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PROGRAM OVERVIEW20PrintablesAll printables are accessed through the LP Digital Library. During a typical Exploration, the new reader is introduced in Step 1. Steps 2 through 5 rely on the Exploration Printables. Each printable is designed to provide skill building practice in vocabulary, grammar, writing, fluency, and comprehension. The skills presented in each printable align with the corresponding Voyages in English lesson concepts. For learning continuity, Reading in Action and Voyages in English define grammar and writing concepts in the same way.2STEPTHE BEGINNING AND THE ENDINGRead this story. It is missing the beginning and ending sentences.Owls were hooting all night. Chirping birds woke me up in the morning.Circle the best beginning sentence for the story.a I went fishing with my family this morning.b I learned a lot on my first camping trip. Circle the best ending sentence for the story.c Now I know the forest is a noisy place to sleep!d I think I will bring an umbrella next time!1 Today Grandma Rosa and Grandpa Pepe took us to , the Lost City.2 We zigzagged up the road to the entrance of the crumbled .3 The lived in Peru a long time ago.4 I had fun on my in Peru!IncasMachu PicchuadventureruinsVOCABULARY Read Antonio Rides the Rails. Choose the word that best completes each sentence. Antonio Rides the Rails www.voyagesinenglish.com/readingName %u00a9 Loyola Press. All rights reserved. W4299Reading in Action %u2022 Grade 23STEPPrint and display this poster in your Reading in Action learning center for partner work.PERSONAL NARRATIVE WRITING TIP A personal narrative always has a middle part. The middle of the story should tell main events in time order. Include more than one middle sentence to make your personal narrative interesting.FLUENCY TIPAs you read aloud, notice when you stumble at a sentence. When you get to the end of a paragraph or page, go back to the sentence and read it again. Practice as many times as you need to get it right! FLUENCY PRACTICE 1 First reading: Read Antonio Rides the Rails with your partner. Take turns reading every other page. 2 Second and third readings: Now take turns reading the whole story. You read first, then your partner. Answer these questions together:Where did we stumble at first that became easier to read the second time? Where do we need to practice reading more smoothly next time? 3 When you finish, turn to pages 8 and 9. Look at the picture. Describe what is happening. Ask your partner how the picture makes him or her feel.MIDDLE PART PRACTICE1 Read the beginning and ending sentences below. Beginning: My family packed the car for vacation.Middle:Ending: We left the house late, but we still had a great time on our trip.2 On a separate sheet of paper, copy the beginning and ending sentences with several lines of space between them. Then write at least four middle sentences with your partner. You can use the word bank for help or choose your own words.dog bird ran jumped knocked overAntonio Rides the Rails PA RTN ER WO R Kwww.voyagesinenglish.com/reading %u00a9 Loyola Press. All rights reserved. W4300Reading in Action %u2022 Grade 2In Step 2, students practice newly acquired vocabulary and the first grammar or writing concept from Voyages in English. All vocabulary words appear in the topical reader, while the grammar or writing concept is introduced in Voyages in English. STEP STEP2 3In Step 3, students practice fluency skills and the second grammar or writing concept from Voyages in English. The tips in the side column support students as they work on the printable and can be applied to other learning situations outside of the Exploration.Reading in Action | For more information call 800 - 621-1008