Reading The Bat

These Unit 3, Lesson 2 activity pages are provided here to STUDENT OBJECTIVES PAGE show how teachers continue Use the Jam-Slam Tip to create rime family words; Word bat. teaching the Core 151
identify and write real words and non-words (Orthography).

Create new words using multiple starters and rime patterns; introduce the concept of real and non-words.

Learn new Eye-Spy Words; create new words; introduce concept of helping verbs and describers (adjectives).

Read Eye-Spy Words (Orthography); use soundsymbol correspondence and blending to read unknown words (Orthography, Phonology); use Jam-Slam Tip to create rime pattern words (Orthography); discuss and analyze how words are used (Semantics, Syntax). Read and comprehend Eye-Spy Words and multiple meanings of Core Words in connected text (Orthography); make predictions based on pictures (Novel Thought); answer questions about text (Fluent Comprehension); timed rereading of text (Fluency). Identify punctuation marks and identify nouns, verbs, and describers in sentences (Semantics, Syntax). Read word lists twice for increased speed (Fluency).

153

Read The Bat

156

Read and comprehend connected text: preview and predict; develop questions; monitor understanding; make personal connections to text.

Review The Bat

4 2

158 159

Examine word meanings and sentence structure of text.

Ticket Out the Door

Read Rime Family word list with increasing speed.

MATERIAL S
TOOLKIT Core Word Cards: jam, ram, tap, lap, bat, pat, ham, tag Rime Pattern Cards: am, ag, ap, at Starter Cards: h, b, t, j, r, l, p, s, c, f Image Cards: ham, tag MIM Poster Vowel Image Card for Annas apple Rhyme-Time Poster Vowels Poster Sentence Builder Poster Eye-Spy Word Ring Eye-Spy Word Cards: do, on, not, see WordWork Books A Minute Story Anthology, Volume 1 Unit 3Semantic Resource Sheets (see the Teacher Resource Guide) Small magnifying glasses CLASSROOM Pocket chart Index cards Self-stick notes Word Wall Highlighters in two different colors Stopwatch TEACHER-PROVIDED Treasure chest Pictures and props that represent ham Pictures and props that represent tag Tactile cards: ag (one per student) TEACHER RESOURCE GUIDE Word Introductions with Semantic Resource Sheets, Assessment Guidelines and Assessment Forms, the Image Card Catalog, Word Wall Chart, and other usefulresources. ONLINE RESOURCES Instructional Blackline Masters, Assessment Forms (Unit POSSuM Checks: teacher and student versions; Minute Stories for Timed Readings, Class Assessment Record Form), and Home-School Connections (parent letters and materials). www.soprislearning.com/ raveoresources

RAVE-O Unit 3 Lesson 2

27

UNIT 3

LESSON 2
MINUTE STORY READING
MATERIALS Toolkit Eye-Spy Word Ring (with words presented previously) Eye-Spy Word Cards: do, on, not, see Starter Cards: c, f Rime Pattern Cards: ap, at WordWork Books

Prepare for Reading The Bat

5 minutes

Learn new Eye-Spy Words; create new words; introduce concept of helping verbs and describers (adjectives). STUDENT OBJECTIVES: Read Eye-Spy Words (Orthography); use sound-symbol correspondence and blending to read unknown words (Orthography, Phonology); use Jam-Slam Tip to create rime pattern words (Orthography); discuss and analyze how words are used (Semantics, Syntax). ACTIVITY SUMMARY: STEP 1. Review the words the, is, has, a, and, in, and this on the Eye-Spy Word Ring. Note if any students need help with the words. STEP 2. Show the card for do or write it on the board, pronounce it, and introduce it as an Eye-Spy Word. Explain that do is a helping verb, and provide example sentences. Then elicit sentences from students with do. STEP 3. Show the card for on or write it on the board, pronounce it, and introduce it as an Eye-Spy Word. Elicit what on means. Provide example sentences. Elicit sentences from students with on. Introduce that even little words can be MIM words. STEP 4. Repeat the process, using the card for not. STEP 5. Repeat the process, using the card for see. STEP 6. Review the new Eye-Spy Words do, on, not, and see. Have students write the words on the Eye-Spy Words sheet on page 20 in their WordWork Books. STEP 7. Make additional words using known rime patterns and unknown starters. Introduce cap and explain that it can be both a noun and a verb. Introduce fat and explain that it is a describing word. ONGOING INFORMAL ASSESSMENT: See page 155.

28

RAVE-O Unit 3 Lesson 2

ACTIVITY DETAIL: STEP 1. Display the Eye-Spy Word Ring with words previously presented. Lets read these words on the Eye-Spy Word Ring. Remember, these are the Eye-Spy Words that youve already learned for our other Minute Stories. Go through the words the, is, has, a, and, in, and this with students, displaying all the cards on the word ring and having students say each word. Provide additional practice for any words that students find difficult. Address this either individually with the student or as a group. STEP 2. Display the card for do or write it on the board, pronounce it, and introduce it as an Eye-Spy Word. Our Minute Story today has four new words. This is the first new word. Can anyone read this word? (Elicit: do.) Some words dont follow the rules very well, and we cant sound out all of their letters. We have to read it by just looking at it, using our eyes! Do is an Eye-Spy Word because we have to use our eyes to spy it and learn it. Do you think do is a noun or a verb? Pause for answers from students. Do is a helping verb! It helps out in a lot of different ways. Listen to these two sentences: Do you like apples? I do like apples! In these sentences, the word like is the action verb and the word do is the helping verb. Who can make a sentence with do? (Elicit sentences from students.) STEP 3. Display the card for on or write it on the board, pronounce it, and introduce it as an Eye-Spy Word. Can anyone read this word? Lets say the sounds and then jam them together. (Elicit:///n/,/n/.) Very good! Theword is on. What do you think on means? Elicit sentences for the multiple meanings for on. If students cannot think of any, use these suggestions: We can say Mom put dinner on the table. Another meaning for on is when we say CanI turn on the TV? When the TV is not on, it is off. So you see Word Detectives, even little words like on can be MIM words! STEP 4. Now lets try the whole thing with another new Eye-Spy Word, not. Repeat Step 3 with the card for not. We use not with a verb when we mean that this is something we do not want to do. For example: I do not want to run today or I am not going there. Can you think of a sentence using the word not?
RAVE-O Unit 3 Lesson 2 29

UNIT 3

UNIT 3

LESSON 2
STEP 5. Lets try the whole thing one more time with the new Eye-Spy Word, see. Repeat Step 3 with the card for see. The word see is a verb. Its not an action, like running or jumping, but it is something we can do. We say I can see my friends. Can you think of a sentence using the word see? STEP 6. Have students turn to Eye-Spy Words on page 20 in their WordWork Books. Now we have four new Eye-Spy Words. What are they? (Elicit: do, on, not, see.) Were going to write these new words in our WordWork Books. Have students write do, on, not, and see on the blank lines. STEP 7. In todays story, we have two words that we can make from the rime patterns that we already know. Writeap on the board. Display the Starter Card c and the Rime Pattern Cardap. We write the sound/k/ with the letter c. What word do we get if we slam/k/ onto/p/? (Elicit: cap.) Thats right, the word is cap. Cap can be either a noun or a verb. We can say The cap is on his head (noun) or I cap my water bottle (verb). Writeat on the board. Display the Starter Card f and the Rime Pattern Cardat. We write the sound/f/ with the letter f. What word do we get if we slam/f/ onto/t/? (Elicit: fat.) Thats right! Theword is fat. Fat has a special job in a sentence because it describes what a noun is likeso we call it a describer word. If our noun is bat and we put fat in front of it, we know that this bat is one that is bigger than other bats. ONGOING INFORMAL ASSESSMENT Introduce Eye-Spy Words IF students have not been exposed to all of the non-phonetic high-frequency or sight words (called Eye-Spy Words in RAVE-O) in the Minute Story . . . THEN introduce these new words before reading the story by using the methods for introducing Eye-Spy Words on pages 149150 of the Teacher Resource Guide. Eye-Spy Words also include phonetic words that have sounds that have not been introduced in the program at this point.
UNIT

Name

Eye-Spy Words
the is in a this and has

do on not see at it she his happy

20

2011 Cambium Learning Sopris. All rights reserved.

WordWork Book, p. 20

30

RAVE-O Unit 3 Lesson 2

Read The Bat

5 minutes

MINUTE STORY READING

Read and comprehend connected text: preview and predict; develop questions; monitor understanding; make personal connections to text. STUDENT OBJECTIVES: Read and comprehend Eye-Spy Words and multiple meanings of Core Words in connected text (Orthography); make predictions based on pictures (Novel Thought); answer questions about text (Fluent Comprehension); timed rereading of text (Fluency). ACTIVITY SUMMARY: STEP 1. Hand out copies of A Minute Story Anthology, Volume 1. Explain that Minute Stories are written mainly with Core Words and are to be read very quickly. ONGOING INFORMAL ASSESSMENT: See page 157. STEP 2. Preview the story and take a picture walk. Each student reads a page. Read and discuss each page.

MATERIALS Toolkit A Minute Story Anthology, Volume 1 Classroom/TeacherProvided Stopwatch

UNIT 3

STEP 3. Ask comprehension questions about the story. Elicit personal feelings about connections to bats and the story. Time group reading to see if students can read the story in less than one minute. Instructions for reading a

Minute Story Anthology

ACTIVITY DETAIL: STEP 1. Distribute a copy of A Minute Story Anthology, Volume 1, to each student. Have them turn to the Minute Story The Bat on page 18. Now we come to a very special time in our day: The time to read our Minute Story. Our Minute Stories are written just for RAVE-O and theyve been written using many of our Core Words! Why are they called Minute Stories? (Elicit: We can read them in a minute.) STEP 2. Preview the story with students. Take a picture walk. Who can read the title? (Elicit: The Bat.) Have students look at the title and the illustrations and think about what the story might be about. Lead students through a series of quick questions: What do the title and illustrations tell us about the story? What meaning of bat do you think will be used? Do you have any ideas about what might happen? Do you think the word tag will be used?
RAVE-O Unit 3 Lesson 2 31
18

The Bat

4th Pages A Minute Story Anthology, p. 18

UNIT 3

LESSON 2
What meaning of ham could there be? Youve thought of some great ideas about the story. Lets read the story to find out. You can take turns reading a page and the rest of us will follow along with our fingers. Read the story and discuss each page after it is read. STEP 3. After reading the entire story, lead a discussion about it. Encourage students to think about the meaning of the story by asking comprehension questions: How do bats usually move? (Elicit: They fly.) How can you tell the bat is a ham? (Elicit: It is acting silly and performing.) In whose cap did the bat sit? (Elicit: Sams caphe was wearing it.) Get students reaction to the story by asking questions: Did you like the story? (Answers will vary.) Have you ever seen a bat? (Answers will vary.) Where was it? In the wild or in a zoo? (Answers will vary.) Are you afraid of bats? Why or why not? (Answers will vary.) What would you do if you found a bat in your hat or cap? (Elicit: You should not touch it and you should tell a grown-up where you found it.) Great job, Story Sleuths! Lets read the story together again. Well set the stopwatch to see if we can read it in less than a minute. Time the group rereading with the stopwatch. Tell students how long it took them to read the story again. ONGOING INFORMAL ASSESSMENT Timed reading of Minute Story IF some students have difficulty keeping up with the group . . . THEN have these students practice rereading this Minute Story during Pair/Individual Work time. Excellent work, Story Sleuths! Youre getting better every time you read.

32

RAVE-O Unit 3 Lesson 2

Review The Bat

Examine word meanings and sentence structure of text. 4 minutes STUDENT OBJECTIVES: Identify punctuation marks and identify nouns, verbs, and describers in sentences (Semantics, Syntax). ACTIVITY SUMMARY: STEP 1. Students examine the verb is and highlight it in The Bat Minute Story in their WordWork Books. STEP 2. Examine the use of question marks and exclamation marks. STEP 3. Identify fat as a describer word. Expand on the use of describers. Add an example of a describer on a self-stick note onto the Sentence Builder Poster.

MINUTE STORY READING

MATERIALS Toolkit WordWork Books Sentence Builder Poster Classroom/TeacherProvided Self-stick notes Highlighters in two different colors

UNIT 3

ACTIVITY DETAIL: STEP 1. Have students turn to The Bat on page 21 in their WordWork Books. Lets look at the first sentence This is a bat. In this sentence, the word is is the verb. Can you find other sentences with the verb is in them and highlight it? Pause for students to find the other sentences using is and highlight it. In the sentence The fat bat is a ham!, the word is is like a bridge that links two nounsbat and hamtogether. You could say The boy is a runner. What are the two pieces of information in that sentence? (Elicit: Boy and runner.) Can you make a sentence with is linking two pieces of information together? (Elicit student sentences.) What job does is have in a sentence? (Elicit: It is a verb.) STEP 2. In the fourth and fifth sentences, there are questions being asked. How can you tell the sentences are questions? (Elicit: They have question marks at the end.) Highlight in a different color the question marks. Who is asking the questions? (Elicit: The storyteller.) Who is the storyteller asking? (Elicit: The readeryou!) Why is there an exclamation mark at the end of the last sentence? (Elicit: To warn Sam.)
UNIT

Name

The Bat

This is a bat. This is a fat bat. The fat bat is a ham! See the fat bat in the cap? See the tag on the cap? This is Sam. Do not pat a bat, Sam!

Time taken: 1st reading

2011 Cambium Learning Sopris. All rights reserved.

2nd reading

3rd reading
21

WordWork Book, p. 21

Instructions for using WordWork Books

RAVE-O Unit 3 Lesson 2

33

UNIT 3

LESSON 2
STEP 3. Examine the word fat. What does the word fat tell us about the bat? (Elicit: It tells us the size of the bat.) We call words that tell us more about a noun or a verb a describer. What if the bat had been small, as in a small bat, or if it was mad so we had a mad bat. What do we call words with this job? (Elicit: Describers or adjectives.) Can you think of other words that could be a describer for the different MIMs of bat? (Elicit: scary, furry, wooden, metal.) Indicate the Sentence Builder Poster. To help us remember the word describer, well put an example of one on our Sentence Builder Poster, because it is another job that words can do in a sentence.

Sentence Builder
people, places, things

Nouns

Verbs
action words

Pronouns

Helping Verbs

Describers
adjectives

Prepositions
VIPs

Sentence Builder Poster

Write fat on a self-stick note, then affix it to the Sentence Builder Poster under Describers.

Ticket Out the Door

Read Rime Family word list with increasing speed. 2 minutes STUDENT OBJECTIVES: Read word lists twice for increased speed (Fluency). ACTIVITY SUMMARY:

MATERIALS Toolkit WordWork Books Classroom/TeacherProvided Stopwatch

STEP 1. Have students read one of the rime family word lists they created in their WordWork Books in a previous activity. Have them read the word list a second time to find out if they can read the list faster. Remind students to be on the lookout for Core Words.

ACTIVITY DETAIL:
UNIT

Name

STEP 1. Have students turn to Rime Family Words on page 19 in their WordWork Books. This page has word lists that students created in the Rime Family Words activity previously presented. For your ticket out the door, read one of the rime family word lists you created today. Try reading the list a second time to see if you can read it faster. Have each student read the words in either the Real Words or Non-Words column. Use a stopwatch to time students, if appropriate.

Rime Family Words

(Answers will vary depending on starters Starters: chosen.) Real Words (Answers will vary depending on rime Rimes: patterns chosen.) Non-Words

(Answers will vary depending on combinations of Starter Cards and Rime Pattern Cards.)

2011 Cambium Learning Sopris. All rights reserved.

19

WordWork Book, p. 19

34

RAVE-O Unit 3 Lesson 3

Teacher

RESOURCE
Guide
Includes:
Program Overview Assessment System and Materials Word Introductions Home-School Connections Research Articles Teacher Resources

Maryanne Wolf

35

What will you find in this sample?

The Teacher Resource Guide provides an overview of the program goals and research. Read the TRG thoroughly before beginning implementation and reference it regularly to support daily instruction and to conduct assessments and interpret their results. Be sure to look for: Semantic Resource Sheetspages 3739 Assessment Overviewpages 4041

36

Unit 3

Semantic Resource/Unit 3

Bat:

Suggested Props : A baseball bat, a stuffed animal or toy bat

Definitions

noun 1. Sporting equipment used to hit a ball [Image card: 3.1.a] 2. A small flying mammal [3.1.b] verb 1. To flap or flutter (e.g., birds bat their wings, people bat their eyelashes) 2. To swing or strike at something (e.g., swinging at a baseball) [3.1.d] 3. To have a certain percentage as a batting average in baseball (e.g., to bat an average of .300 in a baseball season is very high) 4. Taking a turn as a hitter in baseball (e.g., up to bat) [3.1.c]

Related Word
batter noun 1. A mixture of flour, eggs, and milk or water thats thin enough to pour or drop from a spoon (e.g., pancake batter) 2. A mixture (e.g., flour and eggs) thats used as a coating for fried foods 3. A person whose turn it is to bat (in baseball) verb 1. To hit heavily and repeatedly

Advanced Understanding: Idioms

Read these sentences and ask students for their ideas before explaining the meanings of the italicized idioms that incorporate bat. 1. Lets bat around some ideas for the year-end party. (Answer: Discuss different ideas or opinions.) 2. Im happy to go to bat for a friend. (Answer: Give help to someone in trouble; to defend someone.) 3. Shes blind as a bat without her glasses. (Answer: Unable to see. Bats have better hearing than vision; they hunt for food at night.) 4. The dog was going batty because of the loud fireworks. (Answer: Going in all directions; getting very upset.) 5. The teacher remembered me right off the bat. (Answer: Immediately.)

37

Section

Semantic Resource Sheets

Pat:

Suggested Props : A pat of butter

Definitions

noun 1. A small square or portion, usually of butter [Image card: 3.2.b] 2. A short form of the name Patrick or Patricia [3.2.c] verb 1. To stroke gently, with affection [3.2.a] 2. To touch or shape something with the hands or a flat object [3.2.d]

Thought Questions
1. When might you pat someone instead of tap them? (Elicit: I might pat someone if he or she is feeling sad. I would tap someone to get his or her attention.) 2. What else might you pat besides a person? (Elicit: My dog, a snowman, etc.) 3. Where might you find a pat of butter? (Elicit: On a stack of pancakes; on a baked potato; at a restaurant, etc.)

Advanced Understanding: Idioms

Read these sentences and ask students for their ideas before explaining the meanings of the italicized idioms that incorporate pat. 1. Give him a pat on the back for that effort! (Answer: Praise for a job well done.) 2. I have my lines down pat; Im ready for the show! (Answer: Fully memorized.)

Ham: Definitions

Suggested Props : A microphone and headphones

noun 1. A cut of meat from a pig [Image card: 3.3.a] 2. A person who acts silly (informal: be a ham) [3.3.c] 3. A person with an amateur radio license; ham radio operators communicate with each other as a hobby or to perform a public service [3.3.b] verb 1. to exaggerate or act silly (informal: to ham it up) [3.3.c]

Activities
Have students create and perform a short skit, first in a straightforward manner and then hamming it up. Let students use the microphone and headphones to pretend they are ham radio operators.

38

Thought Questions
1. When might someone be a ham or ham it up? (Elicit: When he or she is trying to get attention or wants to lighten someone elses mood.) 2. If you could be on the radio, what would you talk about? (Answers will vary.)

Semantic Resource/Unit 3

Tag:

Suggested Props : A variety of tags (e.g., sales tag, clothing tag, name tag, animal tag)

Definitions

noun 1. A label, usually made of paper or fabric; often identifies an owner, a manufacturer, or the price of an article [Image card: 3.4.a] 2. A game in which one player (It) chases and tries to tag or touch all other players [3.4.c] verb 1. To touch a runner in a game [3.4.b; 3.4.c] 2. To follow closely (informal: tag along) [3.4.d] 3. To label an item [3.4.a]

Thought Questions
1. When is it important to have identification tags on your things? (Elicit: When its something you might lose, such as a jacket or backpack; when you have a pet that might wander off.) 2. How is tag used in baseball? (Elicit: If you tag the runner before he or she gets to base, the runner is out.) 3. In what other games do you tag players? (Elicit: Tag football, Kick the Can, Hide-and-Seek.) 4. What materials can be used to make a tag? (Elicit: Paper, fabric, or metal [e.g., dog/cat tags, military dog tags].)

39

Section

4.1

Assessment Overview
Assessment Materials

Assessment supports instruction.

RAVE-O includes an efficient assessment system designed to monitor student progress and give teachers the information they need to meet individual studentneeds. These materials support the RAVE-O assessment system: This RAVE-O Teacher Resource Guide contains an overview of the assessment system with instructions for how to administer assessments and interpret results. RAVE-O Teacher Guides (Volumes 1 and 2) indicate where in each lesson either informal or formal assessment should take place. RAVE-O Online Resources (http://www.soprislearning.com/raveoresources) include the following assessment forms:
UNIT 3
Name

ASSESSMENT: POSS u m Check

Date

UNIT 3
Name

ASSESSMENT: POSS u M CHECk

UNIT
Date
Possum Check

ASSESSMENT

Name

Minute Story for Timed Readings

POSSuM 1. Phonology and Orthography Check Read these words aloud. I will time you as you read each group of words. A. Core/Rime bat pat ham tag Time: _______ seconds pat tag bat ham Family Words sat bag rag bam Number of words correct:

A.

bat pat sat

pat tag bag

ham bat rag

tag ham bam

At Bat

B. Eye-Spy Words

do at has lat jat

on it and bap pag

not she this fam dap

see his happy hap mag

Time: _______ seconds Number of words correct: Time: _______ seconds Number of words correct:

Bat it, Pam!

C. Non-Words

2. Semantics/Fluency Tell me three meanings for the word bat. 3. Syntax In the sentence, She bats the ball, tell me if bat is a noun or a verb. Give me a sentence using bat as a noun. In the sentence, He put his name on the tag, is tag a noun or a verb? Give me a sentence using tag as a verb. 4. Morphology Add Ender Bender s to ham. In the sentence, I have two hams, is hams a noun or a verb? In the sentence, He jams his hat on his head, is jams a noun or a verb? Add Ender Bender s to ram. Which words have Ender Bender s in this sentence? Two hams have tags on them?

B.

Pam bats it. She tags the bag.

6

10

2 points per meaning (total 6)

do at

on it and

not she this

see his happy

2 points for verb 4 points for correct sentence 2 points for noun 4 points for correct sentence 2 points for hams 2 points for noun 2 points for verb 2 points for rams 2 points each for hams and tags

has
C.

Tap it, Sam! Sam taps it.

13 16

lat jat

bap pag

fam dap

hap mag

Matt tags Sam. Zap it, Pat!

22

19

Pat taps his cap. Pat zaps it!

29

26

WCPM
2011 Cambium Learning Sopris. All rights reserved. Permission is granted to reproduce this page for student use.

Unit Assessments: POSSuM Checks (Units 116) Teacher Versions

Unit Assessments: POSSuM Checks (Units 216) Student Versions

Minute Stories for Timed Readings (Units 216) Teacher Versions

1st Pages
Units
3

RAVE-O Class Assessment Record Form

Assessments Scoring Criteria
wcpm. secs. secs. secs. secs. points (max. 6) points (max. 12) points (max. 12) wcpm. secs. secs. secs. secs. points (max. 6) points (max. 16) points (max. 20) wcpm. secs. secs. secs. secs. pts. pts. pts. wcpm. secs. secs. secs. secs. pts. pts. pts.

2nd Pages
wcpm. secs. secs. secs. secs. pts. pts. pts. wcpm. secs. secs. secs. secs. pts. pts. pts. wcpm. secs. secs. secs. secs. pts. pts. pts. wcpm. secs. secs. secs. secs. pts. pts. pts.

Fluency Chart: RAN (Core Words)

Name
5

Minute Story Time RAN Core Word Chart Time Baseline Timing Score POSSuM Check 1A. Core/Rime Family Words 1B. Eye-Spy Words 1C. Non-Words 2. Semantics/Fluency 3. Syntax 4. Morphology

wcpm. secs. secs. secs. secs. pts. pts. pts. wcpm. secs. secs. secs. secs. pts. pts. pts.

wcpm. secs. secs. secs. secs. pts. pts. pts. wcpm. secs. secs. secs. secs. pts. pts. pts.

wcpm.
10

secs.
15

secs.
20

Fluency Chart: Minute Stories

Name
150 140 130

secs. secs. pts.

35

Seconds

25 30

pts. pts.
45

120 110

Words Correct per Minute

Unit:

40

100 90 80 70 60 50 40 30 20

Minute Story Time RAN Core Word Chart Time Baseline Timing Score POSSuM Check 1A. Core/Rime Family Words 1B. Eye-Spy Words 1C. Non-Words 2. Semantics/Fluency 3. Syntax 4. Morphology

wcpm.
50

secs. secs. secs. secs. pts. pts. pts.

2

Dates: Unit:

Dates:

Class Assessment Record Form 40

Fluency Charts: Minute Stories and RAN Core Words (optional)

Stages of Assessment

Assessment is vital to long-term reading growth.

Placement Ongoing Informal Assessments Formal Assessments Evaluate student progress Standardized Tests

Identify students in need of strategic or intensive intervention

Measure student growth

Placement

Monitor student performance and adjust instruction

Identify students to be placed in RAVE-O based on: results of standardized measures, such as DIBELS or DIBELS Next; observed weaknesses in one or more areas of language knowledge; they are struggling readers who are also learning English; and/or they have been identified for Tier II or Tier III intervention in an RTI program. Note: Students should begin RAVE-O with a basic understanding of the alphabetic principle or the knowledge that words are composed of letters and that each letter represents a sound. It is assumed that a student beginning RAVE-O will have had some explicit instruction and practice in basic sound-symbol correspondences. Soundsymbol correspondences for RAVE-O Core Words are reviewed in every unit. Research indicates that students who manifest weaknesses in phoneme awareness and decoding are best served by RAVE-O in conjunction with an evidence-based phoneme awareness/decoding program. Ongoing Informal Assessments Monitor student fluency and understanding of key POSSuM concepts in every lesson. Adjust instruction accordingly. Formal Assessments Assess student mastery of current, program-based content at the end of every unit with assessments called POSSuM Checks. Also for each unit, record scores for timed readings of RAN Word Charts for Core Words and Minute Stories. In Units 4, 9, and 16, conduct summative assessments called Consolidation Days. Standardized Assessments Administer standardized measures at midpoint (Unit 9) and at the end of the program (Unit 16) to evaluate students overall mastery of program content.
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Re

ng ad i

ugh th r o

ic i t Automat

y, Vocabular y, Engagement

, an d O

r th o

gra

ph y

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