TEACHER GUIDE 1 IN
ISBN: 978-0-8294-5730-8 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Image Credits Teacher Guide Cover submarine (c) © Cobalt/Dreamstime.com; fish background © Adrianocastelli/ Dreamstime.com; space background © Elnur/ Dreamstime.com. Common Art Border ©Reinekke/Getty Images. Step 2 Printable Dictionary icon © vectorplusb/iStock/ Getty Images. Step 3 Printable Partners Work icon © Shutterstock/Good Studio; Fluency icon, Grammar icon, Writing icon © bubaone/DigitalVision/Getty Images. Step 4 Printable Question Mark icon © Shendart/ iStock/Getty Images. Book Covers © Sundance Newbridge Publishing. i, iii © Cobalt/Dreamstime.com. ii © Fat Camera/E+/Getty Images. iv © Nadzeya_Dzivakova/iStock/ Getty Images Plus. vii, 22 Step 1 Printable (tr) © FatCamera/iStock/Getty Images. ix © skegbydave/iStock/ Getty Images Plus. 23 Step 5 Printable (tr) © Joey Celis/Moment/Getty Images. www.voyagesinenglish.com/reading 24 25 26 27 28 29 30 31 TPS 10 9 8 7 6 5 4 3 2 1
TEACHER GUIDE 1
Program Overview See pages iv–ix to learn more about how you can empower your students’ learning through Reading in Action. Welcome to Reading in Action! You are in the right place to connect reading, writing, and grammar with a spirit of independent learning. Encountering and working with grammar and writing concepts within the context of reading helps children master important reading skills as well as provides excellent opportunities for reallife grammar- and writing-skill acquisition and application. The flexible format enhances already established literacy instruction. The Explorations in this guide build key reading skills (vocabulary, fluency, and comprehension) and reinforce grammar and writing concepts taught through the Voyages in English program. As part of the Loyola Press family of literacy products, Reading in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Reading in Action, the following programs work together in any literacy block to crystallize student success. • Voyages in English (grammar and writing) • Phonics in Action (phonological and phonemic awareness and phonics) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning and English Language Development) • Exercises in English (grammar) Reading in Action • Program Overview ii
Table of Contents Implementation ....................................................................................... iv Program Components ................................................................................ vi Explorations Water for You .............................................................................................. 2 Colonial Williamsburg ..................................................................................... 4 School Then and Now .....................................................................................6 Science Fair ...............................................................................................8 Let’s Go Shopping ........................................................................................ 10 The Coral Reef ........................................................................................... 12 Great Grandma and I .................................................................................... 14 Good Neighbors .......................................................................................... 16 Washing the Dog ......................................................................................... 18 Beaks ................................................................................................... 20 Book Reports .............................................................................................22 Animal Reports ...........................................................................................24 Answer Keys Water for You/Colonial Williamsburg .................................................................... 26 School Then and Now/Science Fair .......................................................................27 Let’s Go Shopping/The Coral Reef ....................................................................... 28 Great Grandma and I/Good Neighbors.................................................................. 29 Washing the Dog/Beaks ................................................................................. 30 Book Reports/Animal Reports............................................................................. 31 iii www.voyagesinenglish.com/reading • GRADE 1
Implementation STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 BASIC FIVE-STEP EXPLORATION STRUCTURE Start and end the Exploration in conjunction with the start and end of your Voyages in English grammar section or writing chapter. Expect to keep each learning center “open” for as long as you take to complete your Voyages in English grammar section or writing chapter. TEACHER-LED Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SELF-MONITORED Reading Vocabulary and Grammar or Writing Concept One WITH A PARTNER Reading Fluency and Grammar or Writing Concept Two SELF-MONITORED Reading Comprehension and Grammar or Writing Concept Three TEACHER-LED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. INDEPENDENT LEARNING THROUGHOUT beginning a new section or chapter of Voyages in English, introduce each book as described. Once introduced, follow your normal Voyages in English pacing and allow students to complete the Exploration during independent work time in your literacy block. There is no need to match formal instructional dates or times with concepts taught through the book—self-pacing allows for skill building through natural encounters with reading, grammar, and writing concepts. When students complete an Exploration, have them take the Online Vocabulary and Comprehension Assessment and email the results. (Grammar and writing assessments are conducted through the Voyages in English program.) Learning Center Instruction Designate an area in the classroom to be your Reading in Action learning center, such as near your classroom library. Rotate materials in the learning center with each new Exploration. For each Exploration, stock the learning center with the designated books, copies of the Printable for each step, writing paper, pencils, and any additional materials as described in this guide. Be sure to post the Step 3 Printable for partner work. Exploration Pacing Steps 1 and 5 for each Exploration require some limited guided instruction from the teacher. Steps 2, 3, and 4 are self-guided and self-paced. When iv Reading in Action • Implementation
Alternate Implementation Models STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. WHOLE GROUP Reading Vocabulary and Grammar or Writing Concept One WHOLE GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two WHOLE GROUP Reading Comprehension and Grammar or Writing Concept Three WHOLE GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SMALL GROUP Reading Vocabulary and Grammar or Writing Concept One SMALL GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two SMALL GROUP Reading Comprehension and Grammar or Writing Concept Three SMALL GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 Whole-Group Instruction The flexible format of Reading in Action also allows each Exploration to be used during whole-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials. Also have enough books available for each student in your class (to be purchased separately in six packs). When beginning a new section or chapter of Voyages in English, introduce each book as described in Step 1 during the whole-group portion of your literacy block. For each Exploration, have students read the book independently prior to each step or read it together in round-robin style, page by page, or paragraph by paragraph. Use the Printable to guide the class through each step. For Step 3, have students work with a partner to practice fluency and the designated grammar or writing concept. Circulate around the classroom and listen as each pair reads aloud. To wrap up the Exploration, complete the review activity with the whole class, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. Small-Group Instruction Reading in Action can also be used for small-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials as described in this guide. When beginning a new section or chapter of Voyages in English, introduce each book to the whole class as described in Step 1. Once introduced, follow your normal Voyages in English pacing. For Steps 2, 3, 4, and 5, meet with students during your small-group instruction block. Have students read the book before you meet with them or conduct your typical round-robin reading sessions. Once the book is read, use the Printable to guide students through each step. Step 3 is for partner work, so have students work together to practice fluency and the designated grammar or writing concept. For fluency, listen as each pair reads and provide guidance as needed. To wrap up the Exploration, complete the review activity with each small group, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. v www.voyagesinenglish.com/reading • GRADE 1
Program Components Grade 1 Teacher Guide Access all the resources for an Exploration through the Digital Library. An at-a-glance overview of the Exploration is provided. During Step 1, introduce the book and main concept from Voyages in English. Grade 1 Books • 11 full-color books provided in packs of six • Science and social studies themes • High-interest topics ground each Exploration The Materials specify required items for the learning center or for teacher-led activities. The Action Plan lists the outcomes of each step. The corresponding Voyages in English section or chapter is clearly noted. Each grade contains a thoughtfully curated collection of books for students. They are designed to align and integrate with corresponding Voyages in English lesson concepts. Teachers will appreciate a straightforward and easy-to-use five-step instructional process that allows educators the flexibility to implement this program. Lead students in the Step 5 review activity or game. Teacher-Led STEP 1 Sel -Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Colonial Williamsburg on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 ACTION PLAN Read the book to build vocabulary Complete vocabulary and proper nouns practice MATERIALS Colonial Williamsburg Copies of Step 2 Printable Answer Key, p. 26 INTRODUCE THE BOOK Display the cover and the first few pages of Colonial Williamsburg. Ask students to share what they think the book will be about. Prompts can include: What do you see on the book’s cover and in the first few pages? How do these things look different from things in your life? What does this tell you about the book? Show students some of the interior pictures. Ask: Based on what you see so far, what do you think this book will talk about? Record all the nouns you hear on the board. INTRODUCE THE TOPIC: NOUNS Point out the nouns on the board. Tell students: A noun is a word that names a person, a place, or a thing. Look around the classroom—every person, object, and place you see is a noun. How many nouns do you think there are just in this classroom? Imagine how many nouns there are in the world! Then guide students through the first Voyages in English Grammar Lesson in Grade 1, Section 2: Nouns. Explain to students that they will practice using nouns as they read Colonial Williamsburg. INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Introduce the book Introduce nouns MATERIALS Colonial Williamsburg Voyages in English Grade 1, Section 2 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify nouns and noun usage in context. STEP 2 Sel -Monitored Reading: Build vocabulary skills while identifying nouns. Grammar: Identify and write proper nouns. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Identify common nouns and types of common nouns in context. STEP 4 Sel -Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of singular and plural nouns. STEP 5 Teacher-Led Grammar: Demonstrate understanding nouns. Reading: Recall and explain key details from nonfiction writing. ASSESS Sel -Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. NOUNS For use with Voyages in English Grade 1 • Section 2 Access all the resources for this Exploration through the Digital Library. 2STEP Colonial Williamsburg 1 There are large in Colonial Williamsburg. 2 Silversmiths cups out of silver. 3 Leather can be together to make shoes. 4 People used flour to bake their own . stitched windmills hammered bread VOCABULARY Choose the word that best completes the sentence. Then circle the two nouns in the word box. PROPER NOUNS Proper nouns name specific people, places, and things. Circle the proper nouns in the sentences about visiting Colonial Williamsburg. Then write the proper nouns on the lines. 1 The town of Colonial Williamsburg is old. 2 Martha spins wool into yarn. 3 A horse named Buttercup pulled the carriage. 4 We visited Smith’s Grocery to buy apples. www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4230 Reading in Action • Grade 1 4 Reading in Action • Colonial Williamsburg With a Partner Sel -Monitored Teacher-Led STEP 3 STEP 4 STEP 5 Review Activity Part 1: On a slip of paper, have students write one noun that they can see in the classroom. Collect all slips of paper, folded, in a basket. Designate three zones in the classroom: a person zone, a place zone, and a thing zone. Have each student select a slip of paper from the basket, identify the type of noun it is, and move to the appropriate noun zone. Part 2: Repeat this process now with proper and common nouns. Part 3: Repeat this process one final time with singular and plural nouns (one and more than one). Review Using the Step 5 Printable, have students review the noun concepts from Steps 2–4 and then write a book review for Colonial Williamsburg. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete noun and book reviews MATERIALS Colonial Williamsburg Copies of Step 5 Printable Slips of paper Answer Key, p. 26 Introduction Read the Step 4 Printable directions to the class. Tell students to read Colonial Williamsburg on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. ACTION PLAN Read the book to check comprehension Recognize and practice using singular and plural nouns MATERIALS Colonial Williamsburg Copies of Step 4 Printable Answer Key, p. 26 Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the grammar activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS Colonial Williamsburg Step 3 Printable Blank paper Answer Key, p. 26 5STEP NOUNS REVIEW Underline each noun. Circle common or proper to show what type of noun it is. Then write a sentence that has a noun that shows more than one. Colonial Williamsburg 1 silversmith hammered common proper 2 carry Colonial Williamsburg common proper 3 Book Review This book tells about The most interesting detail from this book is This detail is interesting because Rating: I gave this book stars because What did you think about Colonial Williamsburg? Write a review. Then share your review! Title: Colonial Williamsburg Author: Susan Ring Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4233 Reading in Action • Grade 1 4 STEP COMPREHENSION Read Colonial Williamsburg. Answer the questions. 1 Where does this book take place? (page 2) 2 How did people use wool to make cloth? (pages 6–7) 3 Why was a windmill important to the town? (page 8) 4 How is the town in the book different from the town you live in? ONE AND MORE THAN ONE Find each noun in the book. Circle one if the noun is one of something. Circle more than one if the noun is more than one of something. Then change the word to be only one or to be more than one. 1 hand (page 4) one more than one 2 wheels (page 6) one more than one 3 cups (page 10) one more than one Colonial Williamsburg www.voyagesinenglish.com/reading Name Reading in Action • Grade 1 © Loyola Press. All rights reserved. W4232 3 STEP Print and display this poster in your Reading in Action learning center for partner work. GRAMMAR REVIEW Common nouns can name people, places, or things. Here are some examples. people: farmer, doctor, baby, pilot places: library, zoo, school, store things: hat, book, pencil, cup FLUENCY TIP As you read, say each word clearly and at a steady pace (not too slow or too fast). A listener should be able to hear each word and understand what you are reading. FLUENCY PRACTICE 1 First reading: Read Colonial Williamsburg with your partner. Take turns reading every other page while your partner listens. 2 Second and third readings: Now take turns reading the whole book. You read first, then your partner. Answer these questions together: Which words sounded clearer after we practiced a second time? Where did we understand words better after we practiced? GRAMMAR PRACTICE 1 Fold a sheet of paper into quarters. Copy one word in each box: town, baskets, silver, and children. These words are common nouns that name non-specific places, things, and people. 2 Word Hunt: Find each word in Colonial Williamsburg. Write the page number next to the word. Hint: One word appears twice in the book! town pge baskets pge silver pge children pge 3 Under each word, write what type of common noun it is. Is it a place, a thing, or people? 4 Tell your partner about your favorite common noun in the book. Turn over your paper and write the common noun. Draw a picture to show its meaning. Colonial Williamsburg PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4231 Reading in Action • Grade 1 5 www.voyagesinenglish.com/reading • GRADE 1 vi Reading in Action • Program Components
Accessing the Printables The Digital Library is the key to managing the resources that accompany Reading in Action. With an access code provided by your administrator, the Digital Library eliminates the hassle of juggling printed worksheets and accessing assessments. Step 1 Printable For the Book Reports Exploration, students get to select the book they want to read! To help students work through the Exploration, they use a Step 1 Printable. For all other Explorations, students will be provided a book to read. Step 2 Printable During Step 2, students practice newly acquired vocabulary words and Grammar or Writing Concept One from Voyages in English. All vocabulary words appear in the book. The grammar or writing concept is clearly labeled and is introduced in Voyages in English. The activities in Reading in Action allow for students to build upon the grammar or writing concept in a natural way. 2STEP Colonial Williamsburg 1 There are large in Colonial Williamsburg. 2 Silversmiths cups out of silver. 3 Leather can be together to make shoes. 4 People used flour to bake their own . stitched windmills hammered bread VOCABULARY Choose the word that best completes the sentence. Then circle the two nouns in the word box. PROPER NOUNS Proper nouns name specific people, places, and things. Circle the proper nouns in the sentences about visiting Colonial Williamsburg. Then write the proper nouns on the lines. 1 The town of Colonial Williamsburg is old. 2 Martha spins wool into yarn. 3 A horse named Buttercup pulled the carriage. 4 We visited Smith’s Grocery to buy apples. www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4230 Reading in Action • Grade 1 STEP PICK A TOPIC FOR YOUR BOOK REPORT Max is writing a book report. First he needs to pick a topic. Max thinks about the books he has read. He lists the titles in his notebook. Then he circles Loose Tooth. He thinks his classmates would like learning about this book. YOUR TURN 1 List the titles of two books you have read. Be sure the books have characters and a story with a beginning, middle, and ending. 2 Think about each book. What did you like most about the book? Would others enjoy reading it? 3 Choose the book you like best. Write the title and author. Title: Author: 4 Why would your classmates like this book? My classmates would like this book because Boo� Reports 1 www.voyagesinenglish.com/reading Name Reading in Action • Grade 1 © Loyola Press. All rights reserved. W4266 vii www.voyagesinenglish.com/reading • GRADE 1
Program Components, continued Step 4 Printable During Step 4, students practice reading comprehension and Grammar or Writing Concept Three from Voyages in English. Page references are provided as a guide, so students can spend their time efficiently. Open-ended questions challenge students and show them that their opinions, thoughts, and feelings are important. For learning continuity, the grammar and writing concepts and the way they are defined are the same as Voyages in English. Step 3 Printable The Step 3 Printable should be displayed in the learning center. All Step 3 practice is completed with a partner. During Step 3, students practice their fluency skills and Grammar or Writing Concept Two from Voyages in English. The tips and notes in the side column not only provide support to students as they work on Step 3 but also can be applied by students outside the Exploration. 4STEP COMPREHENSION Read Colonial Williamsburg. Answer the questions. 1 Where does this book take place? (page 2) 2 How did people use wool to make cloth? (pages 6–7) 3 Why was a windmill important to the town? (page 8) 4 How is the town in the book different from the town you live in? ONE AND MORE THAN ONE Find each noun in the book. Circle one if the noun is one of something. Circle more than one if the noun is more than one of something. Then change the word to be only one or to be more than one. 1 hand (page 4) one more than one 2 wheels (page 6) one more than one 3 cups (page 10) one more than one Colonial Williamsburg www.voyagesinenglish.com/reading Name Reading in Action • Grade 1 © Loyola Press. All rights reserved. W4232 3STEP Print and display this poster in your Reading in Action learning center for partner work. GRAMMAR REVIEW Common nouns can name people, places, or things. Here are some examples. people: farmer, doctor, baby, pilot places: library, zoo, school, store things: hat, book, pencil, cup FLUENCY TIP As you read, say each word clearly and at a steady pace (not too slow or too fast). A listener should be able to hear each word and understand what you are reading. FLUENCY PRACTICE 1 First reading: Read Colonial Williamsburg with your partner. Take turns reading every other page while your partner listens. 2 Second and third readings: Now take turns reading the whole book. You read first, then your partner. Answer these questions together: Which words sounded clearer after we practiced a second time? Where did we understand words better after we practiced? GRAMMAR PRACTICE 1 Fold a sheet of paper into quarters. Copy one word in each box: town, baskets, silver, and children. These words are common nouns that name non-specific places, things, and people. 2 Word Hunt: Find each word in Colonial Williamsburg. Write the page number next to the word. Hint: One word appears twice in the book! town pge baskets pge silver pge children pge 3 Under each word, write what type of common noun it is. Is it a place, a thing, or people? 4 Tell your partner about your favorite common noun in the book. Turn over your paper and write the common noun. Draw a picture to show its meaning. Colonial Williamsburg PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4231 Reading in Action • Grade 1 viii Reading in Action • Program Components
Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. At the end of each Exploration, students complete a book review that allows them to summarize the book and synthesize what they learned or would like to learn more about. Then students rate each book and are encouraged to share their review with the rest of the class. Assessment After Step 5, access the book’s Online Vocabulary and Comprehension Assessment in your Digital Library. Each interactive assessment includes five vocabulary questions and five comprehension questions. Depending on the implementation model chosen, the assessment link may be emailed directly to students (individually, in groups, or as a class) and completed in class or at home. Students then complete and return the assessment results. 5STEP NOUNS REVIEW Underline each noun. Circle common or proper to show what type of noun it is. Then write a sentence that has a noun that shows more than one. Colonial Williamsburg 1 silversmith hammered common proper 2 carry Colonial Williamsburg common proper 3 Boo� Review This book tells about The most interesting detail from this book is This detail is interesting because Rating: I gave this book stars because What did you think about Colonial Williamsburg? Write a review. Then share your review! Title: Colonial Williamsburg Author: Susan Ring Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4233 Reading in Action • Grade 1 5STEP Bea�s DESCRIPTIONS WORKSHOP Think about your favorite bird. What does it look like? How does it feel? What sound does it make? On a separate sheet of paper, copy the sentence frames below. Then write a description of your favorite bird and draw a picture of it. Look back at Beaks if you need ideas. This is a . s have . s use to . Boo� Review This book tells about One bird from the book I would like to learn more about is I would like to learn more about this bird because Rating: I gave this book stars because What did you think about Beaks? Write a review. Then share your review! Title: Beaks Author: Brenda Parkes Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4265 Reading in Action • Grade 1 5STEP NOUNS REVIEW Underline each noun. Circle common or proper to show what type of noun it is. Then write a sentence that has a noun that shows more than one. Colonial Williamsburg 1 silversmith hammered common proper 2 carry Colonial Williamsburg common proper 3 Boo� Review This book tells about The most interesting detail from this book is This detail is interesting because Rating: I gave this book stars because What did you think about Colonial Williamsburg? Write a review. Then share your review! Title: Colonial Williamsburg Author: Susan Ring Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4233 Reading in Action • Grade 1 ix www.voyagesinenglish.com/reading • GRADE 1
Teacher-Led STEP 1 Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Beaks on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Display the cover of Beaks. Say: You’ll be working with this book to learn about using descriptions in writing. Ask: Based on this cover, what do you think the book will be about? What kind of bird is this? How many different kinds of birds can you name? What words can you use to describe the bird on the cover? INTRODUCE THE TOPIC: DESCRIPTIONS Hold up a series of vibrant nature photos. Ask students to imagine how they would describe the photos to someone who could not see them. Ask: What words would you use to describe this picture? Explain to students that descriptions help us imagine things we read or hear about. Tell students that good descriptions paint a picture for the reader and often use sensory words that tell how something looks, tastes, smells, sounds, or feels. Then guide students through the first Voyages in English Writing Lesson in Grade 1, Chapter 4: What Is a Description? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and purpose of a description practice MATERIALS Beaks Copies of Step 2 Printable Answer Key, p. 30 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a description. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Identify the purpose of a description. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Demonstrate understanding of sensory words in descriptive writing. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Finish writing a description. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a description. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce descriptions MATERIALS Collection of vibrant photos from nature Beaks Voyages in English Grade 1, Chapter 4 DESCRIPTIONS For use with Voyages in English Grade 1 • Chapter 4 Access all the resources for this Exploration through the Digital Library. 2STEP PURPOSE OF A DESCRIPTION Read the sentences. Is each statement true or false? Circle the correct word. 1 A description tells about something or someone. true false 2 A description uses words that have to do with our senses. true false Look at the photo on page 9. Then read this description. Underline the words below that describe how the bird looks and what is around it. 1 Parrots have beaks. 2 Toucans use their beaks to reach . 3 A puffin has a beak. Its beak is not straight. 4 Hummingbirds sip from flowers. curved nectar fruit sharp VOCABULARY Choose the word that best completes the sentence. Then circle two describing words in the word box. Bea s A shiny green hummingbird flies above red and yellow flowers. The sky behind the bird is bright blue. The bird uses its long, thin beak to reach into the spiky flowers. www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4262 Reading in Action • Grade 1 20 Reading in Action • Beaks SAMPLE
With a Partner Self-Monitored Teacher-Led STEP 3 STEP 4 STEP 5 Review Activity Place students in small groups and distribute one photo of the same type of animal to each group. For example, give each group a photo of a different kind of bear. Have groups list as many sensory words as they can (using all five senses) to describe their photo. Display all the photos. Have each group read their list of sensory words and ask other groups to guess which photo the words describe. Repeat until students have correctly guessed each photo. Review Using the Step 5 Printable, have students write a description of their favorite bird and then write a book review for Beaks. Ask volunteers to share their reviews with the class. Introduction Read the Step 4 Printable directions to the class. Tell students to read Beaks on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the sensory words activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. ACTION PLAN Read the book to check comprehension Practice finishing a description MATERIALS Beaks Copies of Step 4 Printable Answer Key, p. 30 ACTION PLAN Read the book to build fluency Complete sensory words practice with a partner MATERIALS Beaks Step 3 Printable Blank paper Answer Key, p. 30 ACTION PLAN Complete a review activity Complete a book review Write a description MATERIALS Beaks Copies of Step 5 Printable Photos of the same type of animal Blank paper Answer Key, p. 30 5STEP Bea s DESCRIPTIONS WORKSHOP Think about your favorite bird. What does it look like? How does it feel? What sound does it make? On a separate sheet of paper, copy the sentence frames below. Then write a description of your favorite bird and draw a picture of it. Look back at Beaks if you need ideas. This is a . s have . s use to . Boo Review This book tells about One bird from the book I would like to learn more about is I would like to learn more about this bird because Rating: I gave this book stars because What did you think about Beaks? Write a review. Then share your review! Title: Beaks Author: Brenda Parkes Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4265 Reading in Action • Grade 1 4STEP COMPREHENSION Read Beaks. Answer the questions. 1 How do birds’ beaks help them? (page 3) 2 Why is a parrot’s beak short and sharp? (pages 4–5) 3 What is one fact you learned about a bird from this book? FINISH A DESCRIPTION Use the words from the box to finish these descriptions. Use each word one time. Look at the pictures in Beaks to help you complete each description. 1 Today I saw two flamingos at the park. The flamingos had long . They looked longer than mine! 2 Puffins are birds. They can catch many fish with their curved . 3 That hummingbird has a beak. Its tiny are wrapped around the flower. Bea s beaks feet small legs pink long www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4264 Reading in Action • Grade 1 3STEP Print and display this poster in your Reading in Action learning center for partner work. DESCRIPTION WRITING TIP A good description uses sensory words. Sensory words are words that describe nouns. They can come right before a noun. For example, The soft feather floated down. They can also come after a being verb. For example, That feather is soft. FLUENCY TIP Preview the text before you read aloud. Look for words you do not know. Practice reading long sentences. FLUENCY PRACTICE 1 First reading: Read Beaks with your partner. Take turns reading every other page. 2 Second and third readings: Now take turns reading the whole book. You read first, then your partner. Answer these questions together: Did we lose our place when reading? Why? What did we do when we saw a word that we did not know? 3 When you finish, turn to page 10. Look at the picture. Talk about what is happening with your partner. SENSORY WORDS PRACTICE 1 On a separate sheet of paper, write the following words: sight, touch, sound, taste, and smell. sigh ouch sound s e smell 2 With your partner, find two sight sensory words in Beaks and write them on the chart. 3 Now find and write two touch sensory words. 4 Look at page 9. What sounds do you think a hummingbird makes when it flies or sips nectar? Write two sound sensory words on the chart to describe the hummingbird. 5 Look at the fruit on page 15. Imagine how it tastes and smells. Write one taste and one smell sensory word to describe the fruit. Bea s PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4263 Reading in Action • Grade 1 21 www.voyagesinenglish.com/reading • GRADE 1 SAMPLE
Teacher-Led STEP 1 INTRODUCE THE BOOK Display the cover of Animal Reports. Tell students: You’ll use this book as you learn about writing research reports. Then discuss the cover image with students and any facts that they know about animals. Ask: What kind of animal is this? What facts do you know about this animal? How many different kinds of animals can you name? What are some facts about those animals? INTRODUCE THE TOPIC: RESEARCH REPORTS Display a sample research report on an animal. Tell students: This is an example of a research report. Ask: When have you used research to find out more about something? Then say: You can tell a research report is good when there are clear facts and pictures. What elements are helpful when you read a research report like this? (pictures, interesting topic) Then guide students through the first Voyages in English Writing Lesson in Grade 1, Chapter 6: What Is a Research Report? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Animal Reports on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 ACTION PLAN Read the book to build vocabulary Complete vocabulary and topic sentences practice MATERIALS Animal Reports Copies of Step 2 Printable Answer Key, p. 31 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a research report. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Identify and write topic sentences. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Find and rewrite facts for research report writing. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Organize facts for a research report. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a research report. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce research reports MATERIALS Elementary-level sample research report on an animal Animal Reports Voyages in English Grade 1, Chapter 6 RESEARCH REPORTS For use with Voyages in English Grade 1 • Chapter 6 Access all the resources for this Exploration through the Digital Library. 2STEP TOPIC SENTENCES Draw a line to match each research report to the correct topic sentence. Write a topic sentence for a research report on giant pandas. 4 1 Most bats eat large . 2 Animals that have a backbone, hair, and milk to feed their young are called . 3 That is carrying a baby in its pouch! 4 Bison live on grasslands known as . Research Report 1 This animal has a strong jaw and sharp teeth. Its paws are large with long, powerful claws. 2 This animal lives on the prairies of North America. It eats grass and small plants. 3 This animal eats gum leaves. It gets most of the water it needs from gum leaves. Topic Sentence a The bison is an herbivore, meaning it only eats plants. b The koala rarely drinks water. c The lion is a large animal. mammals marsupial prairies insects VOCABULARY Choose the word that best completes the sentence. Animal Reports www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4271 Reading in Action • Grade 1 24 Reading in Action • Animal Reports SAMPLE
With a Partner Self-Monitored STEP 3 STEP 4 STEP 5 Teacher-Led Review Activity Write facts about different animals from Animal Reports on sets of note cards. Divide students into groups and distribute one card to each student. Next write the following categories on the board: species, location, food, and appearance. Have group members work together to organize their cards according to the type of information on the card. Then have groups invent a topic sentence for the information on their cards and orally share their sentence with the class. Review Using the Step 5 Printable, have students write a research report on an animal of their choosing and then write a book review for Animal Reports. Ask volunteers to share their reviews with the class. Introduction Read the Step 4 Printable directions to the class. Tell students to read Animal Reports on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the finding facts activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. ACTION PLAN Complete a review activity Complete a book review Write a research report MATERIALS Animal Reports Copies of Step 5 Printable Note cards Answer Key, p. 31 ACTION PLAN Read the book to check comprehension Practice organizing facts MATERIALS Animal Reports Copies of Step 4 Printable Answer Key, p. 31 ACTION PLAN Read the book to build fluency Complete finding facts practice with a partner MATERIALS Animal Reports Step 3 Printable Blank paper Answer Key, p. 31 5STEP Boo Review This book is interesting because I liked learning about because I think it is important to learn about animals because Rating: I gave this book stars because Title: Animal Reports Authors: Peter Sloan and Sheryl Sloan Fiction or Nonfiction (circle one) What did you think about Animal Reports? Write a review. Then share your review! RESEARCH REPORTS WORKSHOP Choose an animal that you want to learn more about. Find facts about the animal. Then write a research report about the animal. You are the expert about your animal, so share what you know in your research report! Remember Rewrite the facts that you find in your own words. Sort and organize the facts that you wrote. Use topic sentences to introduce your facts. Animal Reports www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4274 Reading in Action • Grade 1 4STEP COMPREHENSION Read Animal Reports. Answer the questions. 1 What is another name for the bison? (page 4) 2 Where does the giant panda live? (page 8) 3 How do killer whales talk? (page 12) 4 Which animal from the book is the only mammal that can fly? (pages 14–15) ORGANIZING FACTS Draw a line to match each fact to the correct question. Animal Reports 1 The killer whale is found in all oceans. 2 A killer whale is about 25 feet long. 3 A killer whale is black and white. 4 The killer whale eats seals and fish. a What does it look like? b What does it eat? c How big is it? d Where does it live? Look in Animal Reports for a fact about a different animal that matches one of the questions. On a separate sheet of paper, rewrite the fact. Then draw a picture to match the fact. www.voyagesinenglish.com/reading Name © Loyola Press. All rights reserved. W4273 Reading in Action • Grade 1 3STEP Print and display this poster in your Reading in Action learning center for partner work. RESEARCH REPORT WRITING TIP When you find a fact, don’t copy it. Rewrite the fact in your own words. This will help you learn the information better. FLUENCY TIP If you see a word that you don’t know, break the word into parts. Sound out each part. Then read all the parts together. Repeat the word three times. This will help you read more smoothly! FLUENCY PRACTICE 1 First reading: Read Animal Reports with your partner. Take turns reading every other page. 2 Second and third readings: Now take turns reading the whole book. You read first, then your partner. Answer these questions together: Where did we stumble at first that became easier to read with practice? Where did we read words more smoothly after we practiced? 3 When you finish, turn to pages 8 and 9. Look at the picture. Talk about what is happening. Describe it to your partner. FINDING FACTS PRACTICE 1 Open Animal Reports to pages 6 and 7. 2 Fact Hunt: Find two facts about llamas. Write them on a separate sheet of paper. 3 Choose one fact that you found. Rewrite it in your own words on your paper. 4 Look for more facts about llamas in an encyclopedia, in a book, or on the internet. 5 Choose one new fact and rewrite it in your own words on your paper. Then draw a picture of the fact on the back of your paper. 6 Switch papers with your partner. Talk about the facts that you found. Animal Reports PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4272 Reading in Action • Grade 1 25 www.voyagesinenglish.com/reading • GRADE 1 SAMPLE
www.voyagesinenglish.com/reading Literacy through Literature! Embark on a literary adventure as students encounter essential grammar and writing concepts within the context of reading. Students practice and master grammar and writing application while boosting important reading skills (vocabulary, fluency, and comprehension) within a flexible format that easily plugs into your already established literacy instruction. 1 Grade 1 ISBN: 978-0-8294-5730-8
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