Grade 1 Reading Foundations Unit 10: Student Lessons
Scope and placement | Student lessons | Practice and assessment | Teacher answers | Standards register
An adult provides instruction in sound work, word meaning and spelling. Show each affix and its base word, read the whole word and use it in a sentence. Read each original short passage twice for accuracy and understanding.
Day 1: Prefixes dis- and mis-
Objective: Read and explain selected words with dis- meaning not or opposite and mis- meaning incorrectly or badly; identify a familiar base.
Oral sound work
Say like and dislike; ask how meaning changes. Say spell and misspell; ask whether the action was done correctly. For phoneme manipulation, say /s/ /p/ /ĕ/ /l/ and blend spell. Remove the /p/ sound to make sell. Then change the first sound /s/ to /w/ to make well. Model and check each change separately. The spoken sounds change one at a time; the letters are shown only after the child has completed the oral task.
Teacher model
Write like, dislike; lead, mislead; place, misplace. Box the prefix and underline the base. Read the whole word, explain the meaning in a sentence, and note that words beginning with the same letters are not automatically prefixed words.
Read and analyze words
dislike | disagree | disobey | dishonest | misplace | misread | misspell | mistake
Original passage
Nia can misplace a book. She will look for it. Ben can help. Nia and Ben disagree about where it is, so they check the shelf.
Spelling from dictation
Teacher dictates: dislike; misplace; misread; misspell. Show no printed model during the independent check. Learner reads each completed spelling back.
Text-evidence discussion
Reread and answer from the original passage. Teach connectors and unfamiliar vocabulary first: Nia, Ben, can, a, she, will, look, for, it, and, about, where, so, they, the. Disagree and dishonest contain spellings not fully controlled by this unit; teach them word by word.
Day 2: Prefixes pre-, non-, in-, and ex-
Objective: Learn selected common meanings: pre- before, non- not, in- not in certain words, and ex- former; understand that word meaning and context matter.
Oral sound work
Say heat/preheat and view/preview. Ask which action happens before another. Say fiction/nonfiction and complete/incomplete. Say captain/ex-captain and identify the role held previously.
Teacher model
Box pre in preheat, non in nonfiction, in in incomplete, and ex in ex-captain. Explain that in can also mean inside in other words and ex has other uses. These selected words need direct vocabulary and spelling instruction.
Read and analyze words
preheat | preview | prepay | preschool | nonstop | nonfiction | incomplete | ex-captain
Original passage
Ben is at preschool. The class can preview a book. A page is incomplete. Ben can finish it before the next class.
Spelling from dictation
Teacher dictates: preheat; preview; nonstop; incomplete. Show no printed model during the independent check. Learner reads each completed spelling back.
Text-evidence discussion
Reread and answer from the original passage. Teach connectors and unfamiliar vocabulary first: Ben, is, at, the, class, can, a, page, finish, it, before, next. Ex-captain is vocabulary practice, not unprompted independent decoding.
Day 3: Comparative endings -er and -est, spelling changes
Objective: Read and spell comparative and superlative forms, observing common consonant doubling and changing consonant plus y to i.
Oral sound work
Say fast, faster, fastest. Ask which form compares two and which selects the greatest among three or more. Say happy/happier/happiest and notice that spelling changes from y to i.
Teacher model
Write tall/taller/tallest. For big/bigger/biggest double g; for happy/happier/happiest replace final y with i. Compare shy/shyer to show patterns have exceptions and must be learned rather than applied blindly.
Read and analyze words
taller | tallest | faster | fastest | bigger | biggest | happier | happiest
Original passage
A tall tree is by the path. A taller tree is near it. The tallest tree is far away. Nia is happy to see them.
Spelling from dictation
Teacher dictates: taller; fastest; bigger; happiest. Show no printed model during the independent check. Learner reads each completed spelling back.
Text-evidence discussion
Reread and answer from the original passage. Teach connectors and unfamiliar vocabulary first: a, tree, is, by, the, path, near, it, far, away, Nia, happy, to, see, them. Distinguish the grammar meaning of -er in taller from -er as a person in teacher.
Day 4: Suffixes -en, -y and -ly, read and explain
Objective: Read selected suffix words and identify how an ending changes meaning or word function, using explicit comparisons.
Oral sound work
Say soft/soften, cloud/cloudy, quick/quickly. Discuss: soften means make or become soft; cloudy means having clouds; quickly tells how something happens. Clap quick-ly as two syllables.
Teacher model
Underline -en in soften, -y in rainy, and -ly in slowly. Compare happy/happily to demonstrate a y-to-i spelling change. The ending -en does not have one universal meaning in every word, so use each word in a sentence.
Read and analyze words
soften | harden | wooden | rainy | cloudy | windy | slowly | quickly | happily
Original passage
The day is cloudy. Nia walks slowly to the pond. The wind begins to blow. She goes home quickly before the rain.
Spelling from dictation
Teacher dictates: soften; rainy; cloudy; slowly; happily. Show no printed model during the independent check. Learner reads each completed spelling back.
Text-evidence discussion
Reread and answer from the original passage. Teach connectors and unfamiliar vocabulary first: the, day, is, Nia, walks, to, pond, wind, begins, blow, she, goes, home, before, rain. Wooden and harden have different structures; explicitly model each.
Day 5: Independent word-structure and sound review
Objective: Apply previously taught prefixes, suffixes and phoneme manipulation to unrehearsed items, spelling and text comprehension; score subskills separately.
Oral sound work
Without letters, say slip. Ask the learner to remove /s/ to make lip. Say clap; remove /k/ to make lap. Say plan; change /p/ to /f/ to make flan, a real but unfamiliar word. Mark any unfamiliar vocabulary separately from sound manipulation.
Teacher model
Demonstrate with words not included in the assessment: dislike, preheat, tall/taller, rain/rainy. Then put away example cards and score an independent word list and dictated items without prompts.
Read and analyze words
dislike | misplace | preschool | nonstop | incomplete | taller | biggest | happier | soften | cloudy | slowly | happily
Original passage
Nia and Ben are at school. They preview a book. Ben dislikes a messy page and wants to fix it. Nia reads slowly, then rereads the page. The two friends are happier when the page is clear.
Spelling from dictation
Teacher dictates: disobey; misread; preview; nonstop; fastest; bigger; rainy; quickly. Show no printed model during the independent check. Learner reads each completed spelling back.
Text-evidence discussion
Reread and answer from the original passage. Teach connectors and unfamiliar vocabulary first: Nia, Ben, and, are, at, they, a, book, messy, page, wants, to, fix, it, reads, then, rereads, the, two, friends, when, is, clear. Dislikes is an inflected form of dislike: explain -s before passage reading.