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Teaching Notes for

G-K Level 1: Book 1

Teaching Notes for G-K Level 1: Book 1

Title:

Word Count:

Decodable Words:

High-Frequency Words:

Phonics Focus:

Story:

Activities:

1

Hello!

38

am, Tag, can, hop, Jet, run, Rip, hit, Pop, hide, Bug Hello, I, fly, here,are, and

s, a, t, p

Meet The Word Monsters, a group of fun-loving characters with some interesting abilities!

Story DetailsPhonics FunWord Works

Guided Reading - Title Screen

High-Frequency Words

• Explain to your child/students that the name of the book is “Hello!”. Tell them that “Hello” is a tricky word because letter “o” is not pronounced its usual way. Also point out that the two “L”s in “Hello” are pronounced like one “L.” Introduce the other tricky words (I, fly, here, are, and). (CCSS.ELA-Literacy.RF.K.3c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Predicting

• Talk to your child/students about the picture on the title page. Ask them what they think the book will be about.

Craft and Structure

• Make sure that the child/students understand(s) what an author and an illustrator are. Ask them what they think a person would need to be good at to become an author or an illustrator. Show the child/students another book and ask them if they can identify the author and illustrator for that book. (CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.)

2

Guided Reading - Screen 1

Print Concepts

• Explain to the child/students that every word is made up of letters. For example, the word “I” is made of a single letter – “I.” The word “am” has two letters – “a” and “m.” Ask them how many letters make up the word “Tag.” Remind the child/students that letters represent spoken sounds. So the letters “T,” “A,” and “G” represent the sounds /T/ /A/ and /G/. (CCSS.ELA-Literacy.RF.K.1b Recognize that spo-ken words are represented in written language by specific sequences of letters.)

Phonics

• Point out that the words “am” and “Tag” both have the /A/ sound. Tell the child/students that the letter “A” makes the /A/ sound, like in “ant.” Ask the child/students if they can think of any other words that start with the /A/ sound. (CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.)

3


Comprehension

• Ask the child/students where Tag is. Make sure they can support their answer with details from the illustration. (CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.)

• Ask the child/students to think of words that describe what Tag is like (e.g. happy, fun, lively). (CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.)

Language

• Tell the child/students that the word “I” is always written in uppercase. (CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun I)

4


• Point out that the word “Jet” ends with the /T/ sound. Ask the child/students if they can think of any other words that end with the /T/ sound (e.g. pat, net, fit, hot, and cut). (CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.)

Phonics


Phonics

• Tell the child/students to look at the word “run.” Ask them if they swapped “a” for “u” in this word, what new word they would get? See if they can understand the difference between “run” and “ran.” (CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.)

Vocabulary

• Ask the child/students if they can think of any other words for “run” (e.g. jog, sprint, race, dash) and/or if they can think of a word that means the opposite of “run” (i.e. walk). (CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings/CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).)

5


Comprehension

• Ask the child/students where Rip is. Make sure they can support their answer with details from the illustration. (CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.)

Phonics

• Ask the child/students how many sounds are in the word “Rip”. Ask them to sound out the word. Ask them if they can think of any words that rhyme with Rip. (CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words./CCSS.ELA-Literacy.RF.K.2a Rec-ognize and produce rhyming words.)

6


Phonics

• Tell the child/students that the word “Pop” starts and ends with the /P/ sound. Ask them if they know what letter makes the /P/ sound. Ask them if they can think of any words that either start, or end, with the /P/ sound (e.g. pat, pet, pig, pot, put, tap, sip, top) (CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.)

• Write the words “pip” and “pop” on a piece of paper/whiteboard. Ask the child/students to read each word aloud and then ask them to identify the difference in the spelling of each word. Ask the them if replaced the letter “p” at the start of each word with the letter “h” what new words would they get?

(CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ./CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.)

7


High-Frequency Words

• Ask the child/students to look at the word “hide” in the story. Tell them that if they were to sound out this word, they would say /H/ /I/ /D/ /E/. However, we don’t pronounce this word as “hihdeh”; we say “hide.” Explain to the child/students that the “e” at the end of a word is often silent, but that it changes the vowel in the word from a short vowel sound to a long vowel sound. (CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.)

Comprehension

• Ask the child/students what trick Pop played in this screen. (CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.)

8


Print Concepts

• Ask the child/students if the word “Bug” starts with an uppercase or lowercase “B.” Then ask them to show how lowercase “b” is written – they can either do this in a copybook or use their finger to draw the letter in the air. (CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.)

Phonics

• Write the words “Tag,” “Jet,” “Rip,” “Pop,” and “Bug” on a piece of paper/whiteboard. Ask the child/students to identify the middle letter/sound in each word. Explain that the letters a, e, i, o, and u are called vowels. Have the child/students sound out each vowel and point out that every word contains a vowel. (CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.)

9


Comprehension

• Ask the child/students about Bug’s shed. What sort of things do they see? What do they think Bug does in the shed? (CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key de-tails in a text.)

Phonics

• Tell the child/students to look at the word “fly.” Point out that the letter “y” in this word is pronounced /I/ (make the long I sound). Explain that “y” usually makes the /y/ sound, but that sometimes “y” can make the long /I/ or long /e/ sound (e.g. bye, try, lazy, crazy). (CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.)

10



Response to Text

• Ask the child/students who their favourite word monster is and why? Ask them if they can remem-ber what each of the monsters can do (i.e., Tag/hop, Jet/run, Rip/hit, Pop/hide, Bug/fly) (CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.)

11

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